The aim of our CPD packs is to support members in further exploring the themes raised in an issue of our journal, Impact. CPD packs provide guidance and resources to help facilitate staff CPD based on key articles from each issue.
This pack is related to the following articles:
- ‘Challenging the myths of mindset: theory and practice‘, written by Sherria Hoskins, Joanna Nye, Frances Warren, Emily Mason-Apps, Victoria Devonshire and Mathilde Chanvin, Department of Psychology, University of Portsmouth
- ‘Mindset and music: Developing the “Musical Self-Theories and Goals” questionnaire‘, written by Daniel Müllensiefen, Peter Harrison and Francesco Caprini, Department of Psychology, Goldsmiths; and Amy Fancourt, Head of Psychology, Queen Anne’s School, Reading.
The packs are designed to be flexible so they can be used and adapted to deliver a one-off session or a longer series of CPD opportunities. The facilitator notes contain suggestions for how to shorten or extend activities depending on whether you wish to provide a brief snapshot of the research or explore the concepts over a longer time period. We recognise that preparing and resourcing high quality CPD in schools and colleges is both time consuming and expensive, and we hope that these CPD packs will help reduce teachers’ and school leaders’ workload as well as providing a supportive framework enabling all school members to facilitate CPD confidently.
The materials below allow teachers to review any existing The theory, popularised by Carol Dweck, that students’ bel... More practices and consider how prevalent myths may have impacted (and hindered) these practices. They’ll reflect on future developments that could be made to their practice.
This pack contains the following:
- Presentation Slides
- Facilitator Guidance
- A copy of the ‘myths’ article
- A copy of the ‘music’ article
- Reflection Handout.
Click on the links above to download each resource.
If you make use of this CPD pack in your setting, we would welcome your feedback.
Click here to submit your feedback.