Growth Mindset - 2
Foundational
Lesson Plan
Goal: While in structured and unstructured settings, the student will display principles of a growth mindset in 8 out of 10 observable opportunities, as measured by a teacher assessment tool.
Objectives:
1. Identify and accept when you make mistakes.
2. Identify a challenge and use language to describe it in terms of it being an opportunity to learn something new.
3. Listen to and acknowledge feedback on your work or performance in a positive manner.
Standards: Click on the appropriate link below to view Language Arts standards included in this lesson.
Definitions of Key Terms: Growth mindset is the belief that your brain can grow through hard work and dedication. People with a growth mindset look at challenges as a way to learn something new, as an exciting thing or a chance to do better. It is the opposite of a fixed mindset, which is one that believes the skills you have will not improve and you cannot learn anything new.
Discussion Points
- Do you have the same skills now that you did several grade levels or years ago?
- How did you gain new skills and knowledge?
- What is a growth mindset?
- What is a fixed mindset?
- Why is a growth mindset important?
- Is showing perseverance part of a growth mindset or a fixed mindset?
- How can a growth mindset help you be successful in life?
Discuss with students what a growth mindset is as well as what a fixed mindset is. Be sure that students understand those two mindsets are opposites and why. Review the discussion point questions.
Possible activities to review the discussion points or use your own:
Think. Pair. Share: The teacher will pose questions related to the discussion points. Explain to students that the purpose of the activity is to think about the question and activate prior knowledge. The teacher will model the procedure to facilitate student understanding.
- T (Think): Teacher begins by asking a specific question using the discussion topics.
- P (Pair): Each student should be paired with another student, small group or work with a teacher. Pairs write brief answers on sticky notes or scrap paper.
- S (Share): Students share their thinking with their partner. Teacher then leads a whole-group conversation using students’ answers.
SEL Categories Activity:
- Ask students to create a list of words associated with the topic (give them 2-5 minutes to complete).
- Once time is up, ask each student to share a word or thought from their list.
- Other students must cross that word or thought off their list.
- Continue the process until all words or thoughts have been listed.
Directions for In-Person or Virtual Learning: You have three options for students to complete this lesson.
- Option 1: Print the Student Activity Sheet for each student. Complete the lesson as a group and assign the activity sheet to the students.
- Option 2: Click the Student link to access the activity sheet electronically and post to your Learning Management System (if your school has one) or send the link to the student. The student may complete the activity sheet electronically within the classroom on a shared computer or device.
- Option 3: Click the Student link to access the activity sheet electronically and send the link to the student. The student may access the link from a home computer, chromebook, iPad or other device.
Activity 1: Growth Mindset vs. Fixed Mindset
In a large group, discuss what it means to grow (develop, change, mature). Develop a list of things that grow. Record answers on chart paper or the board. The list could include plants, animals, people, and so on. Explain to students that even our brains can grow.
- Chart paper or interactive board
Explain that a growth mindset is having the attitude that our most basic abilities can be developed through hard work and dedication. With a growth mindset, individuals are always working to develop their skills. Challenges are a way to learn something new, get better at a particular skill/task, and look at their mistakes to do better next time.
A fixed mindset is the opposite of a growth mindset. It means you think you can’t get better at things, even with practice. When you have a fixed mindset you want to quit and give up. People with a fixed mindset do not try again once they have made a mistake. They typically stop or give up trying to get better.
Activity 2: Growth Mindset vs. Fixed Mindset Sort
Review the discussion points and key ideas from Activity 1.
Ask students to think of situations where they had a growth mindset. What did they learn or get better at doing? Add to the list started in Activity 1.
- Student Activity Sheet A - 1 per student
- Red and blue crayon, colored pencil, or highlighter for each student
Lead the students in a discussion about how to react when they make a mistake. Be sure to identify words/phrases that show a fixed mindset. Discuss how they can change those words to show a growth mindset instead.
Ask students to think about how they react when someone gives them feedback on their work. Discuss the words/phrases they have used or typically use. Ask if those show a growth mindset or a fixed mindset. Discuss how they can change those words/phrases to show a growth mindset instead.
Ask students to complete Student Activity Sheet A. Discuss their answers when all students have finished.
Student Activity Sheet A
Directions: Read the descriptions below. If it is characteristic of a growth mindset, circle it in blue. If it is characteristic of a fixed mindset, circle it in red.
| Sees challenges as opportunities to grow | Threatened by challenges |
| Acknowledges weaknesses | Intimidated by weaknesses |
| Pessimistic and has unrealistic goals | Optimistic and has realistic goals |
| Not easily influenced by peers | Easily influenced by peer pressure |
| Gives up easily | Highly persistent |
| Sees new tasks as scary | Sees new tasks as exciting |
| Believes mistakes are bad | Believes mistakes are a chance to grow |
Activity 3: Change Your Words, Change Your Mindset
Review the discussion points and key ideas from Activities 1 and 2. You may also want to review the chart created during Activities 1 and 2.
- Chart paper or interactive board
- Student Activity Sheet B - 1 per student
- Pencil for each student
Ask students to think of the words they usually use when they encounter a challenge or make a mistake. Ask them to think if the words describe a growth mindset or a fixed mindset. Discuss other ideas for words/phrases that students can use that show a growth mindset. Add these to the list/board.
Ask students to complete Student Activity sheet B. Discuss their answers when all students are finished. Be sure to discuss how students can shift their thinking from a fixed mindset to more of a growth mindset.
Student Activity Sheet B
Directions: Changing our words can help change our mindset from a fixed mindset to a growth mindset. Complete the chart below.
Lesson Extension: Listening Comprehension and Grammar Review
Explain that a script is a form of dialogue writing between characters in a movie, play, or broadcast. Students should listen carefully as the teacher plays the example scripts from the immersive reader. Replay the script if needed. Allow students time to answer the questions on Student Activity Sheet C.
- Student Activity Sheet C - 1 per student
- Pencil for each student
- Student Activity Sheet D - 1 per student
- Colored highlighters or pencils
Once students have finished Student Activity Sheet C, review the answers with them.
After completing the listening comprehension portion of this activity, provide students a copy of Student Activity Sheet D. Point out to students the features of script text that indicate which character is talking. Remind students that this is a dialogue between characters.
Allow students time to complete Student Activity Sheet D.
Display the script using the immersive reader and highlight the contractions used. Ask students to self-check their work to ensure they have found the correct contractions. Ask for volunteers to provide the two words that make up one or more of the contractions.
If time allows after completing and discussing both student activity sheets, the students may pair up to role play the script.
Example script demonstrating a growth mindset:
Chris: This math is so hard.
PJ: I know it is.
Chris: It may take us some time but I know if we work hard we can do it.
PJ: I think your right! Let’s keep working.
Example script demonstrating a fixed mindset:
Chris: This math is so hard.
PJ: I know it is.
Chris: I quit. I can’t do it.
PJ: Me too. It’s too hard
Read Aloud Recommendations: Completing a read aloud with students is a great way to connect text with lesson content while incorporating reading and language practice. Below are suggested titles including, a YouTube link, Lexile and Grade Level information for books relating to the lesson.
| Book Title | Author | Grade Level | Lexile Level |
|---|---|---|---|
| Ish | Peter H. Reynolds | 1-3 | 520 |
Student Activity Sheet C
Directions: Think about the script read/played for the class and complete the questions below.
Student Activity Sheet D
Directions: In the scripts below circle the contractions. As a bonus, be ready to share what two words make the contraction.
Remember:
A contraction is a word made from shortening or combining two words.
Example script demonstrating a growth mindset:
Chris: This math is so hard.
PJ: I know it is.
Chris: It may take us some time but I know if we work hard we can do it.
PJ: I think you're right! Let’s keep working.
Example script demonstrating a fixed mindset:
Chris: This math is so hard.
PJ: I know it is.
Chris: I quit. I can’t do it.
PJ: Me too. It’s too hard
Application Activity
Review the key points from the previous activities. Review and discuss example scripts from the lesson extension.
- Script sheet for each group
- Pencil for each student
In small groups, have the students create scripts demonstrating a growth mindset and a fixed mindset. Use the script sheet to create students' scripts.
Have students record their scripts using SiLAS software for social skills. Remind students to name and save their work. Premiere the movies with the group members at the end of each session.
Script Extensions:
Click the following hyperlinks to have students choose their Characters, Background and Props prior to writing scripts. For examples of script writing accommodations, click Here.
Ideas for modifying this activity based on your students’ needs:
- create a script as a class
- pair or group students so that skill levels are varied and assign each a role or task that uses their skill
- create the script by recording the dialogue with a phone or other recording device
Topic Checkout
Review the key ideas discussed in the previous activities. Ask students to complete the Student Topic Checkout. When all students have finished, review the answers as a group.
- Student Topic Checkout - 1 per student
- Pencil for each student
Student Topic Checkout
Directions: Fill in the blank with growth or fixed.