This document provides materials for a lesson plan to introduce students to the concept of a growth mindset. The lesson plan includes objectives to help students understand that intelligence can be developed, the brain is malleable, and challenging work makes the brain stronger. It outlines parts of the lesson including watching videos on brain plasticity and neuroplasticity, a discussion of personal experiences overcoming struggles, and having students write letters about learning struggles. Additional optional activities include a research project on how the brain grows through learning challenges and creating a poster contrasting growth and fixed mindsets.
Thinking our capabilities are determined by past success or failure, leads to a way of thinking that psychologist Carol Dweck classified as a ‘fixed mindset.’ This is where we think ‘I’m not good at languages,’ or ‘I’m no good at technology,’ or ‘I’m not a natural authority figure,’ or ‘that’s just not the way things happen here.’ This kind of thinking is not open to change, but all learning requires being open to change.
In these slides, Denise Metzger will give theoretical and practical ideas on how to help teachers and managers move from a ‘fixed’ to ‘growth’ mindset to actively seek and excel in changing educational contexts, in order to learn new ways to be successful.
Growth Mindset_Staff Training_Building Day 1_2014_Presentation with CutsCraig Curry
The staff at Yelm Middle School participated in a professional development day focused on building growth mindsets. The day included activities to distinguish between fixed and growth mindsets, such as a quiz-quiz-trade activity where staff members shared beliefs and their level of agreement. Research was presented showing that student motivation is a key challenge and that growth mindset can help increase motivation and learning. Strategies discussed for developing growth mindset included praising effort over ability, creating a risk-tolerant environment, and setting high expectations. The goal is for growth mindset to become the driving force behind the school's improvement efforts.
This document outlines Shaun Allison's approach to developing a growth mindset culture across an entire school. It discusses establishing growth mindset messaging through posters, assemblies, and staff training. It emphasizes catching students working hard and focusing on effort over innate ability. Self-awareness of fixed mindset triggers is encouraged. Feedback should be meaningful and celebrate excellence. Data is shown tracking an increase in one student's growth mindset score correlating with improved academic projections. The overall approach aims to shift a school's mindset from fixed to growth.
This document discusses Carol Dweck's research on fixed and growth mindsets. It explains that those with a fixed mindset believe intelligence is innate, while those with a growth mindset see it as something that can be developed through effort. Those with a growth mindset are more likely to embrace challenges and learn from mistakes. The document outlines three "mindset rules" and shows how praise focusing on effort rather than innate ability can foster a growth mindset in students. It also describes workshops teaching a growth mindset that led to increased motivation and better academic performance.
The document contrasts a fixed mindset versus a growth mindset. A fixed mindset believes intelligence is fixed, seeks to prove intelligence, avoids challenges, and takes criticism personally. A growth mindset believes intelligence can develop, embraces challenges, learns from mistakes and criticism, and believes effort leads to mastery. Praise should focus on effort, not intelligence, to motivate a growth mindset in students.
This document discusses the concepts of fixed and growth mindsets. It presents that a fixed mindset views intelligence and ability as innate, while a growth mindset sees them as developed through effort. Those with a fixed mindset tend to blame others, ignore feedback, give up easily and avoid challenges. Those with a growth mindset take responsibility, accept feedback, persist through challenges, and see effort as improving ability. The document was presented by Shona Schwartz in March 2016 to promote adopting a growth mindset.
The document discusses developing a growth mindset. It explains that a growth mindset is a mental attitude where intelligence is seen as something that can be developed through effort rather than a fixed trait. Having a growth mindset means believing that through learning and challenging work, the brain can grow stronger and smarter over time. The document provides a mindset quiz and explains that having a growth mindset helps one face academic setbacks by keeping up effort and finding new strategies, rather than giving up, as someone with a fixed mindset may do.
Mindsets are your beliefs and they affect your life and your success in business and your life.
Do you let failure or success define your life, or do you view them as opportunities? Do you view your qualities carved in stone and that you will have to prove yourself over and over and over or that the view you adopt for yourself profoundly affects the way you lead your life.
Do you view your life as a test or as a journey.
The College Classroom Week 5: Fixed and growth mindsets and assessments that ...Peter Newbury
This document discusses the concepts of fixed and growth mindsets. It explains that those with a fixed mindset believe intelligence is fixed, while those with a growth mindset believe intelligence can be developed through education and effort. It emphasizes that instructors should foster a growth mindset in students by providing goal-directed practice and targeted feedback to students. It also stresses that instructors should approach teaching with a growth mindset, believing that all students are capable of learning when given the right support and opportunities.
Growth Mindset During Project Based LearningMelinda Kolk
This document discusses mindsets and project-based learning (PBL). It explains that a growth mindset, where intelligence can be developed through effort, is important for PBL. Before starting PBL, teachers should create a culture that embraces mistakes and ensure work is engaging. As students work, teachers should clearly define expectations, praise effort, and provide structured feedback and goal setting. When evaluating student work, teachers should focus on progress made toward expectations rather than a single grade. Reflection is also important throughout PBL.
Teachers need practical and quick-to-implement strategies to encourage their students to develop a growth mindset. Students with a growth mindset believe that ability can change as a result of effort, perseverance, and practice (“Math is hard, but if I keep trying, I can get better at it.”). Students with a growth mindset see mistakes as ways to learn, embrace challenges, and persist in the face of setbacks.
Students with a fixed mindset believe that their own intelligence and talent are innate traits that don’t change (“I just can’t learn math.”). These students typically worry about not looking smart, get upset by mistakes, and give up sooner on tough tasks.
High-performing students and low-performing students may have either mindset. Whether or not students are aware of their mindset, a broad body of research has shown that what they believe about their own intelligence can affect their effort, engagement, motivation, and achievement as measured by test scores, school grades, passing rate in post-secondary education, and other metrics.
This presentation is one small piece of a growth mindset toolkit for educators (and parents) developed by Transforming Education. For more information, please visit: http://transformingeducation.org/growth-mindset-toolkit/
This document discusses the differences between a fixed mindset and a growth mindset. A fixed mindset believes that talents and abilities are innate and cannot change, while a growth mindset believes that abilities can be developed through effort and learning. The document provides examples of how those with a growth mindset, such as Einstein, Jordan, and Disney, were able to achieve success through perseverance and hard work despite challenges and criticism. It emphasizes that the brain can grow new connections through learning and that viewing challenges as opportunities to improve, rather than threats to self-worth, is an important distinction between these two mindsets.
The document discusses cultivating a growth mindset in students. It emphasizes that the brain is malleable and can develop new connections through learning. It recommends focusing on learning over grades, putting in hard work, and using mistakes and feedback to improve. Praising effort rather than intelligence helps students adopt a growth mindset. Setting learning goals and regularly reflecting on progress also supports a growth mindset. Teachers should establish an environment of unconditional love, model growth mindset behaviors, allow student autonomy, and value student thoughts to build self-esteem.
1) The document discusses how a student's mindset (fixed vs. growth) impacts their motivation, response to challenges, and academic achievement. Students with a growth mindset believe intelligence can be developed through effort, while those with a fixed mindset believe intelligence is innate.
2) Research shows students with a growth mindset are more motivated to learn, embrace challenges, and persist in the face of setbacks or failure. They also tend to achieve at higher levels academically.
3) Mindsets can be changed, and interventions teaching a growth mindset have been shown to improve students' achievement, motivation, and resilience in the face of difficulties. The type of praise and feedback students receive influences the development
Slides presented at parenting workshops and educational institutions that are seeking to help parents build a growth mindset in their children and homes
2017 Convene Canada AHP conference presentation on leadership. Some say that leaders make or break organizations and I say, having an organizational leader with a growth mindset is absolutely key to thriving in today's competitive environment.
This document discusses developing a growth mindset. It defines a growth mindset as a belief that basic abilities can be developed through effort, in contrast to a fixed mindset which sees abilities as innate talents. It describes characteristics of each mindset, such as how those with a growth mindset embrace challenges and see effort as the path to mastery, while those with a fixed mindset avoid challenges and believe effort is fruitless. The document provides tips for developing a growth mindset, such as viewing challenges as opportunities and replacing notions of "failing" with "learning".
Carol Dweck states that “Individuals with a fixed mindset believe that their intelligence is simply an inborn trait—they have a certain amount, and that's that. In contrast, individuals with a growth mindset believe that they can develop their intelligence over time” (Blackwell, Trzesniewski, & Dweck, 2007; Dweck, 1999, 2007).
Growth Mindset- What is growth mindset? What is difference between fixed mindset and growth mindset? How to develop growth mindset? Carol S. Dweck (born October 17, 1946) is the Lewis and Virginia Eaton Professor of Psychology at Stanford University-Growth mindset- “the people who maybe didn’t have an image to uphold, didn’t feel the weight of other people’s expectations, and just followed their passions and developed their abilities.”
A growth mindset is key in helping language learners understand how their effort can equal results. Language learning is hard work, filled with challenges and sometimes setbacks. Knowing that we become smarter as we learn new things is a practical way to encourage and motivate students to keep working hard as they learn a new language.
A growth mindset september staff launchChris Hildrew
This document discusses the growth mindset versus a fixed mindset. It outlines three key mindset traits: how one wants to appear to others, responding to setbacks, and views on talent versus effort. Those with a growth mindset focus on learning at all costs, see setbacks as opportunities to learn, and believe effort is key to success rather than innate talent. The document provides strategies for cultivating a growth mindset in students and teachers, such as praising effort over ability, using the language of "yet" when students struggle, and building in time for improvements with feedback. The overall goal is to develop independence, resilience, and continual improvement in learning.
This document provides guidance on organizing and delivering an impromptu speech. It discusses the key features of an impromptu speech, including having little preparation time. It then outlines strategies for organizing an impromptu speech, such as using the past-present-future framework or a point-reason-example structure. The document also provides tips for effective speech delivery, including establishing eye contact, using transitional phrases, and observing time limits. The overall purpose is to help readers understand how to effectively prepare and present an impromptu speech with little advance notice.
This document discusses the importance of using critical self-reflection to improve study skills. It describes analyzing one's strengths and weaknesses in areas like understanding questions, writing essays, time management, note taking, and organization. The author reflects on how highlighting key words helped improve their note taking skills. Overall, critical self-reflection has allowed the author to identify effective methods to overcome difficulties and refine their skills for learning.
This document introduces various thinking routines that can be used in classrooms to develop students' critical thinking skills. It discusses tools from Harvard Project Zero and Thinker Keys that provide different routines. Thinking routines are presented as short activities that provoke deep thinking across different subjects. Examples are given of routines that analyze layers of meaning, compare options, or have students examine the thoughts and feelings behind facts. Implementing thinking routines regularly is said to transform how students learn. The document encourages teachers to try different routines and integrate them into their teaching.
The document provides scientifically proven ways to study better according to an A-Z framework. It discusses active learning techniques like group study and collaboration. It emphasizes the importance of being organized by setting a study schedule and making to-do lists. It also discusses how to thwart the "curve of forgetting" by using spaced repetition to periodically review material in increasing intervals over time, rather than cramming. The goal is to move information from short-term to long-term memory for better exam performance.
This document outlines an approach to teaching and learning called "third story thinking" which involves gathering information, processing it to draw conclusions, and then applying it to real-world issues. It discusses how experts typically get good at things through having a clear purpose, pushing through challenges, expecting success, engaging in deliberate practice, and performing their skills. The document suggests using project-based learning to incorporate these principles, and analyzes how the initial class activity addressed understanding contemporary relationships with the outdoors. It prompts evaluating the activity according to the outlined principles and considering expanding it into a term-long project.
Dialogue, Reflection and Feedback are Three Simple Words ETAI 2010
The document provides examples and suggestions for teachers to obtain feedback from students on their teaching. It discusses three main ways for teachers to get feedback: 1) Having students identify the three most important things they learned from a lesson; 2) Using instant questionnaires with statements for students to rate; and 3) Doing "show of hands" polls during class to get immediate feedback. The document emphasizes that while feedback may make teachers uncomfortable, it is important for improving teaching and strengthening the student-teacher relationship. It also provides sample feedback forms and pages for teachers to use with students.
The document discusses three key principles of cognition and how they relate to teaching and student learning:
1. Memory is the residue of thought - what students think about during a lesson is what they will remember. Teachers should design lessons to ensure students are thinking about the intended content.
2. Factual knowledge precedes skill - background knowledge is essential for reading comprehension, critical thinking, and future learning. Teachers should actively build students' background knowledge.
3. Stories aid memory - the human mind learns best through stories. Teachers should structure lessons like stories whenever possible to maximize student engagement and memory of the content.
4 Steps to Develop Comprehension and Analysis Skills at HomeOxford Tutoring
1. The document outlines 4 steps parents can take at home to improve their child's comprehension and analysis skills: oral exercises like discussing plots of shows, using the Socratic method to have deeper conversations, journaling to get comfortable writing, and writing instructional essays to organize thoughts.
2. Step 1 involves oral exercises where the parent talks with the child about a show or topic, having the child think critically about important scenes and how they fit the overall plot.
3. Step 2 is using the Socratic method by asking questions to understand what the child finds passionate and having a discussion where the parent plays devil's advocate to challenge ideas.
This document discusses the importance of developing thinking skills in students. It suggests that when students are actively engaged in their learning through developing a sense of direction and inquiry, they learn faster, take in more information, gain a deeper understanding, and recall more. It also emphasizes giving students a feeling of security, challenge, opportunity to wonder, and self-confidence in lessons. Finally, it provides examples of skills-focused activities teachers can use to develop thinking skills like questioning, research, reflection, and discussion in students.
What everyone should know about teaching othersguestd6b71b
In life, as computing professionals, we all teach and we all learn. And, especially in the computing discipline, we don't ever expect that to stop. So whether you plan to work in industry, academia, or somewhere else (a small desert island?) you should know more about what research shows contributes to effective learning. Use this knowledge to learn better yourself or to assist others in their learning.
From the Un-Distinguished Lecture Series (http://ws.cs.ubc.ca/~udls/). The talk was given Apr. 04, 2008.
The College & Career Readiness & College Completion Act was signed by the Governor of Maryland in 2013. Hopefully, in a few years’ time college instructors will find that the students entering their classes are better prepared. But what do we do in the meantime? The ability to embed student success skills into the course curriculum is essential so that students can develop techniques that will improve their chances of success throughout their college career.
The following topics were shared during the presentation: concept mapping, critical thinking, tips for proper reading of a textbook, time management, notetaking tips, how to condense information covered in class, and how to research and write a paper.
The challenge of teaching student success skills during the semester is that of completing all required course information at the same time. Participants were asked to discuss potential methods of creating time within their courses so that student success techniques could be taught.
The student describes volunteering at a Salvation Army on Thanksgiving to help cook and serve dinner. They felt good about helping others who seemed nice or embarrassed to be there. The student adds they should include more details like how it made them feel to be in an unfamiliar place and who the people they helped were. The teacher responds supportively, asking questions to encourage more details to make the experience come alive for readers. The teacher aims to extend the discussion and further learning goals through a nurturing, curious tone.
Motivating Students for Success discusses how to motivate students and ensure their success in online learning. It recommends embracing technology to engage 21st century learners and utilizing various online tools and resources. Some key strategies discussed include setting goals, establishing a study schedule, joining a study group, knowing your learning style, asking questions when you don't understand, and celebrating successes along the way. The overall message is that motivation and these effective strategies are needed to increase students' learning potential.
Motivating Students for Success discusses how motivation and technology integration are key to engaging students and achieving learning goals. It provides suggestions for online learning strategies like setting goals, establishing a study schedule, joining study groups, knowing your learning style, asking questions when you don't understand, and celebrating successes. The document emphasizes that every student has a unique motivation and recommends embracing technology to capture students' attention through tools like internet research, blogging, podcasting and more.
Brainscape is a mobile learning platform that uses spaced repetition to help users learn new information more quickly based on cognitive science principles. Users can create their own flashcards or use pre-made content on various topics. When reviewing flashcards, users self-assess how well they remember the information, which helps strengthen memory retrieval before the next review. This spaced repetition combined with self-assessment is designed to optimize the intervals at which information is repeated to best aid long-term retention. Brainscape offers both a platform to collaboratively create flashcards and a marketplace of expert-created content on diverse subjects.
Brainscape is a mobile learning platform that uses spaced repetition to help users learn new information more quickly based on cognitive science principles. Users can create their own flashcards or use pre-made content on various subjects. When reviewing flashcards, users self-assess how well they remember the information, which helps strengthen memory retrieval before the next review. This spaced repetition combined with self-assessment is designed to optimize the intervals at which information is repeated to best aid long-term retention. Brainscape offers both a platform to collaboratively create flashcards and a marketplace of expert-created content on diverse topics that can be learned through the app.
1. The document provides guidelines for writing reflections on face-to-face or online events attended by the author.
2. It includes 10 questions to address in the reflection, including describing the event, connecting with others, questions that arose, how the content relates to the author, thoughts during the event, feelings, challenges, next steps, and future research topics.
3. The author provides reflections in response to 8 separate events they attended on various topics related to teaching, including using digital tools and online learning.
This document outlines a lesson plan to educate students about mental health. It involves several interactive activities: an intro drawing exercise to discuss physical and mental health factors, a roleplay where students move along a "coping" scale in response to scenarios, and group discussions about supporting friends who may be struggling. The lesson aims to clarify definitions of mental health, identify support resources, and emphasize the importance of caring for emotional well-being as much as physical health.
This document outlines an after-school professional development session for primary educators on assessment for learning strategies. It discusses the six big AFL strategies - intentions, criteria, descriptive feedback, questioning, self and peer assessment, and ownership. Examples are provided for how to implement strategies like questioning, clustering from text, and using AFL in writing.
The document discusses self-reflection on progress made in a writing course over one semester. It analyzes strengths developed, such as using logical, ethical and emotional appeals more effectively in writing. It also addresses ongoing areas for improvement, such as further developing revision skills and using feedback. The writer evaluates growth in rhetorical analysis abilities and employing strategies like proposals. Overall, the reflection shows awareness of skills strengthened and honed over the term regarding argumentation, writing techniques and responding to criticism.
Similar to Final growth mindset lesson plan (april 2015) (20)
Sharif received a series of cash flows over 5 periods with amounts of $600, $600, $400, $400, and $100. The present value of these cash flows needs to be calculated using a 10% discount rate. There are two methods described for calculating present value: solving piece-by-piece by discounting each cash flow individually, and solving group-by-group by first grouping cash flows and then discounting each group. Both methods result in a present value of approximately $1,677.
The document discusses time value of money concepts including compound interest, present value, future value, and annuities. It provides examples of how to calculate:
- Future and present value of a single cash flow using the compound interest formula and present/future value tables
- Future and present value of an ordinary annuity and annuity due using the annuity formulas and present/future value tables
- Number of periods for a cash flow to double using the rule of 72
The document discusses the time value of money and compound interest. It defines simple and compound interest, and provides formulas to calculate future value (FV) under compound interest. The key difference between simple and compound interest is that compound interest earns interest on prior interest amounts as well as the principal. Several examples demonstrate using the FV formula and tables to determine the value of an investment after a certain number of periods at a given interest rate.
The document discusses a proposed settlement agreement between two parties named in a lawsuit over an accident. It outlines details of the settlement such as payment amounts and schedules, as well as non-admission of fault and release from further liability or litigation related to the accident. The parties agree to request dismissal of the lawsuit and keep the terms of the settlement confidential as part of the agreement.
This document provides an analysis of UBER in Bangladesh across several sections. It begins with an executive summary highlighting UBER's environmental analysis considering demographic trends, socio-cultural influences, technology factors and more. It then analyzes UBER using Porter's five forces model, IFE/EFE matrices, and VRIO analysis. Competitor and value proposition analyses are also included. The document finds UBER is in a hold and maintain strategy based on IE matrix analysis. It provides possible recommendations including dependence on manpower, customer bargaining power, and pricing models. The two main recommendations are product development and market development.
Value creation by offering superior services in the foreign exchange departme...Sudipta Saha
The document is a letter submitting an internship report to the American International University-Bangladesh (AIUB) on completing a 3-month internship at Agrani Bank Ltd. It provides details of the internship experience and the report submitted, titled "Value Creation by Offering Superior Services in the Foreign Exchange Department of A Retail Commercial Bank: A Study on Agarani Bank Ltd, Islampur Road Branch, Dhaka." The letter writer hopes the report fulfills the university's requirements and standards.
Evaluate the Effect of Stress on Work Life Balance Employees of Pran RFL GroupSudipta Saha
This research report evaluates the effect of stress on work-life balance of employees at Pran RFL Group. The study was conducted through a survey of 30 employees in the sales and marketing department. Key findings include that the majority of employees work over 8 hours per day and stress is caused mainly by heavy workloads. Stress was found to negatively impact employees' health and work performance. The organization conducts various programs to reduce stress such as training, sports activities and entertainment programs. Most employees felt these programs were effective in reducing stress. The report concludes that excessive stress adversely affects employees' work-life balance.
Grameen Phone has several CSR initiatives focused on poverty alleviation, empowering women, bridging the digital divide, and supporting healthcare and education. Its Village Phone program has provided income opportunities for rural women by allowing them to operate pay phones in their villages. The Community Information Center initiative establishes shared spaces providing internet and communication services to rural communities. CellBazar uses mobile phones to create an electronic marketplace helping farmers and traders connect directly and make informed business decisions. Grameen Phone also supports healthcare through programs like Healthline that provide medical advice and information via phone calls.
This document discusses minimum wage laws in Bangladesh's ready-made garment (RMG) sector. It defines minimum wage as a wage sufficient to meet a worker's basic needs as well as some discretionary income. The document outlines current minimum wage rules and regulations in Bangladesh, noting that minimum wage levels are set for all wage grades rather than just entry-level positions. It also presents the current minimum wage structure specifying basic pay, housing allowances, and medical allowances for different wage grades in the RMG sector.
The document outlines the purchasing system used by Mja & Co., including the key steps of purchase requisition, purchase order, receiving report, debit memo, purchase invoice, and voucher package. A purchase requisition is approved by a department head and initiates the process. Purchase orders are distributed among departments and sent to vendors, with copies returned upon delivery. Receiving reports record items accepted, while debit memos are used to return goods.
General banking activities of agrani bank , internship report, aiub by sudipt...Sudipta Saha
The document is a letter of transmittal from Sudipta Saha submitting their final internship report on the general banking activities of Agrani Bank Ltd. to Mr. R Tareque Moudud of American International University-Bangladesh. Sudipta Saha completed a 3-month internship at Agrani Bank Ltd.'s Wasa corporate branch. The letter states that the report aims to comprehensively include all relevant information and analysis, and meet the university's standards. Sudipta Saha requests that the report be accepted and acknowledges their efforts in preparing it.
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This document provides an overview of sustainable development and the role of financial institutions and markets in Bangladesh. It discusses how financial institutions like banks can contribute to sustainable development through green banking initiatives, investing in clean technology, and engaging in corporate social responsibility activities. It also examines some barriers that can prevent financial institutions from pursuing sustainability, such as high initial costs, regulatory restrictions, and financial crises. Overall, the document analyzes how practices involving green banking, energy efficiency, and eco-friendly operations can help drive sustainable development in the financial sector in Bangladesh.
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The document discusses the role of financial institutions and markets in sustainable development. It defines sustainable development and outlines the key constituents of Bangladesh's financial system. It then discusses how various financial institutions like banks and insurance companies can promote sustainable development through their lending practices, risk management, and corporate social responsibility activities. The document also presents recommendations for incentivizing sustainable practices through tax benefits and regulations.
It is the first in a series of webinars planned under Mentoring Program - The Way Forward - An initiative of JU Civil Y2K Batch.
The presentation talks about career options for Civil Graduates withing the field of modeling and simulation (Digital Transformation).
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1. I n tr o d u c t i o n
Khan Academy and PERTS, Stanford University’s applied
research center on academic mindsets, created this lesson together in
order to provide a few activities to introduce students to the concept
that intelligence can be developed. Feel free to adapt and edit these
activities below to meet the needs of your classroom!
O b j e c t i v e s
By the end of this lesson, students will understand:
• Intelligence can be developed
• The brain is malleable
• Doing challenging work is the best way to make the brain stronger
and smarter
Growth Mindset
Lesson Plan
>
2. P a s t l e a r n i n g s
Cultivating a growth mindset in students can (unfortunately) be quite tricky. Researchers and
educators have spent years thinking about this, and we are still learning! From our experience
thus far, we have learned that:
• Simply telling students to have a growth mindset can backfire. Students can have a neg-
ative reaction to being told how to think. Instead, a more scientific and practical explana-
tion about how intelligence works — that the brain can get stronger and smarter with new
learning — has been demonstrated to be effective.
•
• In the same vein, reiterating the message “just try harder” can also be problematic. The
reason is that most students have heard “just try harder,” but a growth mindset isn’t just
about trying harder. Students need to understand why they should put in effort and how to
deploy that effort.
•
From what we know so far, sometimes a better strategy is more useful than additional effort
spent doing the same thing.
Also, beyond conducting this introductory lesson, there are many ways teachers can foster a
culture in which students embrace the growth mindset in practice!
M a t e r i a l s n e e d e d
A few things you’ll need for the lesson and other activities:
• Projector or Large Monitor
• Laptop/Computer, internet connection, access to YouTube
• Markers
• Poster-sized paper
• Optional: Pencils and paper for students
>
Before we get started...
2
3. P a r t I : V i d e o & d e b r i e f
E s t i m a t e d t i m e : 2 0 m i n u t e s
View either (or both!) of these videos with your class to begin a discussion about
the brain’s malleability.
Watch “Growing your mind” by Khan Academy (3:04).
[Note : If you have younger students, consider using one of the videos on page 9.]
After you have watched this video with your class, hold a small discussion about the science
behind the brain as it learns. Here are a few questions to get your discussion started:
• How do people become more intelligent?
• How does the diagram of the neurons “At birth vs. At age 6” demonstrate this?
• How does the second diagram of the nerves of the animal living in a cage vs. an animal
living with other animals and toys demonstrate this?
• How are our brains like muscles?
• When do our brains grow the most? (Clarify here that it is when you get an answer wrong
and then figure out strategies to correct your mistake!)
Watch “Neuroplasticity” by Sentis (2:03). This is a good visual introduction to the concept of
how the brain can be rewired as we learn and think differently.
• What is neuroplasticity?
P a r t I I : P e r s o n a l d i s c u s s i o n
E s t i m a t e d t i m e : 1 5 m i n u t e s
Discuss a time when you overcame a struggle in learning and learned to solve a
problem.
As a teacher, share a personal story about a time you had to work hard to get better at some-
thing and relate it to the video. In this story, highlight:
1. Hard work
2. Strategies
3. Help from others
3
Here’s the plan
4. Here’s an example below of a personal story to share with students:
When I was in middle school, I remember struggling with adding negative numbers. I had a hard
time figuring out what a ‘negative’ even meant when talking about a number - how can you have
less than nothing? I ended up going through many practice problems and continuing to get
many of them wrong. I was a very shy kid, so I didn’t ask my teacher many questions. My thought
was that I had reached ‘the peak’ of my math talent, and it was all downhill from here. I eventu-
ally asked my mom about this topic and she explained to me the basic concept of negative num-
bers. This helped me understand it a little, but it was still fuzzy to me. I then researched online
for some real-life contexts to show what these mysterious numbers represented outside of some
abstract universe. Some of them made sense, and others didn’t. I still didn’t entirely get it and I
was so frustrated that I wanted to just give up (or continue hoping that negative numbers were
not going to appear in math class ever again). I started to dislike math simply because I couldn’t
understand it anymore. Instead of entirely giving up on my academic career, I eventually mus-
tered up the courage to ask my teacher for help as well. She explained it in a few different ways,
and gave me new strategies to try out. After some practice with these new strategies, I started to
solidify my understanding of negatives which allowed me to quickly pick up basic algebra
afterwards. While it was a lot of work and I wanted to give up at many points during my journey, I
eventually was able to ‘rewire’ my brain so that negative numbers actually made sense to me.
In a small group, ask students to share a story about a time that they made their brains
smarter. This leads to a discussion about how working hard, taking on challenges, and find-
ing the right strategy can make people smarter.
In the case that your students are not ready to be vocal with their classmates about their
stories, it might be a good idea to try Part III (below) after sharing your personal story in-
stead.
P a r t I I I : L e tt e r t o a f u t u re s t u d e n t
Students write a letter about a learning-related struggle (worksheet on pg. 5).
Ask your students for a short story about a struggle they had when they were learning. How
did it make them feel? How did they overcome it, and what did it teach them? Tell them to
write a letter to this future student to tell them about their struggle, what they learned from it,
and any advice they could give for the student. Collect their letters, and save them in order to
give them back to them during difficult testing periods, such as final exams.
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5. L E T T E R TO A F U T U R E S T U DE N T
Take a few minutes to think of a time when you overcame a struggle to learn something. It
could be anything - from adding negative numbers to learning a technique in baseball to
writing an introduction for a difficult essay. Reflect on the times when you failed at first but
through perservering your brain created new neural connections and you eventually became
better at the task at hand.
Write a letter to a future student of your class about this struggle. In at least five sentences,
tell this student your story and give them advice on what they should do next time they en-
counter an obstacle when learning something new. An example is below. Feel free to be as
creative as you would like.
Dear Future Student,
When learning my multiplication tables I found it really hard to memorize the 7’s table.
With 5 and 10 there’s a pattern to their products, but 7 really gets complicated.
I got kind of down for a while, but then I remembered how I learned to make free throws
in basketball. It took try after try to get them in. I had to start from two feet from the
basket and keep practicing my form. Only after a long time could I make them in with some
consistency. With that in mind, I stuck with it and learned all the way from 7 x 1 to 7 x
12. Even though it took me a little longer than other students at that time, I am now able
to recall them very easily. Stick with what you’re working on. The struggle means you’re
getting close.
Sincerely,
Charlie
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6. More activities :)
You can use these activities below interchangeably with the ones provided above
or use them later on in the school year to refresh your students’ minds on the
growth mindset!
Activity 1: Research Project
Using the brief guidelines below, get students to make a project on how the brain grows as it
struggles to learn something new.
Ask students to create a poster, diorama, painting, video, Powerpoint presentation or simple
computer program to showcase how the brain works. You can either allow them to choose
from the options listed or choose for them - whichever works for your particular class. If they
are relatively young and struggle with research, here is one kid-friendly resource from Brainol-
ogy to get them started. The article on pages 1-3 is a brief overview of the science behind the
growth mindset.
Each teacher-approved project must at least answer these questions, either within the project
itself or in a separate 1-page essay. Also be sure that your students include evidence to back
up your claims (ex. Are there studies that show this? Don’t forget to cite your sources!):
• What is neuroplasticity and how does it work?
• What are neurons? How can they change over time? How do we know this?
• What are ways of making your brain grow?
• What is a growth mindset?
Encourage your students to be creative and scientific when explaining how learning can help
develop the brain. If possible, allow them to research for themselves.
Display these projects around your room and refer to them throughout the year as motivation
and a friendly reminder about the brain’s plasticity.
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7. GROWTHFIXED
I’m not that good at this
I’m awesome at this
I give up
It’s good enough
I just don’t have a math
brain and I never will
Plan A didn’t work
What am I missing?
I’m on the right track
I’ll use some of the
strategies we’ve learned.
Is this really my best
work?
I’m going to train my
brain in math.
Good thing the alphabet
has 25 more letters.
Activity 2: Growth vs. Fixed Mindset Poster
Using your students’ input, make a two-column poster on the beliefs and behaviors of a growth
mindset and how it compares to a fixed mindset. Explain that you can have a fixed mindset in
one domain and a growth mindset in another - they aren’t necessarily black and white
concepts. Urge students to map out how beliefs influence behaviors which ultimately lead to
results.
If they need scenarios to help them brainstorm, use the examples below or create your own!
What are the behaviors/thoughts of people that believe intelligence can be developed when:
• ...they put a lot of effort into practicing for a basketball game but still lose?
• ...they don’t understand what they are learning in math class?
• ...they are not putting any effort into a project but got an A anyway?
Use this poster as a reference throughout the year to help students recognize when they have
a fixed mindset and to give them ideas on methods to shift towards a growth mindset.
Here’s an example of what this poster might look like:
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8. Activity 3: “The Power of Belief” video
Estimated time: 20 minutes
This video is about how a growth mindset can help students succeed. For students who might
be resistant to the idea that intelligence can change, we suggest starting with an activity that
helps students understand the neuroscience of how the brain changes. Then, you can use this
activity to show the power of believing that the brain is malleable.
Watch “The Power of Belief” TEDTalk (10:52) with students and stop to discuss it as you go
along. Note that this video might be more suitable for students 6th grade and above.
Stop at 1:57
Briefly discuss Josh’s story and the quote
• “The moment we believe that success is determined by an ingrained level of ability, we
will be brittle in the face of adversity.” - Josh Waitzkin
Stop at 4:20
Discuss the study about 7th graders with both fixed and growth mindsets
• What is a growth and fixed mindset?
• What happened to the 7th graders’ scores over the next two years?
Stop at 5:36
Discuss differences in Growth and Fixed Mindsets
• What do people with fixed mindsets focus the most on? How do both mindsets view ef-
fort?
• How do both mindsets view obstacles?
Optional viewing and discussion from 5:36-7:55
Gauge whether your students would respond positively to this study on praise and its overall take-
away.
• What was this study about?
• What kind of praise did the kids in the “Fixed Mindset” group get?
• What kind of praise did the kids in the “Growth Mindset” group get?
• What were the results of this study?
Optional viewing from 7:55 - 9:40
Watch remaining video, then ask students:
• How does their brain change?
• How does it grow?
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9. A d d i t i o n a l re s o u r c e s
Below are a variety of resources to use when preparing for your lesson as well as
additional materials for your students’ use during the year. The resources below
are just the tip of the iceberg, so do not hesitate to do your own research as well!
Books
Carol Dweck, Mindset: The New Technology of Success (2006)
Daniel Coyle, The Talent Code: Greatness isn’t born. It’s Grown. Here’s how. (2009)
Malcolm Gladwell, Outliers: Stories of Success (2008)
Videos
Khan Academy
• John Legend - “Success Through Effort”
• Khan Academy - “You Can Learn Anything”
TED Talks
• Angela Lee Duckworth - “Grit” (Note: Make it clear that grit is a behavior that happens
only when you have a growth mindset.)
• Derek Sivers - “Why You Need to Fail to Succeed”
Other
• Sesame Street, musician Janelle Monae sings about “The Power of Yet”
• Kizoom, Brain Jump with Ned the Neuron: Challenges Grow Your Brain
Articles, visuals, and more
• Complete Mindset Kit by PERTS, a complete guide to the growth mindset
• Infographic by Nigel Holmes on Growth vs. Fixed Mindsets
• Edutopia writes about how the brain can continue to grow much longer than we thought
possible: “Neuroplasticity: Learning Physically Changes the Brain”
• Carol Dweck talks about parenting tips to encourage positive learning attitudes: “The
Perils and Promise of Praise”
• Paul Tough discusses experiments in college that drastically boost learning by helping
students feel like they belong: “Who Gets to Graduate?”
• Carol Dweck, “Even Geniuses Work Hard”
• Edudemic “Why the Growth Mindset is the Only Way to Learn” article
• Brainology, “You can grow your intelligence” article and reflection worksheet
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