GROWTH MINDSET & MY BRAIN -
LESSON 3: 

MY MINDSETS

REFLECTION: ONCE STUDENTS HAVE HAD SOME FUN PARTICIPATING IN ONE OR TWO ROUNDS OF HUMAN MACHINES, INVITE THEM TO DISCUSS THIS STATEMENT IN THEIR GROUPS.

"YOU ARE IN CHARGE OF YOUR MIND. YOU CAN HELP IT GROW BY USING IT IN THE RIGHT WAY." (Carol Dweck, 2006). On a scale of 1-10, to what extent do students agree of disagree with this statement? Why? They must explain / justify their position to members of their group. Teachers then invite a spokesperson from each group to share with the class and then mediate the discussion.

PART 1- (5 MINUTES)

Rationale

  • In Carol Dweck’s research, students with a fixed mindset chose to redo easy problems (that they could already do) rather than attempt harder ones to help them improve. They wanted to succeed and look smart.

  • Students with a growth mindset chose one harder problem after another. They wanted to stretch themselves and get smarter.

  • Fixed mindsets impact our behaviour, which then limits our performance. Fixed mindsets can be challenged

(Dweck, 2006).

 

Learning objectives

By the end of this lesson, learners should:

  • identify some of their own fixed and growth mindsets

  • connect their own mindsets and their own behaviour

  • "catch" and challenge their own fixed mindsets

PART 2- WATCH, REFLECT- (10 MINUTES)

Students are to respond to the following questions in workbooks:

- How can we challenge our fixed mindsets?

- What is the moral of the story "the tortoise and the hare"?

- What's the problem with that moral?

- In real life, who really wins the race?

PART 3- WATCH THE WHOLE VIDEO, REFLECT, DISCUSS- (15 MINUTES)

DISCUSS AS A CLASS

Identify and describe at least one difference between Jay and Ann from the video above.

REFLECT

Students are to respond to the following questions in workbooks.

- Where do you have a fixed mindset?

- How does your mindset affect your behaviour in this area? How do you perform in this area? Discuss the same for growth mindsets.

- Identify three areas in your life where your skills have grown in the last 5-10 years.

PART 4- CATCHING THE FIXED MINDSET- (10 MINUTES)

GOTCHA! CATCH THE FIXED MINDSET VOICE

TEACHER DEBRIEF OF THE ACTIVITY: When you hear the fixed mindset voice (in yourself or other people you care about), talk back with the growth mindset voice. Challenge it with the word "YET". Then ask yourself- what is the next step in my learning? This is a good strategy to help your friends- peer support- as we are often much better at hearing things in others than identifying behaviours in ourselves. Much like in this activity, we should try to catch the fixed mindset in our own life- "Gotcha!"

EXIT TICKET

On a small piece of paper or sticky note. Students need to write down a fixed mindset statement they often say to themselves  and on the other side a growth mindset statement they can use instead.

PART 5- HOMEWORK ACTIVITY

Students are to READ THIS ARTICLE (students can acccess the link from their electronic workbook) with an adult or older sibling in their home. It is entitled "Fixed mindset vs growth mindset", by Derek Sivers.

Then discuss the following 3 questions together (record the answers in your workbook):

- what did you each agree with?

- what do you each disagree with?

- what do you each find interesting?

IF YOU HAVE TIME: WATCH, REFLECT, DISCUSS- (10 MINUTES)

What are two ways of thinking about intelligence, as explained in the video? Is one view more correct than the other? Explain how your brain is like a muscle in your own words. How can you get your brain to develop like a muscle?