GROWTH MINDSETS- LESSON 2- 

MY AMAZING, GROWING BRAIN

 

TAKE ON THE COIN FLIP CHALLENGE IN YOUR CLASS. 

DEBRIEF: "PICTURE YOUR BRAIN FORMING NEW CONNECTIONS AS YOU MEET THE CHALLENGE AND LEARN. KEEP ON GOING." (Carol Dweck, 2006) HOW DOES THIS QUOTE APPLY TO COIN FLIP? HOW DOES THIS QUOTE APPLY TO YOUR SCHOOL WORK? HOW DOES THIS QUOTE APPLY TO ANOTHER AREA OF YOUR LIFE?


PART 1- (5 MINUTES)

Rationale

  • A basic working knowledge of the brain and its malleability underpins the growth mindset.
  • Neuroplasticity is the ability of the nervous system to make large increases in the strengths of existing neural connections and also to establish new connections (Pascual-Leone, et al., 2005).
  • Understanding neuroplasticity ignites hope that you can actually change / improve. It helps young people take control of their actions, in an attempt to grow their brain.
  • Neuroplasticity has major implications for human thriving as well as student learning.

 

Learning objective

By the end of this lesson, learners should:

  • develop a basic understanding of how the brain works
  • be aware of the concept of neuroplasticity
  • explain neuroplasticity in simple terms

PART 2- WATCH AND REFLECT- (10 MINUTES)

Students are to watch this clip (as a class) about the brain and answer the following Q's in their workbooks.


What is the brain comprised of? How much of the body's energy does the brain use? What is a neuron? How  many neurons do you have?


PART 3- TEAM LATERAL THINKING QUIZ- (10-15 MINUTES)

KEEPING THOSE GREY CELLS ACTIVE!

Divide into pairs or small teams.

Complete the 11 challenge questions (in workbook) to stretch the thinking (given 5-6 minutes working time).

Teachers click here for the answer sheet.

Teachers arrange for students to mark another teams responses, while they share the answers with the class.


PART 4- WATCH, REFLECT AND DISCUSS- (10 MINUTES)

As a class, discuss what neuroplasticity is and how it works. Students are to write this in their own words in workbooks.


PART 5- PUT YOUR BODY WHERE YOUR MIND IS- (10-15 MINUTES)

Teachers indicate an imaginary line on the floor (from one side of the room to the other, or for best effect, take the students outside the room to a suitable space). The teacher will make a series of statements and the students are asked to "put their body where their mind is". One side of the room is strongly agree, one side is strongly disagree (and students can stand anywhere on the continuum). Students must be prepared to explain or justify their position- once a discussion has taken place about a statement, students may even like to adjust their position on the continuum to reflect their adapting.

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Use the following statements and invite students to "put your body where your mind is":

"Neuroplasticity can impact my learning."

"You can't teach an old dog new tricks."

"It is possible to stretch my thinking in different areas."

"My brain is capable of much change and adaptation".