GROWTH MINDSETS- LESSON 6- 

WHAT I'VE LEARNED ABOUT MY LEARNING EQUIPMENT

"THE PASSION FOR STRETCHING YOURSELF AND STICKING TO IT, EVEN (OR ESPECIALLY) WHEN IT'S NOT GOING WELL, IS THE HALLMARK OF THE GROWTH MINDSET." (Carol Dweck, 2006)


PART 1- (5 MINUTES)

Rationale

  • Learning starts with a mindset. Every skill we have ever learned has been developed over time- by wiring our brain circuitry to carry out the function.

Learning objectives

By the end of this lesson, learners should:

  • reflect on their learning about growth mindsets
  • record and communicate their informed position about growth mindsets and their capacity to learn new things

PART 2- watch, record, discuss- (10 MINUTES)

TEACHERS: The purpose of the below video is to consolidate previous learning on the topic of growth mindset (particularly helpful as a refresher if it has been more than a week since last THRIVE lesson). Teachers- feel free to use discretion as to whether this should be shown to your class, with relevant discussion, or if your class should move straight to the reflection in Part 3.

 

As students watch, record in workbooks, AT LEAST:

- 1 new learning

- 1 learning that has been reinforced

- 1 question / challenge / argument you might have.

Then teachers facilitate a class discussion about what has been recorded.


PART 3- GROWTH MINDSET REFLECTION ACTIVITY- (20 MINUTES)

In workbooks, students write a 100-200 word letter to someone who may be starting at the school next year. Be sure to include: 

  • information about the power of their amazing brain and the growth mindset in their lives;
  • what you used to believe about your own talent, intelligence and abiliites;
  • your current understanding of growth mindsets;
  • a personal example of a fixed or growth mindset.

PART 4- SHARING OUR LEARNING - (10 MINUTES)

Students could be asked to read part or all of their work in pairs or groups of three. Some students may share with the whole class.

 


CONCLUDING REMARKS FOR TEACHERS TO SHARE:

Growth mindsets and fixed mindsets represent two unique world views (although most of us are a mixture of both, in different areas of our lives). While it is often represented as growth versus fixed, in reality, these two mindsets exist on a continuum. We can change our mindsets over the course of our lives. Small shifts in mindset are also possible. New learning and personal reflection about our brain, our efforts and our performance can assist with helping us to let go of old beliefs and replace them with new understandings. Through this unit, we have sought to understand more about the human brain and it's ability to change and grow. This opens us up to possibilities for improvement and allows us to tap into more of our potential. We have learned about catching the fixed mindset voice and reflected on different skills that we might have developed over time. We have reflected on our own mindsets- and how this may be linked to our learning, engagement and performance. Hopefully, our new understanding of our ability to incrementally improve through practice, effort, and taking on challenges has allowed for some shifts in our mindsets.