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Lesson 23: Growth Mindset

Lesson 23: Growth Mindset

Lesson Resources

Learning Objectives

The purpose of this lesson is to review what educators already know about a growth mindset. Educators will reflect on their own attitudes and how their own reaction to achievement and failure can impact their work. They will have the opportunity to apply a growth mindset to today’s challenges in order to minimize stress and enjoy the learning process.

Lesson Content

“Growth mindset” was coined by famed American psychologist, Carol Dweck. Her theory is that the belief about one’s ability and where it comes from can have a significant effect upon one’s achievement. For example, those with a fixed mindset believe that one’s ability is based on innate skills that they either have or do not have. However, those with a growth mindset believe that hard work, training, and determination can help you to achieve and learn anything. It may be hard for individuals to identify whether they subscribe to a growth or a fixed mindset, but it becomes apparent when looking at their reaction to failure.

When someone with a growth mindset fails, they see it as an opportunity for growth and improvement. However, an individual with a fixed mindset fails and they are more likely to give up and label themselves as incompetent or unable. Dweck proposes that shifting and maintaining a growth mindset can have a great impact on stress and success in life.

Language is another indicator of mindset and attitude. There is danger in focusing praise based on intelligence rather than effort. If praise is centered on effort, the result is a curiosity about the learning process, a belief that working hard has repercussions, and a desire to take on challenges.

Essential Terms

Growth Mindset, Fixed Mindset

Lesson Plan

Activity 1: (5 Minutes) VIDEOS & DISCUSSION

Watch this video, “Hollywood Hates Math,” by Adam King as people are getting settled.

Have a discussion:

  • What impact does entertainment media have on our attitude about learning?
  • Does anything else have an impact on our learning?

Activity 2: (5 Minutes) BRAINTEASER

Give teachers 3 minutes to explain this brain teaser from Parade Magazine. Give the answer.

Brain Teaser: How can 8 + 8 = 4? 

Answer: When you think in terms of time. 8 AM + 8 hours= 4 o’clock.

Activity 3: (10 Minutes) MINDSET QUIZ

Send out the linkfor the Mindset Quiz, written by Individual Differences Research labs. Invite educators to take the self-assessment and reflect on the results privately.

Have a discussion:

  • What can cause our mindset to change?
  • How often do you think our mindset changes?
  • What elements from work affect your mindset the most?

Activity 4: (25 Minutes) VIDEO & DISCUSSION

As you watch the video (pick only one), invite educators to reflect on the school’s culture.

  • Does it encourage a growth mindset or a fixed mindset?
  • What could be improved?

Carol Dweck Video: Short, Simple Version

Carol Dweck Video: Longer, More In-Depth

Review the definition and description of a fixed mindset and a growth mindset.

Have a discussion:

  • Does our school culture encourage a growth mindset or a fixed mindset?
  • What could be improved?

Activity 5: (5 minutes) TEACHER REFLECTION

Invite educators to reflect on one of their current students that is struggling. Call on several people to share, without disclosing private information about that student. Have a discussion:

  • How do they describe themselves?
  • Do you see any signs of a fixed or growth mindset?

Are those statements reflective of a fixed mindset or a growth mindset?

Share the graphic from Carol Dweck about growth mindset and fixed mindset.

Activity 6: (10 minutes) THE LEARNING PIT & FEEDBACK

Show the slides about the Learning Pit. Then have a group discussion:

  • How can we help students navigate the learning pit?
  • Why does learning only happen when we get in the learning pit?
  • How can educators or administrators step into the learning pit?
  • When was the last time you were truly challenged by something at work?

Watch the video, “The Importance of Feedback in the Workplace,” from Hallett Leadership.

Have a discussion:

  • How are we getting feedback at our workplace?
  • How could feedback be improved? How could it be valuable?
  • What is the climate around feedback in our school?
  • What kind of feedback are you longing for or desiring?

Activity 7: (20 Minutes) ARTIFACTS & DISCUSSION

Watch the video, “The Power Of Believing That You Can Improve,” by Carol Dweck at TED.

Then display the graphs and read the text that explains the research behind them. Study the graphs and allow educators to ask clarifying questions about them and discuss the questions provided.

Have a discussion:

  • Why can the perceived mindset of one party affect another party?
  • How do we see mindset affecting the different relationships at our school?
  • How can you tell what someone’s mindset is?
  • How does a growth mindset apply to us as the teachers  and administrators?

Activity 8: (10 Minutes) VIDEO & DISCUSSION

Watch these videos and take notes on the qualities and actions that you see that help these individuals to be successful:

Have a discussion:

  • What common qualities or actions did you see in these examples?
  • Why is our attitude about and reaction to failure important?

Activity 9: (5 Minutes) VIDEO & DISCUSSION

Watch this video, “We Need To Talk About Shame,” by Brené Brown talking about shame and then discuss how it connects with a growth mindset.

Activity 10: (10 Minutes) REWRITE THE STATEMENT

Pass out the Mindset Statements handout to each educator. Give them several minutes to rewrite the statements to make them a growth mindset rather than a fixed mindset. Then, share teachers’ answers as a whole group.

Discussion/Journal Prompts

  • How does growth mindset apply to your current situation?
  • How does a growth mindset affect stress during the learning process?
  • Why is failure such a powerful teacher?
  • What kind of feedback is most powerful for you?
  • What opportunities in your life do you have to receive feedback, get coached, and grow?
  • What are the effects of shame on motivation?
  • In which areas of life do you use a growth mindset most? A fixed mindset?

Strategies

  • Do something hard or new every day.
  • Measure your success by effort and progress, not by perfection or results.
  • Check that your reactions to failure are focused on growth.
  • Remember the power of “yet.”
  • Ask yourself, “What would I do differently next time?”
  • Listen to and implement feedback.

Application & Extension

  • Further Reading or Videos
    • Read this poem about never giving up: Poem: The Race
    • Listen to this young struggling reader’s experience with growth mindset.
    • Recommendations by Carol Dweck:
      • How Children Failby John Holt
      • The Mismeasure of Manby Stephen Jay Gould
      • Developing Talent in Young Peopleby Benjamin Bloom
      • Moneyballby Michael Lewis
      • The Brain That Changes Itselfby Norman Doidge
    • Nonsense: The Power of Not Knowingby Jamie Holmes
    • Outliers: The Story of Successby Malcolm Gladwell
    • Mindset: The New Psychology of Successby Carol S. Dweck
    • Even Geniuses Work Hardby Carol Dwek
    • The Talent Code: Greatness isn’t born. It’s Grown. Here’s how.by Daniel Coyle
    • 2-Minute Insight. Mindset: The New Psychology of Success…In 15 Minutes – The Optimist’s Summary of Carol Dweck’s Best Selling Book. 2-Minute Insight. Kindle Edition.
  • Activities
    • Write a letter to yourself about a current struggle. List out the difficulties and how you can approach the situation with a growth mindset rather than a fixed mindset.
    • Analyze your self-talk. Are you focused on all of your faults? Are you proud of outcomes (fixed mindset) or effort (growth mindset)?
    • Create artwork focused on the word “yet” and post it somewhere you will see it often.
    • Create a playlist that focuses on growth and improvement.
    • Journal about experiences you have had as a teacher where you have seen growth in students, despite struggle and opposition.
    • Learn something new by following these steps:
      • First, give it a try by yourself. (ex. cook a new recipe)
      • Second, get feedback from someone you trust. (ex. feed it to a friend or call a talented cook that you know)
      • Third, try it again with the feedback that you received.
      • Continue this process if you still seek improvement.

References

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