Grow Your Mindset: Teacher Script

Warm Up: Mindset Check-In (5 minutes)

Teacher: "Good morning/afternoon, everyone! Today, we're going to start with a quick 'Mindset Check-In'. I'm handing out a short paper (Warm Up: Mindset Check-In) for each of you. Take a few minutes to silently read and respond to the statements. There are no right or wrong answers, just your honest thoughts."

(Allow students 2-3 minutes to complete the warm-up.)

Teacher: "Alright, who'd like to share one thought or feeling that came up while completing this? No need to share specific answers, just a general observation. Did anything surprise you?"

(Facilitate a brief discussion, encouraging a few students to share. Transition smoothly.)

Introduction to Mindsets (10 minutes) - Slide Deck: Grow Your Mindset (Slides 1-3)

Teacher: "Thank you for sharing. What you just reflected on has a lot to do with something called a 'mindset'. Today, we're going to explore what a mindset is and why it's so important for learning and life."

(Display Slide 1: Grow Your Mindset!)

Teacher: "Take a look at our title slide: 'Grow Your Mindset!' What does 'grow' usually mean? (Pause for answers like 'get bigger', 'improve', 'develop'). Exactly! And what do you think a 'mindset' is? (Pause for answers like 'how you think', 'your attitude', 'your beliefs'). You're on the right track! It's basically the way you think about things, especially about yourself and your abilities."

(Display Slide 2: Fixed vs. Growth Mindset)

Teacher: "Scientists and educators talk about two main types of mindsets: a fixed mindset and a growth mindset. Someone with a fixed mindset believes their intelligence, talents, and abilities are just that – fixed. They think, 'I'm either good at math or I'm not.' They might avoid challenges because they don't want to look 'unsmart'."

"On the other hand, someone with a growth mindset believes their abilities can be developed through hard work, good strategies, and help from others. They think, 'I can get better at math if I practice and learn new ways to approach problems.' They see challenges as opportunities to grow!"

Teacher: "Which of these sounds more helpful for learning? Why? (Pause for responses. Guide them to see how a growth mindset encourages effort and learning.)

(Display Slide 3: The Power of 'Yet')

Teacher: "A really powerful idea for a growth mindset is 'The Power of Yet'. If you ever find yourself thinking, 'I can't do this,' or 'I don't understand that,' try adding one small, but mighty, word to the end: 'yet'. So instead of 'I can't do this,' it becomes 'I can't do this... yet!' How does that change the feeling of the sentence?"

(Encourage discussion. Emphasize that 'yet' implies potential and future learning.)

Reading: The Power of Yet (10 minutes)

Teacher: "To dive deeper into this idea, I'm going to hand out a short reading called Reading: The Power of Yet. Please read it carefully, either to yourselves or with a partner. As you read, think about how the examples in the article connect to what we just discussed."

(Distribute the reading. Allow 5-7 minutes for reading.)

Teacher: "Now that you've read the article, let's have a quick Discussion: Fixed vs. Growth. What was one key idea or example from the reading that stuck with you? How did the article illustrate the difference between a fixed and a growth mindset?"

(Facilitate a brief discussion, drawing connections between the reading and the initial definitions.)

Activity: Mindset Scenarios (15 minutes)

Teacher: "Great insights! Now, let's put our understanding to the test. I'm going to divide you into small groups. Each group will receive a set of Activity: Mindset Scenarios. For each scenario, your task is to:

1. Identify if the person is demonstrating a fixed or growth mindset.
2. Explain why you think that.
3. If it's a fixed mindset, brainstorm how the person could shift to a growth mindset approach.

"You'll have about 10 minutes for this, and then we'll share some of your ideas as a class. Work collaboratively and respectfully."

(Divide students into groups, distribute scenarios. Circulate to offer support and listen to discussions.)

Teacher: "Okay, let's hear from a few groups. Who would like to share one scenario and your analysis? What was a challenging scenario to discuss?"

(Facilitate sharing and discussion, encouraging students to elaborate on their reasoning.)

Game: Mindset Match-Up (10 minutes)

Teacher: "To really solidify our understanding and have a little fun, we're going to play Game: Mindset Match-Up! I'm going to split the class into two teams. I have a series of statements, and you'll need to decide if they represent a fixed mindset or a growth mindset. The team that correctly identifies more statements wins!"

(Explain game rules in detail, ensuring fairness and engagement. Lead the game.)

Wrap-Up and Reflection (5 minutes)

Teacher: "Excellent job everyone! You're really getting the hang of this. To help you think about how to apply these ideas in your own life, I'm giving you a Worksheet: My Growth Journey. Please complete this before our next class. It will help you reflect on your own mindset."

"For an extended reflection, you can also complete the Journal: Reflecting on Growth. This is an opportunity to think more deeply about how a growth mindset can help you in different areas."

(Distribute the worksheet and mention the journal as an optional or homework assignment.)

Teacher: "Remember, your brain is like a muscle – the more you challenge it and put in effort, the stronger it gets. Embrace the 'yet' and believe in your amazing ability to grow!"

Cool Down: One Word Wisdom (5 minutes)

Teacher: "As an exit ticket, please take one of these Cool Down: One Word Wisdom slips. On it, write one word that captures your main takeaway or a feeling you have about growth mindset from today's lesson. This isn't a test; it's a quick reflection. When you're done, you can hand it to me as you leave."

(Collect cool-downs.)

Mindset Check-In

Read each statement and circle the response that best describes your feeling or belief. Be honest with yourself!

1. When I learn something new, I believe my intelligence can change and grow.
   Strongly Disagree | Disagree | Neutral | Agree | Strongly Agree

2. If I struggle with a difficult problem, I tend to give up easily.
   Strongly Disagree | Disagree | Neutral | Agree | Strongly Agree

3. I see mistakes as opportunities to learn and improve.
   Strongly Disagree | Disagree | Neutral | Agree | Strongly Agree

4. I believe some people are just naturally good at certain things, and others aren't.
   Strongly Disagree | Disagree | Neutral | Agree | Strongly Agree

5. When my classmates succeed, it inspires me to work harder.
   Strongly Disagree | Disagree | Neutral | Agree | Strongly Agree

6. I avoid tasks where I might not do well.
   Strongly Disagree | Disagree | Neutral | Agree | Strongly Agree

7. The harder I work at something, the better I get.
   Strongly Disagree | Disagree | Neutral | Agree | Strongly Agree

8. Feedback or constructive criticism makes me feel discouraged.
   Strongly Disagree | Disagree | Neutral | Agree | Strongly Agree

Quick Reflection:

What did you notice about your responses? Did any answer surprise you?

The Power of Yet: How One Little Word Can Change Everything

Have you ever heard someone say, "I'm just not a math person" or "I'm terrible at drawing"? Maybe you've even thought something similar about yourself. These kinds of thoughts come from what we call a fixed mindset. People with a fixed mindset believe that their intelligence, talents, and abilities are traits they are born with – they are fixed and can't be changed much.

But what if that wasn't true? What if your brain was like a muscle that could grow stronger with practice and effort? This is the core idea behind a growth mindset, a concept popularized by psychologist Carol Dweck. With a growth mindset, you believe that your abilities can be developed through dedication and hard work.

Shifting from Fixed to Growth

The amazing thing about mindsets is that you can change them! It's not always easy, but one simple word can be a powerful tool: YET.

Imagine a student struggling with a complicated science problem. If they have a fixed mindset, they might think, "I'm not smart enough for this." This thought can lead them to give up. But if they adopt a growth mindset, they might say, "I don't understand this... yet!"

Adding "yet" transforms a statement of limitation into a statement of potential. It acknowledges the current difficulty but also signals a belief that with more effort, different strategies, or help from others, understanding is possible. It's an invitation to learn and grow.

Real-World Examples

Think about babies learning to walk. They fall down hundreds of times. If they had a fixed mindset, they might think, "I'm not a walking person," and just stay crawling. But they don't! They keep trying, falling, getting up, and eventually, they walk, then run. They inherently understand the power of "yet."

Famous inventors, artists, and athletes often share stories of countless failures before success. Thomas Edison famously said, "I have not failed. I've just found 10,000 ways that won't work" before inventing the lightbulb. He didn't have a fixed mindset about his inventing abilities; he embraced the "yet" of discovery.

Why Does It Matter?

A growth mindset isn't just about feeling better; it actually leads to better learning and greater achievement. When you believe you can improve, you're more likely to:

• Embrace challenges: See them as opportunities to grow, not tests of innate ability.
• Persist in the face of setbacks: View failures as stepping stones, not roadblocks.
• Learn from criticism: Understand that feedback helps you get better.
• Find inspiration in the success of others: Celebrate their achievements as proof of what's possible.

By adding "yet" to your vocabulary, you're giving yourself permission to learn, to make mistakes, and to become smarter and more capable every single day. So, the next time you face something difficult, remember the power of that small, but mighty, word.

My Growth Journey: Reflection Worksheet

Name: _________________________ Date: _____________

Part 1: Fixed vs. Growth Mindset

Think about the difference between a fixed mindset and a growth mindset. In your own words, describe each:

1. Fixed Mindset:
   
   
   
   
   
   
   

2. Growth Mindset:
   
   
   
   
   
   
   

Part 2: My Mindset in Action

3. Describe a time recently when you faced a challenge in school or in your personal life. How did you react to it? Did you lean more towards a fixed or growth mindset in that moment?
   
   
   
   
   
   
   
   
   
   
   
   

4. If you reacted with a fixed mindset, what could you have said or done differently to show a growth mindset instead?
   
   
   
   
   
   
   
   
   
   
   
   

5. What is one specific thing you can do this week to practice having a growth mindset?
   
   
   
   
   
   
   

Part 3: The Power of 'Yet'

6. Complete the following sentences using the "power of yet":

   • I don't understand algebra...
     
     
     
     

   • I'm not good at public speaking...
     
     
     
     

   • I can't master this new video game level...
     
     
     
     

   • Learning a new language is too hard...
     
     
     
     

Discussion: Fixed vs. Growth

Objective: To deepen understanding of fixed and growth mindsets through guided conversation and personal reflection.

Discussion Prompts:

1. Based on the Reading: The Power of Yet and our class discussion, what is the biggest difference between a fixed mindset and a growth mindset? Can you give an example that hasn't been mentioned yet?
   
   
   
   
   
   
   

2. Why do you think it might be challenging for someone to shift from a fixed mindset to a growth mindset? What are some barriers they might face?
   
   
   
   
   
   
   

3. Think about a famous person (an athlete, artist, scientist, etc.) or someone you admire. Do you think they exhibit more of a fixed or growth mindset? What makes you say that?
   
   
   
   
   
   
   

4. How do you think having a growth mindset could impact your experience in school, beyond just your grades? (e.g., trying new subjects, working in groups, dealing with difficult teachers)
   
   
   
   
   
   
   

5. The reading mentioned "The Power of Yet." When might it be most helpful to add "yet" to your thoughts or statements? Share a personal example.
   
   
   
   
   
   
   

Guiding Questions for Deeper Engagement:

• "What if someone believes they can't learn to play a musical instrument, no matter how hard they try? Is that always a fixed mindset?"
• "Can you have a growth mindset in one area of your life, but a fixed mindset in another? What would that look like?"
• "How can we encourage a growth mindset in our friends or family members?"

Activity: Mindset Scenarios

Instructions: In your groups, read each scenario below. Discuss whether the person is demonstrating a Fixed Mindset or a Growth Mindset. Then, if it's a fixed mindset, explain how they could shift to a growth mindset approach. Be prepared to share your group's ideas!

Scenario 1: The Math Test

Situation: Alex studied hard for a math test but still got a 'C'. Alex thinks, "I'm just not good at math. I tried my best, so there's no point in trying harder next time. I should just stick to subjects I'm naturally good at."

• Mindset: Fixed / Growth (Circle one)
  
  
  

• Why?
  
  
  
  

• How could Alex shift to a growth mindset?
  
  
  
  
  
  
  

Scenario 2: Learning a New Skill

Situation: Ben decided to try learning to play the guitar. After a few weeks, he found it really difficult to coordinate his fingers and felt frustrated. Ben tells his friend, "This is so hard, and I sound terrible! I guess I don't have musical talent. I'm going to quit."

• Mindset: Fixed / Growth (Circle one)
  
  
  

• Why?
  
  
  
  

• How could Ben shift to a growth mindset?
  
  
  
  
  
  
  

Scenario 3: Receiving Feedback

Situation: Chloe wrote an essay and her teacher gave her a lot of constructive criticism, suggesting many areas for improvement. Chloe feels excited and thinks, "This feedback is exactly what I need to make my writing stronger! I'm going to revise my essay using these suggestions and learn from my mistakes."

• Mindset: Fixed / Growth (Circle one)
  
  
  

• Why?
  
  
  
  

• How could Chloe shift to a growth mindset? (If applicable)
  
  
  
  
  
  
  

Scenario 4: A Challenging Project

Situation: David was assigned a challenging group project that required learning new software. He felt overwhelmed at first but told his group, "This software looks tricky, but I'm willing to watch some tutorials and practice. If we work together and keep trying, I'm sure we can figure it out."

• Mindset: Fixed / Growth (Circle one)
  
  
  

• Why?
  
  
  
  

• How could David shift to a growth mindset? (If applicable)
  
  
  
  
  
  
  

Game: Mindset Match-Up!

Objective: To quickly identify statements as fixed or growth mindset and reinforce understanding in a fun, competitive way.

Materials:

• Index cards or small slips of paper with statements (provided below)
• Whiteboard or projector to keep score
• Two designated areas for 'Fixed Mindset' and 'Growth Mindset'

Instructions:

1. Divide into Teams: Split the class into two teams (e.g., Team A and Team B).
2. Explain the Goal: The goal is for teams to correctly identify whether a statement represents a Fixed Mindset or a Growth Mindset.
3. Gameplay:
   • One student from Team A comes to the front.
   • The teacher reads a statement from an index card.
   • The student must quickly decide if it's a fixed or growth mindset and indicate their answer (e.g., by moving to a designated 'Fixed' or 'Growth' area, or by calling out their answer).
   • If correct, Team A gets a point. If incorrect, Team B gets a chance to 'steal' by giving the correct answer.
   • Students rotate turns, alternating between teams.
4. Winning: The team with the most points at the end of the game wins.

Game Statements (Teacher should write these on separate index cards):

Fixed Mindset Statements:

• "I'm just not a morning person, so I'll never be good at early classes."
• "Why bother trying a new sport? I'm not coordinated enough."
• "I got a low score on that test; it proves I'm not smart."
• "If I have to ask for help, it means I'm not capable."
• "I can't draw. My art will never be as good as hers."
• "I hate making mistakes. It's so embarrassing."
• "This new subject is too hard for me. I'll just never understand it."

Growth Mindset Statements:

• "I'm not good at this yet, but I can improve with practice."
• "That mistake taught me exactly what not to do next time."
• "I'm going to ask the teacher for some strategies to tackle this challenging problem."
• "Seeing my friend succeed motivates me to work harder on my own goals."
• "This project is difficult, but I love the challenge of learning new things."
• "I'll try a different approach if this one doesn't work."
• "Feedback helps me see where I can grow and become better."

Bonus Round (Optional): Create Your Own!

• Ask teams to quickly come up with their own fixed or growth mindset statement, and the other team has to identify it. This encourages deeper understanding and creativity.

Answer Key: Growth Mindset Assignments

Warm Up: Mindset Check-In

(Note: This warm-up is primarily for self-reflection and class discussion; answers will vary. The key below provides insights into growth mindset responses.)

1. When I learn something new, I believe my intelligence can change and grow.

   • Growth Mindset: Strongly Agree / Agree. This reflects a belief in the malleability of intelligence.

2. If I struggle with a difficult problem, I tend to give up easily.

   • Growth Mindset: Strongly Disagree / Disagree. A growth mindset encourages persistence.

3. I see mistakes as opportunities to learn and improve.

   • Growth Mindset: Strongly Agree / Agree. This is a core tenet of a growth mindset.

4. I believe some people are just naturally good at certain things, and others aren't.

   • Growth Mindset: Strongly Disagree / Disagree (or Neutral, if acknowledging natural aptitudes but emphasizing effort). A strong growth mindset would challenge the idea of innate, unchangeable ability as the sole factor.

5. When my classmates succeed, it inspires me to work harder.

   • Growth Mindset: Strongly Agree / Agree. Success of others is seen as inspiration, not a threat.

6. I avoid tasks where I might not do well.

   • Growth Mindset: Strongly Disagree / Disagree. Challenges are embraced in a growth mindset.

7. The harder I work at something, the better I get.

   • Growth Mindset: Strongly Agree / Agree. Directly links effort to improvement.

8. Feedback or constructive criticism makes me feel discouraged.

   • Growth Mindset: Strongly Disagree / Disagree. Feedback is valued as a tool for growth.

Worksheet: My Growth Journey

(Answers will vary greatly for open-ended questions. Below are sample growth mindset responses.)

1. Fixed Mindset: Believing that your talents, intelligence, and abilities are traits you are born with and cannot change much. You either have them or you don't. Example: "I'm bad at public speaking, and I always will be."

2. Growth Mindset: Believing that your talents, intelligence, and abilities can be developed through hard work, dedication, learning from mistakes, and using effective strategies. Example: "I'm not great at public speaking yet, but with practice and feedback, I can definitely improve."

3. Describe a time recently when you faced a challenge...

   • Sample Fixed Response: "I got a low grade on my history test, and I felt like I was just not smart enough for history. I wanted to give up on the subject."
   • Sample Growth Response: "I struggled to learn a new coding concept. I felt frustrated, but then I remembered to break it down, watch more tutorials, and ask a friend for help. I eventually understood it."

4. If you reacted with a fixed mindset, what could you have said or done differently...?

   • Following the fixed example above: "Instead of saying 'I'm not smart enough,' I could have said 'I didn't do well on this test yet, but I can figure out what went wrong.' I could have asked the teacher for feedback, looked at my mistakes, or tried new study methods."

5. What is one specific thing you can do this week to practice having a growth mindset?

   • Sample Response: "When I encounter a difficult homework problem, instead of immediately looking up the answer, I will try at least three different approaches first, and if I'm still stuck, I'll ask for a hint."

6. Complete the following sentences using the "power of yet":

   • I don't understand algebra... yet!
   • I'm not good at public speaking... yet!
   • I can't master this new video game level... yet!
   • Learning a new language is too hard... yet!

Quiz: Growth Mindset Check

1. Which statement best describes a fixed mindset?

   • Correct Answer: "I'm either good at something or I'm not."
   • Thought Process: A fixed mindset believes abilities are inherent and unchanging. The other options reflect beliefs in growth and development.

2. A student with a growth mindset would most likely say:

   • Correct Answer: "I haven't mastered this yet, but I'll keep trying new strategies."
   • Thought Process: This statement embodies persistence, learning from current status, and seeking new approaches, all hallmarks of a growth mindset. The other options suggest giving up or believing in inherent limitations.

3. Explain "The Power of Yet" in your own words. Why is it important?

   • Sample Answer: "The Power of Yet means adding the word 'yet' to a statement of inability or difficulty, like 'I can't do it... yet!' It's important because it shifts a fixed mindset statement into a growth mindset one, implying that with effort, learning, or time, success is possible. It represents potential and encourages persistence."
   • Thought Process: Look for definitions that capture the transformation from limitation to potential, and reasoning that connects it to persistence, effort, and belief in development.

4. Receiving constructive criticism is seen as a sign of weakness by someone with a fixed mindset. How does someone with a growth mindset view criticism?

   • Correct Answer: They use it as valuable information to improve.
   • Thought Process: A growth mindset sees all feedback, even criticism, as data to learn from and apply for improvement. Fixed mindsets may view it as a judgment of their inherent ability.

5. Describe one specific strategy you can use to develop a more growth-oriented mindset.

   • Sample Answer: "One strategy is to actively listen to your inner voice and change negative, fixed mindset thoughts into growth mindset ones (e.g., changing 'I can't do this' to 'I can't do this yet'). Another is to seek out challenges and view them as opportunities to learn, rather than threats."
   • Thought Process: Students should identify concrete, actionable steps. Other valid strategies include focusing on effort over outcome, learning from mistakes, seeking feedback, and finding inspiration in others' success.

Test: Mindset Mastery

1. Which of the following beliefs is characteristic of a fixed mindset?

   • Correct Answer: Your abilities are inherent and cannot change significantly.
   • Thought Process: This directly aligns with the definition of a fixed mindset. The other options describe aspects of a growth mindset.

2. A student struggling with a new concept says, "I don't understand this, but I'll ask for help and try different methods." This statement demonstrates a:

   • Correct Answer: Growth mindset.
   • Thought Process: The student acknowledges difficulty but shows persistence, a willingness to seek support, and an openness to new strategies, all indicative of a growth mindset.

3. Provide two distinct examples of how a growth mindset can positively impact a student's academic performance and overall well-being. Explain your reasoning for each example.

   • Sample Answer:
     1. Academic Performance: "A growth mindset encourages persistence through difficult subjects. Instead of giving up when faced with a challenging math problem, a student with a growth mindset will try various strategies, seek help, and learn from mistakes, ultimately leading to a deeper understanding and better grades."
     2. Overall Well-being: "Students with a growth mindset are less stressed by failure because they see it as a learning opportunity rather than a personal indictment. This reduces anxiety and builds resilience, contributing to a more positive and healthy emotional state."
   • Thought Process: Responses should provide clear, distinct examples for both academic and well-being impacts, with logical explanations linking the growth mindset to the positive outcomes.

4. Why is 'The Power of Yet' a crucial concept for cultivating a growth mindset?

   • Correct Answer: It transforms a statement of inability into one of potential and future learning.
   • Thought Process: The power of 'yet' lies in its ability to reframe limitations as temporary states, encouraging a forward-looking, developmental perspective.

5. Imagine a peer tells you, "I'm just not creative, so I can't do this art project." How would you use your knowledge of growth mindset to encourage them? What specific advice would you offer?

   • Sample Answer: "I would tell my peer, 'That's a fixed mindset way of thinking! You're not 'not creative,' you just haven't explored your creativity yet. Everyone has creative potential. Instead of thinking you can't do it, try breaking the project down into smaller steps. Experiment with different materials, look at examples for inspiration, and remember that making 'mistakes' is part of the creative process. Your brain learns and grows when you try new things, even if they feel uncomfortable at first.' I would specifically advise them to focus on the process of creating and learning, rather than solely on the final outcome, and to use 'yet' whenever they feel discouraged."
   • Thought Process: Look for answers that directly address the peer's fixed mindset statement, clearly explain the growth mindset perspective, and offer concrete, actionable advice that encourages effort, learning from mistakes, and a belief in developing creative abilities.

Project Guide: My Growth Mindset Plan

Objective: To apply the principles of a growth mindset to a personal goal or challenge and develop a plan for achieving it.

Due Date: _________________________

Total Points: 100 points (See Rubric: Growth Mindset Plan for detailed breakdown)

Project Overview

In this project, you will choose a personal goal or challenge (academic, personal, or extracurricular) that you want to work on. You will then create a detailed "Growth Mindset Plan" that outlines how you will approach this goal using the strategies and beliefs of a growth mindset.

This project is about the process of growth, not just the outcome. It's an opportunity to intentionally apply what you've learned about fixed and growth mindsets to your own life.

Project Components

Your Growth Mindset Plan should include the following sections:

1. Identify Your Goal/Challenge (15 points)

• Clearly state ONE specific, measurable, achievable, relevant, and time-bound (SMART) goal or challenge you want to address. This could be improving a grade in a subject, learning a new skill, overcoming a personal habit, etc.
  
  
  
  
• Explain why this goal/challenge is important to you and why you've chosen it for this project.
  
  
  
  
  
  

2. My Initial Mindset (20 points)

• Before consciously applying a growth mindset, describe your initial thoughts and feelings about this goal/challenge. Would you say your initial approach leans more towards a fixed or growth mindset? Give specific examples of your thoughts.
  
  
  
  
  
  
  
  
• If your initial mindset was fixed, how might that mindset hold you back from achieving your goal? If it was already growth-oriented, how would it help you?
  
  
  
  
  
  
  
  

3. My Growth Mindset Strategies (30 points)

• Brainstorm and describe at least three specific growth mindset strategies you will use to work towards your goal/challenge. Think about:
  • How will you view setbacks or mistakes?
  • How will you seek help or feedback?
  • What new learning strategies will you try?
  • How will you use the "power of yet"?
  • How will you embrace the process over just the outcome?
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
• For each strategy, explain how it will help you overcome potential obstacles.
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  

4. Anticipated Obstacles & Solutions (20 points)

• Identify at least two potential obstacles or difficulties you might face while working on your goal/challenge.
  
  
  
  
  
  
• For each obstacle, describe a growth mindset solution or approach you will use to overcome it.
  
  
  
  
  
  
  
  

5. Reflection & Learning (15 points)

• How has learning about growth mindsets changed your perspective on this goal/challenge? What have you learned about yourself?
  
  
  
  
  
  
  
  
• Looking ahead, how do you plan to continue applying a growth mindset in other areas of your life?
  
  
  
  
  
  

Presentation (Optional)

Be prepared to briefly share your Growth Mindset Plan with a small group or the class, if requested. Focus on your goal, the strategies you chose, and what you learned from the process.

Rubric: My Growth Mindset Plan

Student Name: _________________________

Project: Project Guide: My Growth Mindset Plan

Total Points: 100

Journal: Reflecting on Growth

Instructions: Use this journal to explore your thoughts and feelings about growth mindset. Write thoughtfully and honestly in response to the prompts below. There are no right or wrong answers, only your personal reflections.

Journal Entry 1: My Personal "Yet" Moment

Think about a time in your life when you faced a significant challenge and felt like giving up. This could be academic, athletic, artistic, or social. If you could go back to that moment, how would applying "The Power of Yet" have changed your experience or your feelings? What would you have told yourself?

Journal Entry 2: The Brain as a Muscle

The idea that our brain is like a muscle that grows stronger with effort is central to a growth mindset. How does this analogy make you feel about your own learning potential? Does it change how you view subjects you find difficult? Explain your thoughts.

Journal Entry 3: Learning from Others

When someone else succeeds at something you're trying to achieve, how do you typically react? Do you feel inspired, jealous, or something else? How can shifting to a growth mindset help you see others' successes as a source of motivation and learning, rather than a comparison that might discourage you?

Journal Entry 4: Cultivating Growth in My Life

Beyond schoolwork, where else in your life could you intentionally apply a growth mindset? Think about hobbies, relationships, personal habits, or future aspirations. Choose one area and describe specific steps you could take to foster a growth mindset there.

Cool Down: One Word Wisdom

Instructions: Reflect on today's lesson about fixed and growth mindsets. On the line below, write one word that captures your main takeaway, a new understanding, or a feeling you have about growth mindset. This will be your exit ticket!

My One Word:

Optional: Briefly explain why you chose this word.