Mindset Check-In Warm-Up

Instructions: Briefly answer the following questions. There are no right or wrong answers, just your honest thoughts!

1. Think about a time you faced a difficult challenge in school or in your personal life. What was your immediate reaction or thought?
   
   
   
   
   
   

2. When you encounter something you're not good at (yet!), what's your typical internal dialogue?
   a) "I'll never be good at this."
   b) "This is really hard, but I can improve."
   c) "I should probably just avoid this in the future."
   d) "What steps can I take to get better?"
   e) Other:
   
   
   

3. Do you believe your intelligence is something you're born with and can't change much, or something that can grow and develop over time with effort?
   
   
   
   
   
   

Mindset Matters Discussion

Instructions: In small groups or as a class, discuss the following prompts. Remember to listen respectfully to each other's perspectives, and there are no right or wrong answers!

1. Defining Mindsets: Based on our lesson, how would you describe a "fixed mindset" in your own words? How about a "growth mindset"? What's the biggest difference between the two?
   
   
   
   
   
   

2. Real-Life Examples: Can you think of a time (either from your own experience, a friend's, or even a character in a movie or book) where someone demonstrated a fixed mindset? What was the outcome?
   
   
   
   
   
   

3. Growth in Action: Now, can you think of an example where someone demonstrated a growth mindset? How did their approach differ, and what was the result?
   
   
   
   
   
   

4. Impact on Learning: How do you think having a fixed mindset might affect a student's performance or willingness to try new things in school? How might a growth mindset change that?
   
   
   
   
   
   

5. Challenging Your Thoughts: It's normal to have fixed mindset thoughts sometimes. What's one fixed mindset thought you (or someone you know) might have, and how could you try to reframe it with a growth mindset? For example, instead of "I'm bad at this," what could you say?
   
   
   
   
   
   
   
   
   
   
   

My Mindset Reflection Cool-Down

Instructions: Take a moment to reflect on today's lesson. Please answer the following questions honestly.

1. What is one key difference between a fixed mindset and a growth mindset that you remember?
   
   
   
   
   
   

2. What is one small way you might try to apply a growth mindset this week, either in school or outside of it?
   
   
   
   
   
   

3. On a scale of 1 to 5 (1 = not at all, 5 = very much), how much do you feel you understand the basic concepts of fixed and growth mindsets now?
   1   2   3   4   5
   
   

Week 1: Growth Mindset - Fixed vs. Fluid Script

Warm-Up: Mindset Check-In (5 minutes)

Teacher: "Good morning, everyone! Or afternoon! Today we are starting a really interesting four-week journey together. We're going to be talking about something called a 'mindset,' and how it shapes everything we do, especially how we learn and grow. To kick us off, I have a quick warm-up for you. I'm going to hand out this Mindset Check-In Warm-Up worksheet, or you can see the questions on the screen. Please take about 5 minutes to complete it quietly. Just think about your honest reactions, there are no right or wrong answers here."

(Distribute or display warm-up. Give students 5 minutes to complete.)

Teacher: "Alright, let's briefly chat about some of your responses. Without sharing anything too personal if you don't want to, can anyone share a general observation about how they tend to react to challenges? Or what kinds of things they usually tell themselves when something feels difficult?"

(Facilitate a brief discussion, encouraging a few students to share. Guide them towards thinking about their inner voice.)

Introduction to Mindsets (10 minutes)

Teacher: "Thank you for sharing. Your responses are a perfect lead-in to what we're talking about today: Fixed and Growth Mindsets. Let's look at our Fixed vs. Fluid Mindset Slides."

(Advance to Slide 2: Fixed Mindset)

Teacher: "So, what exactly is a fixed mindset? Well, if you have a fixed mindset, you pretty much believe that your intelligence, your talents, your abilities—they are what they are. You're born with a certain amount, and that's it. Someone with a fixed mindset might say things like, 'I'm just not a math person,' or 'I'm terrible at public speaking.' When they face a challenge, they might avoid it because they see it as a risk to expose their 'fixed' ability. Effort can even seem pointless if you think your abilities can't change. And mistakes? They're seen as failures, proof that you're just not good enough."

(Advance to Slide 3: Growth Mindset)

Teacher: "Now, on the flip side, we have the growth mindset. This is where the magic happens! With a growth mindset, you believe that your intelligence and talents are not set in stone. They can grow and develop through dedication and hard work. Think of your brain like a muscle—the more you use it, the stronger it gets! Someone with a growth mindset might say, 'Math is tough, but I can improve with practice,' or 'Public speaking makes me nervous, but I can work on my skills.' Challenges are seen as exciting opportunities to learn and develop. Effort is essential for mastery, and mistakes? They're not failures; they're valuable lessons, clues that tell you what you need to try differently next time."

(Advance to Slide 4: Fixed vs. Growth: A Quick Look)

Teacher: "Let's simplify it even more: Fixed mindset says, 'My brain is what it is.' Growth mindset says, 'My brain is a muscle I can train!' Which one of those statements sounds more empowering to you when you're trying to learn something new or overcome a difficulty? Why?"

(Allow a few students to share their thoughts.)

(Advance to Slide 5: Why Does This Matter?)

Teacher: "So, why are we even talking about this? Because your mindset profoundly affects how you navigate the world. It impacts how you face challenges, how you deal with setbacks and mistakes, and your willingness to try new things. It's about recognizing your potential, not just your current abilities. It's about understanding that you can always learn, grow, and improve."

Mindset Matters Discussion (10 minutes)

Teacher: "Now, I want us to dig a little deeper with a discussion. We'll use these Mindset Matters Discussion prompts. You can discuss in small groups, or we can have a whole-class discussion, depending on what feels right today. Remember, there are no wrong answers, and it's a safe space to share your thoughts."

(Guide students through the discussion prompts, ensuring everyone has a chance to participate. Encourage them to provide examples or elaborate on their reasoning. Emphasize that mindsets are not fixed personality traits, but rather beliefs that can be changed and developed.)

Teacher: "Great discussion everyone! It's clear that thinking about our mindsets can really open up new ways of approaching our lives and our learning."

Cool-Down: My Mindset Reflection (5 minutes)

Teacher: "To wrap up our first lesson, I'd like you to take a few minutes for a quick reflection. I'm handing out this My Mindset Reflection Cool-Down or you can see the questions on the screen. Please answer these questions individually. This will help you solidify your understanding of today's concepts and think about how you might apply them."

(Distribute or display cool-down. Give students 5 minutes to complete.)

Teacher: "Thank you all for your engagement today. I'm excited to continue exploring the power of our mindsets with you over the next few weeks. Have a great rest of your day!"

(Collect cool-downs as students leave.)

Challenge Accepted Warm-Up

Instructions: Take a few moments to think about a recent challenge you faced, either in school or outside of it. Write down your honest reflections.

1. Describe a recent time you faced a difficult task or challenge. (It could be academic, athletic, a personal goal, etc.)
   
   
   
   
   
   

2. What was your immediate reaction or feeling when you first encountered the difficulty? (e.g., excitement, frustration, fear, determination, wanting to quit)
   
   
   
   
   
   

3. When it got tough, what was your inner voice telling you? Did you want to give up, or were you motivated to keep going? Explain why.
   
   
   
   
   
   

Mistake Makeover Activity

Instructions: In your small groups, read each scenario below. For each scenario, discuss and answer the questions, focusing on how a growth mindset can transform a challenging situation into a learning opportunity.

Scenario 1: The Tough Math Test

Situation: You just got back a challenging math test, and your score is much lower than you expected. Your first thought is, "I'm just not good at math. I should probably just give up on trying to improve in this class."

1. Fixed Mindset Reaction: What are the key elements of a fixed mindset in this person's initial reaction?
   
   
   
   
   
   

2. Growth Mindset Makeover: How could you reframe this thought with a growth mindset? What specific growth mindset strategies (Analyze, Adjust, Ask, Persist) could this student apply? Be detailed!
   
   
   
   
   
   
   
   
   
   
   

Scenario 2: The Group Project Gone Wrong

Situation: You're working on a major group project, and your team's initial presentation to the teacher went poorly. The feedback was critical, and the project needs significant revisions. One team member says, "This is a disaster. We're clearly not cut out for this. There's no way we can turn it around."

1. Fixed Mindset Reaction: What fixed mindset beliefs are present in this team member's statement?
   
   
   
   
   
   

2. Growth Mindset Makeover: How can the group collectively adopt a growth mindset? What specific actions can they take, applying growth mindset strategies, to improve the project and their teamwork?
   
   
   
   
   
   
   
   
   
   
   

Scenario 3: Learning a New Skill

Situation: You've decided to try learning a new skill outside of school, like playing an instrument or coding. You've been practicing for a few weeks, and it's much harder than you thought. You keep making basic errors, and you feel frustrated, thinking, "I'm never going to get this. Some people are just naturally talented, and I'm not one of them."

1. Fixed Mindset Reaction: Identify the fixed mindset thoughts here.
   
   
   
   
   
   

2. Growth Mindset Makeover: Using growth mindset principles, how would you coach this person to continue their learning journey? What advice would you give them about viewing their mistakes and applying effort?
   
   
   
   
   
   
   
   
   
   
   

3. Personal Application: Think about a time you faced a similar challenge. How might applying these growth mindset strategies change your approach next time?
   
   
   
   
   
   
   
   
   
   
   

Learning From Loops Cool-Down

Instructions: Reflect on today's lesson about mistakes and challenges. Please answer the following questions.

1. What is one new idea or strategy you learned today about how your brain responds to mistakes or challenges?
   
   
   
   
   
   

2. Think about a specific upcoming task or situation (in school or life) where you anticipate difficulty. How will you try to apply a growth mindset strategy (Analyze, Adjust, Ask, Persist) to that situation this week?
   
   
   
   
   
   

3. On a scale of 1 to 5 (1 = not at all, 5 = very much), how much more comfortable do you feel about making mistakes as a part of learning?
   1   2   3   4   5
   
   

Week 2: Mistakes: Your Brain's Best Teachers? Script

Warm-Up: Challenge Accepted! (5 minutes)

Teacher: "Welcome back everyone! Last week, we kicked off our journey into understanding mindsets by talking about Fixed vs. Growth Mindsets. We learned that a growth mindset is all about believing your abilities can develop. Today, we're going to dive into one of the biggest challenges to a growth mindset: mistakes and challenges themselves. To get us thinking, let's start with a warm-up called Challenge Accepted Warm-Up. I'm handing it out, or you can see it on the screen. Take about 5 minutes to complete it quietly, thinking honestly about your recent experiences."

(Distribute or display warm-up. Give students 5 minutes to complete.)

Teacher: "Alright, let's hear some general thoughts. When you faced that difficult task, what was your initial gut reaction? Did anyone immediately feel frustrated or want to avoid it? What about that inner voice? What did it say when things got tough?"

(Facilitate a brief discussion, encouraging students to share their initial reactions and inner dialogue when facing challenges. Acknowledge that feeling frustrated or wanting to give up is a common human experience.)

Introduction: Mistakes as Learning Opportunities (10 minutes)

Teacher: "Thank you for sharing those honest reflections. It's completely normal to feel those things. Often, our society teaches us that mistakes are bad, something to be avoided at all costs. But what if I told you that your brain actually loves mistakes? Let's look at our Mistakes: Brain's Best Teachers Slides."

(Advance to Slide 2: The Fear of Failure Trap)

Teacher: "So, as we discussed, we often dread making mistakes. Why? We fear judgment, feeling embarrassed, or believing it proves we're 'not smart enough.' This is the 'Fixed Mindset Trap' at play. It tells us that our performance defines our intelligence."

(Advance to Slide 3: Your Brain on a Mistake!)

Teacher: "Here's the fascinating part: neuroscientists have shown that when you make a mistake, and then you reflect on it and correct it, your brain actually grows stronger! It forms new connections, new neural pathways. Think about it: if you never made a mistake, you'd never learn anything new! Mistakes are essentially your brain's signal that it's time to learn and adapt. They're not failures; they're data points, telling you what needs to be adjusted."

(Advance to Slide 4: Shift Your Perspective: Productive Struggle)

Teacher: "This leads us to a really important concept: Productive Struggle. Instead of seeing challenges as roadblocks, a growth mindset sees them as 'workouts for your brain.' When something is difficult, and you're pushing through, that's productive struggle. It's where the most significant learning and growth happen. Think of it like a video game: if it's too easy, it's boring. The challenging levels are where you 'level up' your skills. Your brain works the same way!"

(Facilitate a short discussion: "Can anyone think of a time they struggled with something, but by persisting, they eventually learned or achieved it? What did that feel like?")

(Advance to Slide 5: Growth Mindset Strategies for Challenges & Mistakes)

Teacher: "So, how do we actively use our growth mindset when facing challenges or making mistakes? We're going to look at four key strategies:

• Analyze: Instead of just feeling bad, pause and ask: What exactly went wrong? Why? What did I learn from this specific situation?
• Adjust: Based on your analysis, what can you try differently next time? What new approach or resource might help?
• Ask for Feedback: Don't be afraid to ask a teacher, a friend, or a mentor for their perspective or for help. Learning from others is a huge growth mindset move.
• Persistence: This is crucial. Keep trying! Every attempt, even if it's not perfect, is building those new neural pathways. It's about progress, not perfection."

Activity: Mistake Makeover (10 minutes)

Teacher: "Now, let's put these strategies into practice. I'm going to give you a Mistake Makeover Activity worksheet. You'll work in small groups or pairs. On this worksheet, you'll find a few scenarios where someone is facing a challenge or has made a mistake. Your task is to apply a growth mindset. How would you 'make over' their initial fixed mindset reaction into a growth-oriented one? What actions would they take? Be ready to share your ideas with the class."

(Divide students into small groups/pairs. Distribute the activity. Circulate and assist as needed. After about 7-8 minutes, bring the class back together to share some of the 'mistake makeovers'. Focus on the strategies used.)

Teacher: "Fantastic ideas, everyone! You can see how shifting our perspective and having a plan makes a huge difference."

Cool-Down: Learning From Loops (5 minutes)

Teacher: "To wrap up today, I have a quick Learning From Loops Cool-Down. Please take a few minutes to answer these questions individually. This will help you think about how you'll personally apply what we've learned today."

(Distribute or display cool-down. Give students 5 minutes to complete.)

Teacher: "Thank you all for your active participation today. Remember, your brain is a muscle that grows with effort and learning from every experience, especially mistakes. I encourage you to actively look for opportunities to apply these strategies this week. I look forward to continuing our mindset journey next time!"

(Collect cool-downs as students leave.)

Effort Gauge Warm-Up

Instructions: Reflect on the concept of 'effort' by answering the following questions.

1. Describe an area in your life (academic, personal, hobby, etc.) where you consistently put in a lot of effort. What drives you in this area?
   
   
   
   
   
   

2. Think about a skill you've learned or significantly improved. What role did your effort play in that improvement?
   
   
   
   
   
   

3. When faced with a task that requires a lot of effort, what is your initial internal reaction or feeling? (e.g., motivated, daunted, energized, tired before you start)
   
   
   
   
   
   

My Practice Plan Activity

Instructions: Choose one skill or goal you want to improve. Then, use the principles of deliberate practice to create a plan for how you will approach it this week.

My Skill/Goal:

Current Status / Why I want to improve this:

My Deliberate Practice Plan (Specific Steps for This Week):

(Think: How can I make this intentional, challenging, repetitive, and get feedback?)

1. Specific Focus Area: What exact aspect of the skill will I concentrate on?
   
   
   

2. Action Steps: What specific exercises or tasks will I do?
   
   
   
   
   
   

3. How I'll Push Myself (Challenge): How will I make sure this practice is pushing me out of my comfort zone?
   
   
   

4. How I'll Get Feedback: How will I know if I'm improving? Who can give me feedback?
   
   
   

5. Reflection: What will I do if I make a mistake or get stuck? (Refer back to Week 2!)
   
   
   

Effort Reflect & Grow Cool-Down

Instructions: Take a moment to reflect on today's lesson about effort and practice.

1. What is the most important takeaway you learned today about the relationship between effort and growth?
   
   
   
   
   
   

2. Thinking about the 'My Practice Plan Activity,' what is one specific action you will commit to this week to apply deliberate effort to a goal or skill?
   
   
   
   
   
   

3. On a scale of 1 to 5 (1 = not at all, 5 = very much), how much more motivated do you feel to put in focused effort for your learning and goals?
   1   2   3   4   5
   
   

Week 3: Effort & Excellence: The Power of Practice Script

Warm-Up: Effort Gauge (5 minutes)

Teacher: "Good morning/afternoon, everyone! Last week, we talked about embracing mistakes as powerful learning opportunities. Today, we're going to build on that by exploring the incredible impact of effort and practice on our growth. To get us started, please take a few minutes to complete this Effort Gauge Warm-Up, which is on your desk or displayed on the screen. Think honestly about your experiences with effort. There are no right or wrong answers."

(Distribute or display warm-up. Give students 5 minutes to complete.)

Teacher: "Alright, let's briefly discuss. Can anyone share an area where they naturally put in a lot of effort, and what motivates them? And how about when tasks require a lot of effort—what's your initial reaction?"

(Facilitate a brief discussion, connecting student responses to the idea that effort can feel different depending on the task and individual motivation.)

Introduction: The Science of Effort & Practice (10 minutes)

Teacher: "Thank you for sharing. Often, we think of effort as just 'trying hard.' But today, we're going to refine that idea and see how focused effort is actually what builds our brains! Let's look at our Effort & Excellence Slides."

(Advance to Slide 2: Effort: It's More Than Just 'Trying Hard')

Teacher: "So, what kind of effort truly leads to growth? It's what we call deliberate practice. This isn't just mindlessly repeating something. It's:

• Intentional: You know exactly what you're trying to improve.
• Challenging: You're pushing past what you can easily do.
• Repetitive: You're practicing repeatedly, but with a goal of refinement.
• Feedback-driven: You're paying attention to results and adjusting your approach. Think of it like an athlete practicing a specific move over and over, analyzing their form, and getting coaching feedback. They're not just 'playing the game'; they're deliberately practicing to get better."

(Advance to Slide 3: Your Brain: Built to Grow with Effort!)

Teacher: "Remember how we talked about your brain being a muscle? Deliberate effort is its best workout! When you engage in this kind of focused practice, your brain actually changes. This is called neuroplasticity—your brain's incredible ability to rewire itself. It forms new connections and strengthens existing ones, literally making you smarter and more capable in that area. Every time you struggle productively, you're building new brain pathways!"

(Advance to Slide 4: The Road to Mastery: Practice, Practice, Practice!)

Teacher: "You might have heard of the '10,000-hour rule,' suggesting that it takes thousands of hours of practice to become an expert. While the exact number might be debated, the core idea holds true: expertise comes from extensive, deliberate effort over time. Think about any master of a craft – a famous musician, an innovative scientist, a top athlete. They weren't just born that way; they dedicated themselves to years of intentional practice."

(Advance to Slide 5: Real-World Wins from Real-World Effort)

Teacher: "Let's look at some examples: Athletes spend hours on drills; musicians practice scales and pieces; scientists run countless experiments. Even as students, revisiting tough concepts, doing extra problems, and seeking clarification are all forms of deliberate practice. It's this consistent, focused effort that transforms potential into performance."

(Facilitate a short discussion: "Can you think of a time when someone you know, or even you, achieved something significant through sheer, focused effort?")

Activity: My Practice Plan (10 minutes)

Teacher: "Now it's your turn to apply these ideas. I'm handing out the My Practice Plan Activity worksheet. In small groups, pairs, or individually, I want you to choose one skill or goal that you'd like to improve. Then, I want you to create a deliberate practice plan for yourself for this coming week. Think about the specific focus, the actions you'll take, how you'll challenge yourself, and how you'll get feedback. Remember our strategies from last week if you make mistakes!"

(Divide students into groups/pairs or allow individual work. Distribute the activity. Circulate and assist as needed. After about 7-8 minutes, invite a few volunteers to share their practice plans, highlighting the deliberate elements.)

Teacher: "Excellent plans, everyone! It's powerful to see how we can intentionally apply effort to our growth."

Cool-Down: Effort Reflect & Grow (5 minutes)

Teacher: "To conclude our lesson today, please complete this quick Effort Reflect & Grow Cool-Down. This will help you solidify your understanding and commit to action."

(Distribute or display cool-down. Give students 5 minutes to complete.)

Teacher: "Thank you all for your thoughtful participation today. Remember, your brain is always ready to grow when you give it deliberate effort. I encourage you to put your practice plans into action this week and observe the progress. See you next time for our final week!"

(Collect cool-downs as students leave.)

My Mindset Snapshot Warm-Up

Instructions: Briefly reflect on your mindset journey over the past three weeks. There are no right or wrong answers, just your honest thoughts!

1. Before this curriculum, how would you have described your general approach to learning new and difficult things?
   
   
   
   
   
   

2. What is one specific idea or concept about growth mindset that has resonated with you the most?
   
   
   
   
   
   

3. Have you noticed any small shifts in your own thoughts or reactions to challenges since we started? If so, describe one.
   
   
   
   
   
   

Growth Path Planner Activity

Instructions: Think about an upcoming challenge (academic, personal, social, etc.) or a long-term goal you want to achieve. Use the principles of a growth mindset to plan your approach.

My Challenge/Goal:

Why is this important to me? (Motivation):

My Growth Mindset Action Plan:

1. Embrace the Challenge: How will I view this challenge as an opportunity to grow, rather than a threat?
   
   
   
   

2. Learning from "Mistakes": What potential setbacks or

My Growth Commitment Cool-Down

Instructions: Reflect on your entire "Grow Your Mindset" journey. Please answer the following questions honestly.

1. What is the single most important takeaway you will carry with you from this four-week curriculum?
   
   
   
   
   
   

2. Write down one specific commitment you will make to yourself to continue fostering your growth mindset in the coming months. Be specific!
   
   
   
   
   
   

3. On a scale of 1 to 5 (1 = not at all, 5 = very much), how confident do you feel in your ability to apply a growth mindset to future challenges?
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Week 4: Unstoppable You: Your Growth Mindset Journey Script

Warm-Up: My Mindset Snapshot (5 minutes)

Teacher: "Good morning/afternoon, everyone, and welcome to our final session of the 'Grow Your Mindset' curriculum! Over the past three weeks, we've explored some really powerful ideas about how our beliefs shape our potential. To kick us off today, I want us to take a quick 'mindset snapshot.' Please take about 5 minutes to complete this My Mindset Snapshot Warm-Up worksheet, either on paper or on the screen. Think about your journey and any changes you've noticed."

(Distribute or display warm-up. Give students 5 minutes to complete.)

Teacher: "Alright, let's briefly share some reflections. Has anyone noticed any small shifts in how they approach a tough problem, or what they tell themselves when something is difficult? What's one idea that really stuck with you from our discussions about fixed and growth mindsets, mistakes, or effort?"

(Facilitate a brief discussion, encouraging students to share personal reflections on their growth over the weeks.)

Review & Synthesize Growth Mindset (10 minutes)

Teacher: "Thank you for those insightful shares. It's fantastic to hear how these ideas are already taking root. Today, we're going to pull everything together and think about how you can carry this powerful growth mindset with you, not just in school, but in every aspect of your life. Let's look at our Unstoppable You Slides."

(Advance to Slide 2: Recap: Our Growth Journey So Far...)

Teacher: "Let's do a quick recap. In Week 1, we defined fixed and growth mindsets – the core belief that your abilities can either be stuck or grow. Week 2 taught us to see mistakes not as failures, but as invaluable feedback, our 'brain's best teachers.' And last week, Week 3, we focused on the power of deliberate effort and practice, understanding that putting in smart, focused work is what truly builds our skills and intelligence. Does anyone want to add anything else that stood out from those weeks?"

(Allow a few students to contribute.)

(Advance to Slide 3: Your Brain: Always Growing!)

Teacher: "Remember our conversation about neuroplasticity? Your brain isn't a static machine; it's a dynamic, ever-changing supercomputer! Every time you learn something new, every time you push yourself, every time you reflect on a challenge, your brain is literally rewiring itself, forming stronger connections. This means your potential for growth is virtually limitless!"

(Advance to Slide 4: Bringing it All Together: Your Growth Mindset Toolkit)

Teacher: "So, what does this all add up to? It gives you a powerful Growth Mindset Toolkit for life. It's the belief that your abilities can grow. It's the reframing of mistakes as opportunities, not failures. It's the action of putting in deliberate effort for mastery. And it's the resilience to persist through challenges, knowing each one makes you stronger. How do you think these tools work together?"

(Facilitate a short discussion, emphasizing the interconnectedness of these concepts.)

Activity: Growth Path Planner (10 minutes)

Teacher: "Now, for our final activity, I want you to look ahead. I'm handing out the Growth Path Planner Activity worksheet. I want you to choose an upcoming challenge you anticipate facing, or a long-term goal you really want to achieve. Then, using your new growth mindset toolkit, create a personal action plan. Think about how you'll embrace the challenge, what you'll learn from potential 'mistakes,' what deliberate effort you'll apply, and how you'll stay persistent. You can work individually, or if you'd like, you can discuss your plans with a partner after you've drafted some ideas."

(Divide students into groups/pairs or allow individual work. Distribute the activity. Circulate and assist as needed. After about 7-8 minutes, invite a few volunteers to share their plans, focusing on how they've incorporated growth mindset principles.)

Teacher: "Incredible plans, everyone! It's inspiring to see you applying these ideas to your own futures."

Cool-Down: My Growth Commitment (5 minutes)

Teacher: "To close out our 'Grow Your Mindset' curriculum, I have one final reflection for you: the My Growth Commitment Cool-Down. Please take these last few minutes to answer these questions honestly, particularly focusing on the commitment you're making to yourself moving forward."

(Distribute or display cool-down. Give students 5 minutes to complete.)

Teacher: "Thank you all so much for your active participation, your honest reflections, and your willingness to explore these powerful ideas. Remember, your journey of growth is just beginning. You are truly unstoppable when you embrace a growth mindset! I wish you all the very best."

(Collect cool-downs as students leave.)