Language Swap Cards

Objective

To practice transforming fixed-mindset statements into growth-mindset statements.

Instructions

1. Work in Pairs: You will work with a partner for this activity.
2. Cut the Cards: Carefully cut out each of the fixed-mindset statements below. Each statement should be on its own 'card'.
3. Read and Discuss: Take turns drawing a card. Read the fixed-mindset statement aloud to your partner.
4. Rewrite to Growth: Together, discuss how you could rewrite that statement to reflect a growth mindset. Think about:
   • What can be learned from the situation?
   • What effort or strategy could be applied?
   • How can "yet" be used?
5. Share and Justify: Share your new growth-mindset statement with your partner and briefly explain why it's a growth mindset statement.
6. Repeat: Continue swapping cards and rewriting statements until you've gone through all of them or time is called.

Fixed-Mindset Statements:

• "I'm just not good at math."
  
  
  
  
• "This is too hard. I'm going to give up."
  
  
  
  
• "I made a mistake, so I must be stupid."
  
  
  
  
• "Why bother studying? I'll never get an A."
  
  
  
  
• "They're naturally smarter than me."
  
  
  
  
• "I don't like challenges; they make me feel dumb."
  
  
  
  
• "My writing is terrible; I'll never be a good writer."
  
  
  
  
• "I failed the test, so I'm a failure."
  
  
  
  

Feedback Plan Prompt

Reflect and Plan

Think about your current learning or a recent assignment in any of your classes. This is your chance to plan how you will actively seek input to improve.

1. What is one specific area where you feel you could benefit from feedback? (e.g., understanding a concept, improving a skill, a specific part of a project)
   
   
   
   
   
   
   
   
   
   
   
   
2. From whom could you seek this feedback? (e.g., a teacher, a classmate, a mentor, a family member) Be specific! (e.g., "My English teacher, Ms. Davis" or "My lab partner, Alex")
   
   
   
   
   
   
   
   
   
   
   
   
3. What specific question or questions would you ask to get the most helpful feedback? Remember to make your questions clear and focused. (e.g., Instead of "Is this good?" try "What's one way I could strengthen my thesis statement?")
   
   
   
   
   
   
   
   
   
   
   
   
   
4. When and how will you approach this person to ask for feedback? (e.g., after class, during office hours, via email, during group work)
   
   
   
   
   
   
   
   
   
   
   
   
5. What will you do with the feedback once you receive it? How will you use it to grow and apply it to your work or learning?
   
   
   
   
   
   
   
   
   
   
   
   

Exit Ticket: Feedback Target

Your Next Step for Growth

Name: ________________________

Date: ________________________

Before you leave, take a moment to commit to an action that will help you grow.

1. Think about a class where you want to apply a growth mindset and actively seek feedback.
   
   
   Which class is it?
   
   
   
   
2. From whom in that class will you seek feedback? (e.g., specific teacher, classmate, group member)
   
   
   
   
3. What is one specific thing you will ask for feedback on? (Be specific! e.g., "my argumentative essay's counter-arguments," "my understanding of the quadratic formula," "my participation in discussions")
   
   
   
   
4. Why is it important to seek feedback in this particular area for your growth?