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Mindset in Action

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Lesson Plan

Mindset Language Mini-Lesson

Students will rewrite two fixed-mindset statements into growth statements and plan one strategy to seek feedback.

Understanding and applying a growth mindset helps students approach challenges with resilience, see mistakes as learning opportunities, and actively improve their skills and knowledge.

Audience

10th Grade

Time

30 minutes

Approach

Direct instruction, paired practice, and reflective writing.

Materials

From Fixed to Growing Slides, Language Swap Cards, Feedback Plan Prompt, and Exit Ticket Feedback Target

Prep

Preparation

15 minutes

Step 1

Do Now: Fixed vs. Growth Examples

5 minutes

  • Display a few examples of fixed mindset statements vs. growth mindset statements on the board or using the From Fixed to Growing Slides.
  • Ask students to silently consider which type of mindset each statement represents.
  • Briefly discuss student observations and define 'fixed mindset' and 'growth mindset'.
  • Transition to the mini-lesson.

Step 2

Mini-Lesson with Model Rewrites

10 minutes

  • Using the From Fixed to Growing Slides, explain the core concepts of growth mindset, feedback seeking, and productive struggle.
  • Model how to rewrite a fixed-mindset statement into a growth-mindset statement. For example: "I'm just not good at math" becomes "I haven't mastered this math concept yet, but I can improve with practice and by asking for help."
  • Model how to brainstorm strategies for seeking feedback, emphasizing that feedback is a tool for growth.

Step 3

Card Swap Practice in Pairs

8 minutes

  • Distribute Language Swap Cards to student pairs.
  • Instruct students to work together to rewrite the fixed-mindset statements on the cards into growth-mindset statements.
  • Circulate and provide support, prompting students to think about how their language reflects their beliefs about learning potential.

Step 4

Journal: Where and How to Seek Feedback

5 minutes

  • Distribute the Feedback Plan Prompt.
  • Students will independently complete the journal prompt, reflecting on a specific area where they want to improve and planning one strategy to seek feedback from a teacher or peer.

Step 5

Exit Ticket Naming a Class/Teacher to Ask

2 minutes

  • Distribute the Exit Ticket Feedback Target.
  • Students will complete the exit ticket by naming a specific class or teacher from whom they will seek feedback based on their journal reflection. Collect these as students leave.
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Slide Deck

What's Your Mindset?

How do you approach challenges?
Do you see mistakes as failures or opportunities to grow?

Welcome students and introduce the concept of mindset. Ask them to think about how they talk to themselves about learning challenges.

Fixed vs. Growth Mindset

Fixed Mindset

  • Belief that abilities are static.
  • Avoids challenges to prevent failure.
  • Gives up easily.
  • Ignores useful feedback.

Growth Mindset

  • Belief that abilities can be developed.
  • Embraces challenges.
  • Persists through setbacks.
  • Learns from criticism.

Present clear definitions of fixed and growth mindsets. Encourage students to identify with one or the other without judgment.

Spot the Mindset!

Fixed: "I'm just not a math person."
Growth: "Math is tough right now, but I can improve with practice."

Fixed: "I'll never be good at writing."
Growth: "I need to work on my writing skills, and I can get better."

Show examples and ask students to identify them. This aligns with the 'Do Now' activity in the lesson plan.

Rewriting Your Inner Voice

From Fixed to Growth

Original (Fixed): "I give up! This is too hard."

Rewrite (Growth): "This is challenging, but I can try a different strategy or ask for help."

Original (Fixed): "I made a mistake, I'm so stupid."

Rewrite (Growth): "Mistakes help me learn. What can I do differently next time?"

Model the transformation process. Emphasize that language is powerful.

Embrace the Struggle, Seek the Feedback

Productive Struggle

  • Learning isn't always easy, and that's okay!
  • Challenges help your brain grow stronger.

Feedback Seeking

  • Feedback is a gift that helps you improve.
  • Don't wait for it—go ask for it!

Explain the role of feedback and productive struggle. Connect it to the idea that growth isn't always easy but is always valuable.

Your Mindset, Your Power!

You have the power to change your mindset and unlock your full potential!

How will you use a growth mindset today?

Conclude by reiterating the power of mindset. Encourage students to apply this in their daily learning.

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Activity

Language Swap Cards: From Fixed to Growth

Instructions: Work with a partner. For each card below, discuss the fixed-mindset statement and rewrite it into a growth-mindset statement. Think about how you can change the language to show a belief in improvement and learning.

Card 1

Fixed Mindset Statement: "I'm just not smart enough to understand this advanced topic."

Growth Mindset Rewrite:





Card 2

Fixed Mindset Statement: "I made a mistake on my homework, so I'm terrible at this subject."

Growth Mindset Rewrite:





Card 3

Fixed Mindset Statement: "There's no point in trying harder; I'm already bad at sports."

Growth Mindset Rewrite:





Card 4

Fixed Mindset Statement: "I don't need help. Asking questions makes me look dumb."

Growth Mindset Rewrite:





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Journal

Feedback Plan Prompt

Think about a class, subject, or skill where you would like to improve. This could be anything from understanding a specific math concept to improving your essay writing, or even a skill outside of academics like a sport or an art form.

  1. What specific area or skill do you want to improve? Describe it in detail.












  2. Why is it important for you to improve in this area? What would achieving this improvement mean to you?












  3. From whom could you seek feedback? (e.g., a specific teacher, a coach, a peer, a mentor)



  4. What specific question(s) will you ask to get helpful feedback? Be clear and specific about what kind of information you are looking for.

    • Example: Instead of "How am I doing?", try "Could you give me feedback on my thesis statement? Is it clear and debatable?"












  5. When and how will you approach this person to ask for feedback? (e.g., after class, during office hours, via email) Plan out your approach.












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Cool Down

Exit Ticket: My Feedback Target

Instructions: Please complete the following to reflect on your learning today and your plan for seeking feedback.

  1. What is one thing you learned or were reminded of today about growth mindset?



  2. Based on your journal reflection, name one specific class or teacher from whom you plan to seek feedback this week.



  3. What is the specific topic or skill you will ask for feedback on?



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