Prove You Can Grow: Kickoff and Pre-Survey Script

Warm-Up & Activate Prior Knowledge (10 minutes)

Teacher: "Good morning, everyone! Let's start with a quick thought experiment. I want you to close your eyes for a moment, or just look down at your desk if you prefer, and think about a time you faced a challenge in school. Maybe it was a tough math problem, a confusing history concept, or a challenging essay assignment.

How did you react in that moment? What did you tell yourself? Did you feel frustrated? Determined? Like giving up? Just take a minute to really recall that feeling and what thoughts went through your head. I'd like you to jot down a few words or a sentence about that experience on a piece of paper or in your notebook.


"

(Pause for 1-2 minutes for students to write.)

Teacher: "Okay, eyes up here. Can a few brave souls share what came to mind? How did you react when you faced that challenge? What did you say to yourself?"

(Call on 2-3 students. Listen for responses that hint at either giving up or persevering.)

Teacher: "Thank you for sharing those honest reflections. It's totally normal to feel frustrated when things get tough. But today, we're going to explore something super important: how our thoughts about learning and challenges can actually change our abilities. We're going to talk about something called 'mindset.'"

Grow Your Brain Mini-Lesson (15 minutes)

Teacher: "Let's dive into our mini-lesson called 'Grow Your Brain!' Please turn your attention to the Grow Your Brain Mini-Lesson Slide Deck."

(Advance to Slide 1: Your Brain: A Superpower!)

Teacher: "Your brain truly is a superpower! As we just discussed, how you react to school challenges says a lot. Some people believe their intelligence and talents are fixed traits – that they are born with a certain amount of smarts and that's it. This is what we call a fixed mindset."

(Advance to Slide 2: Fixed Mindset: 'I can't do it!')

Teacher: "With a fixed mindset, you might hear thoughts like, 'I'm just not good at math,' or 'Why bother trying? I'll never understand this.' People with a fixed mindset often avoid challenges because they don't want to look 'dumb' if they fail. They might give up easily and see effort as a sign that they're not smart enough. It’s like saying, 'My brain is what it is, and it can't get any better at this.'"

(Advance to Slide 3: Growth Mindset: 'I'll try my best!')

Teacher: "On the other hand, a growth mindset is believing that your abilities can be developed through hard work, dedication, and learning from your mistakes. People with a growth mindset embrace challenges, knowing that struggles are opportunities to get stronger. They persist through setbacks and see effort as the key to mastering new skills. They believe, 'My brain can grow and get better at anything with practice!'"

*(Think-Aloud Example):
Teacher: "Let me give you an example. If I'm trying to learn a new language and I struggle to understand a grammar rule, a fixed mindset thought might be, 'Ugh, I'm terrible at languages, I'll never get this.' But a growth mindset thought would be, 'This is tricky, but if I keep practicing and ask for help, I can definitely understand it.' See the difference? One shuts down, the other opens up to learning."

(Advance to Slide 4: Neuroplasticity: Your Brain Can Change!)

Teacher: "And here's the scientific proof that a growth mindset is correct: Neuroplasticity! This is your brain's amazing ability to change and adapt. Every time you learn something new, practice a skill, or even think in a new way, your brain literally forms new connections. It's like your brain is a super highway, and the more you travel a certain route (or practice a skill), the stronger and faster that route becomes. Your brain isn't static; it's constantly evolving based on what you do!"

(Advance to Slide 5: Mindset Builds YOU)

Teacher: "This is huge for your success! When you have a growth mindset, it builds your self-efficacy – that's your belief in your ability to succeed. And when you believe in yourself and see your efforts paying off, it boosts your positive self-esteem. It's a powerful cycle: growth mindset leads to more effort, which leads to more growth, which leads to more confidence!"

(Advance to Slide 6: Choose Your Mindset, Choose Your Growth!)

Teacher: "So, the big question is: What growth habit will you commit to this week?"

Mindset Sort & Discussion (10 minutes)

Teacher: "Now, let's put our new understanding to the test. I'm going to divide you into small groups. Each group will receive a set of Mindset Sort Cards Worksheet with different statements. Your task is to sort these statements into two piles: 'Fixed Mindset' and 'Growth Mindset.' Discuss your choices within your group and be ready to explain why you categorized each statement as you did."

(Divide students into groups, distribute cards. Circulate and listen to discussions, offer guidance, and correct misconceptions. After about 5-7 minutes, bring the class back together.)

Teacher: "Alright, let's come back together. We're going to do a 'Four Corners' activity to explore some of these statements further. I have designated four corners of the room for 'Strongly Agree,' 'Agree,' 'Disagree,' and 'Strongly Disagree.' I'll read a statement, and you'll move to the corner that best represents your initial reaction."

(Read a few statements from the Mindset Sort Cards Worksheet or use the prompts from Four Corners Mindset Debate Discussion. After each statement, ask a student from each corner to briefly explain their stance.)

Teacher: "Excellent job thinking critically about these statements! It's clear that understanding mindset helps us interpret situations and reactions differently."

Personal Growth Habit & Reflection (5 minutes)

Teacher: "Now for a personal challenge. Based on what we've learned about fixed and growth mindsets, I want each of you to think about one specific growth habit you want to try for yourself over the next week. This could be something like: 'I will ask for help when I'm stuck on a problem instead of giving up,' or 'I will try a new study method for my next test,' or even 'When I make a mistake, I will remind myself it's a chance to learn.'"

"I'm handing out the My Why Reflection Page Journal. On this page, I want you to write down your chosen growth habit and then explain 'My Why' – why this habit is important to you and how you think it will help you grow. Be honest with yourselves about what you want to achieve."

(Distribute journals. Allow students 3-4 minutes to write.)

School Success Pre-Survey & Cool Down (5 minutes)

Teacher: "To wrap things up today, we're going to complete a quick, anonymous pre-survey. This isn't a test; it's simply a way for us to get a baseline understanding of how you currently feel about various school success skills. Your honest responses will help me understand how I can best support your growth throughout the year."

"Please take one School Success Likert Pre-Survey & Scoring Guide Rubric as it's passed around. Read each statement and circle the number that best reflects how true it is for you right now. There are no right or wrong answers. When you are finished, please turn it in as you leave."

(Collect surveys as students exit.)

Mindset Sort Cards

Instructions: Cut out each statement below. Then, with your group, sort them into two categories: 'Fixed Mindset' and 'Growth Mindset.' Be prepared to explain your reasoning for each.

Fixed Mindset Statements

1. "I'm just not good at math. I'll never understand it."
   
   
   
   
   
   
   
2. "If I don't get it right away, it means I'm not smart enough."
   
   
   
   
   
   
   
3. "Why should I try harder? It won't make a difference."
   
   
   
   
   
   
   
4. "I hate making mistakes; they make me feel stupid."
   
   
   
   
   
   
   
5. "I'd rather stick to what I know than try something new and fail."
   
   
   
   
   
   
   
6. "Other people's success makes me feel bad about myself."
   
   
   
   
   
   
   
7. "Effort is only for people who aren't naturally talented."
   
   
   
   
   
   
   
8. "I can't change how intelligent I am."
   
   
   
   
   
   
   

Growth Mindset Statements

1. "This is challenging, but I can improve if I keep practicing."
   
   
   
   
   
   
   
2. "Mistakes are opportunities to learn and grow."
   
   
   
   
   
   
   
3. "I'll ask for help or try a different strategy if I get stuck."
   
   
   
   
   
   
   
4. "My brain gets stronger every time I learn something new."
   
   
   
   
   
   
   
5. "I enjoy trying new things, even if they're difficult at first."
   
   
   
   
   
   
   
6. "I'm inspired by others' success and can learn from them."
   
   
   
   
   
   
   
7. "Hard work and dedication are key to mastering skills."
   
   
   
   
   
   
   
8. "I can develop my intelligence through effort and learning."
   
   
   
   
   
   
   

My Why Reflection Page

Name: ____________________________

Date: ____________________________

My Growth Habit Commitment:

Think about what we've discussed today regarding fixed and growth mindsets. What is ONE specific growth habit you commit to trying for the next week to help you learn and grow in school?

My Why:

Why did you choose this particular habit? What makes it important to you? How do you think practicing this habit will help your brain grow and improve your learning? Reflect deeply on the impact this commitment could have.

Four Corners Mindset Debate

Objective: To engage students in a lively discussion about mindset statements and encourage them to articulate their reasoning.

Preparation: Designate four corners of your classroom as:

• Corner 1: Strongly Agree
• Corner 2: Agree
• Corner 3: Disagree
• Corner 4: Strongly Disagree

Instructions for Teacher:

1. Explain the 'Four Corners' activity to students. Emphasize that there are no 'right' or 'wrong' corners, but they should be prepared to explain their stance.
2. Read each statement clearly.
3. Give students about 10-15 seconds to move to the corner that best represents their initial reaction to the statement.
4. Once students are in their corners, call on one or two students from each corner to briefly explain why they chose that corner. Encourage respectful disagreement.
5. After a brief discussion, students return to their desks for the next statement or activity.

Discussion Prompts (Statements to Read Aloud):

1. "Some people are just naturally smart in certain subjects, and others aren't. There's not much you can do to change that."

   • Follow-up Questions: What does 'naturally smart' mean to you? Can effort change natural ability?

2. "Making mistakes in front of others is embarrassing and shows you're not capable."

   • Follow-up Questions: What's the biggest lesson you've learned from a mistake? How does fear of mistakes affect learning?

3. "If you have to work really hard at something, it means you're not good at it."

   • Follow-up Questions: Is effort a sign of weakness or strength? Can hard work make you 'good' at something you initially struggled with?

4. "I like challenges because they help me grow, even if I don't succeed on the first try."

   • Follow-up Questions: What kind of challenges do you seek out? How do you feel after overcoming a difficult challenge?

5. "Feedback from teachers or peers, even if it's critical, is valuable for my learning."

   • Follow-up Questions: How do you typically react to critical feedback? What's the difference between constructive criticism and just being mean?

School Success Skills Pre-Survey

Name: ____________________________

Date: ____________________________

Instructions: For each statement, circle the number that best describes how true it is for you right now. There are no right or wrong answers. Your honest reflection is what matters.

• 1 = Not at all true for me
• 2 = Rarely true for me
• 3 = Sometimes true for me
• 4 = Often true for me
• 5 = Always true for me

Section 1: Learning & Growth Mindset

1. When I face a difficult assignment, I believe I can eventually understand it if I put in the effort.
   1   2   3   4   5

2. I see mistakes as opportunities to learn and improve, rather than failures.
   1   2   3   4   5

3. I am willing to try new learning strategies even if they feel uncomfortable at first.
   1   2   3   4   5

4. I believe my intelligence can grow and develop over time.
   1   2   3   4   5

Section 2: Self-Efficacy & Resilience

5. I feel confident in my ability to complete my schoolwork successfully.
   1   2   3   4   5

6. When I encounter a setback, I usually bounce back and try again.
   1   2   3   4   5

7. I believe I can achieve my academic goals if I work hard.
   1   2   3   4   5

8. I am able to stay motivated even when faced with challenging tasks.
   1   2   3   4   5

Section 3: Seeking Support & Engagement

9. I feel comfortable asking my teachers or peers for help when I don't understand something.
   1   2   3   4   5

10. I actively participate in class discussions and activities.
    1   2   3   4   5

11. I feel comfortable sharing my ideas and opinions in class.
    1   2   3   4   5

12. I seek out additional resources or information when I want to learn more about a topic.
    1   2   3   4   5

Scoring Guide for Teacher Use (Not for Students)

Purpose: This scoring guide helps track individual student growth and identify class-wide trends over time. Higher scores generally indicate stronger perceived school success skills.

Scoring:

• Individual Student Score: Sum the circled numbers for each student (Total possible: 60).
• Section Scores: Sum the scores for each section to see areas of strength or areas needing focus:
  • Section 1 (Questions 1-4): Max 20 points
  • Section 2 (Questions 5-8): Max 20 points
  • Section 3 (Questions 9-12): Max 20 points

Interpretation:

• Scores 1-2 (Low): Student perceives this skill as a significant challenge.
• Scores 3 (Medium): Student sometimes exhibits this skill but could benefit from targeted support.
• Scores 4-5 (High): Student strongly perceives this skill as a strength.

Actionable Insights:

• Individual: Note any areas where a student consistently scores 1 or 2. This can inform individual check-ins or targeted support.
• Class-wide: Look for trends across the class. If many students score low in a particular section or on specific questions, it may indicate a need for more explicit instruction or activities focused on that skill.
• Growth Tracking: This pre-survey can be compared to a post-survey administered later in the semester or year to assess growth in these areas.