Mindset Matters Script

Warm-Up: Brain Basics Review (5 minutes)

(Teacher says): "Good morning, everyone! Today, we're going to dive into something super important: how our brains help us learn and grow. But before we do that, let's jog our memories a bit. We've talked about some amazing parts of our brain before. Can anyone remind us of the three key players we discussed?"

(Wait for student responses. Guide them if needed, using Mindset Matters Slide Deck Slide 2 to prompt.)

(Teacher says): "Excellent! We have our Amygdala, our brain's alarm system, which helps us feel and react to strong emotions like fear or excitement. Then there's the Hippocampus, our memory master, which is super important for learning new things and remembering them. And finally, the Prefrontal Cortex, our wise leader, which helps us with thinking, planning, and solving problems. Keep these three in mind as we move forward!"

Introducing Mindsets (8 minutes)

(Teacher says): "Now, imagine you're about to try something new, like a really challenging math problem or learning a new sport. How you think about that challenge makes a huge difference. This 'how you think' is what we call your mindset."

(Display Mindset Matters Slide Deck Slide 3: What's a Fixed Mindset?)

(Teacher says): "First, let's talk about a Fixed Mindset. Read these statements on the slide with me: 'I'm either good at it or I'm not.' 'Mistakes mean I'm not smart.' 'I give up when it gets hard.' 'My intelligence can't change.' When someone has a fixed mindset, they believe their abilities – like how smart they are or how good they are at something – are permanent. If they're not good at something right away, they might think they'll never be good at it. What problems might this cause?"

(Listen for responses like 'they won't try,' 'they'll get frustrated easily.')

(Display Mindset Matters Slide Deck Slide 4: What's a Growth Mindset?)

(Teacher says): "Now, let's look at a Growth Mindset. Read these statements: 'I can get better if I work at it.' 'Mistakes help me learn and improve.' 'Challenges help my brain grow stronger.' 'My intelligence can grow!' With a growth mindset, you believe that your abilities can improve and grow with effort and practice. You see challenges as opportunities to learn, not as proof that you're not smart. Which mindset do you think sounds more helpful for learning? Why?"

(Listen for responses like 'growth, because you can try again,' 'it helps your brain.')

(Display Mindset Matters Slide Deck Slide 5: Mindsets & Your Amazing Brain!)

(Teacher says): "Building on those hints, this is where our brain science comes back in with full power! Think about our three brain parts. When you have a growth mindset and you're tackling a tough problem, which part of your brain is working hard, making new connections and figuring things out? That's right, your Prefrontal Cortex! You're actively using it to plan and problem-solve. Every time you push through a challenge, you're literally making your brain stronger, like exercising a muscle!"

(Teacher says): "But what if you hit a challenge and immediately think, 'I can't do this,' or 'I'm just not smart enough'? That feeling of frustration or wanting to give up might be your Amygdala kicking in, telling you to avoid the perceived 'threat' of failure. As we hinted, a fixed mindset can sometimes make our amygdala overly active, making it harder for our prefrontal cortex to do its best work. So, a growth mindset helps us keep our wise leader in charge!"

Mindset Mix-Up Game (7 minutes)

(Display Mindset Matters Slide Deck Slide 6: Mindset Mix-Up: Game On!)

(Teacher says): "Alright, let's put your new mindset knowledge to the test with our Mindset Mix-Up Game! I'm going to say some statements, and you're going to tell me if it's a Fixed Mindset or a Growth Mindset. Be ready to explain why!"

(Follow the prompts in the Mindset Mix-Up Game material, presenting statements and asking for student identification and reasoning. Circulate and provide feedback.)

(Teacher says): "Great job, everyone! It looks like you're getting the hang of telling the difference. Remember, identifying these thoughts is the first step to changing them."

Mindset Scenario Activity (5 minutes)

(Display Mindset Matters Slide Deck Slide 7: Mindset Scenarios: Practice Time!)

(Teacher says): "Now, let's apply what we've learned to some real-life situations. I'm going to hand out the Mindset Scenario Activity. You'll read each scenario, decide if the character has a fixed or growth mindset, and then, if it's a fixed mindset, you'll rewrite it with a growth mindset. Work individually or with a partner quietly for about 4 minutes."

(Distribute Mindset Scenario Activity. Circulate and assist students.)

(Teacher says): "Let's come back together. Who would like to share one scenario and how they 'flipped' it to a growth mindset?"

(Call on a few students to share and discuss their answers.)

Reflection & Application (5 minutes)

(Display Mindset Matters Slide Deck Slide 8: My Growing Brain: Your Turn!)

(Teacher says): "For our last activity today, I want you to think about yourselves. I'm giving you the My Growing Brain Worksheet. On this worksheet, you'll get a chance to reflect on your own mindset and how you can use a growth mindset to make your brain stronger in school and in life. Take a few minutes to complete it thoughtfully."

(Distribute My Growing Brain Worksheet. Allow students to work quietly.)

(Display Mindset Matters Slide Deck Slide 9: Keep Growing!)

(Teacher says): "Alright, everyone, listen up for a moment! Remember, your brain is absolutely amazing! It's not fixed; it's always ready to grow and make new connections, especially when you challenge yourself and believe you can improve. Just like your muscles get stronger with exercise, your brain gets smarter when you use a growth mindset to learn new things and tackle challenges. So, keep that wise Prefrontal Cortex active, and don't let the Amygdala stop you from learning and growing! You've got this!"

My Growing Brain Worksheet

Name: ____________________________

Part 1: What's Your Mindset?

Read each statement and circle whether it sounds more like a Fixed Mindset or a Growth Mindset. Then, explain your choice in one sentence.

1. "I'm just not good at drawing. I'll never be able to draw well."

   • Fixed Mindset / Growth Mindset
   • Why?
     
     
     

2. "Oops! I made a mistake on this math problem. What can I learn from it so I don't make it again?"

   • Fixed Mindset / Growth Mindset
   • Why?
     
     
     

3. "This science project is too hard. I don't think I can do it, so I'm not even going to try."

   • Fixed Mindset / Growth Mindset
   • Why?
     
     
     

4. "I didn't get it right the first time, but I know if I keep practicing, I'll get better at playing the recorder."

   • Fixed Mindset / Growth Mindset
   • Why?
     
     
     

Part 2: Connect to Your Brain!

Think about our amazing brain parts: the Amygdala, Hippocampus, and Prefrontal Cortex.

1. How does having a growth mindset help your Prefrontal Cortex (your wise leader) work better?
   
   
   
   
   
   

2. When might a fixed mindset accidentally trigger your Amygdala (your alarm system)? What feelings might that cause?
   
   
   
   
   
   

Part 3: My Growth Plan

Think about one subject or skill at school you find challenging. How can you use a growth mindset to approach it this week? Write down two specific things you will do or think.

My Challenge: __________________________________________________________________

My Growth Mindset Plan:

1. I will ______________________________________________________________________
   
   
   
2. I will ______________________________________________________________________
   
   
   

Mindset Mix-Up Game

Objective: Students will identify statements as reflecting either a Fixed Mindset or a Growth Mindset and explain their reasoning, connecting to brain parts.

Materials:

• Mindset Matters Slide Deck (Slide 6)
• Whiteboard or projector (or verbally present statements).
• Optional: Two signs for each student/group: one labeled "Fixed Mindset" and one labeled "Growth Mindset."

Instructions:

1. Introduce the Game: Explain to students that you will read a statement. Their job is to decide if the person speaking has a Fixed Mindset or a Growth Mindset. If using signs, have them hold up the correct sign. If not, they can give a thumbs up for growth, thumbs down for fixed, or simply state their answer.
2. Explain the "Why": Emphasize that after identifying the mindset, they must be prepared to explain why they chose that mindset and, if applicable, how it relates to the Amygdala, Hippocampus, or Prefrontal Cortex.
3. Read Statements: Present the following statements one by one. After each statement, pause for students to make their choice and then call on individuals or groups to explain their reasoning.
4. Facilitate Discussion: Guide the discussion to reinforce the definitions of each mindset and their connection to brain functions.

Game Cards:

Card 1: Test Score

Statement: "I got a low score on the test. I'm just not smart enough for this subject."

Answer: Fixed Mindset. Believes intelligence is unchanging; doesn't see mistakes as learning opportunities. Might trigger the Amygdala due to fear of failure.

Card 2: Tricky Puzzle

Statement: "This puzzle is really tricky, but if I keep trying different strategies, I know I can solve it."

Answer: Growth Mindset. Believes effort leads to improvement; sees challenges as opportunities. Engages the Prefrontal Cortex for problem-solving.

Card 3: Drawing Mistake

Statement: "I made a mistake in my drawing. I should just throw it away and start over, I'm bad at art."

Answer: Fixed Mindset. Avoids learning from mistakes; believes ability is inherent rather than developed.

Card 4: Reading Concept

Statement: "I didn't understand that concept in reading, so I'm going to ask the teacher for help and re-read the chapter tonight."

Answer: Growth Mindset. Seeks help and puts in extra effort to understand; believes learning is a process.

Card 5: Timed Task

Statement: "Everyone else finished faster than me. I guess I'm just slow and won't ever be good at timed tasks."

Answer: Fixed Mindset. Compares self negatively to others; believes speed/ability is fixed. Can lead to Amygdala activation.

Card 6: Learning from Struggles

Statement: "I really struggled with that assignment, but I learned a lot about what not to do next time. My brain is definitely getting stronger!"

Answer: Growth Mindset. Values learning from mistakes and sees challenges as brain-building opportunities. Actively uses the Prefrontal Cortex to analyze and plan.

Card 7: New Instrument

Statement: "This new song on the piano is too hard. I'll never be able to play it as well as Sarah."

Answer: Fixed Mindset. Focuses on comparison and perceived lack of innate talent, rather than effort and practice. Can trigger the Amygdala due to feelings of inadequacy.

Card 8: Getting Feedback

Statement: "My teacher gave me some suggestions on my writing, and I'm excited to try them out to make my story even better!"

Answer: Growth Mindset. Sees feedback as a valuable tool for improvement and actively seeks ways to enhance skills. Engages the Prefrontal Cortex for planning and adapting.

Card 9: Tough Challenge

Statement: "I don't know the answer, so I'm just going to guess. Thinking about it too much makes my head hurt."

Answer: Fixed Mindset. Avoids the mental effort required for problem-solving and gives up easily when faced with difficulty. May be a response to Amygdala activation from perceived challenge.

Card 10: Practicing a Skill

Statement: "I'm not very good at basketball yet, but I'm going to practice every day after school. I know I can improve my dribbling and shooting!"

Answer: Growth Mindset. Believes in the power of practice and sustained effort to develop skills. Demonstrates resilience and a proactive approach to learning.

Card 11: Team Project Setback

Statement: "Our group project isn't going well. It's totally my fault; I'm just not good at working with others."

Answer: Fixed Mindset. Internalizes failure as a personal flaw and doesn't consider collaborative problem-solving or learning from the experience. Amygdala may be active with feelings of guilt or self-blame.

Card 12: Learning New Vocabulary

Statement: "There are so many new vocabulary words this week! I'm going to make flashcards and study with a friend to make sure I learn them all."

Answer: Growth Mindset. Recognizes a learning challenge and actively implements strategies to overcome it. Uses the Hippocampus and Prefrontal Cortex for memory formation and effective study planning.

Mindset Scenario Activity

Name: ____________________________

Objective: To practice identifying fixed and growth mindsets in different situations and to reframe fixed mindset thoughts into growth mindset statements.

Instructions: Read each scenario below. Decide if the character is showing a Fixed Mindset or a Growth Mindset. Then, if it's a fixed mindset, rewrite what the character could say or do with a growth mindset. If it's already a growth mindset, write how they might continue to grow!

Scenario 1: The Tricky Math Problem

Story: Maria is working on a challenging math problem. After trying it once and getting stuck, she sighs loudly and says, "I'm just not a math person. I'll never get this." She pushes her paper away.

• Mindset: ____________________________

• Growth Mindset Reframe:
  
  
  
  
  
  

Scenario 2: Learning to Ride a Bike

Story: David falls off his bike for the fifth time. He brushes himself off, looks at his dad, and says, "I almost had it that time! My balance is getting better. I think if I try pushing off harder, I'll go even further."

• Mindset: ____________________________

• How he might continue to grow:
  
  
  
  
  
  

Scenario 3: The Art Project

Story: Emily is drawing a picture for art class. She notices a small smudge on her paper. "Ugh, this is ruined!" she exclaims. "I'm terrible at art. I should just start over, but then it won't be perfect either." She crumples her paper.

• Mindset: ____________________________

• Growth Mindset Reframe:
  
  
  
  
  
  

Scenario 4: Presenting in Class

Story: Noah is nervous about giving a presentation. He practices several times, asking his family for feedback. When he gets up in front of the class, he takes a deep breath and focuses on speaking clearly. Afterwards, he feels proud but also thinks about how he could improve his eye contact for next time.

• Mindset: ____________________________

• How he might continue to grow:
  
  
  
  
  
  

Scenario 5: New Language Class

Story: Sarah is in her first Spanish class. After struggling with a few new words, she thinks, "This is too hard. I'll never learn another language, some people just aren't good at it."

• Mindset: ____________________________

• Growth Mindset Reframe:
  
  
  
  
  
  

Scenario 6: Building a Tower

Story: Ben is building a tall tower with blocks, but it keeps falling over. Instead of getting upset, he looks closely at where it broke and says, "Aha! I need a wider base here to make it stronger."

• Mindset: ____________________________

• How he might continue to grow:
  
  
  
  
  
  

Scenario 7: Learning a New Game

Story: Jessica is playing a new board game with her friends. She loses the first two rounds and thinks, "This game is stupid. I'm just not lucky, and I don't like losing."

• Mindset: ____________________________

• Growth Mindset Reframe:
  
  
  
  
  
  

Scenario 8: Practicing a Skill

Story: Michael wants to get better at throwing a baseball. He practices pitching against a wall every day, even when his arm gets tired. He watches how his throws change and tries different grips.

• Mindset: ____________________________

• How he might continue to grow: