Growth Mindset Discussion & Activity - Created 1/5/18

Teacher: Mr. Groff Grade Level: 4th

I. Content and Standards: NA
II. Prerequisites: Mild background knowledge of “fixed mindset” & “growth mindset”.
III. Essential Questions (provide a framework)
I. What is “fixed mindset” vs. “growth mindset”?
II. Why is having a “growth mindset” more significant for academic development?
III. What are some important term that relate to having a “growth mindset”?
IV. How can we instill a “growth mindset” in ourselves and in others?
IV. Instructional Objective: Upon completion of this discussion & activity, students will
recognize the importance of having a “growth mindset” in relation to their education and also
be able to recognize when to appropriately challenge themselves.
V. Instructional Procedures:
I. Teacher will write the following two equations on the board and select 4 random
students to solve whichever one they choose to do so: (2+2) & (3.75+.25+1)
II. Ideally in this experiment, most of the students will opt to solve the easier (2+2)
equation because it is what they are comfortable with. Feel free to try other equation
sets as well.
III. Afterwards, host a discussion asking why the students selected the problem they did.
Bring up terms such as “easy vs. challenging” and then lead into a discussion on
fixed vs. growth mindset. Write each term on the board and ask the students to come
up with associating terms; refer to following.
Fixed Mindset - easy, “can’t do it”, comfort zone, low expectations
Growth Mindset - challenge, risk-taking, learning to fail, EFFORT, high expectations
IV. Provide personal examples of times you were challenged and how you persevered or
made future changes so that it wouldn’t happen again. Ask the students to partner up
and share challenges with each other. Pose the question “what would someone with a
fixed mindset do in each of your scenarios? A growth mindset?”
V. Talk to the students about how the brain should also be viewed as a muscle.
Introduce the weightlifting analogy, the heavier the weight the stronger the muscle
gets. Refer back to the initial math problems and discuss how (2+2) did not “flex”
their mind and they did not learn anything. (3.75+.25+1) was a “heavier weight” and
allowed room for growth and provided a learning experience.
VI. End with provided worksheet & show “Ormie the Pig: Mindset” video, asking the
students to write about a time they were challenged and how they responded. Ask the
students to challenge themselves moving forward and never be afraid to take risks.
Discuss which mindset the pig showed and why.
VI. Materials and Equipment: Whiteboard & challenge worksheet
VII. Assessment/Evaluation: This activity is an informative group discussion, one that
will hopefully get the students to understand the importance of challenging themselves and
 expanding their knowledge. Assessment can be analyzed based on student participation and
understanding of fixed vs. growth mindset.
VIII. Differentiation: If necessary, student(s) may share & discuss a time when they were
challenged & how they responded, as opposed to filling out the worksheet.
IX. Technology: Youtube video will be shown to class as an ending activity with discussion on
the mindset that Ormie the Pig illustrated and why.
https://www.youtube.com/watch?v=xd63g3d8qOs&list=PLnah-
hqu5MaQY5t2GjBAwt9E7iJFYPsOA

X. Self-Assessment: Will be determined by the level of engagement displayed by the students

and measured based on their responses provided on the worksheets and responses to the
watched video. Do the students have a full understanding of fixed vs. growth mindset and do
they understand the importance of instilling a growth mindset moving forward?