Growth Mindset

Ashley Pasiciel Growth Mindset Grade/Subject: Language Arts – Grade 4 Lesson Duration: 60 minutes Unit: Making Mindfulness Possible Date: March 2019 OUTCOMES FROM ALBERTA PROGRAM OF STUDIES General Learning Outcomes: 1. Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences. 5. Students will listen, speak, read, write, view and represent to respect, support and collaborate with others. Specific Learning Outcomes: • 1.1.1 - Compare new ideas, information and experiences to prior knowledge and experiences. • 1.1.3 - Share personal responses to explore and develop understanding of oral, print and other media texts. • 1.1.4 - Discuss and compare the ways similar topics are developed in different forms of oral, print and other media texts. • 1.2.1 – Identify other perspectives by exploring a variety of ideas, opinions, responses and oral, print and other media texts. • 1.2.2 – Use talk, notes, personal writing and representing to record and reflect on ideas, information and experiences. • 5.1.1– Describe similarities and differences between personal experiences and the experiences of people or characters from various cultures portrayed in oral, print and other media texts. • 5.1.2 – Appreciate the responses to some oral, print and other media texts may be different. • 5.1.4 – Identify and discuss differences in language use in a variety of school and community contexts. • 5.1.5 – Take responsibility for collaborating with others to achieve group goals. • 5.1.6 – Ask for and provide information and assistance, as appropriate, for completing individual and group tasks. • 5.1.8 - Use brainstorming, summarizing, and reporting to organize and carry out group projects. LEARNING OBJECTIVES Students will: 1. Collaborate with classmates to come up with growth mindset examples. 2. Personally connect to the book A Walk in the Rain with A Brain. 3. Reflect on how they can practice growth mindset in the classroom. ASSESSMENT Observations: Key Questions: • Facilitate group discussion during • What is a growth mindset? (L.O #1, the t-chart activity. Select various 2 & 3) students to share. (L.O #1) • What is a fixed mindset? (L.O #1, 2 • Class reading – ask students & 3) questions to keep them engaged.

Ashley Pasiciel

•

Make sure students are paying attention and included in discussions. (L.O #2) Make sure students are on task when working individually. Walk around the room and see what students are coming up with. (L.O #3)

• • • • •

What are some examples and strategies of growth mindset? (L.O #1, 2 & 3) Can you relate to the main character in the book? (L.O #2) How would you feel if you were the main character? (L.O #2) How can you practice a growth mindset? (L.O #3) What strategies can you use to practice a growth mindset in the classroom? (L.O #3).

Written/Performance Assessments: • Students will personally reflect on their own growth mindset. • They will come up with strategies and draw a picture to accompany their reflection. • Formative. LEARNING RESOURCES CONSULTED • The Alberta Program of Studies. • A Walk in the Rain with a Brain MATERIALS & EQUIPMENT • A Walk in the Rain with a Brain • Smart Board • Reflection sheets • White board and markers • Carpets. PROCEDURE Introduction: Hook/Attention Grabber: Kid President YouTube Video https://www.youtube.com/watch?v=lgQLqv9f4o&list=PLQxYezaiNuOwgNhyxFs6qsfQJHZyuBKc3&index=1 Assessment of Prior Knowledge: what does growth mindset mean? Expectations for Learning & Behaviour: • Listening to me and eyes on the story when reading. I will be asking questions after, so pay attention in case I ask you. • Hands to yourself and no talking when sitting for the reading. • During activities, be respectful of your classmates – follow the tribe’s agreements (ask students to review these). • Participate in activities. • If you have a question raise your hand. • When working, be on task. What does this look like? Advance Organizer/Agenda:

Ashley Pasiciel • •

Copy reflection sheets. Have video ready to be played

Transition to Body: This morning we will be starting with a video. Body: Key Questions: • What is a growth mindset? • What is a fixed mindset? • What are some examples and strategies of growth mindset? Learning Activity #1: Compare & Contrast Growth Mindset (L.O #1) • Make a t-chart on the white board. • As a class, brainstorm positive and negative ideas associated with growth mindset. • For examples see image. • We will discuss the difference between the positive and negatives. • Students will add to the list. Assessments/Differentiation: • Class discussion. • Students can suggest and compare other ideas that fit within the growth mindset framework. • This activity will show students examples of growth mindset in practice. Key Questions: • What is a growth mindset? • What is a fixed mindset? • What are some examples and strategies of growth mindset • What are some examples and strategies of growth mindset? • Can you relate to the main character in the book? • How would you feel if you were the main character? Learning Activity #2: Reading (L.O #2) • To gain more insight and examples on the topic of growth mindset, students will gather for a group reading. • As a class, we will read A Walk in the Rain With A Brain. • I will ask students questions to promote critical thinking, and personal connections. Assessment/Differentiation: • Make sure all students can see.

Ashley Pasiciel • • •

Ask students questions to have them thinking critically. Ask students questions to keep them engaged. Students will have the opportunity to verbally share their ideas.

Key Questions: • What is a growth mindset? • What is a fixed mindset? • What are some examples and strategies of growth mindset? • How can you practice a growth mindset? • What strategies can you use to practice a growth mindset in the classroom Learning Activity #3: Reflection (L.O #3) • Students will complete a growth mindset personal reflection, to personally connect to the ideas they learned today. Assessment/Differentiation: • Students will draw pictures to accompany their writing. This will reach different kinds of learners. • Students will have the opportunity to share their ideas. Sponge Activity: Work on Ticket to Curlew Journal Closure: Consolidation/Assessment of Learning: Good Job! Would anyone like to share? Transition to Next Lesson: Next class, we will finish up our Me Books.