Observing and building mindsets
Students need to be taught that failure can be a precursor to success and is a necessary component of learning. This lesson encourages students to use their understanding of themselves, how they learn and the impact others an have on their mindset to reflect on their learning process.
Year level
7-10
Duration
60 minutes
Type
In class activity
SEL Competencies
Self-awareness
Self-management
Social awareness
Learning intention
Students reflect on the learning process by undertaking challenging tasks.
Key outcomes
By the end of the lesson, students will understand that:
practising a growth mindset will assist in learning
working in a group can assist the development of a growth mindset.
Materials needed
Student puzzle sheet
Whiteboard
Paper
Mapped to
Australian Curriculum: General Capabilities
Personal and Social Capability:
Social awareness
Social management
Self-awareness
Self-management
Critical and Creative Thinking:
Inquiring
Generating
Activity 1
Group work: Facing challenges together
50 minutes
Divide the class into groups of four. Ask students to allocate each of the following roles within their group:
Performer: works on the task for a four-minute time frame.
Observer/recorder: records what the performer is doing/saying while completing the task.
Timekeeper: keeps to the four-minute time frame for each task, offering a one-minute warning when the time is nearly up.
Coach: gives the performer feedback and coaching throughout the task.
Set a task for the class to complete – for example, throwing beanbags into a hoop from a challenging distance, completing a puzzle, shooting into a netball goal.
Ask the groups to complete the task by rotating roles. The coach must use different language each time they work with the performer.
Growth mindset: You just need to aim to the left. That’s it, you’ll get the next one.
Positive: You’re so good at that. Excellent work.
Negative: That’s hopeless. How could you miss?
Apathetic (lazy): Nice. Good try.
Once each student has had a turn, ask them to reflect on how the different language used by the coach made them feel. Questions:
How did you feel during the task?
What did you say to yourself as you did the puzzle?
What mistakes did you make?
What impact did the coach have on your performance?
Activity 2
Reflection:5-5-1
10 minutes
Students complete the 5-5-1 task in their books. They are to summarise what they learnt this lesson in:
5 sentences
5 words
1 word.
Once all the students are finished, create a list of their words.
