LESSON THREE Growth Mindset (Part Two)

F2F, Synchronous
Skill: Setting goals

Essential questions:
● In what ways can investigating a critique of a concept foster a student’s understanding of
a topic and ability to create their own meaning?

Learning objectives:.

At the end of this lesson, students will be able to:

Learning Objectives Needs Assessment (click the READY strategy based on 5C

link to see details) standards (Goal Areas)
#1: academic English and
skills; #2: communicative
English; #3 good motivations

List the attributes of a growth #1 Reinforce

mindset. (in Connections goal area)

Explain limitations regarding #1, #2 Explain

the growth mindset approach (in Communication goal area)
to learning.

Apply skimming and #1, #3 Explain

scanning skills to process the (in Communication goal area)
content of an article. Reinforce
(in Connections goal area)

Important concepts: growth mindset, critiques, goal setting

Teacher instructions:
Activity Time

Give students 2 minutes to write down all that they remember about 2 min
growth mindset.
Go over answers informally. 2 min

Have students brainstorm potential criticisms of growth mindset 4 min

theory and share with the rest of the class.

Provide students with the Skim and Scan Critique of Growth 10 min
Mindset handout. Have students preview questions, then skim and
scan article to fill in worksheet. The questions are short answer and
gap fills related to the article: https://blog.innerdrive.co.uk/why-
growth-mindset-isnt-what-you-think-it-is

Have students share their responses to agree on a class concensus. 4 min

Ask students to write down a short response to the following 3 min

question:

Why is it important to review critiques of topics?

Have students work with a partner to discuss the following questions: 7 min

● What was one difficult goal that you set for yourself?
● What prevented you from reaching that goal?
● How did you work to challege your obstacles?
● What strategies did you use?

Then have a few students share their answers, if they feel

comfortable to do so.

Have students pick a goal to focus on and fill out their Growth 10 min
Mindset Goal Action Planning Framework individually.

Have students work with their partner to discuss their Growth Mindset 4 min
Goal Action Planning Framework.

Then, have a few students share their plans.

TOTAL 50 min
Student instructions:
● Write down all that you remember about growth mindset.
● Share your responses with the group.
● Brainstorm potential criticism of growth mindset.
● Preview questions on Skim and Scan Critique of Growth Mindset handout.
● Skim and scan article using the Skim and Scan Critique of Growth Mindset handout
to answer short answer and gap fill question types.
● Share your responses with the group.
● Reflect on the purpose of reading critiques.
● Work with a partner to discuss questions provided by your instructor.
● Pick a goal to focus on and complete the Growth Mindset Goal Action Planning
Framework. Discuss your framework with a partner.
● Share your responses with the class if called upon to do so.

Collaboration/group work:
Students work as a class to co-create understanding of critiques and one critique of growth
mindset, in particular. Students work with a partner in #8 and #10 in the student instruction plan
to complete pair and share activities.

Assessment:
Students will submit their Growth Mindset Goal Action Planning Framework worksheet for credit.
The worksheet will be scored on a credit, no credit, or partial credit basis based on the
thoroughness and appropriateness of their answers.

Materials needed:
Computer
Skim and Scan Critique of Growth Mindset handout
Growth Mindset Goal Action Planning Framework