Embedded Files
Learning Path
Growth vs. Fixed Mindset
Cultivating a Growth Mindset
Creating a Growth Mindset Plan
Details
Details
Goal #1
Text, Video, Visuals
Formative Assessments: Knowledge Checks (multiple choice and matching)
Details
Details
Goal #2
Text, Video, Visuals, Journal
Formative Assessments: Scenario Activities, journaling responses and reflections, and multi-select activity
Details
Details
Goal #2
Text, Visuals, Journal
Summative Assessment: Week-long journaling growth mindset strategy plan, implementation, and reflection
GOAL 1: Learners will understand the benefits of having a growth mindset as a student and a professional.
Objective 1: Learners will define the key characteristics of a growth mindset, such as embracing challenge, persisting in the face of setbacks, valuing effort, and seeking input from others.
Visual Media: Students will watch a video to learn what having a growth mindset is and its components. This medium will allow them to watch and rewatch information and explanations while also pausing occasionally to check for student understanding and allow the learning evaluator insights into student understanding based on the results of student answers in knowledge checks.
Rationale: This is a representation of "rich media" that includes visuals, audio, and text, including a knowledge check activity to assess learner understanding of the content. This allows students to have a more immersive experience with an array of affordances (Bates, 2019). This also gives students the option to include closed captioning if they prefer.
Objective 2: Learners will differentiate between fixed mindset beliefs and growth mindset beliefs in educational and professional settings.
Interactive Content: students will be provided with side-by-side comparisons of fixed mindset beliefs and growth mindset beliefs through visual aids, videos, and formative assessment activities. They will then test their understanding by being presented with scenarios and different mindsets and share which are representative of fixed and growth mindsets.
Rationale: Comparative analysis allows learners to directly contrast fixed and growth mindset beliefs, facilitating deeper understanding and differentiation between the two. By testing knowledge and understanding by having students analyze and apply their understanding of fixed and growth mindsets in examples of real-world situations, this will enhance comprehension and retention of key concepts. This method is taken from the theory of Information Processing (Christensen, 2021). With this method of measuring whether this objective is being met, one can measure whether students have retained and can retrieve the knowledge learned.
Objective 3: Learners will evaluate the correlation between mindset and academic or professional success, identifying how a growth mindset contributes to resilience and achievement.
Expert & Celebrity Interviews: Students will be presented with interviews from professionals in a video format (also available in a textual transcript format) who have demonstrated a growth mindset in their careers and ask them to share their experiences and insights.
Reflective Journaling: There will be frequent opportunities throughout the course to reflect on one's own experiences around implementing fixed and growth mindsets and its impact on their academic or professional journey.
Rationale: Interview with celebrities around growth mindset offer real-world perspectives and insights that enrich learners' understanding of how growth mindset contributes to resilience and achievement and provides an aspect of social proof that may help motivate them to apply their learnings in their academic and professional lives (Dirksen, 2016). Reflective journaling can promote metacognitive awareness and self-reflection, empowering learners to evaluate their own mindset and its implications for their academic or professional endeavors.
GOAL 2: Learners will develop strategies to begin cultivating a growth mindset.
Objective 1: Learners will engage in reflective exercises to identify their own fixed mindset tendencies and areas for growth.
Pre-Course Self-Assessment: Before beginning the first lesson, learners will take a short survey by sharing whether they strongly agree, agree, disagree, or strongly disagree with 10 statements. They will then add up the number next to each of their answers to calculate their mindset score. This will give learners an idea of their starting point when entering this course, as well as build interest in learning more about themselves in the following lessons.
Reflective Prompts: Summative Assessments: This will be built upon from the journaling activity but will focus on guided reflection prompts that encourage learners to examine their own thoughts and behaviors related to fixed and growth mindsets that may not have come to mind in the journaling activity.
Rationale: Self-reflection prompts prompt learners to be introspective and identify their own fixed mindset tendencies and areas for growth pertaining to aspects they may not have been aware of, which facilitates self-awareness and personal growth. Peer feedback offers opportunities for learners to gain insights from diverse perspectives and provide constructive feedback to their peers, promoting deeper understanding and reflection. Beginning progress tracking allows learners to begin visualizing their growth mindset journey and begin thinking about tracking their progress, providing motivation and accountability for continued growth and development.
Objective 2: Learners will explore and reflect on various strategies for cultivating a growth mindset, such as setting learning goals, seeking constructive feedback, and embracing failures as learning opportunities.
Journaling Reflections Summative Assessments: By implementing reflection journaling prompts at the end of each lesson as a formative assessment, as well as in the summative assessment, learners will be able to evaluate their current utilization of growth mindset strategies in relation to what they have learned and identify areas for improvement.
Scenario-Based Learning Summative Assessments: These scenario activities will allow learners to apply growth mindset language to reframe challenges and setbacks, promoting practical application and skill development (Dirksen, 2016), as well as fostering opportunities for self-reflection.
Rationale: Scenario-based learning provides opportunities for learners to apply growth mindset language in realistic situations, promoting transfer of learning and skill acquisition. These will also be used as reflection opportunities in which learners will share one of their own experiences similar to the scenario in which they may have demonstrated a fixed mindset, as well as what they may do differently in the future if they experienced something similar in order to move toward a growth mindset. Journaling reflections enable learners to reflect on their own utilization of growth mindset strategies and set goals for improvement, fostering self-regulation and autonomy in learning.
Objective 3: Learners will create an action plan strategy that they will use to adopt and reinforce a growth mindset in the week following the completion of the core lessons.
Growth Mindset Strategy Summative Assessment: Learners will be able to reference support strategies and examples of growth and fixed mindsets when laying out their growth mindset strategy in their journal for the following week. This final summative assessment will be designed as a diary study in which learners will journal at the end of each day reflecting on their implementation of their growth mindset strategy and where they can improve. At the end of the week, they will write a final reflection and submit their journal entries.
Rationale: This logging activity grounded in learner-defined personal strategies fosters clarity and accountability in the goal-setting process. By assigning the learner to reflect at the end of each day in relation to the implementation of their strategies, this is a way to apply learnings to the real world. With the final reflection, learners are asked to reflect on the past week as well as their goals continuing to implement their growth mindset strategies moving forward, moving toward the long-term goal of having s sustained cultivation of a growth mindset mentality in all aspects of life.
References
Bates, Tony. “Understanding Technology in Education.” Teaching in a Digital Age, BCcampus, BC Open Textbook Project, Victoria, 2019, https://opentextbc.ca/teachinginadigitalage/part/chapter-8-understanding-technology/.
Christensen, Trudy K. “The Role of Theory in Instructional Design.” Design for Learning Principles, Processes, and Praxis, 2021. BYU Instructional Psychology and Technology Department, https://edtechbooks.org/id/the_role_of_theory.
Dirksen, J. (2016). Design for how people learn (2nd ed.). New Riders.
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