Growth Mindset Introduction

Overview

This is lesson 5 of 10 in Building Resilience Together. Students are introduced to growth and fixed mindsets through relatable school and personal situations, then practise reframing limiting thoughts as strategies for learning and improvement. Prior learning about resilience and responding to challenges is activated through discussion.

Learning intentions

• WALT identify the difference between a growth mindset and a fixed mindset.
• WALT recognise how thoughts can influence responses to challenge.
• WALT discuss personal experiences respectfully and listen to different perspectives.
• WALT rewrite a fixed mindset statement using growth mindset language.

Success criteria

• I can explain the difference between a growth mindset and a fixed mindset.
• I can identify whether a statement shows a growth or fixed mindset and explain why.
• I can change a fixed mindset statement into a realistic growth mindset statement.
• I can contribute respectfully to a group discussion.

Curriculum links

• Health and Physical Education — planning and implementing strategies that enhance health, safety, relationships and wellbeing.
• Auslan — engaging in modelled signed and visual exchanges to organise activities and review peer work, where relevant to the class communication mode.
• Auslan — creating informative and multimodal texts for a specific purpose, using appropriate visual features and presentation choices.
• General capabilities — personal and social capability, critical and creative thinking, and literacy.

Lesson structure (30 minutes)

1. 0–4 min · Hook and learning intention. Teacher displays the question, “If something is difficult, does that mean you cannot do it?” using the hook and learning intention slides, then introduces the WALT and success criteria. Students silently choose “yes”, “not sure” or “no” using a quick hand signal or agreed visual response and briefly justify their choice.

2. 4–9 min · Direct teaching. Teacher uses the growth and fixed mindset explanation slides to define a fixed mindset as the belief that abilities cannot change much, and a growth mindset as the belief that abilities can develop through effort, useful strategies, feedback and practice. Students record or match the key ideas on the dyslexia-friendly mindset organiser, using the visual symbols and short definitions.

3. 9–16 min · Sort and explain. Teacher presents four age-appropriate statements on the statement sorting slides, such as “I’m just not good at presentations”, “I can improve if I practise in smaller steps”, “Making a mistake proves I should stop” and “I do not understand this yet, so I will try another strategy”. Students work as one group of five to classify each statement as growth or fixed, then explain the evidence for their decisions. Teacher checks understanding by asking students to identify the words or ideas that influenced each classification.

4. 16–23 min · Personal experience discussion. Teacher gives the prompt, “Describe a time you found something challenging. What did you think, feel or do?” Students choose whether to share a personal example, a fictional example or a school-based situation. They use the personal experience graphic organiser to note the challenge, first thought, response and a possible helpful strategy. Students take turns speaking, listening without interruption and responding with a supportive phrase such as “You could try…” or “I understand because…”. No student is required to disclose sensitive personal information.

5. 23–27 min · Reframe a thought. Teacher models changing “I cannot do this” to “I cannot do this yet; I can ask for feedback and practise one step at a time” on the worked example and reframing prompt slides. Students independently rewrite one fixed mindset statement on the worksheet, ensuring their new statement includes a specific action, strategy or source of support. Volunteers share examples in the group or present them visually.

6. 27–30 min · Check and exit reflection. Teacher revisits the success criteria using the plenary and reflection slide and distributes the Success Criteria Exit Ticket Slips. Students complete the slip by defining growth mindset, identifying one fixed or growth statement, rewriting a fixed statement and rating their confidence. Teacher collects slips to plan the next lesson’s retrieval and support.

Resources

• the growth mindset introduction deck
• the dyslexia-friendly mindset organiser
• the Success Criteria Exit Ticket Slips
• Whiteboard or interactive display
• Pens, pencils and highlighters
• Individual response cards or agreed hand signals
• Timer
• Accessible seating arrangement for discussion and visual communication

Assessment

• During statement sorting, listen for students who can distinguish a mindset by explaining the evidence, rather than relying on a guess.
• Review the graphic organiser and reframed statements for an accurate distinction and a realistic action, such as practising, seeking feedback or trying a new strategy.
• Use exit slips to identify students needing further modelling, vocabulary support or additional examples in the next lesson.

Differentiation

• Support: Provide colour-coded headings, icons, a word bank of yet, practise, strategy, feedback and help, plus sentence starters such as “This is fixed because…” and “I could improve by…”.
• Dyslexia-friendly options: Use a clear sans-serif font, generous spacing, short lines, minimal text, strong contrast and graphic organisers. Read all written statements aloud and allow students to respond through speech, writing, drawing or an agreed signed/visual mode.
• Diverse learners: Allow students to discuss a fictional or school-based challenge instead of a personal experience. Pre-teach the terms ability, effort, strategy and feedback, and check understanding with visuals and examples.
• Extension: Identify a fixed mindset situation not used in class and rewrite it as a growth mindset response that includes two possible strategies and one way to seek feedback.

Extension

• Students create a short two-panel comic or visual message showing a fixed mindset thought changing into a growth mindset thought.
• Students explain why their rewritten response is more helpful while still being realistic about the effort and support required.