Shepherd Junior High Support Group Lesson:
缓解英语Educator: Eva Dwight and NetinaBodine School Site: Shepherd Jr. High
Title: Fixed vs Growth Mindt
Note: This lesson is bad on information from Carol Dweck’s rearch on mindt. Her book, Mindt: The New Psychology of Success, is a must-read for all counlors and teachers!
Group is t up to model the recommendations for classroom implementation in Positive Discipline in the Classroom, by Jane Neln and Lynn Lott. Each student has a job that helps the group in some way (recorder, attendance taker, clean-up crew, etc.), to allow each student to feel a n of belonging and significance in the Group. Closure activities generally involve students taking the day’s lesson and using it over the next week in their class, and are reviewed at the beginning of each Group ssion before starting the next lesson.
Lesson Objective: Students will understand the difference between and growth and fixed mindt, and will determine a) where in school they are operating with a fixed mindt, and b) how they might start to u a growth mindt in order to experience greater levels of success.
Grade level: 7 – 9 Time required: 1 class period
ASCA National Standards and Student Competencies supported by this lesson:
Academic Development Domain A: Students will acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life span.
A: A1.1 articulate feelings of competence and confidence as learners
A: A1.5 identify attitudes and behaviors which lead to successful learning
Resources/Materials Ud: Learning Targets page, behavior cards for goals for the week, fixed/growth mindt cards for triad work (provided, labeled 1a/1b, etc.), access to an Internet-ready computer and a projector so students can watch the following TED talk: /watch?v=pN34FNbOKXc (If you can’t find the link, google TED ta lk mindt and you should find it pretty quickly.peking
Anticipatory Set:
1. Before beginning the lesson, have students copy the objective for the day on their Learning Targets page. They will keep it in their folder, which is ud only for Group.
Learning Target:
Topic: fixed vs growth mindt
潜流Thinking Level: analysis and application
Asssment/Do: watch TED talk, complete worksheet
Instructional Procedure:
1. Make veral copies of the fixed vs growth mindt feedback cards. Have the kids work in triads: one person gives the ―a‖ cards to one student and ―b‖ cards to the other. Specify that the statements on the cards reprent lf-talk that students might u.
2. After students have given out all of the cards, ask:
a. What differences do you notice in the two kinds of lf-talk?
b. People who got the ―a‖ lf-talk cards, what were you thinking/feeling/deciding about yourlf?
c. People who got the ―b‖ lf-talk cards, what were you thinking/feeling/deciding about yourlf?
3. Watch the TED talk and stop to process each part of the worksheet. In addition, ask:
毕业典礼发言稿a. What kind of puzzle did each group choo after getting the fixed or growth prai?
What caud them to make that choice, do you think?
forterb. What happened when each group was given the original puzzle a cond time? Why do you think that happened?
法语在线学习c. What would cau the fixed mindt group to lie about their scores?
4. Think to yourlf where you might be using a fixed mindt—could be at school, in your family relationships, or in an extracurricular activity like sports. Particularly at school, what does your fixed mindt voice say to you? (If you’ve already done the Gremlin and Inner Ally lessons, you might ask kids which mindt is most reflective of the Gremlin, and which of the Inner Ally.)
*What could you say to yourlf instead that would be growth mindt lf-talk?
*What might be the benefit/result of changing your thinking process in this situation?成功的英文
Asssment:The counlor will asss students’ understanding as they contribute to the discussion. Closure:Hand out a behavior card to kids to write their commitment to themlves about developing a growth mindt and encourage them to put the card where they can e it and remind themlves to do it. Return the next week with at least three examples of having ud that mindt, and earn three Dwight
queen of rainDollars/BodineBucks.
Anticipatory Set: Print the following cards. Each left side card matches a right side card, so they are numbered 1a/1b, 2a/2b, etc. to help you keep them straight. Arrange the cards in piles so that 1b follows 1a, 2b follows 2a, etc. In their triads, ask the 3rd person to give person 1 the cards with the a’s, and give person 2 the cards with the b’s, one at a time. As each person is given a car d, have them read it to the other two people in the triad. Ask them to notice the difference between the attitudes/mindts of the ―a‖ person and the ―b‖ person. Once students have finished giving out the cards in triads, ask them as a whole group to process the different attitudes of the ―a‖person and the ―b‖ person. Write their respons on the board. Then ask them to pay attention to the TED talk, and watch for which mindt describes the ―a‖ person and which mindt describes the ―b‖ person.
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