Mindsets in the Classroom: Building a Culture of Success and Student Achievement in Schools
by Mary Cay Ricci, 2013
Green Gables Elementary Online Book Study
December 2014 - April 2015
12 hours
Enduring Understanding:
When students believe that dedication and hard work can change their performance in school, they grow to become resilient, successful students.
Read
Chapter
Entry
Online Response Questions
Application Assignment
Pages
Topic
1
1-30
Chapter 1:
1. In what areas do you think you have a fixed mindset? In
Share your results and goals online:
What are
what areas do you think you have a growth mindset?
 Complete the Mindset Beliefs &
Mindsets and
2. Do we as a society believe in a growth mindset? Why or
Implementation Self-Assessment prior to
How Do They
why not?
beginning the book. Share your responses.
Affect the
3. Based on the data on Table 1 on page 11, what implications
 Write a learning goal statement for the
Classroom?
for teaching mindset are made clear? What does this mean
book study based on your self-assessment
for classroom instruction and culture?
results.
Chapter 2:
4. What is one new idea or learning you have gained as a
What are
result of these two chapters?
Some Ways to
Begin Building *I have the MindUp Curriculum(mentioned on page 19) for K-2 and
a Growth
3-5 if you would like to see it.
Mindset
Culture?
2
31-54
Chapter 3:
Why is a
Differentiated,
Responsive
Classroom
Important to a
Growth
Mindset
Culture?
1. How does a teacher’s mindset about a student’s learning
ability directly connect to the responsiveness and
effectiveness of instruction?
2. What differentiation practices from the chapter are
currently in regular use in your classroom? Which are hit
and miss? Why?
3. What is one new idea or learning you have gained as a
result of this chapter?
Application Assignment:
Use the Teacher Checklist for Planning
Differentiated, Responsive Instruction on page 54.
Check off all differentiation strategies currently in
consistent use in your classroom instruction.
Choose ONE Differentiation Idea from this chapter
to try in your classroom that is NOT consistently
used. Share what you tried, what went well, and
what you might do differently next time.
Differentiation Ideas:
1: Preview & Preassess
2: Curriculum Compacting
3: Flexible Grouping
4: Anchor Activities
3
55-65
Chapter 4:
Why is Critical
Thinking
Important in a
Growth
Mindset Class
Culture?
1. Compare and contrast your definition of critical thinking
with the one presented in the book on pages 55-56.
2. What is one new idea or learning you have gained as a
result of this chapter?
5: Acceleration and Enrichment
6: Formative Assessment
Application Assignment:
How can you “remodel” a current or upcoming
lesson to infuse critical thinking with the content?
Share your ideas around one lesson after exploring
these critical thinking sites for educators and
students. Be sure to check the remodeled lessons
section.
Critical Thinking Links for K-3 Teachers:
http://www.criticalthinking.org/pages/elementaryeducators-k-3/802/
Critical Thinking Links for 4-6 Teachers:
http://www.criticalthinking.org/pages/elementaryeducators-4-6/809
Children's Guide to Critical Thinking Video Series
http://www.criticalthinking.org/pages/for-youngstudents-elementary/k-6/792
4
67-74
Chapter 5:
How Can
Students
Learn from
Failure?
1. According to Daniel Pink how do extrinsic rewards in inhibit
growth mindset in students?
2. What is one new idea or learning you have gained as a
result of this chapter?
Application Assignment:
What are some ideas you have for implementing
“learning from failure” in your classroom
environment and culture?
http://www.joebower.org/2011/06/rethinkingfailure.html
http://lessonplanspage.com/effective-failureteaching-students-the-power-of-mistakes/
http://tryengineering.org/lesson-plans/failureseeds-innovation
http://bizkids.com/lesson/lesson-213
5
74-95
Chapter 6:
What
1. What messages should parents hear about growth mindset?
Brainstorm a list from the chapter here then use it to do your
Application Assignment:
Write a short newsletter article educating parents
Messages
Should
Parents Hear
about Growth
Mindset?
6
97-146
Chapter 7:
Can Gifted
Education and
a Growth
Mindset Belief
Coexist?
Chapter 8:
What are
Some Ways to
Help Students
Adopt a
Growth
Mindset?
Chapter 9:
What are
Some Ways
School Staff
Can Maintain
a Growth
Mindset
School
Culture?
Chapter 10:
Summary
application assignment.
2. According to the author, how does the label “gifted” or “highly
capable” manifest a fixed mindset? Why should we use it
sparingly, if at all?
3. What, if any, modifications could be made to our school and/or
district approach to highly capable students at the elementary
level?
1. What are some ideas you have for working in lessons on
growth mindset so that it integrates with your upcoming
curriculum topics?
2. What standards could you model or assess with these
lessons?
3. What ideas do you have for implementing a sustainable
school system for maintaining a growth mindset culture
here at Green Gables?
4. What is one new idea or learning you have gained as a
result of these three chapters?
of your students about the brain and growth
mindsets, including tips to support a growth
mindset at home.
Extra Credit:
Include in your article an attempt to educate
parents about the ideas presented in chapter 7.
Application Assignment:
Select one lesson or strategy idea for teaching
growth mindset to students and try it with your
students. Reflect: share what you tried, what went
well, and what you might do differently next time.
Growth Mindset Lesson Sequence/Ideas:
1: Preview & Pre-assess about the Brain
2: The Brain is like a Sponge
3: Building a Neural Network
4: The Brain is like a Muscle
5: Taking Care of Your Brain
6: Collection Strategy
7: Introduce Growth Mindset Terminology
8: Concept Placemats
9: Teaching Optimism
10: Growth Mindset Reminders in Environment