Lesson Planning Document 2014 / 15
The East Durham Learning Cycle
Teacher:
S. COLLPITTS
Lesson
Number/Date/SOW:
Subject/Lesson Title:
CHANGING MINDSETS
SESSION 1
Course:
GROWTH MINDSETS
Length of
lesson:
1 HOUR
Course Code:
Type of
Support:
Support Teacher(s):
Content from your scheme of work:
(from SOW/CMR – can use codes e.g. LO1(a )as this is
what you will be covering)
Measurable learning outcomes – The learner will be
able to:
Compare and contrast the differences between a
growth mindset and a fixed mindset
Complete three practical growth mindset activities
Demonstrate a growth mindset approach to thinking
10
Starter/Bell Activity: connect the
learning register, badge check
TASK 1: Teacher asks the learners
what personal characteristics the three
people share (possible answers:
resilience, perseverance, selfmotivation)
10
Big Picture: Share learning outcomes,
link previous learning and review
challenge/target grades.
practical strategies to identify a
growth mindset to improve
confidence, resilience and motivation
Share
What are you doing?
Identify the strategies you will use
Connect
Timin
g
Provide growth mindset feedback, including a justified
response to the team
What learners are doing
CSP
Make note of assessment
Resources Lesson notes
AR
strategies
Photos of
Equality &
J.K.
Diversity
TASK 1: Peer pair share
Rowling,
(E&D)
task.
Carl
highlighted
Learners identify the
Brasher,
within the
common personal
Oprah
characteristi
characteristics of the
Winfrey
cs of the
three people. Peer
famous
assessment.
people
What do learners know?
Copy of the
The differences between a full Power
growth mindset and a
Point
fixed mindset.
How to accept and give
growth mindset
orientated feedback.
How to identify their own
growth mindset
approaches.
'The Traineeship Staff Support Programme has been commissioned and funded by The Education and Training
Foundation and managed by AELP and their strategic partners‘
Lesson Planning Document 2014 / 15
15
10
Introduce session content
TASK 2: teacher presents the ‘Suki’
case study.
asks each learner for their response to
‘Suki’ and facilitates discussion to
identify answer 5 as the correct
response
Reflection Activity / assessment
TASK 2: encourages the learners to
create an alternative response based
on answer 5.
15
Carol
Dweck
video;
Power
Point
presentatio
n
Links to
various uses
of a growth
mindset
approach
TASK 3: Learners think
of a skill/experience that
demonstrates a growth
mindset then share it
with different partners,
then the class. Peer
assessment.
What have they learned?
/ Apply new knowledge
TASK 2: Learners share a
different response to
demonstrate a growth
mindset approach.
Demonstrate HOTS
(Higher order thinking
skills) and selfassessment.
TASK 3: Learners share
an experience of a growth
mindset approach to a
problem, skill or life
experience, and learn
from their mistakes.
Self and peer-assessment
of responses.
Learners answer
individual directed
questions based on the
slides and the video.
Recall Review
Recap, conclusion & Preview next
session
TEACHER PRESENTS THE
GROWTH AND FIXED MINDSET
SLIDES AND THE carol dweck video
teacher asks HIGHER-ORDER
THINKING QUESTIONS BASED
on assessment of responses.
Reading
skills
developed.
Presenting
and sharing
ideas
highlighted
Apply
TASK 3: teacher facilitates feedback
from the task and asks the following
questions (directed at individuals):
1: HOW did it feel when you were
successful?
2: WHAT strategies did you use to
overcome problems/obstacles to
success?
3: WHAT advice would you give
someone who was ready to give up?
‘Suki’ case
study and
answers
Power
Point slides
Present
Task 3: teacher asks the learners when
they have demonstrated a growth
mindset. (could you tell your partner
about a time when you didn’t think
you could ever achieve or complete
something, but you finally managed to
succeed)
teacher reinforces: Practice for
Perfection and PRACTICE GROWS
TALENT
What do I want learners
to know?
Learners select a response
to feedback to ‘the Suki
case study’ and justify
their answer to their
partner, then the group.
Self and peer assessment.
'The Traineeship Staff Support Programme has been commissioned and funded by The Education and Training
Foundation and managed by AELP and their strategic partners‘
Lesson Planning Document 2014 / 15
Bloom’s Taxonomy
Identify Health & Safety (H&S), Equality & Diversity (E&D) and Functional Skills (FS) opportunities:
HOTS
Speaking, listening and reading skills developed through activities.
E&D embedded in starter activity and through responses to individual tasks.
Element and associated learner task
Knowledge – recall information
Comprehensive – demonstrate understanding
Apply – use to create, solve a problem, etc.
Analyse – compare and contrast, offer reasons why
Synthesise – draw upon more than one area of
understanding
Evaluate – assess, judge in relational terms, design
criteria
Useful associated verbs
Count, describe, identify, label, list
Demonstrate, discuss, explain, review, tell
Change, choose, prepare, produce
Examine, compare, contrast, classify
Compose, construct, invent, plan, produce
Argue, assess, choose, justify, rank, rate, select
Lesson evaluation: What progress did all learners make relative to their starting point?
Notes: Identify any homework set, learning support or specialist assistance
'The Traineeship Staff Support Programme has been commissioned and funded by The Education and Training
Foundation and managed by AELP and their strategic partners‘
Lesson Planning Document 2014 / 15
Differentiation will be demonstrated through: (please tick)
1. Type of questioning
/
8.
2. Variety of resources
9.
10
3. Variety and level of challenge
/
4.
5.
6.
7.
11
Extension activities
Student choice of task or order of
completion
Variety of group size (pair, small, whole
class)
Variety of assessment
Variety of task completion times
Variety of teaching strategies
Variety of time allowed to complete
. tasks
.
12
.
/
13
.
Type of task, e.g. theory/practical
Resource choice by learner
Variety of task outcomes
Differentiated task identification table
Initials of
Differentiated activities description (if not in lesson notes)
learner
'The Traineeship Staff Support Programme has been commissioned and funded by The Education and Training
Foundation and managed by AELP and their strategic partners‘