Group Lesson Plans- - Web viewResearch by Dr. Carol Dweck and many others show that this can be...

Middle School Small Group Counseling Sessions on MindsetDana Beth Wile

1. Overview of Project:The topic is focused on developing a growth mindset for success. There will be 8 sessions covering information about the brain, the background of growth mindset and fixed mindsets, how to identify different mindsets, how to develop a growth mindset in yourself, how to keep your brain healthy, strategies for studying and learning, identifying ways to deal with failure, and teaching others about a growth mindset.

2. Purpose/Rational for ProjectThe purpose of this project is to help students know that they have the ability to grow their brain which will help them learn more information and do better. Students who think that they are born with a set ability level get discourage sooner and give up easier. Students who know that abilities are developed do better in school and have persistence when they face an obstacle. Research by Dr. Carol Dweck and many others show that this can be developed in kids and has life-long impact on their learning. See the group proposal for more details.

3. Logistics: Number of students: Six-eight students

Grade Level: Early Middle School (6th grade) Time: 30 minutes during lunch or during the activity period at school Location: Held in the conference room adjacent to the school counselor’s office Length of Group: 8 Sessions Supplemental: Materials for parents and teachers to aid in the students’ growth

Identification of Participants: Grade wide survey included with needs assessment at the start of the yearEvaluation: Weekly evaluations at the end of the lesson based on what standard weekly form and based on the activity and participation that day.

Table of Contents

Middle School Small Group Counseling Sessions on Mindset......................................................1

Letter to Parents.....................................................................................................................5

Information for Parents...........................................................................................................6

“Things to Say” for Teachers and Parents.............................................................................7

Identification Tool.......................................................................................................................8

Ground Rules.............................................................................................................................8

Weekly Post Group Evaluation..................................................................................................9

Week 1.....................................................................................................................................10

Lesson Plan: Preview of the Brain.......................................................................................10

Handout- Mindset Quiz.........................................................................................................11

Handout- The Brain..............................................................................................................14

Week 2.....................................................................................................................................15

Lesson Plan: Introduction to the Brain and Mindsets...........................................................15

-Handout: The Power of Belief.................................................................................................15

Week 3.....................................................................................................................................17

Lesson plan details about the brain and putting mindsets into practice...............................17

Lesson plan details about the brain and putting mindsets into practice...............................19

Handout - The Neurons in My Brain.....................................................................................22

Week 4.....................................................................................................................................23

Lesson Plan - Putting it into Action.......................................................................................23

-Thinking and Speaking Handout.............................................................................................23

-Do Now: Growth Mindset......................................................................................................23

Handout- Famous People....................................................................................................25

Week 5.....................................................................................................................................26

Lesson Plan - Taking Care of Your Brain.............................................................................26

-Brain Presentation Slides........................................................................................................26

Handout- Keeping my Brain Healthy!...................................................................................27

Week 6.....................................................................................................................................28

Lesson Plan- Study Habits to Help Our Brain Grow.............................................................28

Handout- Get Organized!.....................................................................................................29

Handout- Memory.................................................................................................................30

Week 7.....................................................................................................................................32

Lesson Plan- Facing Failure.................................................................................................32

Handout -Positive Ways to React to Failure.........................................................................34

Week 8.....................................................................................................................................35

Lesson Plan- Creating Reminders.......................................................................................35

Handout -Letter Stationery...................................................................................................37

References.................................................................................................................................38

Upper Elementary School Small Group Counseling Sessions on MindsetParents

Letter to ParentsInformation for Parents“Things to Say” for Teachers and Parents

Teachers“Things to Say” for Teachers and ParentsPresentation Slides for teachers

Identification Tool & Ground RulesWeekly Post Group EvaluationWeek 1

Lesson Plan: Preview of the BrainHandout- Mindset QuizHandout- The Brain

Week 2Lesson Plan: Introduction to the Brain and MindsetsHandout: The Power of Belief

Week 3Lesson plan details about the brain and putting mindsets into practicePre-cut out NeuronsHandout - The Neurons in My Brain

Week 4Lesson Plan - Putting it into ActionThinking and Speaking HandoutDo Now: Growth MindsetHandout- Famous People

Week 5Lesson Plan - Taking Care of Your BrainBrain Presentation SlidesHandout- Keeping my Brain Healthy!

Week 6Lesson Plan- Study Habits to Help Our Brain GrowHandout- Get Organized!Handout- Memory

Week 7Lesson Plan- Facing FailureHandout -Positive Ways to React to Failure

Week 8Lesson Plan- Creating RemindersHandout -Letter StationeryIndex Cards

References

Letter to ParentsMonth, Day, Year

Dear Parents:Your child has been selected to participate in a group over lunch to develop their attitudes

about their own learning. This group is based on the research of Carol Dweck’s book Mindset: The new psychology of success, How we can learn to fulfill our potential and other researchers on the topic of attitudes and beliefs about ability level. This group will meet eight (8) times over the course of the lunch period while they eat.

If you would like to apply some of what your children are learning at home, you will find more information about the topic enclosed.

Please fill out the below consent form giving permission for your child to participate and return it by Month, Day, Year.

Mrs. D.B. WileSchool Counselor Phone [email protected]

Parent Informed Consent for Elementary Group Counseling Services )Please return this portion ) Child’s Name: _______________ ____________________ ___________________ I, the undersigned, ______________________________________________ am fully aware of all the

circumstances of my son’s/daughter’s participation in group counseling process for 8 weeks and I give the

school my informed consent to provide these services.

________________________________________ ____________________________ Parent Signature Date

Information for Parents Developing a Mindset of Success 1

One way that parents can really help their children is by carefully choosing the words that

are used when they praise them. Every word parents say and actions they perform sends a message to their children. These words and actions tell children how to think about themselves. To help your child develop a positive attitude toward things that are challenging to them, parents can praise a child’s effort instead of praising accomplishments. The following table includes some examples.

Do Not Say Do Say

You are really athletic! You really work hard and pay attention when you are on that field!

You are so smart! You work hard in school and it shows!

Your drawing is wonderful; you are my little artist.

I can see you have been practicing your drawing; what a great improvement!

You are a great athlete; you could be the next Michael Jordan!

Keep practicing, and you will see great results!

You always get good grades; that makes me happy.

When you put forth effort, it really shows in your grades. You should be so proud of yourself. We are proud of you!

Research suggests that parents should think twice about praising our kids for being “smart” or “talented”, because this may foster a fixed mindset. Instead, if we encourage our kids’ efforts and acknowledge their persistence and hard work, then we will support their development of a growth mindset. Children with a growth mindset believe that with effort and persistence they can learn and achieve in school. A growth mindset will better equip them to preserve and pick themselves up with things do not go their way. So the next time you are ready to praise your child, stop and think about how to use that opportunity to praise his or her effort instead of accomplishments.

1 Adapted from Ricci (2013)

“Things to Say” for Teachers and ParentsSome examples of growth-minded questioning and feedback for the classroom…

Questioning:1. What made you come to this conclusion?2. What evidence supports that?3. How does it feel to get that answer?4. How can your partner/team help you solve this?/answer that?/reason it out?5. What can be some strategies to figure this out?6. What additional information would help?7. What question(s) do you have?8. How can we attach this to something in your/our long-term memory?9. What is your plan for practicing and/or learning?10. Is my explanation helping, or should I try something new?11. What are you thinking right now?12. Do you believe you can succeed at this? Because I believe you can.

Feedback:

1. When does it start to become confusing?2. Lets’ do one together, out loud.3. I can see you really understand ______.4. I can see you really enjoyed learning _______.5. Your passion for this topic is quite obvious.6. Your hard word is clearly evident in you project/essay/assignment.7. Let’s think about how to improve (the accuracy of) this section/paragraph/sentence/word

choice/logic/description/problem.8. Let me add new information to help you solve this….9. Here are some strategies to figure this out.10. Of course it’s tough – it’s school!11. If it were easy – they wouldn’t call it learning!12. You can do it – it’s tough, but you can.13. Here is what I was thinking when I solved it…”____Think aloud ____” (entire thought

process – then give a new question, issue, problem).14. Let’s practice (skill) so we can move it from Temporary storage to our long-term

memory.15. We’re growing dendrites here!16. Let’s write a plan for practicing and/or learning.17. If you make ______changes, we can re-asses your score. Let’s discuss a plan for you.18. Describe your process for completing this task.

Identification Tool Distribute identification tool to students with the needs assessment at the beginning of the year. See attached handout

Ground RulesHere are the group rules- show the group the handout and ask them what each of

these means. Is there anything else we need to add to this? We will review these each time we meet, please sign that you agree. Have students sign the preprinted handout.

Weekly Post Group EvaluationToday I learned: ______________________________________________________________________________________________________________________________________________________Next week I would like to learn:__________________________________________________I liked lunch group today:Strongly Agree Agree Disagree. If I disagree- one thing that could have made it better: __________________________________________

Today I learned: ______________________________________________________________________________________________________________________________________________________Next week I would like to learn:__________________________________________________I liked lunch group today:Strongly Agree Agree Disagree. If I disagree- one thing that could have made it better: __________________________________________

Week 1Lesson Plan: Preview of the Brain

Objective Students will be able to describe what they already know about the brain and learn

that the brain is like a muscle.

Time Approximately 30 minutes

Materials -Group Procedures -Brain Handout-Pencils and paper -Survey

Procedures 1. Beginning: 10 minutes➔ Go over the ground rules➔ Take pre assessment “Survey Handout”

2. Middle: The Brain2 15 minutes➔ Counselor: “Who knows what is in here” points to her head➔ Counselor: “What do we use our brains for? ➔ Passout “Brain Handout” Counselor: “ Who can tell me what shape these

dots form? Draw a picture of what you think your brain might look like inside the blank outline of the head.

◆ Then, write down anything you already know about your brain. This is not for a grade, but just to gauge your knowledge.

➔ Allow the students 5-10 minutes to complete the brain handout. ➔ If time permits, allow a few students to share what they wrote down.➔ Counselor: Many people think of the brain as a mystery. New research show

that the brain is more like a muscle. ASK: What do you do to make muscles stronger?

◆ Yes, the muscle becomes larger and stronger as you exercise. You brain is the same way: when you practice and near new things, parts of the brain change and get larger.

3. End: Preview for next week 5 minutes➔ Counselor: : Next week we are going to be learning more about how our brain

works and how our brain grows. ➔ Collect the brain worksheets to assess current knowledge. ➔ Handout the weekly evaluation

Assessment - Informal checks for understanding during lesson- Feedback from student survey- Review of the Survey and the brain drawings

Handout- Mindset Quiz

Name: __________________________________________ Date: ________________

2 Ricci (2013)

To what extent do you agree or disagree with these statements:3

Strongly Agree Agree Disagree Strongly Disagree

1. Your intelligence is something very basic about you that you can’t change very much.Strongly Agree Agree Disagree Strongly Disagree

2. No matter how much intelligence you have, you can always change it quite a bit.Strongly Agree Agree Disagree Strongly Disagree

3. You can always substantially change how intelligent you are.Strongly Agree Agree Disagree Strongly Disagree

4. You are a certain kind of person, and there is not much that can be done to really change that.Strongly Agree Agree Disagree Strongly Disagree

5. You can always change basic things about the kind of person you are.Strongly Agree Agree Disagree Strongly Disagree

6. Music talent can be learned by anyoneStrongly Agree Agree Disagree Strongly Disagree

7. Only a few people will be truly good at sports – you have to be “born with it.”Strongly Agree Agree Disagree Strongly Disagree

8. Math is much easier to learn if you are male or maybe come from a culture who values math.Strongly Agree Agree Disagree Strongly Disagree

9. The harder you work at something, the better you will be at it.Strongly Agree Agree Disagree Strongly Disagree

10. No matter what kind of person you are, you can always change substantially.Strongly Agree Agree Disagree Strongly Disagree

11. Trying new things is stressful for me and I avoid it.Strongly Agree Agree Disagree Strongly Disagree

12. Some people are good and kind, and some are not – it’s not often that people change.Strongly Agree Agree Disagree Strongly Disagree

13. I appreciate when people, parents, coaches, teachers give me feedback about my performance.Strongly Agree Agree Disagree Strongly Disagree

3 Diehl, E. (2008)

14. I often get angry when I get feedback about my performance.Strongly Agree Agree Disagree Strongly Disagree

15. All human beings without a brain injury or birth defect are capable of the same amount of learning.Strongly Agree Agree Disagree Strongly Disagree

16. You can learn new things, but you can’t really change how intelligent you are.Strongly Agree Agree Disagree Strongly Disagree

17. You can do things differently, but the important parts of who you are can’t really be changed.Strongly Agree Agree Disagree Strongly Disagree

18. Human beings are basically good, but sometimes make terrible decisions.Strongly Agree Agree Disagree Strongly Disagree

19. An important reason why I do my school work is that I like to learn new things.Strongly Agree Agree Disagree Strongly Disagree

20. Truly smart people do not need to try hard.Strongly Agree Agree Disagree Strongly Disagree

Key1. ability mindset – fixed _______2. ability mindset –growth _______3. ability mindset – growth _______4. personality/character mindset - fixed _______5. personality/character mindset – growth _______6. ability mindset – growth _______7. ability mindset – fixed _______8. ability mindset – fixed _______9. ability mindset – growth _______10. personality/character mindset - growth _______11. ability mindset – fixed _______12. personality/character mindset – fixed13. ability mindset –growth _______14. ability mindset – fixed _______15. ability mindset – growth _______16. ability mindset – fixed _______17. personality/character mindset – fixed _______18. personality/character mindset –growth _______19. ability mindset – growth _______20. ability mindset - fixed _______

Scoring

Growth Questions1. Strongly agree – 3 points2. Agree – 2 points3. Disagree – 1 points4. Strongly disagree – 0 point

Fixed Questions

1. Strongly agree – 0 point2. Agree – 1 points3. Disagree – 2 points4. Strongly disagree – 3 points

Strong Growth Mindset = 60-45 points Growth Mindset with some Fixed ideas = 44-34 points Fixed Mindset with some Growth ideas= 33-21 points Strong Fixed Mindset= 20-0 points

Handout- The BrainName: __________________________________________ Date: __________________

Draw a picture of what you think your brain looks like

Write down anything you know about your brain:

Week 2Lesson Plan: Introduction to the Brain and Mindsets

Objective Students will be able to define fixed mindset and growth mindset and that a brain needs to be filled up with learning to grow and get stronger.


Materials -Group Procedures

-Handout: The Power of Belief -Pencils and paper-Surveys taken last week -Prepared Guess Box on the board on flipchart- Dry Sponge in a box-Water, and jar or pan for the sponge

Procedures 1. Beginning: 10 minutes➔ Go over the ground rules➔ Overview of last week Counselor: What did we learn about the brain

last week? That is it like a muscle and we need to work it out for it to grow.

➔ Show video https://www.youtube.com/watch?v=pN34FNbOKXc 1:55- 5:45 and have students fill out the handout “The Power of Belief: Eduardo Briceno”.

➔ Counselor : Lets go over the handout together. ➔ Counselor This is what we are going to be learning more about and

practicing. 2. Middle: Survey Review 10 minutes

➔ Counselor: Look back over your questions. Now that you have seen the questions, which mindset do you think you are? (Strong Growth, Growth with some Fixed, Fixed with some growth, or Strong Fixed)

➔ Score the survey with the class. ➔ Counselor: Now that you have scored it, do you think this is accurate?

Where in your life can you recognize fixed mindsets? Where are you growth-minded?

Guess Box4: 10 minutes

4 Ricci (2013)

➔ Counselor: I have something in this box, and you are going to try to guess what it is. You may only ask questions that can be answered with a ‘yes’ or a ‘no’. no answers are just as important as yes answers because they give us information about the items attributes. When you have figured it out, don’t call it out. let’s keep working on it until everyone knows.

➔ Write down all of the positive attributes the students ask. ➔ Counselor Lets debrief: what questions helped you the most? Who asked

that question? WHy do you ask it? What are the three most valuable questions?

◆ If students disagree, discuss the information that was gained with each attribute and come to a consensus. This helps develop a growth mindset culture.

➔ Counselor: Lets think about the things that are the same about a sponge and a brain? (answers will include both can grow, both absorb, both pink, both squishy, etc).

➔ Counselor : Lets take a look at our sponge again. I am putting it in this gar and I am going to slowly add water to it. how it is time to use your imagination: Lets pretend that the sponge is your brain add the water represents all of the new things you learn every day. What do you think will happen to your brain when you add all of the new things that you learn? (it grows, it works better because it is wet).

◆ What would happen if I let it sit without adding water for several days? How is that like our brains?

3. End: 3 minutes➔ Counselor : How can you keep adding water to your brain every day? ➔ Handout the weekly evaluation

Assessment - Informal checks for understanding during lesson- Participation in class discussion- Feedback from student survey

The Power of Belief, printed. Prepare before class: Attributes of a _________________________

Attributes of a _________________________- This is something that comes in a lot of different colors -This is something that you might use when you clean

Week 3Lesson plan details about the brain and putting mindsets into

practiceObjective Students will know some parts of the brain and recognize growth mindsets and

fixed mindsets.


Materials -Group Procedures -Handout about the brain-Pencils and paper -Handout identifying fixed or growth? -Printed Neurons with strings to hang as necklaces-Ball of yarn , thin string, and rope

Procedures 1. Beginning: 3 minutes➔ Go over the ground rules➔ Review what was done last week.

2. Middle: The Brain5 15 minutes➔ Counselor: Inside the brain we have brain cells called neurons. We have

billions of neurons, some connect to each other and some are just sort of floating around. As they make connections, that is how we learn.

➔ Counselor: Can I have 3 students volunteer to be Neurons? ◆ Give them the necklaces

➔ Counselor: Can another student tell us something they learned today?◆ Put a string between two neurons. This is the new thing that

student x learned today. it is new, so it is still a weak connection. ➔ Counselor Can another student tell us something you learned today and

are getting better at, but you still might need some practice? ◆ Use a piece of yarn to represent the better understanding, but not

yet at mastery. ➔ Counselor: Let’s look at student x connection” it is represented by a thin

thread, but what will happen to this connection after student x has more experience learning about and practicing division? How will this connection change? What will happen when he becomes an expert at it?

◆ Replace a thin piece with rope. ➔ Counselor: What would happen if tudent x decides that division is just

too hard and he gives up? It will stay a weak connection or disconnect entirely.

➔ Counselor: Think of a time when you felt frustrated learning something new. Now let’s visualize our neurons making stronger connections every

5 Ricci (2013)

time we push through the challenge and master new learning. Identify Fixed Mindset or Growth Mindset

➔ Pass out the handout “Fixed Mindset or Growth Mindset?” ➔ Counselor: If someone says “I got three problems wrong on my

multiplication test because I am bad at math” does it sound like this person has a fixed mindset or a growth mindset? How about “I missed a free-throw during the basketball game but I’m spending time after school with the coach to practice so I can get better”. Is this a fixed mindset or a growth mindset?

➔ Have students complete the handout together. 3. End: Preview for next week

➔ Counselor: : Lets draw our strong and weak/not yet neural connections. Label what some of those connections are.

➔ Handout the weekly evaluation

Assessment - Informal checks for understanding during lesson- Feedback from student survey

Lesson plan details about the brain and putting mindsets into practice

Kindergarten 5 Lesson

Objective Students will know where there brain is, what neurons are, and that practice makes the neural connections better


Materials -Pictures of the brain -Printed Neurons with strings to hang as necklaces-Ball of yarn , thin string, and rope

Procedures 1. Beginning: 3 minutes What do you already know about the brain?

o It is in your head, it grows, where you learn2. Middle: The Brain6 10 minutes

➔ Counselor: Inside the brain we have brain cells called neurons. We have billions of neurons, some connect to each other and some are just sort of floating around. As they make connections, that is how we learn.

➔ Counselor: Can I have 2 students volunteer to be Neurons? ➔ Counselor: Can another student tell us something they learned this

week? ◆ Put a string between two neurons. This is the new thing that

student x learned today. it is new, so it is still a weak connection. ➔ Counselor Can another student tell us something you learned today and

are getting better at, but you still might need some practice? ◆ Use a piece of yarn to represent the better understanding, but not

yet at mastery. ➔ Counselor: Let’s look at student x connection” it is represented by a thin

thread, but what will happen to this connection after student x has more experience learning about and practicing? How will this connection change? What will happen when he becomes an expert at it?

◆ Replace a thin piece with rope. .➔ Counselor: Think of a time when you felt frustrated learning something

new. Now let’s visualize our neurons making stronger connections every time we push through the challenge and master new learning.

3. End: Preview for next week ➔ Counselor: : Lets draw our strong and weak/not yet neural connections. ➔ Handout the weekly evaluation

6 Ricci (2013)

Handout - The Neurons in My BrainDraw two neurons: Draw a strong neuron Draw a neuron that is currently weak and needs to be developed. Write underneath one thing you want to keep strong this summer?

Week 4Lesson Plan - Putting it into Action

Objective Students will be able to re-write fixed mindsets into growth mindsets.


Materials -Group Procedures -Pencils and paper

-Thinking and Speaking Handout

-Do Now: Growth Mindset

Procedures 1. Beginning: 5minutes➔ Go over the ground rules➔ Counselor: Last week we learned about the brain and identified a few

growth mindset terms and fixed mindset saying. What is one thing we learned about the brain?

➔ This week, we are going to practice the growth mindset a bit more. 2. Middle: Re-writing 10 minutes

➔ Counselor: Hand out the “Thinking and speaking in a growth-minded way”. Read the instructions. Example: I am not good at this. Replace with I can get better at this if I practice.

➔ Have students complete the rest of the handout in pairs. ➔ Counselor: Let’s review some of the new sentences we have. Compare

and Contrast various ways student re-wrote the statements form a growth mindset perspective.

Do Now: Growth Mindset 10 minutes➔ Tell class about famous people who had a growth mindset. ➔ Counselor : So now we practiced some examples that I gave you. Lets

apply this to our own lives. ➔ Pass out handout and give time for students to complete the first side.

After students have completed it, ASK: What do you think we should do with our ‘can’t statements?” Re-write them! Take a few minutes to re-write your can’t statements on the back of the paper. If you are stumped I will come around and help you write the next statement.

➔ Let’s share our new statements! 3. End: Preview for next week 5 minutes

➔ Counselor: These are all great new statements! How are you going to practice these this week?

➔ Give each student an index card to write their new growth phrase on to take with them as a reminder this week.

➔ Handout the weekly evaluation

Assessment - Informal checks for understanding during lesson- Feedback from student survey- All students have written a new growth mindset statement.

Handout- Famous People

Winston Churchill repeated a grade during elementary school. He was placed in the lowest division of the lowest class. Beethoven’s teacher called him a hopeless composer. He wrote 5 of his greatest symphonies while deaf.

Michael Jordan’s coach said that he “wasn’t more talented than other people”

Walt Disney was told that he lacked creative imagination.

Einstein’s teacher said that he was

academically subnormal.

Week 5Lesson Plan - Taking Care of Your Brain

Objective Students will identify things they need to keep their brain health


Materials -Group Procedures

-Brain Presentation Slides-Pencils and paper -Handout for Healthy Brain

Procedures 1. Beginning: 5 minutes➔ Go over the ground rules➔ Counselor: Let’s go around the room and share one way that we did

from a growth mindset perspective? 2. Middle: Keeping the Brain Healthy 7 15 minutes

➔ Counselor: “It is also very important that your brain gets food to help it grow, just like your body. If you were to lift weights to build strong muscles but not eat any food, would your muscles grow stronger? The same thing with your brain.

➔ Counselor: What do you think your brain needs to stay healthy besides practicing the things you are learning?

➔ Go over the presentation slides about sleep, food, exercise and water. ◆ Your brain eats about 30% of the fuel you eat◆ Nutrition is important. The Brain likes protein like eggs, nuts,

and fish. Your brain needs lots of water to survive. Sometimes you might have a headache because your brain needs more water.

◆ Sleep: Your body at your age needs about 9 hours of sleep. When the brain sleeps it converts the things you learned into memories!

◆ Exercise- when you exercise the brain grows new cells and learns more easily

3. End: Preview for next week 5 minutes➔ Counselor: Take this handout home and talk about it with your parents

and see if together you can make a plan to keep your brain healthy. ➔ Handout the weekly evaluation


7 Ricci (2013) and Florin High School (2011)

Handout- Keeping my Brain Healthy!Exercise, Sleep, Nutrition, and Water help keep your brain healthy! Your brain eats about 30% of the fuel you eat

Week 6Lesson Plan- Study Habits to Help Our Brain Grow

Objective Students will be able to identify study habits to go along with their growth mindset.


Materials -Group Procedures -Pencils and paper -PowerPoint/handout about memory

Procedures 1. Beginning: 7 minutes➔ Go over the ground rules➔ Check in with students about how they used the growth mindset over the

past week. ➔ We already talked about staying how to keep our brains healthy so we

could learn well. What was one thing you did healthy for your brain so far today?

2. Middle: Organization 8 minutes➔ Counselor: Just as we need to keep our physical bodies healthy to learn,

sometimes we also need the things around us to be organized to help us learn so we can access the information.

➔ Organization Handout: What can we do to get organizing? ➔ Counselor: For students who want it, we can schedule an appointment to

get your binder organized! Memory Skills8 10 minutes

➔ Counselor: “Today we are going to learn about our memory and ways we can grow our memory”. “Can you tell me what you already know about memory?”

➔ Counselor: “Great. You touched on a couple different things. There are several different kinds of memory.” Go over PowerPoint together.

3. End: Preview for next week ➔ Counselor : Next week we are going to be learning about how to face

failure from a growth mindset perspective. ➔ Handout the weekly evaluation


8 Florin High School (2011)

Handout- Get Organized!

Organizational skills I am already doing well:

Organizational skills I need to practice more:

Handout- MemorySensory Memory

What is it? ★ Anything that you SENSE (sight, taste,

smell, hear, touch)★ lasts only for a moment★ like an ecoh

How can I work on developing it? ★

Working Memory

What is it? ★ Anything you pay attention to★ Last seconds to hours to days★ Like a scratch pad- it is where you take

notes

How can I work on developing it? ★

Long Term Memory

What is it? ★ Lasts days, months, years★ needs work to get put here★ emotions are often in our long term

memory★ like a computer hard drive★ memories are converted to long-term

memory through practice and sleep.

How can I work on developing it?★

Sensory Memory

What is it? ★ Anything that you SENSE (sight, taste,

smell, hear, touch)★ lasts only for a moment★ like an echo

How can I work on developing it? ★ Being quiet and aware of what is

going on around you. ★ Consciousness★

Working Memory

What is it? ★ Anything you pay attention to★ Last seconds to hours to days★ Like a scratch pad- it is where you take

notes

How can I work on developing it? ★ Read for mastery★ Do an information search★ Make connections to the things you

have already learned★ Practice a little bit each day★

Long Term Memory

What is it? ★ Lasts days, months, years★ needs work to get put here★ emotions are often in our long term

memory★ like a computer hard drive★ Memories are converted to long-term

memory through practice and sleep.

How can I work on developing it?★ Acronyms for the things we are

learning★ Make it fun! emotions help us

remember ★ Chunking- image the information in

categories ★ Practice a little bit each day★

Week 7Lesson Plan- Facing Failure

Objective Students will be able to critically think about ways they can react to failure.


Materials -Group Procedures -Pencils and paper -Meet the Robinsons Clip https://www.youtube.com/watch?v=TNXr5Alytg4

Procedures 1. Beginning: 5 minutes➔ Go over the ground rules➔ Review with the group how they practiced their growth mindset this

week. Ask the group how they used the memory skills this week. 2. Middle: Facing Failures9 20 minutes

➔ Counselor: “We are going to watch a clip from the movie ‘Meet the Robinsons.” Show until 29 seconds when Lewis buries his face in his hands.

◆ How does the boy react to the way his invention worked? Why do you think he reacts this way? What do you think he will do next?

◆ If you were this boy, how would you react? ◆ How do you think the adults in the room will react to his

situation? Why? ➔ Show the rest of the clip

◆ Why did the adults react this way? ◆ What does it mean when they say “From Failure you learn, from

success… not so much?”◆ Think of a time you failed at something? school, sports, musical

instrument, clay pot, etc. Now.. Think about how you reacted to that failure. Did you give up? Did you try again a different way? Get angry? Cry? Celebrate?

◆ Let’s brainstorm some ways we can react in a positive way to failure. What are some things we can reflect on or ask ourselves when we do not succeed?

3. End: Preview for next week 3 minutes➔ Counselor: Next week is our last group on this topic. Keep up the good

work and remember that you have the ability to make your mind grow! ➔ Handout the weekly evaluation

9 Ricci (2013)

Assessment - Informal checks for understanding during lesson- Feedback from student survey- Students completing the handout

Handout -Positive Ways to React to Failure

Handout -Positive Ways to React to Failure

Week 8Lesson Plan- Creating Reminders

Objective Students will be able to describe what they already know about the brain and learn that the brain is like a muscle.


Materials -Group Procedures -Index cards-Pencils and paper -Stationary

Procedures 1. Beginning: 5 minutes➔ Go over the ground rules➔ Review how the students used mindsets this week, kept their brain healthy, and

thought about failures.2. Middle: Teaching others10 minutes

➔ Counselor: We have been practicing our growth mindset for 4 weeks now. What was the most helpful part?

➔ Counselor Today we are going to use your experience to help someone in the grade below you who maybe ran into a similar problem. We are going to write letters to the grade below us imparting some of our new wisdom about growth mindset.

➔ Dear third grade friends, Hi, my name is _______________________ and this year I am a fourth grader. I am writing to teach you about growth mindset. Last year I never thought I would learn how to ________________. I had a bad attitude and I thought I wasn’t smart enough. But now I learned that if you try hard and ask for help you can improve. If this happens to you, you should ___offer advice____. By doing this you can exercise your brain. Please remember I am always here if you need help. Try Hard! From, ________________________

Reminding Myself 10 minutes➔ Counselor: “ here are index cards for you to decorate and write a

reminder to yourself to keep up the hard work and remember that you can grow your brain!”

➔ Give students time to create their own index cards as reminders to themselves.

3. End: 5 minutes➔ Counselor: This year we will encounter a lot of challenges and a lot of

obstacles. Sometimes, there will be things that get in the way- but it is

important to remember that our brains are NOT fixed. We can always grow and exercise our brain. We need to remember that hard work and effort will help us reach any goals that we set our sights on!

➔ Handout the original mindset quiz again.

Assessment - Informal checks for understanding during lesson- Feedback from student survey- Review of the original mindset quiz again.

Handout -Letter Stationery

References

Aspirations: Grade 9-10 Developing a growth mindset. Career Guidance Washington - Career and College Readiness Tools online. Retrieved from https://www.k12.wa.us/SecondaryEducation/CareerCollegeReadiness/Nav101Lessons/Grades9-10/Gr9-10_L4_Dev GrowthMindset.pdf

Aronson, J., Fried, C. B., & Good, C. (2002). Reducing the effects of stereotype threat on African American college students by shaping theories of intelligence. Journal of Experimental Social Psychology, 38, 113–125.

Benson, D. (2012). Mindset: Parent study group. [web blog]. Blaine Middle School. Retrieved from http://www.blaine.wednet.edu/users/dbenson/weblog/6fa73/Mindset__Parent_Study_Group.html.

Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78, 246–263.

Brainology (2014). The Science: What is mindset? Retrieved from http://www.mindsetworks.com/webnav/whatismindset.aspx

Corey, S. C., Corey G., & Corey, C. (2014). Groups: Process and practice. (9th Eds). Belmont, CA: Brooks/Cole.

Cury, F., Da Fonseca, D., Zahn, I., Elliot, A. (2007). Implicit theories and IQ test performance: A sequential mediational analysis. Journal of Experimental Social Psychology, 44, 783-791.

Da Fonseca, D., Cury, F., Farka, E., Rufo, M., Poinso, F., Bounoua, L., & Huguet, P. (2008). Implicit theories of intelligence and IQ test performance in adolescents with generalized anxiety disorder. Behaviour Research and Therapy, 46, 529-536.

Diehl, E. (2008). Motivating students with mindset coaching and how the brain works. Retrieved from http://www.classroom20.com/forum/topics/motivating-students-with

Dweck, C. S. (2006). Mindset: The new psychology of success. New York, NY: Ballantine Books.

Dweck, C. S. (2008). Mindset and math/science achievement. Carnegie Corporation of New York-Institute for Advanced Study Commission on Mathematics and Science Education. New York, NY. Retrieved from www.opportunityequation.org

Dweck, C. (200-2010). How to change your mindset. Mindset Website. Retrieved from http://mindsetonline.com/changeyourmindset/firststeps/index.html

Florin High School (2011) Mindset lessons. http://florin.pbworks.com/w/page/21035534/Mindset%20Lessons

Good, C., Aronson, J., & Inzlicht, M. (2003). Improving adolescent’ standardized test performance: An intervention to reduce the effects of stereotype threat. Applied Developmental Psychology, 24, 645-662.

Jonsson, A. & Beach, D. (2010). Reproduction of social class in teacher education: The influence of scientific theories on future teacher’ implicit beliefs. Journal for Critical Education Policy Studies, 8(2), 1-46.

Lisa. School Counseling Connection. https://sites.google.com/site/schoolcounselingconnection/

MEGS (2013). Maryland Educators of Gifted Students. [power point slides]. Retrieved from http://www.megsonline.net/lee_meg2.pdf .

Moser, J. S., Schroder, H. S., Heeter, C., Moran, T. P., & Lee, Y. (2011). Mind Your Errors: Evidence for a Neural Mechanism Linking Growth Mind-Set to Adaptive Posterror Adjustments. Psychological Science (Sage Publications Inc.), 22(12), 1484-1489. doi:10.1177/0956797611419520.

Niiya, Y. Crocker, J., & Bartmess, E. (2004). From Vulnerability to resilience: Learning orientations buffer contingent self-esteem from failure. Psychological Science, 15(12), p. 801-804.

Rattan, A., Savam, K., Naidu, N. R., & Dweck, C. S. (2012). Can everyone become highly intelligent? Cultural differences in and societal consequences of beliefs about the universal potential for intelligence. Journal of Personality & Social Psychology, 103(5), 787-803. doi:10.1031/a0029263

Rex, M. Elementary School Counseling.Org Blog http://www.elementaryschoolcounseling.org/

Ricci, M.C. (2013). Mindset in the classroom: Building a culture of success and student achievement in schools. Waco, TX Prufrock Press Inc.

http://www.elementaryschoolcounseling.org/

Sousa, D. (2009). How the gifted brain learns. Thousand Oaks, CA: Corwin.

Yeager, D., Trzesniewski, K. H., & Dweck, C. S. (2013). An Implicit Theories of Personality Intervention Reduces Adolescent Aggression in Response to Victimization and Exclusion. Child Development, 84(3), 970-988. doi:10.1111/cdev.12003.

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