Now that you ve learned about different mindsets, which do you think is better for you to have? Write your answer, and tell why you think that.

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1 Mindset Morning Work / Mini Lesson Ideas Based on Mindset: the New Psychology of Success by Carol Dweck, Ph. D. Written by Erica Foster, Fourth Grade Teacher, The Wellington School I use these prompts during morning work at the beginning of the year. You will notice me weaving in practice with handwriting and proofreading as well. Please feel free to revise and tailor these mini-lessons to your grade level and needs. Introduction of terms: Fixed Copy the BOLD sentence in cursive on the lines. Researcher Dr. Carol Dweck has studied the differences between people who get excited about challenges and people who shut down when faced with something hard. She defines someone who stops trying when things get difficult as having a fixed mindset. People with a fixed mindset believe intelligence doesn t change. They want to look smart. Introduction of terms: Growth Mindset Copy the BOLD sentence in cursive on the lines. Dr. Carol Dweck noticed that other people got excited when working with a challenging problem and found energy in struggle. She defined this as a growth mindset. Those with a growth mindset believe intelligence can grow. They want to learn.

2 Challenges People with different mindsets face challenges differently. Someone with a fixed mindset avoids challenges. They might try to get out of the challenge, hang back and let others think for them, or not start the work required. After all, if they try and fail, they might look bad and they want to look good! Someone with a growth mindset embraces challenges, engages with the thinking and work required, and starts work right away. Think about a subject at school where you avoid challenging or difficult work. Write that subject and how you plan to approach it differently next time. Obstacles When someone in a growth mindset comes to an obstacle or set-back in what they are trying to learn, they use persistence and keep going. They are creative, try different strategies, or even create their own way to overcome the problem. This is because their main motivation is to learn. If someone is in a fixed mindset about what they are learning, they will often give up and stop trying when things get harder or go wrong. They may even get defensive or make excuses, trying to shift the blame for giving up to someone else. This is because they are motivated by wanting to look good. Think back to a time when you used perseverance or persistence to keep going when things got hard or you suffered a set-back. Write a sentence telling about that time and what kept you going.

3 Effort What do you think about hard work? Are you willing to work hard, even in an area where you aren t doing well as or enjoying it? People with a fixed mindset see effort as worthless. They believe that learning should come naturally and when they have to work hard, they don t feel like they look smart. Since they believe that ability or intelligence doesn t grow, why should they bother to work hard at something they aren t already good at doing? Those with a growth mindset believe that ability and intelligence can grow, so for them effort is the pathway to mastery. They believe that if you work hard, you ll learn more. Since they are motivated by learning, working hard makes sense. Write a sentence sharing a time when you worked hard at something and it paid off for you OR sharing an area where you plan to work harder in anticipation of doing better. Criticism and Feedback Most people don t enjoy being criticized or corrected when they make a mistake. However, negative feedback can point out one s weaknesses which is usually right where learning needs to happen. Once they ve worked through their disappointment, people with a growth mindset work hard to learn from feedback. They know that when a mistake or error is discovered, that is a place where they can learn and improve. Those with a fixed mindset will ignore useful feedback. They will often take longer to let go of their emotions and work to hide their mistakes from others. Think about a time when you didn t earn the grade you were hoping for on a test or when a teacher corrected your work or behavior and it made you feel bad. Record evidence of how you learned from or ignored the feedback below. (We will not share these answers today. Just reflect for yourself.)

4 Success of Others Sometimes we work really hard at something only to see others do better than us. Maybe they won the game, were chosen to do something special, or won the praise and attention you were hoping for. If this happened and you were able to find lessons and inspiration in their success, then you probably have a growth mindset. If you felt threatened when someone else did well, you might have a fixed mindset about that area. Write a sentence sharing a time when someone else did better than you when you really wanted to come out on top. Then, write how someone with a growth mindset would have responded to that situation. Outcomes The outcome of having a fixed mindset is that learning and growth stop. That person may never reach his or her full potential and do as well as they could. On the other hand, the outcome of having a growth mindset is reaching higher and higher levels of achievement. Now that you ve learned about different mindsets, which do you think is better for you to have? Write your answer, and tell why you think that.

5 Know Your Brain Morning Work / Mini Lesson Ideas Written by Erica Foster, Fourth Grade Teacher, The Wellington School I use these prompts during morning work to introduce brain research to my students. I use them in correlation with the Know Your Brain posters included on the ISACS site. The information comes from Eric Jensen, Ann Anzalone, and Jo Boaler among other sources. They all have websites or books you can use to access more details. In the mini-lessons, you will notice me weaving in practice with handwriting, sentence fluency, and proofreading as well. Please feel free to revise and tailor these mini-lessons to your grade level and needs. Know Your Brain: Old Brain Your brain has a lot in common with the brains of animals. Those parts are known as your old brain and can be found in the lower, back parts of your brain. The old brain controls fear and panic, reflexes, and balance. Your brain stem carries information from your brain to your body while also controlling functions like breathing and heart-beat. Finally, scientists believe new neurons are formed in the hippocampus inside the old brain. Write a sentence comparing or contrasting parts of the old brain. Start you sentence with Unless, Since, or Because. Know Your Brain: New Brain The new brain is responsible for your executive function. This part of your brain controls awareness, memory, empathy (feeling what others are feeling), and is the command center. This is the part of the brain we work hard to grow at school. Correct the following sentence, then copy it in neat cursive. morris said i build my new brain when i have new experiences, work to understand new information, and lern new skills at skool

6 Know Your Brain: Connections Your brain is constantly doing two things: building connections and cutting connections. When a connection in the brain (called a synapse) is cut, it makes it harder to remember that information again. When we practice or relearn something, we make those synapses stronger and stronger. Correct the following sentence, then copy it in neat cursive. to bild stronger connections in you re brain ms foster said make meaning with it practice it over and over and use it in a knew situation Know Your Brain: Activating Brain Growth Your brain needs new brain cells to build new learning. This process is called neurogenesis. It requires three things to make them: good nutrition, positive social interactions, and active exercise. Using the information above, write a sentence about how snack and recess help your brain grow new cells and create new learning. Start you sentence with Since, Unless, or If. Know Your Brain: Working vs. Long-Term Memory You have different kinds of memory in your brain. Your working memory is what you use when you are learning a skill or completing a task. It is very small and can only hold a few pieces of information at a time. Taking up huge parts of your brain, your long term memory is where you make connections and store information that is important enough to use over and over. When information is stored in long-term memory, your working memory can use it more easily to build new information. Write a sentence comparing or contrasting working memory and long term memory. Start you sentence with Unless, If, or Although.

7 Know Your Brain: Fear, Panic, Anxiety When you are scared or anxious (worried), your brain releases chemicals that make it hard to use your working memory or get information from your long term memory. Fear, panic, or worry can literally stop your brain from thinking clearly or learning new things. When you feel these emotions coming on, it s important to know how to calm yourself down. Correct the following sentence, then copy it in neat cursive. Takeing deep, slow breaths; moving arownd and exercising; and useing positive self talke are all ways to calm down you re brain. Know Your Brain: Novel Situations Have you ever found it easier to remember something if it is interesting, fun, or new? That s because your brain loves new, fun, interesting challenges and situations. How can you use choose to be interested or find appropriate fun in school to help focus your attention and improve your learning? Correct the following sentence, then copy it in neat cursive. too evry job that must be don, their is an element of fun you find the fun and snap! the jobs a game said mary poppins. Know Your Brain: Error Correction Did you know that the first time you learn something, you usually only learn it halfway? That means that practice and error correction are needed for complete learning and memory. To fill your learning bucket, practice to find and correct errors. The repetition of practice will also help you develop long-term memory. Every time your brain makes a mistake it also forms a new connection. New synapses are formed when you discover your mistake and fix it. Using the information above, write a sentence about how you can use practice and error correction to improve in a school subject. Start you sentence with While, Although, or If.

8 Know Your Brain: Growing Long Term Memory 1 Getting skills and information into your long term memory is a big part of what we do at school. It turns out there are choices you can make to help develop your memory. Your brain physically changes new learning into memory while you are sleeping. Therefore, getting enough sleep is very important for good learning! Practicing information or skills right before bed and then getting a good night s sleep is a great study strategy that applies this knowledge. Using the information above, write a sentence about how sleep can help create new learning. Start you sentence with Because, While, or Since. Know Your Brain: Growing Long Term Memory 2 Your brain loves things to make sense and be connected. If you are trying to learn new information, giving your brain a chance to do this can really help. When you are studying or practicing, reorganize the information in your own unique way. Make sure the information has meaning for you, and then clearly think or talk through your understanding. Finally, you can use information or skills in a new, interesting, creative way to really help develop your memory. Correct the following sentence, then copy it in neat cursive. So thats why mr parsons had us sort the words and than share how we grouped them exclaimed nischal he wantted us to form our own meaning and connections Know Your Brain: Growing Long Term Memory 3 A recent article in the New York Times reported research showing that exercise can help build memory. First, learn or practice something, such as skills or information you need for a test. Right after you finish, go out and run, bike, or do something active and physical. Scientists have found that the exercise helps move information from your working memory to your long term memory. Using the information above, write a sentence about how sleep can help create new learning. Start you sentence with After, Before, or Whenever.

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