| 3 | <p>The activity asks students to categorize example statements as either ‘growth’ or ‘fixed’ mindsets, and then complete a journaling exercise based on experiences in their own lives. The activity can be completed entirely out of class, or introduced in-class and the exercise assigned as homework. We recommend that this activity be used as early in the course as possible, as developing a growth mindset early on will help students engage in and benefit from later BIOMAAP activities.</p> | 3 | <p>Note: the teaching notes (Word doc) covers both an overview of how I implemented several BIOMAAP resources in my course, as well as how I implemented this particular resource.</p>
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| | | 5 | <p>Here are my notes for Intro to Growth Mindset:</p>
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| | | 7 | <p>I used the handout and powerpoint as-is.</p>
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| | | 9 | <p>I started by dividing the class in half. One-half of the class was assigned to come up with skills that are “innate” and the other half came up with skills that were “learned through practice.” They wrote the skills on different parts of the whiteboard, then we compared the list. There was a lot of overlap between the “innate” and “practiced” skills, which was perfect at illustrating the point that we think a lot of things are innate, but they are learned through practice.</p>
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| | | 11 | <p>I walked through the powerpoint and I had the students read the handout, which was overkill. Do one or the other. I also had the students complete the growth mindset activity at the end, which was useful. I did not have them do a “journal activity” for homework.</p>
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| | | 13 | <p>Questions on the exam revealed that most students understood the growth mindset concept and could provide examples of growth and fixed mindsets.</p>
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| | | 15 | <p>Occasionally in class later in the semester I would hear a student make a growth- or fixed-mindset comment and I would point it out, e.g. “Hey, that’s an excellent growth mindset!”</p>
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| | | 17 | <p> </p> |
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