Introductory Week

Lesson Plan- Day 1

Week 1; Plan #1 of 3, 90 minutes
Plan Type: Summary

Critical Learning Objectives

SWABT
Cognitive:
1. Students will know their peers names and interests
2. Students will understand the importance of creating a safe space and class
community
Affective/Non-Cognitive:
3. Students will feel that they are part of a classroom community
4. Students will value one anothers roles and ideas in the classroom
community
Performance:
5. Students will be able to brainstorm strategies for a successful classroom
6. Students will be able to assess their feelings towards the ELA classroom.
Common Core:
CCSS.ELA-LITERACY.SL.8.1

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and

teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others'
ideas and expressing their own clearly.

Procedures/Instruction Strategies
Beginning room arrangement: Desks will be arranged in groups of 4, name tags
on the desks telling each student where to sit. Placements arent permanent, just
for the first week.
1. Opening to Lesson (10 minutes)
I will greet the class as a whole. Then take role, making sure I pronounce the
students names correctly and asking if they prefer to be called by a name other
than the one provided to me.
2. Personal Vignette (10 minutes):
I will explain to the students that the first unit of the year will be focusing on humor
and that next week they will have their first formal writing assignment in writing a
personal narrative about a funny moment in their lives. I will then introduce myself
by sharing a funny personal narrative about my life with the class that models what
they will be doing next week. I will then provide any other information about myself
to the students I feel necessary to start building the classroom community.
3. Step 1: Student interest surveys (10 minutes)

I will pass out student interest surveys to the students for them to complete and ask
the students to be honest in their responses, and thorough when needed. I will
explain the purpose of these interest surveys is for me to get to know the students
more personally and to get to know their interests and learning preferences. I will
explain that the most engaging classrooms are those that build off students
interests- therefore I want to know what they are all interested in. I will also explain
the surveys are private and only I will look at them. Though they will be sharing
their answer to the last question to the class- so make sure to really reflect on that
question.
4. Step 2: Reflection (15 minutes)
We will go around the room and each student will say his/her name, a fun fact about
themselves, and give their answer to the last question on the student interest
survey (what about you most looking forward to this year and what are you most
dreading, and why?) I will start giving a fun fact about myself and what I am looking
forward to thus giving the students time to think about their answers themselves.
5. Step 3: Name game (105 minutes)
In their groups of four (based on where they are sitting), the students reintroduce
themselves to their group, and create a nickname for each person. The name can
be alliterative, tell something about the student, or just a play off their name. I will
give the example my past classmates came up with for me: Feerme Feerick- a play
on my last name and that I had a lot of nerve and was not afraid to speak my mind
in the classroom. (Example: John Stegner would be John Steinbeck because it
preserves the first name and tells something about John- that he likes reading
Steinbeck). After creating the nicknames the students introduce each other to the
rest of the class using the nickname and reminding the class of their real name.
6. Step 4: Journal Entry (15 minutes)
I introduce the journals the students will be writing in for the year. Since it is the
first day I will provide the journals for the students, or have them start out writing
on a piece of paper to attach in later. I will explain that there will be prompts almost
every day upon walking in the classroom for the students to write about. I will make
sure the students know these journals arent graded but a place to store their
thoughts and ideas, and gather writing topic ideas, or write favorite quotes. I will
explain the purpose of these journals: that writing every day is important and great
practice. Just like athletes and musicians have to practice often, so do writers. Also
the journals may be revisited throughout the year for the students to edit, revise, or
build-on previous prompts for larger writing prompts. I will also explain that
The journals will be collected occasionally to examine student writing and seeing in
where the students need help in writing or to examine their responses to some of
the class readings/activities. The journals will be graded upon completing: not
content. I ask students to complete the following journal prompt: Tell me about
your ideal classroom. But in doing so make it realistic- not my ideal classroom is no
classroom- give me some ideas of ways I can make this class more engaging for
you this year that I can actually use.
7. Step 5: Class-wide discussion (1520 minutes)

I lead a class discussion on the journal prompt. With the students I brainstorm a list
of ways in which we can have an engaging and inviting classroom. I will write these
ideas on the smart-board to save in order to bring up next class. I tell the students
will we return to this list next class to help us develop our class norms. In this
discussion I also bring up the topic of creating a classroom community and how I
expect my students to get to know each other and feel safe sharing their thoughts
and ideas. I also discuss how the classroom is a safe space, and anything said in the
classroom does not leave the classroom. Though this may seem unattainable right
now, it is our goal for the year and we will work on each day in class.

8. Closing (5 minutes)
I thank the students for their participation today and say I look forward getting to
know them better. I ask them to purchase a notebook or journal that they can keep
in the classroom, and that I have a few extras if necessary. The students introduce
themselves one more time to their group of four.

Methods of Assessment
Diagnostic:
Student interest survey [61]: The responses provided on the Student Interest
Survey allow me to get to know my students interests and learning
preferences in order to help draft my lessons towards their interests and
preferences. see how well my students
o This aligns with SWBAT: 1
Formative
Name game [1, 3]: The Name game allows me informally to assess my
students knowledge of their peers names as well as how well they are
developing as a community.

o This aligns with SWBAT: 1 and 3

Journal entry [2, 4]: Reading my students journal entries will allow me to
assess how my students perceive a safe and effective classroom.

Class Discussion [4]: Watching my students participate in the classroom

discussion, interacting with each other will allow me to assess their
development as a positive community.
o This aligns with SWBAT: 2 and 4
Summative
Brainstorming and creating a list of ways to make the classroom a more
inviting place [5]
This aligns with SWBAT: 2, 3, and 4 and CCSS.ELA-LITERACY.SL.8.1

Materials needed

Paper and pencil

Smart-board what is this for? I didnt see you mention its use?
Class copies of the student interest survey
Seating chart

Introductory Week
Lesson Plan- Day 2
Week 1; Plan #2 of 3; [90 min.]
Plan type: Summary

Critical Learning Objectives

SWABT
Cognitive:
1. Students will understand the importance of, and the reason for, class norms
2. Students will know the classroom and academic expectations
Affective/Non-Cognitive:
3. Students will start to feel more like a community
Performance:
4. Students will collaboratively create a list of classroom norms for the year
Common Core:
CCSS.ELA-LITERACY.SL.8.1

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and

teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others'
ideas and expressing their own clearly.

Procedures/Instruction Strategies
Beginning room arrangement: Desks will be arranged in groups of 4; students to
sit in the same group as last class, but in a different location. A seating chart will be
projected on the board indicating where the students are to sit.
1. Opening to lesson
I will welcome the students back to their second day of our class. I will then have
theS students will introduce themselves again to the class and say what superpower
they wish they could have. I will share my name and that I wish I could speak all the
worldsworlds languages. I will explain this is just a fun activity to help us get to
know each other better.
2. Step 1: Step 1: Syllabus (10 minutes)
I hand out the syllabus and briefly go over it. I make sure to discuss my late-work
policy, absent policy, and other big classroom policies. I give the students a very
brief overview of what we might be doing/reading this year, but mention that things
are subject to change. The last sheet is a letter of welcome to the parents that they
are to sign, saying they reviewed the syllabus for the students to return next weekby class Wednesday at the latest.
3. Step 2: Step 2: Classroom Expectations (10 minutes)
After reviewing the course load for the year, I tell the students to relax- not to worry
about what they will have to do, but to take it day by day. I make it clear that I am a
resource for them if they ever need help, or just want someone to bounce ideas off
of. I mention that I do expect a lot out of them, but that they will have every
available resource and aid to help them along the way.
4. Step 3: Active Likert Scale (20 minutes)
I then have the students stand in a line against the wall with strongly disagree
posted on one side, and strongly agree posted on the other side. I ask the students
their opinions on common issues/questions/ classroom behaviors. (Ex: I like to talk
aloud in class, I like to work in groupsetc.) I explain this activity is to get the
students thinking about their ideal classroom and learning preferences in that they
will be collectively class norms in the next activity.
5. Step 43: Develop class norms: Think-pair-share (2045 minutes)
I ask the class why they think creating a strong classroom community is important
and how they think developing classroom norms can help foster this community
review the importance of creating a strong classroom community and mention how
developing norms can help us do that. I bring back up the list of the ideal classroom
we created last class that I saved using the smart board, and we use that to
brainstorm class norms for the year.
Students first work in their groups of four to come up with ideas as I circle the
classroom seeing what similarities and differences are occurring.
6. Step 5: Share class wide (25 minutes)

After each group shares their norms and the class provides feedback and what, if
anything, should be changed. At first I write every idea on the board then after all
the groups have shared we review as a class and see which can be grouped
together, combined, or that overlap. I mention we will revisit the norms in a few
weeks to make sure they are working and see if they need any adjusting.
7. Active Likert Scale (15 minutes)
Next I have the students stand in a line against the wall with strongly disagree
posted on one side, and strongly agree posted on the other side. I ask the students
their opinions on common issues/questions/ classroom behaviors. (Ex: I like to talk
aloud in class, I like to work in groupsetc.)
8. Closure (510 minutes)
Again I thank the students for their time and participation. I mention I will post the
classroom norms on our class website (or blackboard or whatever the school uses).
Students go around the room saying their names one more time- I really want my
students to know each others namesemphasize I really want to learn their names
and get to know them as individuals. I remind the students to have their parents
look over and sign the syllabus and to try to acquire a journal for next week.

Methods of Assessment
Diagnostic
Active Likert Scale [3]: The Likert scale allows me informally to assess my
students preferences for the classroomStudents create a list of norms in
small groups for the class

This aligns with SWBAT 2

Students will review the class syllabus

o This aligns with SWBAT 1
Formative
Students willBrainstorming and creating collaboratively create a list of
classroom norms for the year first in small-groups then as a whole class [3,4]
o This aligns with SWBAT 3 and 4, and CCSS.ELA-LITERACY.SL.8.1
Students will participate in a standing Likert Scale
This aligns with SWBAT 3

Materials needed:

Paper and pencil

Smart-board with classroom expectations developed from last class
Individual copies of the class syllabus
Another smart-board screen to post classroom norms
2 sheets of paper: One that says strongly disagree and one that says
strongly agree
Seating chart

Introductory Week
Lesson Plan #3
Week 1, Plan #3 of 3; [90 minutes]
Plan type: Full Detail

Learning Objectives:
SWBAT
Cognitive (know/understand):
1) Students will understand the growth mindset and how it contributes to their
own learning and improvement
2) Students will know whether they have generally a more fixed or growth
mindset
Affective (feel/value):
3) Students will learn to value effort as well asinstead of outcome
4) Students will feel confident for the upcoming year about accomplishing the
class goals and meeting the class expectations
Performance (do):
5) Students will be able to identify an area in which they have a fixed mindset
6) Students will be able to create an action plan for this area in which they have
a fixed mindset
You do an excellent job writing objectives!
Common Core:
CCSS.ELA-LITERACY.RI.8.8

Delineate and evaluate the argument and specific claims in a text, assessing whether the
reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant
evidence is introduced.

CCSS.ELA-LITERACY.SL.8.1

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and

teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others'
ideas and expressing their own clearly.
CCSS.ELA-LITERACY.SL.8.3

Delineate a speaker's argument and specific claims, evaluating the soundness of the
reasoning and relevance and sufficiency of the evidence and identifying when irrelevant
evidence is introduced.

Procedures/Instructional Strategies
Beginning Room Arrangement:
Desks arranged in groups of 4. Seating chart will again be posted on the board;
different seating from last class.
1. Introduction (5 minutes)
Hello everyone! Welcome back to our third day of class and our last day of class
this week. It has been a pleasure getting to know you these past few days and I
hope to continue to do so more in-depth throughout the year. So last class we
ended reviewing the syllabus- now it might have seemed intimidating looking at all
the work you are going to do but remember that was a whole year plan, were going
to take things day by day. Today were going to create action plans to help you all
get through this year. I want you all to be successful; Im not out to get any of you.
2. Step 1: Identifying Mindsets (10 minutes)
First I am going to hand out to you all a short quiz- not graded, just to see where
you currently stand on mindsets- I will explain what this means later on. for your
personal assessment.
Teacher hands out the growth-mindset quiz
Take 5-10 minutes and complete this inventory. When you finish, flip the paper
upside down so I know you are done.
3. Step 2: Introduce Mindsets (15 minutes)
Ok so set aside the quiz and we will return to it shortly. So Im sure you have all
been in a situation when you have struggled with something for so long that you
finally just gave up. I know I have! For me it was when my Softball coach was trying
to teach me to bat left-handed. After an hour of no success or improvement I threw
my bat down and stormed off. Well today were going to revisit those moments, or
those tasks you deem impossible for yourself, and figure out how to approach them
in a new way. In doing this were first going to a read a piece on the two mindsets
people might have- a fixed mindset and a growth mindset. The quiz you just took
determines what mindset you currently hold. Does anyone have any ideas what
those two terms may mean?
Teacher takes student answers- scaffolding when necessary but not outright giving
the definitions. I ask questions like: what do you think mindset means? What

connotations do you have with the words growth and fixed? After brainstorming a
little I introduce the handout.
Now I am going to pass out a handout explaining both the mindsets. Take a
moment to read over the two definitions and examples and see how well it aligns
with your predictions.
Teacher hands out a worksheet with the definition of each mindset with an example
of each.
Read over the handout please. Teacher gives time for the students to look over the
handout. Does anyone have any questions before we look back at your quizzes?
Teacher answers any questions about mindsets. So now that you have read over the
paper, lets revisit your quizzes and find out your mindset!
Teacher goes over the quiz, telling students which statements match with a fixed
mindset and why, and which match with a growth mindset and why.
Scripting:
Teacher: So for question 1, if you agreed with the statement you have a fixed
mindset. Can any suggest why?
Student 1: Well because the statement says you cant change your intelligence but
the definition for growth-mindset says that peoples most basic abilities can be
developed through dedication and hard work. It even says the brain is a part of it.
Teacher: Great! Statement two is similar to the first, therefore is you agreed with it
you again lean more towards a fixed mindset. The third statement on the other
hand finally mixes it up. Can someone tell me, if you agreed with that statement,
which mindset you lean towards?
Student 2: Growth mindset!
Teacher: Correct, and why?
Student 2: Because as student 1 said earlier the growth mindset is all about being
able to change and improve your intelligence.
Teacher: Great explanation. Statement four again corresponds with three and
therefore, if you agreed, you lean more towards the growth mindset. Statement 5
again switches, and if you agreed you are more of a fixed-mindset. You believe your
personality is set in stone, and that there is nothing you can do- very fixed mindset
focused. What about statement 6?
Student 3: Growth-mindset! It says the exact opposite of number 5.
Teacher: Right! Like the growth-mindset states, there is always a possibility of
change. Statement 7 again aligns with the fixed-mindset; you are not able to
change, while statement 8 is the opposite- growth mindset. So look back and see
which mindset you lean more towards!
4. Step 3: Reflection (2 minutes)
Raise your hand if your responses were in the majority of the fixed mindset.
Students raise hands. Ok, put them down. Now raise your hand if you got majority
growth mindset. Students raise hands. Great, put your hands down. Well, not to
dishearten any of you, but the growth mindset is preferred. But dont worry!
Mindset can be changed- one of my goals for you all in this class is to develop a
growth mindset. Lets discuss why the growth mindset is preferred.

5. Step 4: Introduce the Ted-talkThe Growth mindset (529 minutes)

So why the growth mindset? Well first lets watch this Ted-Talk about the topic. . Be
sure to pay particular attention to when she starts talking about the growth and
fixed mindset and how it connectsit transfers to the classroom and our learningthough the whole video is very interesting.
6. Step 5: Watch the Ted-Talk (12 minutes)
Please jot down any thoughts that come to mind while watching the video- things
that strike you as interesting, new ideas to you, and if any of what she says relates
to you or your beliefs. Students and teacher watch nt video clip of Dwecks Ted-Talk
about mindset. Do they do anything while they watch?Be sure to pay particular
attention to when she starts talking about the growth and fixed mindset and how it
transfers to the classroom- though the whole video is very interesting.
http://www.ted.com/talks/carol_dweck_the_power_of_believing_that_you_can_improv
e?language=en
7. So what do you all think of this? Step 6: Discuss the Ted-Talk (12
minutes)
So what do you all think of this? Teacher leads class-wide discussion. And passes out
a sheet that compares common beliefs associated with each mindset.
Student 1: I think its really encouraging!
Teacher: Great! And why is that?
Student 1: Well if I fail my math test I now know its not just because I am stupid,
but that maybe I didnt study in the right way.
Teacher: Exactly! One failed test does not mean you are a failure yourself. I
struggled with math a lot in high school, but when I worked especially hard I was
able to get a good grade! What did you all think of the idea of not yet?- The
grading system where instead of failing you received a not yet.
Student 2: I liked that it! It meant you could try again. Instead of beating yourself
up and having no power over that grade you knew you had another chance.
Teacher: Could you see it being problematic? As in maybe a student wouldnt try as
hard the first time?
Student 3: Well yes I mean if I didnt have time to study I wouldnt worry about it
because I knew I would have another try.
Student 2: Yea, but you do have to pass eventually. So you would eventually have
to study and understand the material.
Teacher: Great point student 3 and great rebuttal student 2. I think what is most
important about the growth-mindset to remember is that its about believing you
can change yourself and improve. Can you all relate to the idea Dweck talked about
that if you fail you might either cheat or find someone to compare yourself to as
better?
Student 4: Definitely. I like to believe I would never cheat, but if I continually failed
my math tests I make start to cheat.
Student 3: I can definitely relate to comparing myself. I always feel worse if I dont
get a good a grade as my best friend.
Teacher: Exactly. With the fixed-mindset you constantly compare yourself to others.
When you focus on the growth-mindset you look at self-improvement. You dont
compare yourself to your friends grade, but to how you did before. Its all about
your progress! I want you all to keep this in mind as the year goes on. I am going to
be focused on grading your individual progress, not you compared to your peers. I

want you all to focus on yourselves and your self-improvement and being the best
you can be versus being the best in the class.
So now look over the other handout I gave you all, that relates common beliefs to
each mindset. Think about which of the thoughts you align with now, and how you
might be able to change if you identify yourself under the fixed mindset. Remember
it is possible to have a growth mindset in one area and a fixed mindset in another. I
personally always thought I could improve my sports skills, but when it came to
math I thought I would never get better!
Teacher leads class-wide discussion. And passes out a sheet that compares common
beliefs associated with each mindset.
8. Step 5: Identifying areas of fixed-mindsets (7 minutes)
So now that you all understand the growth mindset versus the fixed mindset, I next
want you to turn to your elbow partner, and discuss somewhere in life you have a
fixed mindset. This does not have to be in the classroom, but in sports, art, or
something at home. For me personally at your age, I never thought I would be able
to dive after a ball in the outfield because I was afraid I would get hurt if I did. I
expressed my fears to my coach after learning we were going to spend a whole
practice on it and he made me confront my fears. He took me step by step the right
way to slide after a ball and in the next big game I made a diving catch that made
everyone gasp! It was a great feeling. So for the next 5 minutes, talk to your
partner about somewhere in which you have a fixed mindsetsomething you think
you absolutely cant do and will never be able to..
Students talk among each other, sharing ideas and expressing common mindsets.
Teacher circles and listens to the students- a way to get to know the students. The
teacher also contributes to the conversations where the students get stuck.
Advising the students to look back at their mindset quiz and discussing each answer
and why the one that is growth mindset is growth, and how it is better for inside the
classroom.
9. Step 6: Action Plan (10 minutes)
Ok great! Next I want you to come up with an action plan. For example if you have
a fixed mindset that youll never be able to sink your free-throws, maybe make a
plan to shoot 20 free-throws a day, and ask your coach to arrive to practice 5
minutes early to get some pointers. If you or your partner are unsure of ways to
improve, feel free to ask your fellow students. If still then you are lost, feel free to
ask me! Please write your area of fixed mindset at the top of your paper, and list
the steps you might follow in overcoming this mindset. We will revisit these papers
in a few weeks to see if you all are making improvement and if not, what we can do
to help you progress.
Teacher circles the room while students discuss action plans for improvement.
Teacher makes sure the plans are realistic and asks the students if they actually
intend to follow through.
10.
Step 7: Implementing it in the English classroom (10 minutes)
I heard some really great ideas guys. I hope you all follow through with your plans! I
would love to hear about your progress! So now that you have done this plan with
something more personal to you, I now want you to identify an area in which you
struggle in the English classroom or, and this may be the same, an area in which

you have a fixed mindset, and again create an action plan. This time though I want
you to write it down in your personal journals, and keep it with you throughout the
year so you can constantly turn back to your action plan when struggling. Take
about 5 minutes to do so. This will not be graded now, butA at the end of the
quarter well return to these as a class and see how each of you improved. If you
fail to improve it will not affect your grade, but if you do improve, you are likely to
see yourself get a better grade anyway because you have worked harder and on
something you were not so confident in before. Feel free to bounce ideas off of
those around you. We went over the syllabus at the end of last class so feel free to
pull that out and use it to identify possible areas in which you might struggle.
Students discuss an area in which they have a fixed mindset and write up an action
plan. Teacher circles the room and examines common areas of concern/worry.
11.
Closure (2 minutes)
You all did a great job of creating action plans. Remember to return to these plans
throughout the year to see how you are improving. Try to check in with yourself
regularly about your mindset. Whenever you receive a grade back or get feedback,
whether it be in this class or another class, jot down your initial reaction. Later, after
the most domination emotions have passed, look/think back over your reaction and
see which mindset dominated. Hopefully by the end of the year you will all be
leaning more towards a growth-mindset!
It seems like we have a lot to work on this year- I am excited to get started! I hope
by the end of the quarter, or by the end of the year your mindset in this area will
have changed and you will feel confident in improving your skills and knowledge in
any area. I want to see each of your plans so please turn them in as your leave the
classroom. I will return them next class for you to keep throughout the year. Thank
you all so much for participating today, have a great weekend, and I hope you all
are excited to get really started next week!

I LOVE this lessonit is a really great way to start the yeardeveloping a growth
mindset as well as learning to be reflective.

Methods of Assessment

Diagnostic:
o The mindset identification quiz [2]: The quiz allows me and the
students to identify the students prevalent mindset
o This aligns with SWBAT (b)
Formative:
o DStudents will watch and discussing Dwecks Ted Talk on mindsets and
brainstorming how theythey can use the growth mindset in the
classroom [1,3]
This aligns with SWBAT (a) and (c) and CCSS.ELA-LITERACY.SL.8.3 and
CCSS.ELA-LITERACY.SL.8.8

Students will idenIdentifyingtify a non-academic area in which they

have a fixed mindset and creatinge an improvement plan [5, 6].
This aligns with SWBAT (e) and (f)
Summative:
o

Students will identifyIdentifying an area in the English classroom in

which they have a fixed mindset and creatinge an improvement plan to
work on and revisit throughout the year [4]
This aligns with SWBAT (d) and CCSS.ELA-LITERACY.SL.8.1

Materials Needed

Class copies of the mindset diagnostic quizzes

Computer
Projector
Handout with definitions and examples of the mindsets
Handout with common beliefs associated with each mindset
Paper and pencil

Materials Appendix

Mindset Inventory/ Diagnostic

Quiz
Read each statement and decide whether you mostly
agree with it or disagree with it.
1. Your intelligence is something very basic about you that you
cant change very much.
2. You can learn new things, but you cant really change how
intelligent you are.
3. No matter how much intelligence you have, you can always
change it quite a bit.
4. You can always substantially change how intelligent you are.
5. You are a certain kind of person, and there is not much that
can be done to really change that.
6. No matter what kind of person you are, you can always
change substantially.

7. You can do things differently, but the important parts of who

you are cant really be changed.
8. You can always change the basic things about the kind of
person you are.

From: Carol S. Dweck, Mindset: The New Psychology of Success

Definitions and Examples of the

Fixed and Growth Mindset
Mindset:

A mindset is a self-perception or self-theory that people hold about

themselves. Example: Believing that you are either intelligent or unintelligent
People may also have a mindset related their personal or professional livesIm a
good teacher or Im a bad parent, for example. People can be aware or unaware
of their mindsets, but they can have profound effect on learning achievement, skill
acquisition, personal relationships, professional success, and many other
dimensions of life.

Growth Mindset: In a growth mindset, people believe that their most basic
abilities can be developed through dedication and hard workbrains and talent are
just the starting point. This view creates a love of learning and a resilience that is
essential for great accomplishment. Students who embrace growth mindsetsthe
belief that they can learn more or become smarter if they work hard and persevere
may learn more, learn it more quickly, and view challenges and failures as
opportunities to improve their learning and skills.

Fixed Mindset: In a fixed mindset, people believe their basic qualities, like their
intelligence or talent, are simply fixed traits. They spend their time documenting
their intelligence or talent instead of developing them. They also believe that talent
alone creates successwithout effort. Dwecks research suggests that students
who have adopted a fixed mindsetthe belief that they are either smart or
dumb and there is no way to change this. Findings also suggest that when
students with fixed mindsets fail at something, as they inevitably will, they tend to
tell themselves they cant or wont be able to do it (I just cant learn Algebra), or
they make excuses to rationalize the failure (I would have passed the test if I had
had more time to study).

Source: http://edglossary.org/growth-mindset/

Source: archive.constantcontact.com