Understanding that a positive mind-set affects our success rate.
Students will have the chance to identify their judgements on self and others. Students discuss the implications of negative judgements on their own mindset. Students create happiness charts to see what is important to them. Students learn about Maslow's Hierarchy of Needs and compare the different levels of needs to their happiness chart. Students create positive affirmations based on current negative thought patterns and create resolution charts. Students create, implement and evaluate strategies and interpersonal skills they implement to adapt mindset.
Students will have the chance to identify their judgements on self and others. Students discuss the implications of negative judgements on their own mindset. Students create happiness charts to see what is important to them. Students learn about Maslow's Hierarchy of Needs and compare the different levels of needs to their happiness chart. Students create positive affirmations based on current negative thought patterns and create resolution charts. Students create, implement and evaluate strategies and interpersonal skills they implement to adapt mindset.
Learners understand that mindsets influence our ability to achieve. Learners understand that mindsets can be changed and investigate strategies to develop their own mindset.
Learners are able to investigate ways to develop their own mindsets.
Learners are becoming more open and resilient.
Learners are able to investigate ways to develop their own mindsets.
Learners are becoming more open and resilient.
Lesson 1
This lesson is a 4 step process that has students tap into what they already know in two different exercises (1 and 3) and two different approaches to finding questions (2 and 4). I think a good approach and flow to the lesson will be to teach activities in order (1,2,3 and 4).
1. Tapping into Current Understanding |
2. Finding Questions |
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Students participate in a noticing meditation. I use Stop Breathe Think. . I tend to use the longer one (13min) so kids have time to really notice their thoughts.
Students write a list of thoughts they noticed and identify some mindsets, core beliefs where they would like to improve or grow. Students look at what they noted about their thoughts and select an area where they would like to grow. Either a goal, mindset shift or area of improvement. 3. Tapping into Current UnderstandingStudents look at the questions and brainstorm from their current knowledge what they know about:
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Students are asked to brainstorm questions they want to ask that if answered would help them to achieve their or a goal?
4. Finding QuestionsStudents take a look at the questions from 2 and their brainstorming from 3 and ask their groups if there any additional questions they have about:
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Lesson 2-6
Each lesson is structured in a particular way to:
Every time a piece of evidence is introduced to the class allow the class to return to the Find Questions communal sheet to cross off or add further questions.
- explore evidence,
- construct a theory (create a strategy),
- test theories (implement),
- reflect & act (reflect on strategy implementation and act by developing a new or adaptation of current strategy).
Every time a piece of evidence is introduced to the class allow the class to return to the Find Questions communal sheet to cross off or add further questions.
Extension Activity
Students go back to class questions to research specific strategies
Concluding Activity
5 - extend current understanding by applying the learning of their resolution journal to new questions
Exploring Evidence
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Lesson 7
Demonstrating Understanding
Students have been working on this GRASPS task since lesson 1. However, in Lesson 7 students require time to explain and evaluate the progress they have made on their area of growth, mindset or goal.
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