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Return to: ETAP 623 Fall 2019 (Zhang) | Growth Mindset in the Classroom

An Overview


My name is Caroline Prydal and I am currently a fourth grade teacher in the Mount Vernon City School District. I have spent the majority of my tenure teaching in the Bronx, and just recently moved out of New York City. An Orange County native, I felt it imperative to expand my knowledge of people and places by placing myself in New York City. I graduated from SUNY Oneonta in 2014 where I obtained my degree in Early Childhood and Childhood Education.

Needs Assessment

A Problem we face today in education: Within our classrooms, many students are unmotivated to work on challenging concepts. Many times, people say they are incapable of completing tasks because they don't have the knowledge or ability to do so. Children tend to underperform on concepts that they consider to be challenging, not because they are incapable of completing the task but rather because they "shut down" before they can even try. This proves to be a challenge for teachers across all curriculums and ages. Teachers need to help children overcome their negative views of themselves to reach the child's full potential. Carol Dweck puts it best when she said that growth mindset "played a key role in their motivation and achievement, and we found that if we changed students’ mindsets, we could boost their achievement. (Dweck, 2019)"

Throughout this course you will learn how growth mindset can empower both your teaching and your students. Participants in this course should be those who work directly with children.

Learning Outcomes

At the end of this course, participants will be able to do the following:

Participants will be able to define growth mindset and its importance to the child's learning experience.

Participants will be able to construct an argument that supports the use of growth mindset.

Participants will be able to create their own growth mindset activities based on the information provided.

Analysis of the Learner and Context

The course is meant for educators on all levels. Participants should have a background in education and have accessibility to students to promote and understand student mindset within the classroom.

Performance Objectives

Compare and contrast fixed and growth mindsets

Critique lesson plans that deal with growth mindset

Critique growth mindset resources

Create their own learning activity to be implemented with students

Reflect on learning and activity

Task Analysis

Purpose: Teachers will learn the importance of implementing a growth mindset within students. The implementation will not only benefit students, but will also help improve behavior and achievement within their classroom.

Terminal Goal: Participants will demonstrate an understanding of the effects of implementing a growth mindset. Participants will have tangible methods of implementing growth mindset in their classroom.

Performance Objectives:

Unit 1: Growth Versus Fixed Mindset

Participants will compare and contrast growth and fixed mindset.

Unit 2: Instilling Growth Mindset on the Elementary Level

Participants will be able to critique exemplar growth mindset lesson plans.

Participants will be able to determine components of an effective elementary activity that instills a growth mindset.

Unit 3: Instilling Growth Mindset on the Secondary Level

Participants will be able to critique growth mindset resources.

Participants will be able to determine questions that will benefit student understanding.

Unit 4: Constructing your own growth mindset activity

Participants will create their own activity that will foster growth mindset.

Participants will utilize information gathered from the mini course to support their activity.

Unit 5: Reflecting

Participants will reflect on the knowledge they've gained through questioning.

Participants will edit their activity based on reflection prompts.

Curriculum Map

Growth Mindset Curriculum Map.png

References and Resources

Carol Dweck Revisits the 'Growth Mindset'. Retrieved from

Developing a Growth Mindset among High School Students. Practitioner Brief. (2014, October 15). Retrieved from, C. (2019, May 8).

LaRocca, B. (2018, July 19). Sample Classroom Strategies. Retrieved from