Suitable for level K1/K2, P1-6, Sec 1-5
(Discussion topics /Activities may vary for different levels)
Some people believe that their intelligence and abilities are unchangeable. In other words, you have a certain amount of intelligence, and you can’t do much to change it. This is called a “fixed mindset.” Think about the phrase, “I’m not a math person.” This statement indicates a fixed mindset about math, because it attributes math ability to an unchangeable quality.
Others have different ideas about their intelligence and abilities. Some people believe that it is possible to grow your intelligence through effort. This is called a “growth mindset.” Think about the phrase, “Math was really confusing at first, but I’ve studied hard all year and I understand it a lot better now.” This indicates a growth mindset, because it shows a willingness to dig in deep.
Why is it important?
If children have a fixed notion of intelligence, they probably believe that success has a lot to do with talent. They may think that some are born with the ability to succeed, and others just aren’t. They might view successful people as possessing some unattainable, innate gift. The side effect of the fixed mindset is a helpless or apathetic attitude toward effort — especially when it comes to challenging tasks.
The simple belief that intelligence is malleable can better equip children for challenging tasks and difficult subject matter. If they know that they can develop their abilities, that effort and dedication make a difference in the formula for success, and then children won’t become paralyzed by challenge. The growth mindset creates a love of learning and a resilience that is essential for achieving goals
A. The Purpose of the (PAWER LEARNING) Character Education Program
This series of Character Education program involves facilitating and teaching the personal values system that gives students the structure and purpose by helping him/her determine what is meaningful and important, help children to be aware and become connected with their values, learn to make choices on solid reasoning and responsible decision-making, rather than out of impulse or instant gratification
Benefits of PAWER LEARNING program:
• Increase the confidence of the participants and help them in developing a more positive personality.
• Help them develop a more positive attitude; develop strong character strengths like diligence, self-control, grit, resilience and a sense of responsibility.
• Help children to understand that these character strengths are entirely malleable (very much changeable) and in fact, they are skills that children can learn; they are skills they can practice, and they are skills they can be taught.
• Develop the attitudinal skills, inculcate values, habits, competencies and skills; developing focus and drive that will make students want to do well in their academic subjects.
• Help students understand themselves and live up to their full potential
• Greater inner power and strength
• Success achieved faster and more easily
• More happiness
• More energy
• The goal of the program is to inculcate values, habits, competences and skills in our students; develop the pre-requisites of success (skills-sets that are MUST-HAVE to succeed in academic and life)
B. This lesson plan on ‘Growth vs Fixed Mindset’ will help students:
• Learn about the Brain; Teaching our kids that they actually have control over growing their brains through the actions they take
• To accept mistakes as learning opportunities; Speak positively about mistakes and struggles, and this will show your children that taking risks and making mistakes are a natural part of the learning process. Explain to children that trying hard things is what helps us grow, and you can’t be perfect when you try something hard!
• To understand the Role of Emotions in Learning
C. DISCUSSION STARTERS:
• Discuss on what a fixed and growth mindset are and the consequences of the two mindsets.
• Discuss how a student develop a growth mindset, learn about the rigorous research showing the power of changing students’ mindsets.
D. Teaching Method and Delivery Methodology
The programme adopted largely the use of educational drama (story-telling and fun play) – using drama and storytelling for learning, challenging and thinking about life – about enabling students to understand different viewpoints or perspectives by exploring issues, questions or ideas through dramatic forms or devices. The idea was premised on the belief that education was to be by practice, by doing, rather than by instruction.
Drama and Storytelling assist the learning process by enabling students to engage actively with their subject matter. Story-telling instils good listening habits and develops concentration and a longer attraction span. Story-telling ignites the imagination. The excitement of story-telling can instil in children a sense of wonder about life and learning. It’s easy to make the connections. Kids are much more motivated to learn when they think of it as fun and exciting.
Children taking part in the storytelling and drama will be applying their existing knowledge to the situation (checking on their existing understanding of what they know about values), acquiring new knowledge and theories from the action of others, and developing new thoughts and responses in ways which would never arise from listening to an account. There is much evidence to support the hypothesis that all these things will also be retained more efficiently in the long-term memory because of the interactive nature of the learning process.
The following are some of our approach used:
• Attitudinal development – Besides games and fun-filled activities, we will adopt the “shaping” strategies to encourage effort and participation. Example of a token economies strategy: “stars” will be awarded for good effort or good work performance; the “stars” will be accumulated for exchange of presents.
• Learning is fun – Games, quiz and interesting fun-filled activities will be used to reinforce learning objectives.
• Teacher as facilitator – the important role of the facilitator are; as mediator, mentor and success partner – get learners to be interested in the subject and develop the desire, habits, confidence and attitudes; and as an elaborator – elaborates on the principles and concepts taught.
• Worksheets and teaching materials – are used to support classroom’s interaction and the facilitator’s role in the classroom.
The subject-matter and form of the programme centre on the child’s needs, abilities and potential, and are carefully geared on the children’s intellectual level and experience.
• Use of play
The programme uses the child’s natural enjoyment of joy, that will bring refreshment, vitality and are useful in improving students’ ability to communicate through speech and writing and in nonverbal ways as well. They are the energy sources, helping students develop skills in concentration, problem solving and group interaction
E. APPLYING WHAT HAVE BEEN LEARNED
With the help of their teachers, Students understand what are their own Character Strengths and Weaknesses. Students will also discuss about their friends’ Character Strengths and are able to articulate the character strengths and discuss situations when they show examples of when they exhibit these character strengths.
– Help students to communicate clearly how they can develop ‘Self-aware’ as an important character strengths. Students should be able to draw inferences from the lessons learnt from the storytelling and games they play in class. For younger students (preschoolers and lower primary), Students learn to comment on ‘Picture Words’ they colored (eg I CAN GROW MY BRAIN) and articulate on what they know and how they want to practice this character value in school as well as at home. Parents at home will help to capture moments when they exhibit such character strengths. Students will also try to capture moments when their friends in class are exhibiting such character strengths.