1. Growth, Mixed,
and Fixed
Mindset
● What are the Mindsets?
● What are the differences
between a Growth, Mixed,
and Fixed Mindsets?
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3. Approach to Skill Development
Growth Mindset Mixed Mindset Fixed Mindset
Come from hard work
Takes on challenges if
there was success in a
similar situation
Something you are born with
“I can learn anything I want” “I’m either good at it, or I’m not”
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4. “I want to challenge myself”
Perseveres when
prompted and
supported
“I stick with what I am good at”
An opportunity to grow Could reveal lack of skill
“When I’m frustrated, I
persevere”
“When I’m frustrated, I give up”
Approach to Challenges
Growth Mindset Mixed Mindset Fixed Mindset
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5. Approach to Effort
Growth Mindset Mixed Mindset Fixed Mindset
Essential
Practices only when
feels confident about
the task/skill
Unnecessary
A path to mastery
For those who are not “good
enough”
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6. Approach to Feedback
Growth Mindset Mixed Mindset Fixed Mindset
Is useful
Feels okay with
criticism if really
wants help
Gets defensive
Identifies areas to improve Takes it personally
“Tell me I work hard” “Tell me I’m smart”
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7. Approach to Setbacks
Growth Mindset Mixed Mindset Fixed Mindset
A wake-up call to work
harder next time
Willing to learn from
mistakes but not sure
how to move forward
Blames others and gets
discouraged
“When I fail, I learn” “When I fail, I’m no good”
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8. Carol Dweck, Mindset
This is the mindset that allowspeopleto thrive
during some of the most challenging times in their lives.
The passion for stretching yourself and sticking toit,
even (or especially) when it’s not going well,
is the hallmark of the growth mindset.
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11. MALLEABLE INTELLIGENCE
DISCUSSION STARTERS
◼ Do you agree or disagree with the following statement? “You have a certain amount of intelligence, and you
really can’t do much to change it.”
◼ What does it mean to be smart? (in science? in math? in English? in social studies?)
◼ Could a student who has a lot of trouble with __________ ever become really good at it?
◼ What would a student who doesn’t do well in __________ need to do if he/she wanted to do well?
◼ If a student did think he/she was as smart in __________ as he/she would like to be, is there anything he/she
could do to become smarter? If yes, what could he/she do? If no, why isn’t there anything he/she could do?
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12. MALLEABLE INTELLIGENCE
SAMPLE STUDENT SURVEY
Not at all a
reason
Not much
of a reason
A reason
A good
reason
A very
important
reason
If you did well on this test, it is because:
You studied hard. 1 2 3 4 5
You studied the right things. 1 2 3 4 5
You are smart. 1 2 3 4 5
I explained things well. 1 2 3 4 5
Someone helped you. 1 2 3 4 5
The work was easy. 1 2 3 4 5
If do did poorly on this test, it is because:
You didn’t study much. 1 2 3 4 5
You didn’t study the right things. 1 2 3 4 5
You are not smart. 1 2 3 4 5
I didn’t explain things well. 1 2 3 4 5
You weren’t helped by anyone. 1 2 3 4 5
The work was hard. 1 2 3 4 5
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