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Course: Doer's Mindset
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Learning Unit 2.2. CHANGE, MINDSET AND BEHAVIOUR

 

The teacher asks pupils on how the action plan is progressing. Did they complete actions from previous week and what are the results? Individually help pupils if they struggle to define measureable outcomes and remind them, that a small change is better than no change and that also a person does not go from running 1km to marathon in a day. It takes time and dedication to become one.

 The teacher explains that in this lesson, the class will be discussing change, different types of mindsets, and how mindsets are intertwined with behavior.

Some lines the teacher can use for explaining CHANGE:

          Stating that our world is constantly changing, the teacher asks the pupils to participate in the debate and say what comes to their minds when they think of change. (Encourages the pupils to share their views/opinions).

          The teacher continues:even though most of the time with the term change, we have in mind technological progress, change touches all aspects of our lives: meeting new people, learning new things, traveling, finding a new job, getting married, and even moving furniture in a room.

          Even in times of crisis, life can offer us an invitation to try a new experience or take advantage of the situation. The outcome, whether positive or negative, depends on how we react to these offers.

          We can learn how to manage difficult situations so we can spot opportunities even in bad times and help those that need it most, and this way we can also make our life  more successful and meaningful, having a positive impact on people, nature, and the environment around us.

 

MAIN PART 1 (20 minutes):

In his own words, the teacher briefly sums the story of a ”Doer” – Ivan Owen (Chapter 5.1 of the Doers’ Mindset Guide + Slide 7). As an optional upgrade, a video of Ivan’s story could be played. The teacher asks the students to identify how did Ivan behave? What is his mindset? Some of the answers can include: Ivan is a doer. He is innovative, kind, problem-solving, risk-taker, curious, ready to help, creative, relentless and committed to solve problems no matter the size*.

* see optional upgrade below.

The teacher continues by explaining about the human mindset. There is a ppt document to use as the visual aid**.

** The ppt is an attachment to this learning unit.

 

Firstly, the teacher explains that a mindset is a set of thoughts and beliefs that shapes our general attitude towards the world. It affects how we react, what we do, feel, and experience in various life situations. (Slide 2).

Everyone has a mindset, but not everyone has the same one. There are various mindsets, but they mainly converge to one of the two we will explore next – the FIXED and the GROWTH mindsets. There is no right or wrong mindset.

A Fixed mindset represents a belief that intelligence and talents cannot be changed through a lifetime and are fixed to each person individually, and a Growth mindset, implies that people’s abilities, beliefes and intelligence can change and can be improved with practice (Slide 3).

 

Mindsets inform human behaviour; since they are related, let us talk about what a behaviour is.

Human behaviour is the term that refers to the way we act and interact as a response to a certain circumstance. It combines several factors such as culture, values, attitudes, and genetic structure (Slide 4).

And how are mindsets and behavior connected? What makes some people appear more successful than others? In most cases, it is about the combination of mindset and behavioural characteristics. It is our intuitive thinking that informs our behaviour in specific situations.

The teacher sums up the story of Emma and Nicole stuck at the airport in their own words (Chapters 4.2 and 4.3 of the Doers’ Mindset Guide).

Ask pupils what are the differences between the two girls and then show the key points listed on Slide 6 of the attached ppt. The teacher then explains that by comparing the two girls – Emma and Nicole, we can see how they are different and how the combination of a growth mindset and pro-active behaviour is what we call DOERS’ MINDSET (Slide 7). And becoming doers is what they will try to achieve during the following lessons on Doers’ mindset.

 

MAIN PART 2 (10 minutes):

The teacher gives an example of a bad situation, writes it in the center of the whiteboard, and asks pupils to brainstorm how would Nicole and Emma react in this situation? Then, the teacher writes the answers on the board or lets the pupils write each their answer (red marker for Emma’s behaviour and blue marker for Nicole’s.

Some examples for teacher’s use:

NEGATIVE SITUATION

Nicole’s behaviour

Emma’s behaviour

Milk has spilled all over the cupboard in the pantry.

    We procrastinated with cleaning for a long time but now we will have a tidy pantry again.

    Since we are cleaning we check all the food we have stocked and make a menu with our ingredients for a whole week.

    Mum will be so happy I’ve cleaned the pantry

    One chore less for this weekend

    The pantry will smell like spoiled milk forever

    I do not have milk to put in my tea

    How will I go to the store to get new milk as I do not have my bike

    Mum will be so upset

You were planning a day trip in nature but it rains.

    Get your boots and raincoat – have fun in the rain!

    Postpone the trip and read that book you had since forever – the story turns out to be really interesting.

    Invite your friends for a movie marathon or to play cardboard games.

    Take the opportunity to do a school project so you can save time and do more fun stuff during the week.

    Learn to cook something new

    It always rains when I want to do something fun

    How come I did not check the forecast earlier

    I am so bored.

    When I plan something it fails

 


An example of brainstorming on a whiteboard.

 

ASSESSMENT (5 minutes):

The teacher comments on pupils’ work and asks them if they now understand a doer’s mindset and if they feel that they sometimes identify more like Nicolle and on other occasions more like Emma. How could they grow towards mostly behaving acting like Nicole and how does being a Doer benefit them and everyone around them?

 

OPTIONAL UPGRADE

MAIN PART 1:

          The lesson plans can be upgraded with the use of modern technology.

          Materials needed: phones / tablets / computers

          Video of Ivan Owen is available online on YouTube: https://youtu.be/T6YIZgnvGgs

          Materials needed: phones / tablets / computers

MAIN PART 2: The teacher can use Mentimeter to make this part of the lesson more interactive and appealing to kids. The teacher creates a presentation and the pupils enter their answers via menti.com. Mentimeter is an online tool, free for basic use. It is available at: www.mentimeter.com

Generally, mentimeter is simple enough to use. However, if the teacher is unfamiliar with this tool, he/she should take enough preparation time to learn how to use it. A YouTube tutorial on How to create Word Clouds: https://youtu.be/GLRZ_FGDATY

 


Example of a board in mentimeter.

 

 

APPENDIX

          DM Learning unit 2.2 PPT

Lesson materials

DM Learning unit 2.2 PPT.pptx 5 mb Download
CRIS Doers Mindset - LU 2.2 (Slovenia).docx 7 mb Download
CRIS Doers Mindset - LU 2.2 - PPT (Slovenia).pptx 5 mb Download
CRIS Doers Mindset - LU 2.2 (Italy).docx 7 mb Download
CRIS Doers Mindset - LU 2.2 - PPT (Italy).pptx 5 mb Download
CRIS Doers Mindset - LU 2.2 (Greece).docx 5 mb Download
CRIS Doers Mindset - LU 2.2 - PPT (Greece).pptx 1 mb Download