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Finding Success in Failure: An Eighth Grade Classroom Guidance Lesson to Promote Growth
Mindset
Finding Success in Failure: An Eighth Grade Classroom Guidance Lesson to Promote Growth
Mindset
practice, experience, intrinsic motivation, resilience, and open-mindedness. This paper will offer
a detailed proposal for a classroom guidance lesson that will address the importance of, and
The potency and strength of one’s mindset is a recurring theme within psychological
research; as evidence has shown multiple times and across contexts, a person’s perception is
connected directly to their behaviors. In education, a negative and/or static mindset of a student
has the ability to stunt success and inhibit the capacity of learning (Paunesku, Walton, Romero,
Smith, Yeager, & Dweck, 2015). However, research has shown that intervention with students -
which focuses on the plasticity of the brain, as well as that challenge is an opportunity to learn -
raises the quality of mindset and increases belief that personal growth is achievable (Paunesku, et
al., 2015).
carried by Western cultures, such as the United States, is that ability, natural talent, and a
person’s capacity to learn are inherently absolute; that one cannot improve what they do not
already have. However, most research concludes that this mentality is false, and that the belief in
one’s abilities can lead to significant growth (Rattan et al., 2012). Schroder, Moran, Donnellan,
and Moser (2014) argue that “a consistent finding is that a belief in the malleability of self-
especially when individuals are faced with challenging tasks” (p. 27).
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Generally, there are two dominant and contrasting notions that students adopt when they
are faced with struggle; the first being that mistakes present opportunities to learn and grow.
However, the second notion - that failure signifies one’s inability to succeed - is detrimental not
only to a person’s self-esteem, but to their motivation as well (Haimovitz, Wormington, and
Corpus, 2011). A study by Haimovitz, et al., (2011) shows evidence that students who carry the
belief that intelligence is an unchangeable, fixed characteristic, referred to as the entity theory of
intelligence, are more likely to experience a decline of intrinsic motivation related to school over
the course of a year. Additionally, according to Moser, Schroder, Heeter, Moran, and Lee (2011)
the difference between a fixed and growth mindset lies in the reaction to the performed error:
while fixed-minded students tend to disengage from what they feel is out of their control,
growth-minded students explore alternative solutions and use the mistake as instructive feedback
for later use. Such data indicates to schools and stakeholders that expending resources on
teaching growth mindset to students is not only beneficial, but also necessary for students who
This paper proposes a classroom guidance lesson on growth mindset that can be
implemented into schools, and research supports the effectiveness of such a program for
students. Schmidt, Shumow, & Kackar-Cam (2017) reported evidence of a correlation between
students’ mindsets and their invested effort in schoolwork; more specifically, students with a
growth mindset were more likely to persevere to a greater extent in school. Additionally, a study
by Schmidt, Shumow, and Hayal (2015) observed several teachers who believed and modeled
growth mindset within their classrooms; finding that students who had been taught and were
made to practice those strategies were more concerned with mastery-oriented goals and had
improved their learning outcomes. Schmidt, et al. (2017) suggested aligning teaching of growth
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mindsets “within specific academic courses, like science, in which the intervention content
Besides the potential benefits of including growth mindset education into school
curriculum, this proposal also recognizes the growing need among students. A study by
Schroder, Fisher, Lin, Lo, Danovitch, and Moser (2017) asserts that “it is possible that adults’
attempts to comfort children may hinder the learning process by influencing the extent to which
children attend to and make sense of their mistakes” because “adults may inadvertently distract
children from learning from their errors” (p. 48). However, by teaching children that challenges
or failures have the opportunity for learning in an academic setting, there is still an opportunity
for them to learn and practice a healthy growth mindset (Schroder, et al., 2017). There is also
potential to involve teachers in the initiative to teach growth mindset so they can reinforce
Not only has evidence shown that growth mindset education is beneficial and
advantageous in schools, but Rattan et al. (2015) commented that “growth mindsets foster
greater learning and achievement in students from elementary school through college, especially
during challenging transitions or in difficult courses” (p. 722). This implies that students of all
ages, backgrounds, and situations are likely to benefit from practicing a strong growth mindset in
other aspects of life. However, Schmidt, et al. (2017) found that 9th graders compared to 7th
graders showed greater sustained increases in control, interest, and skill after a mindset
intervention. Yet, Yeager, & Dweck (2012) even suggest in their study that adolescents with an
incremental (or malleable) mindset are more resilient in the face of social stressors such as
In light of this data, this proposed classroom guidance proposal seeks to follow suit and
give students within the school an opportunity to improve their study behaviors and habits
through growth mindset education. There is evidence to suggest that the development of a
healthy growth mindset within students has the capacity to benefit all aspects of their life
For this classroom guidance lesson cognitive behavioral theory (CBT) will influence the
lesson. CBT is pyscho-educational in nature and operates from the perspective that cognition
impacts behavior. In order to influence behavior that promotes academic achievement, this
lesson will focus on the present cognitive activity to change cognition. Students will be able to
explore self-talk which is a form of cognition and change negative self-talk statements to be
positive.
Multicultural Applications
equality and educates others in the tolerance of diversity and anti-discriminatory thoughts and
behaviors, rewiring any preconceptions that may come with an individual (Anghel & Lupu,
2013). In doing so, the counselor encourages social justice and equality within the group and can
quickly and effectively pacify any stereotypes that present themselves in either conversation or
non-verbal reactions.
counselor is also respectful of recognizing that some students may carry a heavy predetermined
belief of their set intelligence level (Haimovitz, Wormington, & Corpus, 2011), whether due to
Objectives
M 5. Belief in using abilities to their fullest to achieve high-quality results and outcomes.
Eighth grade students will develop an understanding of the differences between “growth
mindset” and “fixed mindset” in order to promote effortful academic work and goal-setting as
well as encourage students to view their mistakes as an opportunity to learn. The lesson strives to
change perceptions about innate intelligence to impact student’s behavior towards academic
challenges or failures and ultimately influence academic achievement. By the end of the lesson
students will be able to (1) define the difference between growth and fixed mindset, (2)
recognize examples when failure can promote success, and (3) change negative self talk phrases
Classroom Logistics
School counselors will work with eighth grade teachers to coordinate scheduling and
establish expectations. Given that the literature mentioned strategic alliance with a specific
challenging course such as science, this lesson will be taught in 8th grade science classes since
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the course is an EOG course in North Carolina. Once the date and time to implement the
guidance lesson has been decided, teachers will be provided with the lesson plan and have the
counselors as well as provide counselors with any information about individual or groups of
deemed noteworthy. Teachers and counselors will work together to accommodate any students
with disabilities. The teacher in each classroom can choose whether to be present during the
guidance lesson, but the counselor can share the benefit of having teacher’s reinforce growth
intelligence and learning. Six weeks following the lesson, counselors will return to the
classrooms to assess growth mindset perceptions and knowledge. This will be demonstrated
through students’ abilities to recognize any experiences they might have had in which their
understanding of “growth mindset” has influenced their behavior. Counselors will also ask
teachers about their observations of how students’ understanding of “growth mindset” has
influenced behavior. Through this process the teachers will refer students that may need
References
Anghel, A., & Lupu, R. A. (2013). Multicultural counseling in school. Procedia: Social
Haimovitz, K., Wormington, S. V., & Corpus, J. H. (2011). Dangerous mindsets: How beliefs
21(6). 747-752.
Moser, J. S., Schroder, H. S., Heeter, C., Moran, T. P., & Lee, Y. (2011). Mind your errors:
Paunesku, D., Walton, G. M., Romero, C., Smith, E. N., Yeager, D. S., & Dweck, C. S. (2015).
Rattan, A., Savani, K., Chugh, D., & Dweck, C. S. (2015). Leveraging mindsets to promote
10(6), 721-726.
Rattan, A., Savani, K., Naidu, N. V. R., & Dweck, C. S. (2012). Can everyone become highly
Schmidt, J. A. Shumow, L., & Hayal, K. M. (2015). Exploring teaching effects for mindset
Schmidt, J., Shumow, L., & Kackar-Cam, H. (2017). Does mindset intervention predict students'
Schroder, H. S., Fisher, M. E., Lin, Y., Lo, S. L., Danovitch, J. H., & Moser, J. S. (2017). Neural
evidence for enhanced attention to mistakes among school-aged children with a growth
Schroder, H., Moran, T., Donnellan, M., & Moser, J. (2014). Mindset induction effects on
Yeager, D. S., & Dweck, C. S. (2012). Mindsets that promote resilience: When students believe
Appendix A
Students will answer this self-assessment at the beginning and end of the lesson.
My abilities determine
everything.
I don’t like to be
challenged.
If my classmates achieve
I’m inspired.
Appendix B.1
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School Counselors: Nina Brashears, Joanna Tine, Jessie Byrd, & Sara Penna Date: 2017 - 2018
M 5. Belief in using abilities to their fullest to achieve high-quality results and outcomes.
Learning Objective(s):
1. Students will understand the concept of “growth mindset” and “fixed mindset.”
2. Students will explore examples of how a growth mindset can turn failure into
possible to have available on computers through Google Forms if all students have laptops)
Procedure:
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2. Students are shown the quote “I failed my way to success” - Thomas Edison. Students share
their thoughts with a partner and then share out to the class about what the quote means to them.
3. The idea of a Growth mindset versus a fixed mindset is introduced. The students view
important quotes or facts. Students are asked to connect content in the video with content they
4. Students are given a box to complete (see Appendix B.2) the challenges of Thomas Edison as
Because Thomas Edison had a growth mindset, he was able to persevere and overcome
his speech challenge. He figured out how to take the lightbulb to the next level--and now
5. Then students stop and jot their response to: What would our world be like if Thomas Edison
Michael Jordan and complete another chart (appendix B.2) as they watch. Students share in small
groups what the videos about Michael Jordan and Thomas Edison reveal.
7. Using the same box framework (appendix B.2) students think about times they have failed,
but then they think about what a growth mindset allowed them to achieve.
8. Students explore examples of how we can change our self-talk to reveal a growth mindset. See
I give up. → I’ve used some strategies I’ve learned, what’s next?
Process Data: Attendance, participation, and behavioral data will be collected at the termination
of the lesson.
Perception Data: Pre- and post-test results and how each individual student defines their beliefs
about intelligence and learning. Student’s self-reflection chart can also be collected as a data
point.
session.
Follow Up: Counselor will come back to the classes after 6 weeks and assess growth mindset
perceptions and knowledge and see if students can think of experiences they have had.
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Appendix B.2
Thomas Edison
Thomas Edison did not do well in school. Because Thomas Edison had a ______________________,
He had a hard time articulating his thoughts he was able to ________________________and overcome
and learning new material. his speech challenge. He figured out how to take the
__________________to the next level--and now the world
____________________ from his ideas.
Stop and Jot: What would our world be like if Thomas Edison gave up on being an inventor?
Michael Jordan
Michael Jordan’s failure was... Because Michael Jordan had a growth mindset, he was
able to...
What are two of YOUR failures? What did you gain or learn from those failures?
Appendix B.3
I give up.
I made a mistake.
Goal: By the end of the Growth Mindset Classroom Guidance lesson, the selected students will
be able to define their “growth mindset” and reshape their negative self-talk in a positive, self-
appreciating way.
Lessons and Activities Related to the Goal: “How do you succeed by failing?” Class Lesson:
Pre-questionnaire, Thomas Edison quote discussion, Growth Mindset / Thomas Edison / Michael
Jordan YouTube videos with reactions and activities, how students’ growth mindset has lead to
Grade Level Lesson Topic Which Class/ ASCA & Curriculum &
Subject It’s NCGES Materials
Presented In
Curriculum:
8th Grade Defining Middle school ASCA (1) Defining
growth/set (8th grade) M.2 growth/set
mindset, science M.5 mindset
recognize classrooms M.6 (2) Examples of
examples where B-SMS.6 growth mindset
failure promotes opening
success, and NCGES opportunities
changing RED.CR.1.3 (3) Identifying
negative self-talk P.SE.1.2 self-talk that
to positive. promotes growth
mindset
Materials:
Computer or
projector with
sound and
worksheets
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