
Cultivate a growth mindset in every classroom through six modules on brain growth, language, deliberate practice, and overcoming obstacles, with quizzes and growth-minded assessments.
Cultivate a growth mindset by embracing practice, patience, and effort to develop intelligence and talents, and use feedback and persistence to boost motivation, achievement, and well-being.
Discover how neuroplasticity enables a growth mindset by showing that repeated practice and embracing mistakes grow the brain, improve motivation, and support learning across subjects.
Explore how visualisation rehearses goals, plans, and strategies to boost motivation, perseverance, and self-efficacy, supporting a growth mindset in students.
Foster a growth mindset through social exercises that promote peer feedback, safe expression, and the word 'yet'. Establish classroom norms and process-focused feedback, then allow retries.
Promote a classroom growth mindset by teaching resourcefulness, reflection on failures, and trying new techniques with creative, critical thinking. Debunk myths and show that growth mindset requires intentional, repeated practice.
Learn to cultivate a growth mindset by praising effort, progress, and process rather than talent or intelligence, avoiding labels, and using supportive feedback to boost perseverance and improvement.
Explore growth mindset language in the classroom by using realistic, process-focused feedback that models constructive communication between teachers and students, fosters positive self-talk, and guides strategy-based praise.
Set clear and precise criteria at the beginning, allow a variety of problem-solving and learning strategies, keep due dates and grading criteria the same for everyone, and provide rich feedback.
Explore how to balance demanding and supportive teaching with wise management to foster students' growth mindset, confidence, autonomy, and engagement through feedback and mentoring.
Guide students from a fixed mindset to a growth mindset by taking small steps, using scaffolding, and breaking goals into sub-goals and tasks with reflection and an example using logarithms.
Develop a growth mindset through deliberate practice and desirable difficulty, using targeted feedback, reflection, and varied, challenging tasks to deepen learning and improve performance.
Foster a growth mindset by reframing errors as learning opportunities and creating a risk-free classroom. Normalise mistakes through vocabulary, invite reflection, and treat errors as clues for learning and growth.
Develop a growth mindset by exposing students to multiple diverse challenges over time, using varied activities—from think, match and share to debates and bingo—together with timely, specific feedback.
Explore three growth mindset friendly methods—flipped classroom, art of hosting, and Socratic dialogue—and learn to apply them to boost motivation, engagement, and flexible student-centered learning.
Teach students to harness positive self-talk to cultivate a growth mindset, using metacognition and practical exercises like role play to reshape inner dialogue and boost learning.
Develop a growth mindset by reframing obstacles as opportunities, using alternative plans and diverse perspectives to overcome challenges, with practical celebrity examples of Einstein, Jim, and Disney.
Teach metacognition by guiding students through planning, monitoring, and evaluation of their learning. Use why, how, and when prompts to choose strategies, reflect on memory, and build independent, resilient learners.
Learn to foster a growth mindset by teaching neuroplasticity, praising effort, and reframing mistakes as learning opportunities, yet while using feedback and formative assessment to build resilience and perseverance.
Create your own growth mindset classroom where students flourish, guided by the course insights and partner contributions, and share your experiences with the growth-minded teaching community.
The main purpose of the course is to present the concept of a growth mindset in the context of teaching. Also to give as many practical and useful instructions as possible, that teachers and trainers will be able to implement in the classrooms.
In module 1 we will summarize the basic principles and provide an overview of the subjects and modules we will cover. A quiz about mindset self-reflection will follow. In Module 2, we will learn what a growth mindset is and why it is essential in your teaching practice, how to introduce brain growth to your students, different activities you can perform in the classroom, and what a growth mindset is not. Following that, there will be a quiz about creating a growth mindset in your classroom. In module 3, we will focus on the growth mindset language that you use in the classroom. We will show examples of growth mindset language, how to properly communicate praise and high expectations, and demonstrate the link between learning and results. The quiz will include growth mindset language practice. Module 4 will tell us about the superpowers of your teaching technique. What factors influence students' growth mindset, how to reduce goals down into smaller steps, deliberate practice and desirable difficulty, the necessity of mistakes and multiple exposure, and adoption growth mindset approaches. The quiz will focus on teaching with a growth mindset. In module 5, we will discover how to bestow superpowers on your students, how to teach them positive self-talk, and how to conquer obstacles. Also how to assist them in reflecting on their learning process and adjusting their learning practice. We will learn how to prepare growth mindset friendly assessments. The quiz will be a deep dive into the learning. In the last module, we will recap everything we have studied.
The course is developed in the scope of the MindsetGo 2.0 project.
The project is co-funded by the Erasmus+ Programme of the European Union.
You can learn more about the project and its results at the website of STEP Institute (Slovenia).
The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.