Teaching Carol Dweck: A complete 60-minute ESL lesson on fixed vs. growth mindset

This 60-minute ESL lesson plan, designed for intermediate to advanced (B1-C1) learners, introduces students to the psychological concepts of fixed and growth mindsets developed by Carol Dweck.

Through a structured sequence of activities, the lesson builds academic vocabulary related to personal development and cognitive psychology, enhances listening comprehension, and fosters critical thinking.

Centered around the video Growth Mindset vs. Fixed Mindset, the lesson engages students with real-world applications of how attitude affects success, encouraging them to analyze their own learning habits while applying new language skills in professional and academic contexts.

ESL lesson plan: fixed vs. growth mindset

Level: Intermediate to Advanced (B1-C1)
Duration: 60 minutes
Objective: Students will master vocabulary related to cognitive mindsets, practice identifying key arguments in a transcript, and discuss personal strategies for overcoming obstacles.
Materials: Transcript, YouTube video link, whiteboard, vocabulary handouts, and writing paper.

Warm-up (10 minutes)

Activity: Reflection and Prediction

1. Write the word “MINDSET” in a large circle on the board.
2. Ask students:
   • “What do you think this word means?”
   • “Do you believe people are born with a certain amount of intelligence, or can it be changed?”
3. Show a contrast image of two brains: one locked/static and one growing like a tree.
4. Ask students to predict: “How might your belief about your brain change how you handle a difficult English grammar lesson?”

Vocabulary introduction (15 minutes)

Activity: Vocabulary categorization and context

• Delineate (v): To describe or portray something precisely.
• Continuum (n): A continuous sequence where extremes are very different.
• Innate (adj): Natural; something you are born with.
• Pivot (v): To fundamentally change direction or strategy.
• Minimal (adj): The smallest amount possible.
• Embrace (v): To accept or support something willingly.
• Obstacle (n): Something that blocks your progress.
• Measurable (adj): Able to be measured (e.g., test scores).
• Innovate (v): To introduce new methods or ideas.
• Critical Feedback (n): Comments aimed at correcting or improving performance.

Vocabulary for extension

• Resilience (n): The ability to recover quickly from difficulties.
• Malleable (adj): Capable of being shaped or altered.
• Neuroplasticity (n): The brain’s ability to form new connections.
• Stagnation (n): A state of not moving or growing.
• Aptitude (n): A natural ability to do something.
• Setback (n): A reversal in progress; a temporary problem.
• Paradigm Shift (n): A fundamental change in approach or underlying assumptions.
• Propensity (n): A natural tendency to behave in a certain way.
• Internalize (v): To make a belief or attitude part of your own nature.
• Attributes (n): Qualities or features belonging to a person.

Word families

Listening and reading comprehension (15 minutes)

Activity: Guided listening

1. Play the video: Growth Mindset vs. Fixed Mindset.
2. Provide the transcript for students to follow along during a second viewing.
3. Ask comprehension questions:
   • How does Dweck describe the difference between the two mindsets? (One is innate/unchangeable, the other is improvable through practice).
   • How does someone with a fixed mindset view a “personal attack”? (They see critical feedback as an attack).
   • Why would someone with a fixed mindset choose easy tasks? (Because they feel talent is fixed and don’t want to risk failing).
   • What is the focus of a growth mindset journey? (Continual improvement rather than just measurable accomplishments).
4. Discuss: Is it possible to have a “mixed” mindset?

Speaking practice (10 minutes)

Activity: “The power of yet” group discussion

1. Divide students into small groups.
2. Assign the following prompts:
   • “Think of a time you faced a major obstacle. Did you give up or innovate a new solution?”
   • “How can critical feedback help you in your career, even if it feels like a setback?”
   • “If the brain is malleable, what does that mean for someone who thinks they are ‘bad at languages’?”
3. Encourage students to use the word “yet” (e.g., “I can’t speak fluently yet“).

Writing practice (10 minutes)

Activity: Mindset reflection paragraph

Ask students to write 5–7 sentences answering one of the following:

• Option 1: Describe a personal goal and how a “growth mindset” will help you achieve it.
• Option 2: Contrast how a person with a fixed mindset vs. a growth mindset reacts to failing a test.

Requirement: Students must use at least 5 vocabulary words from today’s lesson.

Wrap-up (5 minutes)

Activity: Mindset check

1. Quick Review: Call out a behavior (e.g., “Giving up easily”). Students must shout “Fixed!” or “Growth!”
2. Reflection: “Which of the 20 words is most useful for describing your own personality?”
3. Homework: Write down three things you aren’t good at yet, and delineate a strategy to improve one of them.

Assessment

• Observation of vocabulary usage during group discussion.
• Accuracy of definitions in the matching exercise.
• Clarity and correct application of terms in the writing task.

Mindset mastery quiz (10 minutes)

Part A: Fill in the blanks Word bank: Innate, Pivot, Stagnation, Resilience, Malleable.

1. Because the human brain is __________, we can continue to learn throughout our lives.
2. After the project failed, the team had to __________ and try a new strategy.
3. If you believe your talent is __________, you might not put in the effort to improve.
4. Developing __________ allows a student to bounce back after a difficult exam.
5. A lack of new challenges often leads to professional __________.

Part B: Fixed (F) or Growth (G)?

• [ ] “I’m just not a ‘math person’ and I never will be.”
• [ ] “This challenge is difficult, but it’s a great chance for me to experiment.”

Don’t forget to download our student handout for the fixed vs. growth mindset.