Growth Mindset Lesson Plan: Problem-Solving Activities for Resilience
Lesson 3: The Captain's Compass: Using Feedback and Failure to Find Your Way
Note for Educator: This lesson is designed for learners aged 11-13 and builds directly on Lesson 2, "The Captain's Toolkit." It assumes learners are familiar with the concepts of Growth/Fixed Mindset and the problem-solving tools for adapting to obstacles.
Materials Needed:
- Whiteboard or large paper
- Markers
- "The Captain's Log" worksheet from Lesson 2 (for review)
- Identical sets of building materials for pairs/small groups (e.g., 10-15 LEGO bricks, building blocks, or even paper clips and index cards)
- A simple diagram or photo of a structure that can be built with the materials (one for each group's "Communicator")
- A folder, book, or screen to act as a barrier between partners
- Worksheet: "The Feedback Compass" (one per learner)
- Timer
- Pencils or pens
Learning Objectives:
Building on our understanding of navigating unexpected storms, by the end of this lesson, you will be able to:
- Differentiate between constructive feedback and unhelpful criticism.
- Explain how a growth mindset helps a "Captain" use feedback and failure as data for improvement.
- Apply a 3-step process for giving and receiving feedback to improve performance in a collaborative task.
I. Introduction (5-10 minutes)
Review & Bridge from Previous Lesson
Educator: "Last time, we equipped our 'Captain's Toolkit' to handle sudden storms—those unexpected problems that pop up. Who can remind me of one of the tools we discussed?" (Guide them to recall The One-Degree Shift, The View from the Crow's Nest, or Send a Signal Flare). "That last one, 'Send a Signal Flare,' was all about asking for help. But what happens when you don't ask, and someone gives you advice anyway? Or what about when a voyage just doesn't go as planned, and you fail to reach your destination?"
Hook & Lesson Goal
Educator: "Today, we're adding a new instrument to our ship's dashboard: The Captain's Compass. This compass isn't for finding North; it's for finding the path forward. Your compass is made of two powerful things: failure and feedback. A Passenger with a fixed mindset sees failure as a shipwreck and feedback as an insult. But a Captain with a growth mindset knows that failure and feedback are just data—information that helps you chart a better course next time. By the end of this lesson, you will learn how to read this compass to make every journey more successful than the last."
II. Body (25-30 minutes)
Part 1: Reading the Compass (I Do)
Educator: "A compass needs to be reliable. Let's look at two types of feedback." (On the whiteboard, create two columns: "Helpful Compass (Constructive Feedback)" and "Spinning Compass (Unhelpful Criticism)").
- Helpful Compass: "This feedback is specific, focused on the task, and helps you see how to improve. It might sound like, 'Your instructions were a little unclear when you said 'the long piece,' because there were three long pieces.'"
- Spinning Compass: "This is vague, personal, and doesn't help you get better. It sounds like, 'You're bad at explaining things,' or 'That was a terrible attempt.' It just makes you feel bad."
Educator: "A fixed mindset hears any feedback and thinks it's a 'Spinning Compass'—an attack on their ability. A growth mindset looks for the truth in the feedback, even if it's delivered poorly, and uses it as a 'Helpful Compass' to find the way."
Part 2: Charting the New Course (We Do)
Educator: "When you receive feedback or experience a failure, a Captain uses a three-step process to turn it into fuel. Let's call it the 'Course Correction' method." (Write these on the board).
- Listen for the Data: Your first job is to just listen, without judgment or defense. Ask clarifying questions to understand. Your goal is to find the useful information, not to argue.
- Find the Fuel: Ask yourself, "What is the one piece of information here I can use?" Even in a "Spinning Compass" comment, there might be a nugget of truth. If someone says, "Your project is boring," the fuel might be, "I need to find a way to make my next project more engaging."
- Plot the New Course: Based on the fuel you found, decide on one specific action you will take next time. This turns a complaint into a plan.
Let's Practice: "Imagine you baked cookies for a friend, and they said, 'These are way too sweet.'
- What's the fixed mindset reaction?" ("Well, I'm never baking for you again." "I'm just a terrible baker.")
- "Now, how would a Captain use the 'Course Correction' method?"
1. Listen for Data: "Okay, thanks for telling me. So the flavor was good, just the sugar level was too high?"
2. Find the Fuel: "The data is that my recipe has too much sugar for some people's taste."
3. Plot the New Course: "Next time I bake this recipe, I'll try reducing the sugar by a quarter cup."
Part 3: The Collaborative Voyage (You Do)
Educator: "It's time to use this compass on a real mission. We're going to work in pairs. One person will be the 'Communicator' and the other will be the 'Builder.'"
- Set Up: Divide learners into pairs. Have them sit back-to-back or with a barrier between them. Give the Communicator the diagram of the structure and the Builder the building materials.
- The Mission (Round 1 - 5 minutes): "Communicators, your job is to describe the structure on your paper so your Builder can create it. You cannot show them the picture or use hand gestures. Builders, your job is to listen carefully and build exactly what you hear. You have five minutes. Go!"
- The Compass Reading (Feedback - 4 minutes): "Time is up! Now, turn around and compare the structure to the diagram. It’s probably not perfect, and that is excellent—that gives us data! Using 'The Feedback Compass' worksheet, Communicators will ask for feedback on their instructions, and Builders will ask for feedback on their listening and building. Use the 'Course Correction' steps to give helpful, specific feedback."
- The Second Voyage (Round 2 - 4 minutes): "Alright, Captains, you have your new data. Let's plot a new course. You have four minutes to try again, using what you learned from the feedback session to communicate and build more effectively. Go!"
III. Conclusion (5 minutes)
Debrief and Recap
Educator: "Time is up! Hold up your final structures. How did Round 2 compare to Round 1? (Gather responses). What was the most helpful piece of feedback you received? What made it helpful? Was it difficult to hear that your first attempt wasn't perfect?"
Final Takeaway
Educator: "Today we learned that being a great Captain isn't about being perfect on the first try. It's about being an expert learner. Failure isn't a shipwreck; it's a dot on your map showing you where *not* to go next time. Constructive feedback isn't an insult; it's your compass pointing you toward your goal. By listening for data, finding the fuel, and plotting a new course, you can turn any setback into the setup for your next success."
Assessment & Success Criteria
- Formative (during lesson): Observe the pair discussions during the "Compass Reading" phase. Are learners attempting to give specific, task-focused feedback rather than vague or personal criticism? Are they asking clarifying questions?
- Summative (end of lesson): The completed "Feedback Compass" worksheet serves as the assessment. Success is demonstrated when the learner can identify at least one specific piece of constructive feedback they gave or received and articulate a clear, actionable plan for improvement in Round 2.
Differentiation and Extensions
- For Extra Support: Provide sentence starters on the "Feedback Compass" worksheet. For giving feedback: "I noticed that...", "It was helpful when you...", "It might be clearer if you...". For receiving feedback: "Can you tell me more about...", "So what you're saying is...".
- For an Extra Challenge: Ask learners to write a short reflection on the back of their worksheet about a time in real life (school project, sports, friendship) where they received feedback that felt like a "Spinning Compass." How could they have used the "Course Correction" method to find the fuel in it and use it to their advantage?
Worksheet: The Feedback Compass
Name: _________________________
Mission: To accurately build the structure through clear communication.
Part 1: After Round 1 (The First Voyage)
Look at your structure and the diagram. Discuss with your partner.
1. As a team, what was one specific thing that went well?
____________________________________________________________________
2. As a team, what was the main challenge or point of confusion?
____________________________________________________________________
Part 2: The Compass Reading (Giving & Receiving Feedback)
Use the "Course Correction" method to give helpful feedback to your partner.
3. One piece of constructive feedback I have for my partner is: (Be specific and focus on the task!)
____________________________________________________________________
____________________________________________________________________
4. One piece of constructive feedback my partner gave me was: (Listen for the data!)
____________________________________________________________________
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Part 3: Charting the New Course (Planning for Round 2)
Based on the feedback, make a plan.
5. Based on the feedback, the ONE THING our team will do differently in Round 2 is:
____________________________________________________________________
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Part 4: Reflection (After Round 2)
6. Was Round 2 more successful? Why or why not?
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