1. Optional Module 7—Mindset

2. Sporting ability
Your sporting ability is something very basic about you that you can’t change very much
You can learn new things, but you can’t really change how sporty you are
No matter how much sporting ability you have, you can always change quite a bit
You can always substantially change how sporty you are
Turn to the Module 7 Activity—Mindset sheet. Read each statement that relates to sporting ability. Decide whether you mostly agree or mostly disagree with each one. Write agree or disagree next to each statement.
Allow participants time to read and respond. Move on to the next slide and repeat.

3. Personality & character
You are a certain kind of person, and there’s not much that can be done to really change that.
No matter what kind of person you are, you can always change substantially.
You can do things differently, but the important parts of who you are can’t really be changed.
You can always change basic things about the kind of person you are.
Look at these statements about personality and character and decide whether you mostly agree or disagree with each one.
Once they have completed this second step state:
Going back to the statements about sporting ability, statements one and two related to having a fixed mindset. Statements three and four reflected a growth mindset. For the statements on personality and character, statements one and three reflected a fixed mindset while two and four reflected a growth mindset. Did your responses to the two sets of question indicate more of a fixed or a growth mindset?

4. What kind of mindset do you have?
You may be wondering why we are looking at mindset in this program. Mindset is strongly related to adaptability and therefore resilience. It is also strongly related to innovation, one of the skills identified as critical for work in the 21st century.
The quick survey you just did was developed by Professor Carol Dweck from Stanford University. Dweck identified two mindsets people can have about their talents and abilities. Those with a fixed mindset believed their talents and abilities are fixed; they have a certain amount and that's it. People with a growth mindset on the other hand think of talents and abilities as things that can develop, as potentials that can be improved through effort, practice and instruction. They don't believe everyone has the same potential for example, everyone can be a Michael Jordan, but they do understand that even Michael Jordan wouldn't be Michael Jordan without years of passionate and dedicated practice. Talent is something you build on and develop. Research has shown that the growth mindset fosters a positive attitude towards practising learning, a desire for feedback, a greater ability to deal with setbacks, and improving performance over time.
Some people are a mixture of both mindset but most of us lean toward one or the other.
I can learn anything I put my mind to
When I am frustrated, I persevere.
I want to challenge myself.
When I fail, I learn.
Tell me I try hard.
If you succeed, I’m inspired
My effort and attitude determine everything.
I’m either good at it, or I’m not.
When I’m frustrated, I give up.
I don’t like to be challenged.
When I fail, I’m no good.
Tell me I’m smart.
If you succeed, I feel threatened.
My abilities determine everything.

5. The power of believing that you can improve
Let’s watch Carol Dwecks’ TedTalk on mindsets.
In a 2012 paper Dweck and her colleague Yeager published a paper on the mindsets that promote resilience. The reference to this has been included in the reference list.
In your groups discuss what you have observed with your own students’ mindset. Is this an issue and, if so, what do you think you might do to address this?
[Suggest participants might like to read further work by Dweck on mindsets. See examples in the reference list provided in the Facilitator Guide]
Click to play

6. Hopes
If you are finishing the program at Module 7 then keep this slide in.
Revisit hopes—check which were covered today and which will be covered tomorrow/ in the future session(s)
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7. What next? Implement your plan in the forthcoming semester
Review ~ mid-semester
Access mentors to support you
Engage with your peer coaching group
[Before presentation:] Adjust time frame labels on the slide if not delivering the program in a university context.
Decide when you will implement your plan
Review ~ mid-semester
Arrange and utilise mentoring (if available)
Arrange and utilise peer coaching

8. What else?
[Before presentation:] Add anything else you plan to provide by way of ongoing support to facilitate participants’ success with leading change(s) that enhance resilience
Thank the participants for their engagement in the program. Invite them to complete the post-program evaluation survey (see relevant appendix in the Facilitator Guide)
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9. Attribution
Funding for this resource has been provide by the Australian Technology Network of Universities (ATN). The views expressed in the document do not necessarily reflect the views of the ATN.
Unless otherwise noted, all material presented in this document is provided under the Creative Commons Attribution-ShareAlike 4.0 International License