Me, Myself, and Mindset

What a fluid thing is our mindset!  Several times a day I now find myself evaluating my mindset in various situations.  Having grown up the proud owner of an extremely fixed mindset, like, carved in stone fixed, I'm glad to say that the stone has eroded away througout the last few years, but there is still some bedrock there.  I've noticed that I care about how others perceive my work (like grades), but I care more when I think someone else in my position is dong a better job than me (comparison).  Where I've make the most progress is the willingness to try new things.  I wonder if, once students learn about the differences in the mindsets, they could benefit from evaluating their responses to different situations?  Learn when they lean toward fixed thinking and when they adopt a more growth mindset?  

My innovation plan involves introducing project-based learning to my campus.  I would love to use the Universal Design diagram of the parts of the brain that are engaged in the what, how, and why of a given task to inspire the teachers to embrace the idea of making the learning more authentic by giving the students a 'why'.  As for the students, Carl S. Moore says in 'Five Ways to Teach Students to be Learner-Centered, Too' that active learning activities as well as intentional thinking about the cycle of learning help to foster the growth mindset. 
I have nervous excitement about this project because I have grown to love challenges, but I will have to stay on my toes and not get discouraged when others don't shaare my enthusiasm. 


Five Ways to Teach Students to be Learner-Centered, Too:
​http://www.facultyfocus.com/articles/teaching-and-learning/five-ways-to-teach-students-to-be-learning-centered-too