Lesson Four: Dr. Glen Sharpe
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Lesson Four: Dr. Glen Sharpe
Activity: Embracing Failure
CURRICULUM
CONNECTIONS
Alberta, Northwest Territories and Nunavut:
•Aboriginal Studies Grades 10-12
•School Health Program, Grade 9
•Career-Life Management
British Columbia and Yukon:
•Contemporary Indigenous Studies Grade 12
•Physical and Health Education 9
•Physical and Health Education Grade 10
Ontario:
•First Nations, Metis, and Inuit Studies Grades 9-12
•Health and Physical Education 9-12
•Health and Physical Education Grades 9-12
•Personal Life Management Grade 12
•Dynamics of Human Relationships Grade 11
•Exploring Family Studies Grades 9-10
DURATION
1-2 Hours
OVERVIEW
Throughout this lesson, students will learn about an important concept related to their beliefs
about learning and bouncing back from life's setbacks – mindset. Students will first engage in an
agree/disagree activity, comparing their personal beliefs about success and failure with the rest
of the class. Next, students will listen to Dr. Glen Sharpe's Fireside Chat interview where he talks
about his experiences turning moments of failure into learning opportunities.
Finally, students will reflect on a time they initially failed at something and then turned it into a
learning experience. By reflecting on moments of failure, students will be engaging in meta-
cognition and transforming their personal narratives around failure to reflect a growth mindset.
Reflections will be graded using a "Reflection Rubric".
MATERIALS
•Computer/Projector/Internet
•Paper, Pencils
•"Reflection Rubric"
Education
ACTIVATE: AGREE/DISAGREE ACTIVITY
To begin this lesson, without giving any context, designate one side of the classroom as the
"agree" side, and the opposite side as the "disagree" side. Have students gather in the middle
of the class, and when you read out a statement, instruct them to move to the "agree" side if
they agree with the statement or the "disagree" side if they disagree with the statement. Inform
students there are no right or wrong answers, only personal beliefs.
After students have picked a side, you may want to ask a student from each side to volunteer
why they chose the side they did.
Lesson Plan
