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Mind Bender


Students collect evidence that misconceptions and false assumptions have been corrected.


  • Mind Bender handout (printed or projected)
  • Mind Bender template (English/Spanish)
  • Notebook paper (if handout is projected)


  1. Project the Mind Bender handout.
  2. Students think about how their previous misconceptions have done a “mind bender,” adapting and changing into new, confirmed information.
  3. Students use Mind Bender stems to write about what they have learned:
    • I used to think _____ but now I know _____.
    • I used to be clueless about _____ but now I know _____.
  4. Students get a partner to share/compare and talk about the new ideas they have learned.
  5. Evaluate students’ Mind Bender responses, adjust instruction accordingly, and clarify/verify the dispelled misconceptions.

Classroom Management

  • Model the strategy using a think-aloud.


  • Promote access by partnering with a supportive peer/adult.
  • Promote response support by providing an idea bank/anchor charts/vocabulary journals and allowing students to dictate ideas to a scribe.
  • Promote response support by allowing students to develop responses using a speech-to-text or word prediction support with a digital version of the Mind Bender template.

Think It Up!

  • Have students think more deeply about the concept by responding to a Think It Up prompt as an exit ticket or journal entry:
    • Create a visual to teach the new idea you know best. Then teach a peer the concept.
  • Encourage students to use lead4ward’s Thinking Stems (English/Spanish) to frame their responses, if needed.