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GRIT AND DETERMINATION
Can it Be Taught or Will It Cause You To Develop a Migraine?
You Make A Difference Quote “You make a difference by the contributions you
make or do not make, by the quality of work you choose to produce, when you choose to produce, when you choose to help or not to help other people. You always make a difference.
It’s your choice as to whether the difference will be positive or negative, active or passive, helping or hindering.
The difference that you make will be the result of your own efforts and your own choosing.”Harold R. McAlindon
Author of The Little Book of Big Ideas
An Activity Five friends have their gardens next to one another, where they grow three kinds of crops: fruits
(apple, pear, nut, cherry), vegetables (carrot, parsley, gourd, onion) and flowers (aster, rose, tulip, lily). They grow 12 different varieties. Everybody grows exactly 4 different varieties Each variety is at least in one garden. Only one variety is in 4 gardens. Only in one garden are all 3 kinds of crops. Only in one garden are all 4 varieties of one kind of crops. Pears are only in the two border gardens. Paul's garden is in the middle with no lily. Aster grower doesn't grow vegetables. Rose grower doesn't grow parsley. Nuts grower has also gourd and parsley. In the first garden are apples and cherries. Only in two gardens are cherries. Sam has onions and cherries. Luke grows exactly two kinds of fruit. Tulips are only in two gardens. Apples are in a single garden. Only in one garden next to the Zick's is parsley. Sam's garden is not on the border. Hank grows neither vegetables nor asters. Paul has exactly three kinds of vegetable.
Who has which garden and what is grown where?http://brainden.com/
What Process Did You Use?
What did the Riddle Require?
Intelligence? Knowledge base? Organization? Collaboration? Sense of purpose? Perseverance?
Perseverance Sense of Purpose Collaboration Organization Knowledge
base Intelligence
The New Discussion Angela Duckworth (article about who she
is and what she has researched) Ted Talk (about 19 minutes long)
Before she was a psychology professor, Angela Duckworth taught math in middle school and high school. She spent a lot of time thinking about something that might seem obvious: The students who tried hardest did the best, and the students who didn't try very hard didn't do very well. Duckworth wanted to know: What is the role of effort in a person's success?
“the gritty individual approaches achievement as a marathon; his or her advantage is stamina.“
“there are smart people who aren't high achievers, and there are people who achieve a lot without having the highest test scores. “Duckworth found that smarter students actually
had less grit than their peers who scored lower on an intelligence test. (Ivy League participants)
So??????
Who is the clientele of which we speak?My experience is unmotivated (due to no
support at home or lack of skills)AND/OR overstimulated students (with or without diagnosed disability)
What do we do to address them?"Which experiences do we give kids to get
them in the direction of more grit and not less?"
Case Study
B.H. was a student in my Integrated Chemistry and Physics ClassCourse is year long, half chemistry and half
physics is concept based, project focusedJuniors and seniors with biology and
environmental science as their other science courses
Most are on course with math
B.H. has much older parents (in their 70’s) His brain works 100 miles per
hour in every direction you
can imagine His attendance is sporadic His test score average in the
class is 90% or better His homework and in class
activity results grade is 50% or lower He loves to talk to me in his spare time about
issues related to class or his own life
"Which experiences do we give kids to get them in the direction of more grit and not less?" He doesn’t do HW so focus on in class work He likes to solve problems (of his choice) so
make it relevant but open to choice He has access and tech intelligence, but
won’t work outside of class so make use of school tech
Too much time, without personal purpose will lose him so be mindful of timeline
1. The Assignment (Alternative Energy Issues)
Provide an Organization Tool if you are using TechnologyCreate a
PowerPoint
Video and upload
to YouTubeInclude home
made
Audio and video
components
Cool idea, immediate issues: (that I had to answer carefully)
How do you make a PowerPoint a video? Does this mean we can use our phones? Do you have iPads? Can we use already made YouTube videos (why
waste time making our own?)? Are we working in groups? How do you make and put
audio clips in a PowerPoint? How long does it have to be? How long do we have to work
on it? Is it homework?
http://brainden.com/
Before Grit Awareness vs After
I would show them
No No
Yes
I would refer them to their fav place- YouTube
Yes, using school policy
I will see what I can do to gather devices…so do you have any you can bring in?
Modified is ok (refer to bullet 1 on how to do that)
http://brainden.com/
Before Grit Awareness vs After
Yes- Very well planned ones
Here is how you do it…
5 days, due at midnight via email
Yes
Yes, who do you work best with?
Refer to bullet 1 on last slide
We’ll try this based on daily work ethic grades, so I don’t know
Let’s play it as we go (refer to bullet 3)
STOP
Let’s take a minute to processDo you think grit is important?Do you think this project is doable?What issues play into this in terms of
teacher personality?How will those that already have grit
perceive this assignment?What is B.H. thinking right now?
2. The Process Daily Work Ethic Grades
Based on checkpoints we agree are fair for each group, after talking with each group about their progress
Allows me to encourage perseverance, provide resources and encourage small ideas from those that would normally give up
Allows me to set an appropriate time table○ There is no ECA in this class○ I have a time table in mind, but don’t spell it out, just
guide them to it
Have students type up “How To” direction sheets and shareDesigned to give relief to those that are about
ready to give up Timeline Set Rubric Created from Daily Work Ethic Checks
Again, I have a rubric in mind, I guide them to it as I talk with them in groups
Ownership comes from discussions and the chance that they will reach rubric goals is higher○ My premise, anyway
Target stragglersAt this point be very specific about what you
want from them Use technology to stay in communication
outside of class Give alternate ways to turn in
Learning platformFlashdriveEmailPhones?
How Do I Know It Did What It Was Designed To Do?
Maybe at this point the only way I know is throughStudent discussion (during and after project)
○ One on oneGrade progression on projectHow they respond the next time
○ OMG this is a pain or OMG this is a challenge
Changing Our Mindset
Developing Minds- A Resource Book for Teaching Thinking
Habits of Success 16 Habits of Mind- Arthur Costa
Successful students persist.Challenging, open ended PBL
Successful students manage impulsivity and listen with empathy and understandingModel as the teacher
Successful students think flexibly.Allow for when assessing (essay)
Successful students control and execute metacognitive processesIntegrate strategies into daily curriculum
Successful students strive for accuracy and precisionAllow for multiple opportunities for successFlip your classroom
Successful students ask questions and pose problems and apply knowledge to new situationsUse technology to expand horizons
Successful students communicate clearly and gather info through all of their sensesIndividualized instruction
Successful students create, imagine, respond with awe, take responsible risks and find humor in the world around themB.H.!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!How can I leave him behind???????? (just
because he is only spot on in 1 set of characteristics)
Successful students think well interdependently and remain open to continual learningDesign group activities that work for
individual class strengths and weaknessesConnect classes and content as often as
possible
Brainstorm
Content (can it work in everything?) Specific Standards (could it work for all
or just some?) Specific Project (Timeline?) Desired Outcomes (Drop in or part of
long term initiative) Personal and Institutional Tech Issues
