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 alway ID: 299877
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Slide1
Grit and Determination
Can it Be Taught or Will It Cause You To Develop a Migraine?Slide2
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. McAlindonAuthor of
The Little Book of Big IdeasSlide3
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 varietiesEach 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/Slide4
What Process Did You Use?Slide5
What did the Riddle Require?
Intelligence?
Knowledge base?Organization?Collaboration?
Sense of purpose?Perseverance?PerseveranceSense of PurposeCollaborationOrganizationKnowledge baseIntelligence Slide6
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?Slide7
“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)Slide8
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?" Slide9
Case Study
B.H. was a student in my Integrated Chemistry and Physics Class
Course is year long, half chemistry and half physics is concept based, project focused
Juniors and seniors with biology and environmental science as their other science coursesMost are on course with mathSlide10
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 lowerHe loves to talk to me in his spare time about issues related to class or his own lifeSlide11
"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 techToo much time, without personal purpose will lose him so be mindful of timelineSlide12
1. The Assignment
(Alternative Energy Issues)
Provide an Organization Tool if you are using Technology
Create a PowerPoint Video and uploadto YouTubeInclude home madeAudio and videocomponentsSlide13
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?Slide14
Before Grit Awareness
vs After
I would show them
No NoYesI would refer them to their fav place- YouTubeYes, 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/Slide15
Before Grit Awareness
vs After
Yes- Very well planned onesHere is how you do it…
5 days, due at midnight via emailYesYes, who do you work best with?Refer to bullet 1 on last slideWe’ll try this based on daily work ethic grades, so I don’t knowLet’s play it as we go (refer to bullet 3)
http://brainden.com/Slide16
STOP
Let’s take a minute to process
Do 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?Slide17
2. The Process
Daily Work Ethic Grades
Based on checkpoints we agree are fair for each group
, after talking with each group about their progressAllows me to encourage perseverance, provide resources and encourage small ideas from those that would normally give upAllows me to set an appropriate time tableThere is no ECA in this classI have a time table in mind, but don’t spell it out, just guide them to itSlide18
Have students type up “How To” direction sheets and share
Designed to give relief to those that are about ready to give up
Timeline SetRubric Created from Daily Work Ethic Checks
Again, I have a rubric in mind, I guide them to it as I talk with them in groupsOwnership comes from discussions and the chance that they will reach rubric goals is higherMy premise, anyway Slide19
Target stragglers
At this point be very specific about what you want from them
Use technology to stay in communication outside of classGive alternate ways to turn in
Learning platformFlashdriveEmailPhones?Slide20
3. The Results
Examples
My YouTube AccountStatisticsSlide21
How Do I Know It Did What It Was Designed To Do?
Maybe at this point the only way I know is through
Student discussion (during and after project)One on one
Grade progression on projectHow they respond the next timeOMG this is a pain or OMG this is a challengeSlide22
Changing Our MindsetSlide23
Habits of Success 16 Habits of Mind- Arthur Costa
Successful students persist.
Challenging, open ended PBLSuccessful students manage impulsivity and listen with empathy and understanding
Model as the teacherSuccessful students think flexibly.Allow for when assessing (essay)Developing Minds- A Resource Book for Teaching ThinkingSlide24
Successful students control and execute metacognitive processes
Integrate strategies into daily curriculum
Successful students strive for accuracy and precision
Allow for multiple opportunities for successFlip your classroomSuccessful students ask questions and pose problems and apply knowledge to new situationsUse technology to expand horizonsSlide25
Successful students communicate clearly and gather info through all of their senses
Individualized instruction
Successful students create, imagine, respond with awe, take responsible risks and find humor in the world around them
B.H.!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!How can I leave him behind???????? (just because he is only spot on in 1 set of characteristics)Slide26
Successful students think well interdependently and remain open to continual learning
Design group activities that work for individual class strengths and weaknesses
Connect classes and content as often as possibleSlide27
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