Resilience, Persistence, and
Grit:
Non-cognitive factors contributing to academic and
workforce success and postsecondary completion
Terry L Lashley, Executive Director, SouthEast Educational, Inc.
Presenters
Campbell County Schools
Mr. Larry Nidiffer, Director of Schools
Dr. Donna Singley, Principal, Jellico High School
Ms. Gale Stanley, Consultant, GEAR UP Innovation
Grant
Ms. Sherry Lasley, Counselor, Jellico High School
SouthEast Educational, Inc.
Dr. Terry Lashley, Executive Director
Resilience, Persistence, and Grit
Resilience, Persistence, and Grit
Dr. Donna Singley, Principal, Jellico High
School
• Information about Jellico High School
• Resilience, Persistence and Grit
Implementation at Jellico High School
GEAR UP Innovation Grant
Ms. Gale Stanley, GEAR UP Innovation
Grant Consultant
• Information about the GEAR UP
Innovation Grant
Resilience, Persistence, and GRIT
Dr. Terry Lashley, Executive Director,
SouthEast Educational, Inc.
• Framework for Resilience, Persistence
and Grit
–ACT Engage
–Relevance to Social and Emotional Learning
Alignment to SEL Teaching Practices and
TEAM Standards/Indicators
Social Teaching Practices
• Student-Centered Discipline – proactive, self-directive, self-regulation
• Teacher Language – teachers encourage students self-regulation and monitoring
• Responsibility and Choice
• Warmth and Support
Instructional Teaching Practices
• Cooperative Learning
• Classroom Discussions
• Self-assessment and Self-reflection
• Balanced Instruction
• Academic Press and Expectations
• Competence Building
Resilience, Persistence and Grit
(RPG)
• RPG Modules aligned to ACT Engage
Indicators
–Student Introduction
–Optimism
–Academic Discipline
–Social Engagement
–Self Regulation
Module 3 – Academic Discipline
Objectives and Lesson Plans
1. Students will reflect on and rate their academic discipline and
behaviors.
2. Students will be able to engage in goal setting, time
management, study habits, and prioritization skills.
3. Teachers begin preparing a School-Based Resources
Crosswalk that details resources students can access to
support their academic discipline.
Academic Discipline Activity Two
Ishikawa “MAD” Fish Diagram
“Desired Result” Ishikawa Diagram
Other?
Goal Setting
Time Management
Motivating
Academic Discipline
Student Supports
Study Habits
Prioritization
Ishikawa (1915-1989)
Resilience, Persistence, and Grit
Ishikawa diagrams (also called fishbone diagrams,
herringbone diagrams, cause-and-effect diagrams,
or Fishikawa) are causal diagrams created by Kaoru
Ishikawa (1968) that show the contributors to a
specific event or event(s).
• Identifies potential factors causing an overall
effect.
• Each contributor is a source of variation.
Ishikawa Description
• Causal diagram (Graphic Organizer) that
connects potential contributors with specific
events or outcomes
• Used previously in business environment for
product design and quality control and to identify
potential factors causing an overall effect
• Elaboration on contributing causes or reasons for
events or outcomes as a source of variation.
Ishikawa Description
Contributing factors are usually grouped into major
categories to isolate and identify the sources of variation.
• There are also variations to this graphic organizer –
including:
– Time-delay fishbone
– Cause-and-Effect with the addition of cards
– Desired-Result Ishikawa
– Reverse Ishikawa diagram
• We will create a Desired-result Ishikawa
Ishikawa Description
The fishbone diagram identifies many
possible contributors to an effect or problem.
It can be used to structure a brainstorming
session because it sorts ideas into useful
categories.
• For the purposes of this session, we will use
the Desired-Result Fishbone variation.
“Desired Result” Ishikawa Diagram
Other?
Goal Setting
Time Management
Motivating
Academic Discipline
Student Supports
Study Habits
Prioritization
Ishikawa (1915-1989)
Ishikawa Directions and Structures
Directions
• Draw a “MAD” Fish on the chart paper provided
• On the ‘head’ of the fish write “MAD” or Motivating
Academic Discipline
• Major Bones include
– Goal Setting
– Time Management
– Study Habits/Skills
– Prioritization
– …Add Others as you see appropriate
Resilience, Persistence, and Grit
• Brainstorm the major categories of
factors/ideas associated with:
–Goal Setting,
–Time Management,
–Study Habits/Skills,
–Prioritization, and
–…Additional factors
Resilience, Persistence, and Grit
• When your group runs out of ideas, focus
attention to places on the chart where there
are few factors and then distribute the
handout:
• “Possible Causes to add to the Ishikawa
Diagram’s Fishbones” and add to your ‘fish’.
(Your factors have been prepared for you
and are in the envelopes on your tables.)
Resilience, Persistence, and Grit
• Large Chart Paper Fishbone Diagrams can be
shared publicly:
– In a school setting
• Put on a wall for students to review for additional ideas
• Use a group reporter to tell about the diagram
– For this session, identify a group reporter to tell
about your diagram
• After sharing, ask students to add to their group’s
diagram.
Resilience, Persistence, and Grit
• Ask: “How/Why this could happen?” As each idea is
given, the group adds it as a smaller “bone” on the
appropriate category. Causes should be written in
several places if they relate to several categories.
• Again ask: “How/Why does this happen?” about each
contributing factor. Write other contributing factors as
smaller “bones” branching off the larger categories.
Continue to ask: “How/Why?” to generate deeper
levels of understanding. Layers of bones indicate
causal relationships.
Resilience, Persistence, and Grit
• What some students have said…
• “I think this is a great program and I honestly wish I had people
tell me this earlier in life.”
• “Everything we did in RPG, I liked. I believe it should be
presented at the beginning of every Freshman year of high
school.”
• “I think we should have learned this stuff earlier. I also liked
the motivating quotes.”
• “I enjoyed it because it taught me some things about life.”
• “It helped me understand what I should do… and push myself.”
• “I think it will help me in life not to give up on what I’m doing.”
Resilience, Persistence, and Grit
• Ms. Sherry Lasley, Counselor, Jellico
High School
• Student comments on RPG Activities
• Implementation suggestions
–Academic year
–Summer program
Thank you for participating!
Questions now?
Questions later:
Mr. Larry Nidffer [email protected] (423-562-8377)
Dr. Terry Lashley [email protected] (865-386-3111)
Developing Resilience, Persistence…Grit
DRP Module 3: Academic Discipline
Overarching Goal: Students will demonstrate knowledge of tangible evidence showing an
increased amount of effort invested in schoolwork.
Objectives:
1. Students will reflect on and rate their academic discipline and behaviors.
2. Students will be able to engage in goal setting, time management, study habits, and
prioritization skills.
3. Teachers begin preparing a School-Based Resources Crosswalk that details resources
students can access to support their academic discipline.
Background Information:
ACT (2008) defines Academic Discipline as “the skill component of motivation [optimism], such
as the degree to which a student is hardworking and conscientious.” Evidence of academic
discipline can be seen through the amount of effort involved in completing schoolwork and in
engaging in new materials. Components that support academic discipline are planning and
organization, follow-through and action, and sustained effort. These components support
learning processes and goals leading to academic success. Specifically, planning and
organization includes thinking about the steps and making plans that will lead to achieving
learning goals. A sense of time, organization, and prioritization are skills associated with
planning and organization. Students who display follow-through and action continue with a
task until it is completed (grit) in a timely manner. They are able to monitor their progress and
adjust their actions accordingly. Sustained effort is evidenced by students being able to focus
on longer term goals as they work to achieve individual elements of these goals. Students who
can sustain effort will persist in the face of challenges and distractions (resilience).
Studies show that early remediation of academic discipline skills or behaviors can lead to
positive academic achievement. Additionally, academic discipline, coupled with academic
success, are useful indicators for identifying students in need of intervention. Students can be
prepared for transitions throughout their academic career. Integrated activities that support
academic discipline can and should be part of the curriculum. The earlier this is done in school
the more likely that the behaviors will become a habit (ACT 2008).
Activity 1- Reflect: Academic Discipline and Behavior
Description: Students engage in activities and discussions around academic discipline and
behaviors. Using a simple rating form, they reflect on and rate their academic discipline
(completing assignments and class preparedness) and behaviors that support academic
discipline (setting goals, managing time, study habits, and prioritization). This provides
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information that will be used in Activity 2 as they select a personal goal related to academic
discipline and behaviors and develop strategies for meeting that goal.
Configuration(s) and Materials:
• Individual, whole group, and small group
• Handout- “Reflect: Academic Discipline and Behavior”
• Chart paper
• Markers
• Post-It Notes
Activity Characteristics:
• Supports: auditory and visual
• Cognitive demand: medium
• Time required: 30 minutes
Implementing the Activity:
• At the top of 4 sheets of chart paper write these academic behaviors: Goals, Time
Management, Study Habits, and Prioritization
• Individually, using 4 post-it notes, students write something about each of the academic
behaviors. The notes are posted on the appropriate charts.
• Engage in a whole group discussion about the post-it notes. Add any additional ideas
that occur.
• Divide the students into groups of 3. Assign one behavior to each group. There will be
multiple groups for each behavior.
• Students develop a poster on chart paper that illustrates their assigned academic
behavior. They can use the information on the post-it notes to develop their posters.
• Share the posters with the whole group. Some may be displayed in the hallways.
• Individually, students complete the handout, “Reflect: Academic Discipline and
Behavior.” Discuss with the students that the top section of the handout allows them to
reflect on their academic discipline (ability to complete quality school work and to be
prepared for class). They are reflecting on behaviors that support academic discipline in
the bottom section.
• These should be set aside for use in Activity 2, then placed in the student folders.
Implementation Considerations:
• Assign students with artistic skills to different groups.
Activity 2- Explore: Ishikawa MAD Fish Diagram
Description: Ishikawa diagrams (also called fishbone diagrams, herringbone diagrams, causeDr. Terry Lashley
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and-effect diagrams, or Fishikawa) are causal diagrams created by Kaoru Ishikawa (1968) that
show the causes of a specific event. Common uses of the Ishikawa diagram are product design
and quality defect prevention, to identify potential factors causing an overall effect. Each cause
or reason for imperfection is a source of variation.
Causes are usually grouped into major categories to identify the sources of variation. There are
also variations to this graphic organizer – including:
• Time-delay fishbone
• Cause-and-Effect with the addition of cards
• Desired-result fishbone
• Reverse fishbone diagram
The fishbone diagram identifies many possible contributors to an effect or problem. It can be
used to structure a brainstorming session because it sorts ideas into useful categories. For the
purposes of this workshop, we will use the Desired-Result Fishbone variation.
Fishbone Diagram Example
For example, under the heading “Machines,” the idea “materials of construction” shows four
kinds of equipment and then several specific machine numbers.
Configuration(s) and Materials:
• Small group and individual
• Handout- “Motivating Academic Discipline (MAD)” Behaviors Fishbone
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•
•
•
•
Handout- “Phrases for the Completing the Fishbones”
Chart paper
Markers
Colored copier/printing paper
Activity Characteristics:
• Supports: auditory, visual, and kinesthetic learners
• Cognitive demand: medium
• Time required: 30 minutes
Implementing the Activity:
Part A: Large Chart Paper “Motivating Academic Discipline (MAD)” Behaviors Fishbone –
Small Group Work
• Teacher may want to draw a “MAD” Fish on chart paper to help explain the activity.
• On the “head” of the fish write “MAD” or Motivating Academic Discipline
• “Major Bones” include: Goal Setting, Time Management, Study Habits/Skills, and
Prioritization – add others as you see appropriate. Write the 4 factors/ideas and any
additional factors as the main “bones” on the fish
• Brainstorm the major categories of factors/ideas associated with:
o Goal Setting,
o Time Management and
o Study Habits/Skills
o Prioritization
o Additional factors
• Ask: “How/why this could happen?” As each idea is given, the group adds it as a smaller
“bone” on the appropriate category. Causes can be written in several places if they
relate to several categories.
• Again ask “why/how does this happen?” about each contributors. Write sub–
contributions branching off the categories. Continue to ask “Why/How?” and generate
deeper levels of contributing factors. Layers of bones indicate causal relationships.
• When the group runs out of ideas, focus attention to places on the chart where there
are few factors and provide them with the handout, “Possible Causes for the Completing
Fishbones.” These can be added to the fishbones.
• Large Chart Paper Fishbone Diagrams will be shared publicly by either:
o Posting on wall for students to review for ideas
o Using a group reporter to tell about the diagram
• After sharing, allow students to add to their small group diagrams.
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Part B: Small 8 ½ x 11 Fishbone – Individual Work for Student Notebook
• Individual student selects a personal goal (reference the group MAD Fishbone) on which
to work and creates a small Fishbone Diagram for his/her notebook
• Continue to add contributing factors as “fishbones” and complete the diagram to
explain how you will reach your personal goal
• All student work should be placed in the student portfolio folders and kept by the
teacher.
Implementation Considerations:
• Students may need additional information via readings or discussion to facilitate
brainstorming.
Activity 3- Assist: School-Based Resources Crosswalk
Description: This is a teacher oriented activity designed to allow them the opportunity to
develop a document entitled the “School-Based Resources Crosswalk.” The Crosswalk is based
on the modules included in the Developing Resilience, Persistence, and Grit Program. Teachers
will provide information about resources (services and personnel) that support the different
concepts within the modules. Students will be provided the completed document to use as a
tool for support.
Student Configuration(s) and Materials:
• Individual and whole group
Implementing the Activity
• Teachers will work individually or together to brainstorm services and personnel to
include on the “School-Based Resources Crosswalk” document.
• The ideas will be placed on a chart paper “template” to serve as a working document
for the development of a resource document to be used by students.
• This is an ongoing project that may be revised as needed.
Implementation Considerations:
• Include several faculty members in the development of the document.
• Consider including community-based resources.
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(865) 386-3111
[email protected]
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Learning Curve Educational Consulting, Inc., 2014 All Rights
Developing Resiliency, Persistence…Grit
Dr. Terry Lashley
Reserved.
(865) 386-3111
[email protected]
©
Learning Curve Educational Consulting, Inc., 2014 All Rights
Developing Resiliency, Persistence…Grit
DRPG Module 3 Overview: Academic Discipline
Overarching Goal: Students will demonstrate knowledge of tangible evidence showing an increased amount of effort invested in
schoolwork.
Objectives
Activity
Evidence of Learning
Resources
1. Students will reflect on and
Reflect: Academic Discipline
Students will reflect on and
Chart paper
rate their academic discipline
and Behavior
rate their academic discipline
Markers
and behaviors.
and behaviors that support
Post-it Notes
academic discipline.
Handout- “Reflect: Academic
Discipline and Behavior”
2. Students will be able to
Explore: Ishikawa “MAD” Fish
Students will complete the
Chart Paper
engage in goal setting, time
Diagram The four fishbones
Diagram and share their
Markers
management, study habits,
are Goal Setting, Time
thoughts with the group.
Handout- “Ishikawa “MAD”
and prioritization skills
Management, Study Habits,
Individually students will
Fish Diagram” (directions)
and Prioritization.
create their own specific MAD Handout- “Possible Causes for
Fish.
the Completing Fishbones”
3. Teachers begin preparing a
School-Based Resources
Crosswalk document that
details resources students can
access to support their
academic discipline.
COMMENTS/SUGGESTIONS:
Provide information about how
well the activity “worked” for the
students, other resources, and
ideas to improve the activity.
Dr. Terry Lashley
(865) 386-3111
[email protected]
Assist: School-Based Resources
Crosswalk
NOTE: This document will be
helpful for students to have
during the Social Engagement
Module that is about support
systems.
Teachers will complete a
School-Based Resources
Crosswalk for student use.
©
Chart Paper
Markers
Handout- “School-Based
Resources”
Learning Curve Educational Consulting, Inc., 2014 All Rights Reserved.
Developing Resilience, Persistence…Grit
DRPG Module 2 Overview: Optimism
Overarching Goal: Students will engage in strategies to help them develop a hopeful outlook about the future when confronted
with difficult and challenging situations.
Objectives
Activity
Evidence of Learning
Resources
1. Students will compare and
Scenarios: Gloomy Greg and
Students think about a time
Scenarios: Gloomy Greg and
contrast examples of outcomes Hopeful Holly
when they felt optimistic or
Hopeful Holly
from utilizing pessimistic or
pessimistic and compare and
Discussion Points Gloomy Greg
and Hopeful Holly
optimistic perspectives.
contrast the consequences
Handout- “Reflections T-Chart:
Gloomy Greg and Hopeful
Holly”
2. Students will identify their
Inventory: What are Your
Students identify and prioritize Handout- “Inventory: What are
strengths as a way to address
Strengths
their strengths. They prepare a Your Strengths?”
challenges.
chart, paragraph, or illustration Film clip- The Blind Side
to tell how their identified
number 1 strength helped
them in a difficult situation.
3. Students will engage with
Self-talk: ABC Model Cartoons
Completed cartoons with self- Handout- “Self-talk: ABC Model
an activating event to
talk bubbles filled-in
Cartoons”
challenge negative self-talk.
Closing Activity: Film clip- Will Smith, The Pursuit of Happyness
COMMENTS/SUGGESTIONS:
Activity 1
Provide information about how
well the activity “worked” for the
students, other resources, and
ideas to improve the activity.
Dr. Terry Lashley
(865) 386-3111
[email protected]
Activity 2
©
Activity 3
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Developing Resiliency, Persistence…Grit
DRPG Module 5: Self-Regulation
Overarching Goal: Students will engage in strategies to help them effectively use processes that monitor, regulate, and control behavior that
impacts learning and the realization of goals.
Objectives
Activity
Evidence of Learning
Resources
1. Students will evaluate and categorize coping
Managing Feelings:
Students will evaluate and
-Chart paper, Markers
strategies to determine appropriate ways to manage
Coping Strategies
categorize coping behaviors as -Post-it notes or small pieces
feelings.
a positive strategy, negative
of paper
strategy, neutral strategy, or
-Colored paper, Scissors
time-out strategy.
-Handout: “Coping Strategies
Definitions”
-Handout: “Coping
Behaviors”
2. Students will analyze situations (think, then act) that
Decision Making:
Students will demonstrate
Handout- “Stop and
can lead to orderly conduct and appropriate decisions.
Think Before You Act thinking before acting by
Think…Decide and Act”
thinking about actions and
-Handout- “Do You Selfconsequences and deciding
Regulate?”
how to act using a provided
scenario.
Program Closing Evaluation: Students will complete an
Evaluation Instrument allowing them to provide
information about what they learned while participating
in the program.
COMMENTS/SUGGESTIONS: Provide information about
how well the activity “worked” for the students, other
resources, and ideas to improve the activity.
Dr. Terry Lashley
(865) 386-3111
[email protected]
Reflect: What You
Learned from the
DRPG Program
Students returned Evaluation
Instrument will provide
evidence of learning.
Handout: “Reflections about
the DRPG Program”
Activity 1
Activity 2
Program Closing Evaluation
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Learning Curve Educational Consulting, Inc., 2014 All Rights Reserved.
Developing Resiliency, Persistence…Grit
Dr. Terry Lashley
(865) 386-3111
[email protected]
©
Learning Curve Educational Consulting, Inc., 2014 All Rights Reserved.
Developing Resiliency, Persistence…Grit
DRPG Module 4: Social Engagement
Overarching Goal: Students will engage in strategies to help them develop interpersonal factors (family and school personnel) that
influence their successful integration or adaptation into their environment.
Objectives
Activity
Evidence of Learning
Resources
NOTE: See Preliminary Work Chart, below, needed to support this module.
1. Students will participate in a relationship
Support Systems:
-Consensogram statements
Students come to a
consensus making activity about the importance of
Relationship
-4 sheets chart paper
consensus about the
relationships that support academic and lifetime
Consensogram
prepared for the
importance of relationships
goals.
consensogram
(family and school) in
-Post-it notes
helping them reach their
-Movie clips showing family
academic and lifelong goals.
and school support
2. Students will analyze strategies in which they
Proactive Students: Students will complete an
-Handout- “Impact Effort
can participate to support important relationships.
Relationship
Impact Effort Matrix with
Strategies” (one set per
Impact Effort
Matrix”
analysis of activities that
support important
relationships.
Closing: Students will commit to participating in an
activity from their analysis in Activity 2.
Commit: Commit,
Fold, and Pass
COMMENTS/SUGGESTIONS: Provide information about
how well the activity “worked” for the students, other
resources, and ideas to improve the activity.
Activity 1
Students will commit to a
proactive activity from the
Impact Effort Matrix.
Dr. Terry Lashley
(865) 386-3111
[email protected]
Activity 2
©
small student group)
-Post-it Notes
-Colored copy paper (one
per small student group)
-Scissors (one per small
student group)
-Handout- Proactive:
Commit
Closing
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Developing Resiliency, Persistence…Grit
Teacher Preliminary Work for School Support of the Module
Purpose: To foster and enhance strategies in the school setting ensuring students have access to appropriate support.
Teachers will participate in
activities that emphasize schools’
roles in fostering parent
participation in their child’s
education and teacher-student
relationships.
Dr. Terry Lashley
(865) 386-3111
[email protected]
Supporting Students: Putting It on
the Table
Teachers will detail strategies that
promote parent participation in
their child’s education and
teacher-student relationships.
They will reflect on their own
school practices, including how
they may be able to garner,
promote, and/or enhance these
practices within their schools.
©
Chart paper
Markers
Articles- “Promoting Family
Involvement”
“The Effects of Teacher-Student
Relationships: Social and
Academic Outcomes of LowIncome Middle and High School
Students”
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Developing Resilience, Persistence…Grit 1
DRPG Module 1 Overview: Student Introduction to “Developing Resilience, Persistence…Grit”
Overarching Goal: Students will begin to recognize there are characteristics/behaviors that can lead to achieving one’s academic and life goals.
Objectives
Activity
Evidence of Learning
Resources
1. Students will be able to identify Building Vocabulary: Resilience
Group Discussion
Chart paper, 3 sheets, Markers
and be able to discuss the
Persistence…Grit
Consensus Building Activity from
Post-it notes, 3 per student
differences and similarities in
handout “YouTube Thought
“The Tortoise and the Hare”
behaviors between the two main
Organizer: The Tortoise and the
YouTube video
characters from Aesop’s fable
Hare”
Handout – “YouTube Thought
“The Tortoise and the Hare” with
Organizer: The Tortoise and the
regard to results of the race for
Hare”
each character. (SEE CLOSING)
2. Student will be able to use the Deepening Understanding: Body
Responses on handout “Body
Chart paper, 1 sheet per group
terms resilience, persistence, and of… or Tortoise / Hare
of…” or “Body of the Tortoise”
Markers
grit to describe behaviors that
and “Body of the Hare”
Handout- “Body of…” or “Body of
help in achieving goals.
the Tortoise” and “Body of the
Hare”
3. Students will be able to
Sharing Understanding: Frayer
Students use a handout, “Frayer
Chart paper, sheet per group
purposefully reflect on ideas
Model
Model,” to show their
Markers
presented about realizing a goal.
understanding of the terms
Handout- “Frayer Model”
resilience, persistence, and grit.
Closing:
A Pep Talk: An Interview with Will Sentence/Phrase Writing or
Copier paper, chart paper,
DECISION POINT- This video clip
Smith
Illustration from “A YouTube
Markers
can be used in Module 1: Student
Interview with Will Smith: Your
Your Words and Thoughts Have
Introduction with high school
Words and Thoughts Have
Physical Power video
students instead of the Tortoise
Physical Power”
Handout- “Interview with Will
and the Hare.
Smith: Your Words and Thoughts
Have Physical Power”
COMMENTS/SUGGESTIONS:
Activity 1
Activity 2
Activity 3
Provide information about how
well the activity “worked” for the
students, other resources, and
ideas to improve the activity.
Dr. Terry Lashley
(865) 386-3111
[email protected]
©2014
Learning Curve Educational Consulting, Inc. All Rights Reserved.
Developing Resilience, Persistence…Grit 2
DRP Module1: Student Introduction to “Developing Resilience, Persistence…Grit” (DRPG)
Overarching Goal: Students will begin to recognize there are characteristics/behaviors that can
lead to achieving one’s academic and life goals.
Objectives:
1. Students will be able to identify and to discuss the differences and similarities in
behaviors between the two main characters from Aesop’s fable The Tortoise and the
Hare with regard to results of the race for each character.
2. Student will be able to use the terms resilience, persistence, and grit to describe
behaviors that help in achieving goals.
3. Students will be able to purposefully reflect on ideas presented about realizing a goal.
Background Information/Research:
Resilience, persistence, and grit are inexorably linked as non-cognitive behaviors/traits
that lead to academic achievement and realization of life goals. In numerous studies, “grit” was
shown as the best predictor of academic persistence in difficult situations. Grit is the quality
that enables individuals to work hard and stick to their long-term passions and goals, both
academic and nonacademic. Duckworth (2007) found that “grittier individuals had attained
higher levels of education than less gritty individuals of the same age.” Resilience and
persistence are characteristics of “gritty” people. The ability to “bounce back” is often
associated with resilience. Resilience is the capacity to rise above and forge lasting strengths in
a struggle. It is the ability to rebound from hardships versus being immobilized by the
hardships. (Marano, 2003) The phrase “keep on keeping on” is often associated with
persistence. Persistence is being able to continue toward a goal allowing one to progress in the
face of obstacles. (Bachrach, 2014) Some people are born with these non-cognitive traits or
have had them fostered at an early age. For those individuals who do not exhibit these traits or
for whom they are weak, the traits can be fostered and taught at any age by parents, teachers,
coaches, and other adults.
This module is designed to ensure that students have a good understanding of the terms
resilience, persistence, and grit resulting in a better understanding of how these traits lead to
realizing their goals. Marzano (2003), through his synthesis of educational research, found that
direct vocabulary instruction of terms needed to understand the content (academic vocabulary)
had a 33 percentage point gain in achievement. Direct academic vocabulary instruction can
have a positive impact on a student’s understanding of the content. This does not mean rote
memorization of the vocabulary. It means giving students an opportunity to expand on and
develop meaning “in their own words.” Although DRPG is non-academic, there is an impact on
students’ academic achievement.
Dr. Terry Lashley
(865) 386-3111
[email protected]
©2014
Learning Curve Educational Consulting, Inc. All Rights Reserved.
Developing Resilience, Persistence…Grit 3
Activity 1- Building Vocabulary: Resilience Persistence…Grit
Description: This is a two part grounding activity via the fable The Tortoise and the Hare which
enables a better understanding of the terms resilience, persistence, and grit. The activity
begins with students sharing their current understanding of the terms and developing working
definitions for each term. As students watch the film clip, they note the goal for the tortoise
and the hare, the events that happened during the race for each, and the results of the race.
Small groups will share the events they noticed. Students will begin constructing their own
meanings for the terms resilience, persistence, and grit. The activity promotes student
understanding as they gain the ability to utilize appropriate vocabulary.
Student Configuration(s) and Materials:
• Chart paper, 3 sheets
• Markers
• Post-it notes, 3 per student
• Copier paper
• Individual and small group (3-4 students)
• The Tortoise and the Hare
• Handout – “Thought Organizer: The Tortoise and the Hare”
Activity Characteristics:
• Individual, small group (3-4), whole group
• Supports: auditory and visual learners
• Cognitive demand: medium
• Time required: 30 minutes
Implementation:
Part 1
• Introduce the DRPG program by reviewing its goals and objectives. Tell them that
today, we will explore the terms resilience, persistence, and grit.
• Engage students thinking by asking them what they know about the terms resilience,
persistence, and grit. Share examples of each of the term to help them begin to
understand the terms.
• Give each student 3 post-it notes. Ask them to write their definition of the terms, each
on a different post-it note.
• Students place the post-it note on the chart paper on which the term has been written.
• Conduct a short discussion of the post-it notes on each chart.
• Place each chart paper in a location where small groups can have access to them.
• In groups of 3-4 students, provide copier paper to each group to develop a working
definition for an assigned term, one term per group. There should be more than one
group for each term.
• Discuss the similarities and difference for each small group’s working definition.
Dr. Terry Lashley
©2014 Learning Curve Educational Consulting, Inc. All Rights Reserved.
(865) 386-3111
[email protected]
Developing Resilience, Persistence…Grit 4
Part 2
• Introduce The Tortoise and the Hare as a way of looking at how two different
“individuals” respond to events as they seek the same goal.
• Provide handouts – “Thought Organizer: The Tortoise and the Hare” to be used during
the viewing of the video.
• After viewing The Tortoise and the Hare, in groups of two or three, students contrast the
events of the tortoise and the hare.
• Conduct a group discussion that leads to the use of the terms resilience, persistence,
and grit. Sample questions might include the following:
o What kind of behaviors were the spectators seeing as the tortoise and hare ran
the race?
o What might the spectators be talking about as they watch the tortoise and hare
race?
o What do you think the tortoise and the hare may need to learn to be ready for
their next race?
o What might they each do differently?
o What did each give his heart to during the race? What was important to them?
o What could give the tortoise and the hare a stomachache in another race? What
could they be concerned about?
o What action steps should each take next time to change the outcome of the
race?
o How might each become “stuck?” What could cause them problems?
o What are the obstacles each had to deal with?
• As students respond, chart (a student can chart as the teacher facilitates) some of the
language used that would lead to developing the meaning of the three terms. Look for
terminology that is synonymous to and/or lead to developing definitions. The teacher
should begin using the terms during the discussion. Eventually, write the terms on the
chart paper and connect to the terminology used by the students.
• All student work should be placed in the student portfolio folders and kept by the
teacher.
Implementation Considerations:
• Different clips can be used from several Internet sites such as:
o Teacher Movies and Film Clips at movieclips.com
o Snippet Lesson Plans-Teach with Movies, or
o Best Teacher Movie Moments
o Many more sites are available
• Differentiate the instruction by allowing students to record the actions of just the
tortoise or just the hare.
Dr. Terry Lashley
(865) 386-3111
[email protected]
©2014
Learning Curve Educational Consulting, Inc. All Rights Reserved.
Developing Resilience, Persistence…Grit 5
Activity 2- Deepening Understanding: Body of… or Body of Tortoise and Body of Hare
Description: Students deepen their understanding of the terms resilience, persistence, and grit.
There are two choices for this activity- “Body of…” or “Body of the Tortoise” and “Body of the
Hare.” The handout “Body of…” asks the students to answer questions as Resilient Richard,
Persistent Pete, or Gritty Greta would answer them. The handouts “Body of the Tortoise” and
“Body of the Hare” ask the students to respond to the questions as the Tortoise or the Hare
would respond. Groups of 3-4 students are assigned to work on a “character.” Each group
draws the assigned character on chart paper and answers the questions as related to their
character. This activity promotes understanding as students make connections between how
specific behaviors lead to success.
Student Configuration(s) and Materials:
• Small group (3-4 students)
o Include only one artistic student in each group (allowing more artistic students
the opportunity to illustrate)
• Chart paper
• Markers
• Handout – “Body of…” or “Body of the Tortoise” and “Body of the Hare”
Activity Characteristics:
• Supports: auditory and visual learners
• Cognitive demand: medium to high
• Time required: 40 minutes
Implementation:
• Divide the class into small groups with each group working on an assigned character
depending on the handout used.
• Provide the appropriate handout to each person. Allow students to respond individually
(about 5 minutes) to the questions before working together in a group.
• Explain that each group will be drawing their assigned character using markers on chart
paper.
• Next, each group is to decide how to answer the questions on the handout and write
the answers on the chart paper. They should discuss what the character may be seeing,
thinking, hearing, feeling, doing, what may be giving them a stomachache, where they
may be stuck, and next steps that may be taken.
• Instruct students to use the terms resilience, persistence, and grit in their answers.
• When students have completed the activity each group shares their chart and provides
additional thoughts.
• If space is available, display the charts in the hallway. If there is not enough room to
display all of them, let students “vote” on the ones they think best represent the
characters. They can put an adhesive dot or check-mark on their favorite chart of each
character. Select charts with the most votes to be displayed in a common area.
Dr. Terry Lashley
(865) 386-3111
[email protected]
©2014
Learning Curve Educational Consulting, Inc. All Rights Reserved.
Developing Resilience, Persistence…Grit 6
•
All student work should be placed in the student portfolio folders and kept by the
teacher.
Activity 3- Sharing Understanding: Frayer Model
Description: Students use the Frayer Model to show their understanding of the terms
resilience, persistence, and grit. The Frayer Model requires that students provide an
operational definition, characteristics associated with the term, examples, and non-examples.
Terms can be assigned by the teacher or selected by the students. This activity provides
students the opportunity to think more deeply about the terms and assesses student
understanding of the terms.
Student Configuration(s) and Materials:
• Individual or small group (3)
• Handout- “Frayer Model”
Activity Characteristics:
• Cognitive demand: medium
• Time required: 30 minutes
Implementation:
• Explain the Frayer Model. Students write the term in the oval and fill out the 4 sections
as they apply to the term.
• Assign a term (resilience, persistence, or grit) for each student’s Frayer Model.
• Students share their Frayer Model in groups of three that include one person for each
term sharing their model.
• All student work should be placed in the student portfolio folders and kept by the
teacher.
Implementation Considerations:
• Exhibit all or selected Frayer Models in a common area.
Closing- A Pep Talk: An Interview with Will Smith
Description: Students watch Your Words and Thoughts Have Physical Power, an interview with
Will Smith. Sentences/phrases appear that highlight the comments being made. Students will
decide which sentence/phrase resonates with them…which one “spoke to them” as something
on which they should reflect. This activity promotes learning by providing another opportunity
for students to formalize their understanding of how resilience, persistence, and grit.
Student Configuration(s) and Materials:
• Individual, small group
Dr. Terry Lashley
(865) 386-3111
[email protected]
©2014
Learning Curve Educational Consulting, Inc. All Rights Reserved.
Developing Resilience, Persistence…Grit 7
•
•
•
•
•
Copier paper
Chart paper
Markers
Video- Your Words and Thoughts Have Physical Power
Handout- “An Interview with Will Smith: Your Words and Thoughts Have Physical
Power”
Activity Characteristics:
• Supports: auditory and visual learners
• Cognitive demand: medium
• Time required: 20 minutes
Implementation:.
• Set the video clip as an interview in which the actor, Will Smith, talks about his views on
living life and realizing life goals.
• While viewing the video, have students write down phrases that are important to them
on a piece of paper.
• After viewing the video, provide the handout, “An Interview with Will Smith: Your Words
and Thoughts Have Physical Power.” Review the directions.
• Students work in small groups (3-4) to share the information written about each
sentence/phrase. Students may add to their handout during this sharing.
• The small group replicates the handout on chart paper and write down the four phrases
that they agree as a group should be remembered.
• OPTION: In small groups (3-4), assign each group a phrase. Students make a poster
illustrating the phrase. Encourage the students to think about the best way to illustrate
the phrase.
• All student work should be placed in the student portfolio folders and kept by the
teacher.
Implementation Considerations:
• Different clips can be used from several Internet sites such as:
o Teacher Movies and Film Clips at movieclips.com
o Snippet Lesson Plans-Teach with Movies, or
o Best Teacher Movie Moments
o Many more sites are available
• The poster illustration can be an out-of-class assignment.
• Consider if this should be an anonymous activity if writings and illustrations are
displayed in the hallways.
Dr. Terry Lashley
(865) 386-3111
[email protected]
©2014
Learning Curve Educational Consulting, Inc. All Rights Reserved.
Developing Resilience, Persistence…Grit 8
Thought Organizer: The Tortoise and the Hare
As you watch The Tortoise and the Hare, fill in the spaces below.
HARE
TORTOISE
GOAL:
GOAL:
EVENTS DURING THE RACE:
EVENTS DURING THE RACE:
RESULTS:
RESULTS:
Consensus Building: In a small group, select one of the characters and explain the attributes
that lead to the race results for that character. Write on the other side of this paper.
Dr. Terry Lashley
(865) 386-3111
[email protected]
©2014
Learning Curve Educational Consulting, Inc. All Rights Reserved.
Developing Resilience, Persistence…Grit 9
_____________________________________________________________________________________________
_____________________________________________________________________________________________
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_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Dr. Terry Lashley
(865) 386-3111
[email protected]
©2014
Learning Curve Educational Consulting, Inc. All Rights Reserved.
Developing Resilience, Persistence…Grit 10
Body of …
What might this person think
about problems or obstacle?
What might other people
be observing about this
person?
What might this person say when
they encounter a problem or
obstacle?
What kind of attributes
does this person hold close
to his/her heart?
What might this person do
when faced with a problem
or obstacle?
What might give the
person a stomachache
when facing a problem or
obstacle?
What might get in this
person’s way as he takes
steps toward overcoming
the problem or obstacle?
What might get him/her
“stuck?”
What steps might this
person take when faced
with a problem or an
obstacle?
Adapted from Using Data TERC
Dr. Terry Lashley
(865) 386-3111
[email protected]
©2014
Learning Curve Educational Consulting, Inc. All Rights Reserved.
Developing Resilience, Persistence…Grit 11
Body of the Tortoise
What kind of behaviors
were the spectators seeing
as the tortoise ran the
race?
What might the tortoise do
differently?
What do you think the
tortoise may need to learn for
the next time he races?
What might the spectators
be talking about as they
watch the tortoise race?
What did the tortoise give
his heart to during the
race?
What might give the
tortoise a stomachache in
another race?
What action steps should
the tortoise take to ensure
the same outcome in the
next race?
How might the tortoise
become “stuck?” What are
the obstacles he has to
deal with?
Adapted from Using Data TERC
Dr. Terry Lashley
(865) 386-3111
[email protected]
©2014
Learning Curve Educational Consulting, Inc. All Rights Reserved.
Developing Resilience, Persistence…Grit 12
Body of the Hare
What do you think the hare
may need to learn for his next
races?
What kind of behaviors
were the spectators
seeing as the hare ran
the race?
What might the spectators be
talking about as they watch the
hare race?
What did the hare give his
heart to during the race?
What might the hare do
differently?
What could give the hare a
stomachache in another
race?
How might the hare
become “stuck?” What are
the obstacles he has to
deal with?
What action steps should the
hare take next time to change
the outcome of the race?
Adapted from TERC Using Data
Name ________________________________
Dr. Terry Lashley
(865) 386-3111
[email protected]
©2014
Learning Curve Educational Consulting, Inc. All Rights Reserved.
Developing Resilience, Persistence…Grit 13
Frayer Model
Concept or Vocabulary:
Operational Definition
Characteristics
Examples
Non-examples
Will Smith Interview: Your Words and Thoughts Have Physical Power
Dr. Terry Lashley
(865) 386-3111
[email protected]
©2014
Learning Curve Educational Consulting, Inc. All Rights Reserved.
Developing Resilience, Persistence…Grit 14
As you watch the video, write down phrases that appear (on another piece of paper) that you
think are important to remember. AFTER watching the video, write your “top four” phrases in
the boxes below. Save this to use with a small group.
Examples
Examples
Examples
Dr. Terry Lashley
(865) 386-3111
[email protected]
Your Words and Thoughts
Have Physical Power
©2014
Examples
Learning Curve Educational Consulting, Inc. All Rights Reserved.
Developing Resilience, Persistence…Grit 15
Formative Assessment Quick Sheet: Frayer Model
Adapted from Keeley, et.al, 2008
Research:
Many students begin to struggle with reading comprehension because they lack the vocabulary
to understand academic text (Buly & Valencia, 2002)
Although some students may come to a basic understanding of a word after one exposure, all
students need additional encounters in different contexts to ensure that they develop rich
orthographic, phonological, and semantic knowledge of the word (Perfetti & Hart, 2002).
Description of the Strategy:
The Frayer Model graphically organizes prior knowledge about a concept into four categories.
The traditional categories include an operational definition, characteristics, examples and nonexamples (Buehl, 2001).
•
•
•
•
Activates student’s prior knowledge about a given topic, theme or concept
Prepares the student to clarify their thoughts
Enables students to communicate their viewpoint in a clear manner.
Identifies and addresses misconceptions
What does it look like in practice?
• Individual
• Paper/pencil
• Utilize appropriate vocabulary
• Pre-assessment
How does this assessment promote student learning?
• Introduces a concept or theme
• Identifies students’ prior knowledge
• Helps the students hone their vocabulary and applications of a theme or topic
• Clarifies students’ own knowledge
How does this assessment inform instruction?
• Identifies a starting point for instruction
• Assists the instructor in addressing misconceptions
How should this assessment be designed and administered?
• To clarify confusing vocabulary or concepts
• To begin instruction or continue ongoing instruction
• To engage individuals, allowing them to use a template or draw their own
• To provide opportunities for student sharing of modes they develop
• To refinement student thinking based on sharing opportunities
Dr. Terry Lashley
(865) 386-3111
[email protected]
©2014
Learning Curve Educational Consulting, Inc. All Rights Reserved.
Developing Resilience, Persistence…Grit 16
What are the Implementation Attributes?
• Ease of Use: high
• Time Demand: low
• Cognitive Demand: medium
What are other considerations regarding use?
• Students’ ability to use “non-examples”
• Possible use with whole groups to provide a basis for discussion
• Extension beyond vocabulary development to focus on conceptual development
• Use in other disciplines
What are possible modifications?
• Allow students to use visual representations or drawings in place of written responses
Dr. Terry Lashley
(865) 386-3111
[email protected]
©2014
Learning Curve Educational Consulting, Inc. All Rights Reserved.