Promoting Grit, Tenacity, and Perseverance - U.S. Department of ...

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Draft such as task definition, planning, monitoring, deliberation over findings, and adaptation of approach. Design thinking is a pedagogical paradigm that emphasizes the processes necessary for innovative design—brain storming, using imagination, collaboration, prototyping, feedback, and iterative development (Carroll et al., 2010). Design thinking supports perseverance through the development of important mindsets and learning strategies, as students learn to “fail early and often” and use feedback to iteratively improve a product. Some schools are beginning to implement PBL with the intention of fostering grit, tenacity, and perseverance, among other competencies. One such school is Envision Charter School (http://www.envisionschools.org/) in San Francisco. This school serves a diverse student population (78% black and Latino, 60% first-generation college bound, and 61% qualifying for free or reduced-price lunch). A key foundation of the charter is PBL, culminating in a college success portfolio produced during the senior year. Envision, from its inception, saw the pursuit of long-term goals and all the necessary skills that demands as the most critical elements of learning. Time-management and persistence through long-term projects are central in their model. While formal evaluation data is not yet available, Envision reports that 98% of their graduates go to college and 91% remain in college. Quest to Learn (http://q2l.org/) is a network of two schools in Chicago and New York City that share much of the same philosophy, placing a strong emphasis on design thinking. Founded on principles of game design, the activities in these schools utilize the motivating qualities of game play to encourage creativity and deep cognitive engagement. What aligns their philosophy closely with PBL is their view that the best learning happens through a process of trying, failing, and iterating. In fact, there is an expectation at these schools that assignments almost never be turned in just once. The process of getting feedback, from both teachers and peers, before persisting in creative ways to improve one’s work, is seen as a critical in learning and developing as a student. Beyond these models, there are a number of schools throughout the country that are developing their own models. The Middleshift Initiative, funded by the Raikes Foundation, has begun to build a resource network of such programs to foster what they call “agency”—a combination of productive mindsets and learning strategies. Middleshift convened a conference in fall of 2012 in which practitioners, researchers, and policymakers met to begin to build a community of practice and explore essential design principles. These models have just begun to emerge in last 5 years or so, and touch only a small percentage of schools throughout the country. More research is necessary to refine the models and establish whether they are effective, for whom, and under what circumstances. School reform programs. A third approach is found in reform programs that work with schools to help them set up learning environments that are supportive of perseverance. Darling- 62
Draft Hammond (2002) discusses ten principles for redesigning high schools with a “small school” model that works. These principles can also be used to design smaller learning communities within larger schools. The principles include (1) personalization of instruction, (2) continuous relationships with teachers over time, (3) high standards and performance-based assessment, (4) authentic curriculum that focuses on deep understanding and connections to students’ lives, (5) pedagogy adapted to individual learning needs, (6) multicultural and anti-racist teaching to support belonging for all students in the school community, (7) knowledgeable and skilled teachers, (8) opportunities for teachers for collaborative planning and professional development, (9) connections to the family and community, and (10) democratic decisionmaking such that all stakeholders have a voice in governance. We reviewed some highly regarded organizations whose missions are to support schools in enacting many of these types of design principles in their structure and culture: • Coalition of Essential Schools (http://essentialschools.org/). This program, based in Rhode Island, works with educators, districts, and other entities throughout the country using a guiding philosophy to create “personalized, equitable, and academically challenging schools for all young people.” They facilitate communication among the hundreds of schools in their network, provide professional development and community building, provide informational resources for educators about best practices, and advocate for appropriate resources and conditions at the local, state, and national levels. • Turnaround (http://turnaroundusa.org/). This program works with high-poverty schools in New York City and Washington, D.C., to create school environments that help students overcome obstacles presented by poverty for students’ learning and development. They provide training and support for teachers in research-based, high-leverage instructional practices (e.g., formative assessment, cooperative learning) and classroom management practices that promote a positive school climate, targeted behavioral and academic interventions for high-need students, and other support necessary for schoolwide improvement • The Small Schools Workshop (http://smallschoolsworkshop.wordpress.com/). Based in Chicago, this is a consulting firm that “helps schools and school districts strategize to create smaller, personalized and effective learning communities.” It works directly with schools and districts, providing professional development and organizational supports for school improvement. • Compassionate Schools Initiative (http://www.k12.wa.us/CompassionateSchools). This program, located in the state of Washington, focuses on developing school climates and social-emotional competencies that support resilience, particularly among communities exposed to chronic stress and trauma (though it is open to any school seeking training to encourage compassionate classrooms and attitudes among school staff). The program trains 63
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Draft Executive Summary How can we
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Draft What Are Grit, Tenacity, and
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Draft Conclusions and Recommendatio
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Draft 1. Introduction The test scor
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Draft schooling—mastering concept
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Draft Exhibit 1. Clusters of 21st-c
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Draft We must also consider that th
Page 29 and 30: Draft 2. What Are Grit, Tenacity, a
Page 31 and 32: Draft Resilience is another closely
Page 33 and 34: Draft For the purpose of this repor
Page 35 and 36: Draft Exhibit 4. Hypothesized model
Page 37 and 38: Draft • Timescale. Goals can be r
Page 39 and 40: Draft A Rigorous and Supportive Lea
Page 41 and 42: Draft Psychological Resources That
Page 43 and 44: Draft Effortful Control In Angela D
Page 45 and 46: Draft they should be taught. Howeve
Page 47 and 48: Draft can similarly impact whether
Page 49 and 50: Draft 3. Measuring Grit, Tenacity,
Page 51 and 52: Draft Why Measure Grit, Tenacity, a
Page 53 and 54: Draft measured. Further, these reso
Page 55 and 56: Draft Exhibit 8. Items from a self-
Page 57 and 58: Draft Exhibit 9. Example of Charact
Page 59 and 60: Draft Behavioral Task Performance
Page 61 and 62: Draft Exhibit 10. A model developed
Page 63 and 64: Draft as fMRI, it is possible to ex
Page 65 and 66: Draft Exhibit 12. Components of an
Page 67 and 68: Draft 4. Programs and Models for Le
Page 69 and 70: Draft Exhibit 13. Summary of progra
Page 71 and 72: Draft whether transferability may b
Page 73 and 74: Draft problems, manage time, monito
Page 75 and 76: Draft − Mental contrasting/implem
Page 77 and 78: Draft to get into college and gradu
Page 79: Draft KIPP (Knowledge is Power Prog
Page 83 and 84: Draft receive year-round support an
Page 85 and 86: Draft 5. Digital Learning Environme
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Page 89 and 90: Draft • Digital learning environm
Page 91 and 92: Draft • Digital learning environm
Page 93 and 94: Draft 5. Conclusions and Recommenda
Page 95 and 96: Draft Research-Based Best Practices
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Page 99 and 100: Draft Recommendation 2b: Technology
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Page 103 and 104: Draft Limitations include short sch
Page 105 and 106: Draft Parents can also support chil
Page 107 and 108: Draft developing learning trajector
Page 109 and 110: Draft There is still much important
Page 111 and 112: Draft methodology, implementation r
Page 113 and 114: Draft Appendix: Expert Informants f
Page 115 and 116: Draft References Note: References m
Page 117 and 118: Draft Conati, C., & Maclaren, H. (2
Page 119 and 120: Draft Fredricks, J. A., Blumenfeld,
Page 121 and 122: Draft Mislevy, R. J., Steinberg, L.
Page 123 and 124: Draft Slagter, H. A., Davidson, R.
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