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

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Draft such as Knewton (http://www.knewton.com/) and Agilix (http://agilix.com/) (see callout box) are implementing personalized learning models. • Digital tools to help educators promote a rigorous and supportive classroom climate. There are several new and emerging digital tools intended to help teachers promote positive classroom cultures and support perseverance in their classrooms. ClassDojo (http://www.classdojo.com/) is a classroom management tool that helps teachers maintain a supportive learning environment and keep students persisting on task in the classroom. Through a system with engaging and personalizable animation, features allow teachers to track and reinforce good behaviors for individual students, and get instant reports to share with parents or administrators. Kickboard (http://kickboardforteachers.com/) is an online tool that helps teachers and schools track and report on grades and behavior in real time. In one central repository, teachers can keep a variety of types of data on individual students, including updates on positive behaviors and discipline problems throughout the day, that can be shared instantaneously with all teachers and administrators in the school. One feature is that teachers can “analyze classroom and school culture” by plotting these factors over time. SimSchool (http://www.simschool.org/) is a platform used for preservice teacher professional development which provides candidate teachers with simulated classrooms with simulated students based on pertinent attributes of real students (e.g., special education status, introverts, ADHD, disruptive behavior). As shown in Exhibit 14, candidate teachers work with the simulation to develop and test their pedagogical strategies for differentiating instruction and behavioral interventions matched to the needs of the “student.” This training can provide teachers with important critical thinking skills needed to set up a positive learning environment that is adaptive to individual students. 68
Draft Personalized Learning at Scale: Michigan’s Education Achievement Authority and Agilix Buzz In 2012, Michigan’s Education Achievement Authority (MEAA) began an initiative whereby the lowest achieving schools would start to become part of a statewide education system. Changes to the schools include the placement of new principals, more school autonomy, extra funds, the creation of parent committees at each school, and access to new technologies that enable more individualized learning. As part of this initiative, the MEAA created a partnership with Agilix, using their Buzz platform to develop what they call “personalized learning at scale.” Buzz provides a digital learning environment supported by teacher intervention. Major design principles are that students are grouped by readiness (not grade level), master content at their own pace, choose their own learning path, provide teachers with real-time feedback about how they are feeling about their academic progress (see exhibit below), participate in a learning community with peers, and get immediate feedback from the system about their productivity and progress. Students work from their own personalized learning plan, following online, interactive curriculum. Teachers receive ongoing and immediate feedback about student progress, productivity, and affective states. Teachers can use this information to intervene quickly with highly individualized strategies. MEAA is currently using this approach with approximately 11,000 students at all grade levels and all subjects. For additional information, see the presentation from the White House Educational Datapalooza event (http://agilix.com/buzz-white-house/). Screenshot from a Student’s Interaction with Agilix Buzz This is a screenshot of the daily assessment that students fill out about their learning experiences. This information is sent directly to the teacher to help him or her personalize learning interventions. Note in the background data is also displayed about the student’s progress and productivity. 69
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Draft Conclusions and Recommendatio
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Draft Resilience is another closely
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Draft For the purpose of this repor
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Page 37 and 38: Draft • Timescale. Goals can be r
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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
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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
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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 and 80: Draft KIPP (Knowledge is Power Prog
Page 81 and 82: Draft Hammond (2002) discusses ten
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Page 89 and 90: Draft • Digital learning environm
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Page 99 and 100: Draft Recommendation 2b: Technology
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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
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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,
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Page 123 and 124: Draft Slagter, H. A., Davidson, R.
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