click here: Day I: Watch this video! After watching the video – make notes for day 2!

Day 2: a) watch two videos from the Video Links tab.   b) Write a reflection under the Bootcamp blog Fall 2016 tab reflecting and responding to the videos.  What did you notice? wonder?  what connections did you make to your practice, etc. (!)

Day 3 (!)  prepare to launch!

17 Responses to Homework

  1. Susan Covey says:

    These were very interesting articles and videos. I have wondered why some kids achieve against the odds and others don’t. Mindset and grit make a lot of sense to me as the answer to that. I plan to watch myself in praising students now so that I will be praising their efforts and hard work in order to build a growth mindset. I think I have always done that, but now I will be more focused as to why I am doing that. I want to encourage/foster their efforts. I have some “I can’t” students this year…we’re going to have to change that to “I can’t yet”. Those words really spoke to me. I have told my students, of course you can…now I just need to figure out how to prove it to them.


    • Linda says:

      I hope you will keep notes on what you see in your “I can’t” students as you praise their efforts. This will help us build our own bank of evidence on mindset applied in our SDUSD classrooms.


  2. denner says:

    How do learners start to embody grit, perseverance,optimism? How does another, for instance,
    the teacher, engender that growth mindset? or must trust and risk-taking already be present
    in the learner?
    My instructional moves are to introduce
    the expectations to meet challenges, be detectives, and solve problems early on and keep the learning transparent all the way from the everyday common core classroom routines
    to the mapping of students’ learning experience on the Grit Reflection Chart. I notice a similarity
    between the math practice standards #1-make sense and persevere, #3-communicate explanations
    and arguments, #4-model with math tools and the Mindset Works suggestions on how to build intelligence by exercising the dendrites. I model the talk and the vocabulary of problem solving
    in the math lesson environment. Student approach a 3-digit subtraction situation and one student responds by presenting a mini TED-talk to the class with their thinking and their choice of the strategy they used to solve.
    Other students may ask for clarification or restate the use of strategy or ask questions of the
    presenting mathematician. Some mistakes might have been made, reworking the problem
    might be necessary, a partner might be called forward to act as support. Teacher can reinforce
    by encouraging , “are you figuring it out?” , “…having difficulty?” “could you start from here?”
    Soon other students begin to pick up the language of trial and error, “you’re getting it!”,
    “you are working hard on that part right there!” “what about that difference here?” “can
    you explain to me why you subtracted the tens first?” I know grit is building when some
    of the students are able to take on the role of encourager and coach in such comments
    as, “Wow, you worked hard on that problem,” “You didn’t used to be able subtract tens and
    ones before!” “Hey, you’re getting better at using number lines to solve subtraction problems.”
    The Student Reflection Chart, a poster or song about people who have grit, and a “Grit
    Recognition” award are some new strategies I would like to incorporate in my classroom.


    • Linda says:

      I loved your comment about keeping the learning transparent. One of the beautiful benefits of the arts is that the learning is so visible.


  3. Danielle says:

    The article and video reinforced my own ideas about what is needed in education today to meet the needs of our students. I personally feel that education, for a long time, has focused on getting kids to “know” information. Knowing is not sufficient. Today information is available at our fingertips and it is much more important that we learn to use that information to create and/or discover solutions to problems or seeks answers to questions. Providing meaningful learning experiences engages students and supports the development of a growth mindset.

    As a learner, I found the article and video as good reminders that change and growth are challenging and difficult. Support is needed along the way but one needs to be open to challenges, trying new things, criticism, as well as failing, assessing and retrying. Most of the things that I find rewarding in my life are the result of my effort and desire to accomplish.


  4. cuzcob says:

    After reading the grit article, I am reminded of the power a teacher has to influence a child and a classroom. How does one unlock grit? this article gives some examples of the qualities found in a person with grit. It is interesting to note as an adult, a teacher, a human being, how often one has tried something and perhaps to quickly given up. It could be because of the world around you and the messages you take from it. The idea of persistence and a positive mindset seems to be something taught. This is has huge implications for us as teachers and parents. I feel like these ideas will positively influence me as a coach of learning as well as a learner.


  5. Angelica says:

    I definitely see mindset and grit in some of my students and not in others. I will make every effort to encourage mindset and grit in all my students. AND, I am definitely guilty of saying, “just do your best!”


  6. This article assists in informing my instruction as a teaching artist. I feel I can be more of an active observer in identifying qualities of grit within the students. I attribute “gritty” qualities to having and innate perseverance in adverse or uncomfortable situations throughout many aspects of life- but within the context of the prompt, the learning process in the classroom. From an idealistic standpoint and in reference to the heading “unlocking grit,” is it safe to say that it is dormant in the vast majority of students and must emerge at a pivotal moment in their academic careers? A moment where they are at a crossroads and must “lean” into their discomforts? Must other factors be present in order for grit to be truly activated within the student? In reference to the article, Cedric had the familial support of his mother. Is it possible to be just as gritty without the guidance of either parent?

    As a first generation college student, it was difficult to find my grit when navigating “the system.” Though my parents had always nurtured my creative spirit and were in support of whatever career path I chose, I had no idea where to utilize the gritty resources internally and externally. It had remained dormant throughout the first half of my undergraduate career. And let’s just say it was a windy extended first half 🙂 Looking at the set of grit traits and behaviors, it is safe to say that only half were probably unlocked and utilized in my undergrad career.

    For me, something inside of me just clicked. I knew that I needed to try a little harder because of my unique set of circumstances. Neither of my parents attended school in the US. I had my mother tell me in the third grade that she could not assist me with my math homework (math continues to intimidate me). Grit has subconsciously existed without me ever knowing what it was.

    I am looking forward to diving in deeper to understand grit and mindset.


    • Linda says:

      Thanks so much for sharing your story. I hope you will sharing your experiences with the students. This is a great strategy for helping students understand what grit and mindset is.


  7. Jess Baron says:

    The articles were great. I am left with a prevailing question about what might make grit transfer from a subject that is intrinsically motivating to a student and one that is less so. Does grit become a characteristic of the child or something selective?


  8. Jess Baron says:

    About “Austin’s Butterfly,” seeing is believing! Aside from the clear exemplary nature of the work here, I would caution any teacher no matter how skilled against using the word “perfect” to describe student work. “Precise” or “similar” would have been lots better. Loved seeing young articulate students who are comfortable expressing themselves and their opinions and using rich vocabulary such as the words “he persevered.”


  9. Linda says:

    Good question! We hope “Learning Through the Arts” will provide some insight.


  10. Deron Cohen says:

    I watched the Janet Echelman TED talk and the TED talk about fixed mindset vs growth mindset. As an artist struggling to survive and hoping to thrive, I can definitely relate to the themes of the video. I attribute my ambition and persistence to my growth mindset and grit. I believe in myself and I believe the work I create should be seen and has value.

    I read the article about the children’s books featuring famous people and “Making Magic: Bringing Words and Pictures Together.” These seemed like fitting readings since I’m going to be combining visual arts and ELA. Its really amazing to hear about he huge gains made by students who are taught using these methods. I’m thrilled to have the opportunity to be a part of this experiment. Looking forward to putting these ideas into practice in the classroom with my partner teachers.


  11. Amy Popp says:

    Read the article on picture books of historical figures with grit. The illustrations in the Pablo Neruda book were inspired!


  12. I watched the critique and feedback The story of Austin’s Butterfly.

    It was most interesting to see how much the kids were involved and giving such amazing positive feedback. When one of the kids said “not to be mean” before he stated his critique he inadvertently delivered his message using constructive criticism. I really saw in action how important incorporating the class into constructive criticism at times can be 100% beneficial. I will suggest some of this to my lead artist so that we can incorporate it our upcoming curriculum! ❤ It


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