Engaging GRIT
Learning Module
- Creator(s):
Psychology researcher Angela Duckworth defines grit as passion and perseverance toward long-term goals. Duckworth (2020) explains on her website a glimpse of what she considers Grit to be.
“One way to think about grit is to consider what grit is not. Grit is not talent. Grit is not luck. Grit is not how intensely, for the moment, you want something. Instead, grit is about having what some researchers call “ultimate concerns,” a goal you care about so much that it organizes and gives meaning to almost everything you do. Grit is holding steadfast to that goal, even when you fall down, even when you screw up, even when progress towards that goal is halting or slow.”
Duckworth gave the following Ted Talk describing what led her to grit research.
(Duckworth, 2013)
Engaging Youth in Life Readiness Programming
As an Extension Educator in 4-H Youth Development, my role is to offer in and out of school time programming to youth audiences ages 8-18. Through 4-H program delivery, I assist local school districts by providing supplemental lessons that align with state educational standards.
Meeting with local school administrators annually, we discuss the gaps that Extension can help support and prioritize the most critical need. As school districts continue to do more with less, they realize the importance of strategically preparing youth for the future, not only academically, but also with critical life readiness skills.
Appendix A below highlights the graduation requirements for Illinois high school students. Previous to 2009, all high school students were required to complete one semester of consumer education. According to the Illinois State Board of Education, critical requirements of the course included financial literacy, resume writing, college preparedness, and career aptitude testing. In 2009 the requirement was dropped, and since 2016 all students are required to complete on a semester of civics, though the state defines no requirements of what the course will include (ISBE, 2016). The removal of consumer education and no defined civics objectives has created a gap in Illinois high schools, leaving students vulnerable and often unprepared for future decisions.
Illinois State Board of Education, 2016
This module will focus on a program designed to introduce life readiness skills to new audiences. This program is designed for 9-12 grade students but could be adapted to younger audiences with changes to the videos and learning challenges.
Experiential Knowledge
Students typically come with limited experiential knowledge of life readiness topics. They have likely heard of character education or goal setting, but usually do not understand the connection of persistence to academic achievement and future success. Though they do possess an open mind for new ideas and an interest to learn more about life readiness topics, especially those students closer to graduation.
The goal of this module is to expose students to life readiness topics, specifically grit, through hands-on interactive lessons, producing the following outcomes.
Short-Term
Long-Term
This module is designed to be taught as an in-school program by a professional with knowledge and expertise in college, career, workforce, and life readiness, as well as social and emotional learning. The entire learning module will be provided to the classroom teacher to allow them to engage with students during the program, with additional resources included for their professional development. If videos are included on the learner side, for convenience of the teacher, they are linked on the instructor side. The goal of this program is for learners to become aware of their grit level, while teachers engage in professional development to become more comfortable using classroom strategies to foster growth following the program.
Over the next few days, we will be learning more about skills you need to be successful both now and in the future. Let’s explore how you currently view success.
What characteristics do you need in life to be successful, both now and in the future?
You may submit up to three answers.
Thank you for responding to the survey with your success characteristics. Those are interesting observations!
While there are many components and characteristics associated with success for this program, we are going to focus on grit. You may be thinking I am unfamiliar with that term. Let’s watch a video to learn more about the topic.
(Williams, 2016)
Now that we have spent some time learning more about grit, let’s assess your score. Visit the link and complete the Grit Scale Survey
https://angeladuckworth.com/grit-scale/
Before closing the browser, please record your Grit Scale score.
Self – Reflection Assignment
What was your grit score? Where you surprised by the outcome of the survey? Create a one minute video and post the link to the class Google Doc. If you do not want to post your video publicly, please share it with your instructor only.
In the comment section on the Google Doc, reply to the videos of two classmates.
Objective: The purpose of this lesson is to expose learners to characteristics of success and specifically introduce the characteristic of Grit. To better prepare for this lesson, please watch the following video from Stanford University outlining a study conducted on linking a student’s grit score to academic achievements and graduation rates. Especially considering the section of grit score and IQ.
(Cohen, 2012)
Method:
Tips:
All students may not feel comfortable sharing their Grit Scale scores with their peers. Please do not force them to do so. Announce that they can share the video with you directly. Offer them feedback on the video.
Material Needed
Lesson Duration: 1 hour
Yesterday during our lesson, we assessed your grit scores. Based on that number, you may be feeling positive about your future success, or if you scored on the lower end of the scale, a bit worried if you have what it takes to be persistent and commit to your goals.
The good news is that no matter where you were on the scale, there is always an opportunity to improve and learn new techniques and strategies. We will be spending the next five sessions together look at ways to grow grit and set each of you up for current and future success.
In today’s fast-paced world, it is easy to lose sight of our goals and dreams as we race and scramble to get everything done on our to-do lists. Sometimes giving up feels like the natural thing to do. Let’s watch a video about an artist who also wanted to give up on art when he faced a new challenge.
(Hansen, 2013)
What would have happened if he had given up? Thinking about your life, what limitation could you embrace that feels overwhelming?
On days we want to give up, how do we dig deep and rely on our grit? Here are three tips:
Your Mind is a Suggestion Engine
Your thoughts are simply suggestions, not orders. Try not to overthink or overcomplicate situations.
Discomfort is Temporary
Maintain perspective. Your life is good, and discomfort is only temporary. Whatever challenge you are facing will pass soon.
You Will Not Regret Good Work Once It is Done
Anyone can want a gold medal, but few will train like an Olympian.
You will be very proud of your achievement once you reach your goal. Stay the course!
Assignment
Objective: The purpose of this lesson is to allow students to reflect on the grit scale score from the previous session and to learn techniques to help grow grit within themselves.
Today we will focus on mental toughness to help develop resilience, curiosity, confidence, and a growth mindset.
In order to prepare for this lesson, please watch the following video on the dimension of grit.
(Gritcast, 2017)
Method:
Show Video – Embrace the Shake https://youtu.be/YrZTho_o_is?t=11
Facilitate open discussion about seizing limitations. What could students embrace that they view as a limitation that could actually be a possibility?
Assign video assignments for students to make a two-minute video about a challenge they have overcome in their own lives.
Tips
Allow students time in class to begin video as some students may not have reliable connectivity outside of school.
Material Needed
Lesson Duration: 1 hour
Today we are going to focus on a concept called mindfulness. You may have heard of mindfulness, or it could be the very first time.
Mindfulness is paying attention to what is happening right now, both inside and outside of our bodies. Mindfulness is an awareness that arises through paying attention, on purpose, and in the present moment. It can help us rewire our brains to be more peaceful and compassionate (Belzer, Burcham, Byers, 2020).
During our session today, we will learn a few techniques you can use to practice mindfulness. Please pay close attention as your instructor walks you through the lessons.
Assignment
Working in groups of four-five students, identify a mindfulness topic, and plan a five-minute lesson to present to the class during our last session. The following rubric includes the requirements of the assignment. Please contact your instructor with any supplies you may need.
Objective: The purpose of this lesson is to introduce youth to the concept of mindfulness and being mentally present during school, work, conversations, and life. This concept ties closely to the growth area of grit.
Method
Tips
Materials Needed
Lesson Duration: 2 Hours
Today we are going to spend time identifying our values as an individual. What are values, and why are they important? Let’s watch the following video on the importance of values.
(aleks wonders, 2012)
Your instructor will now pass out a worksheet to help you identify your values and why they are essential.
When you have completed the worksheet group with two other classmates and share the values you have selected. Are they similar? Are they different?
Assignment
Research and find a video/story where having grit or how identifying core values has changed the life of an individual.
Post an update of 100 words or more describing how the person found success. Was the effect positive or negative? Make sure to include the video link in the post.
Comment on two classmates’ posts.
Objective: The purpose of this lesson is to offer students the opportunity to identify their core values and process why they are essential to understanding themselves and growing grit.
In order to prepare for this lesson, please watch the following video on why value identification is critical to foster grit in youth.
(Lewars, 2015)
Method:
Tips
Allow students time in class to identify their video as some students may not have reliable connectivity outside of school.
Material Needed
Lesson Duration: 1 hour
Part of being successful and achieving your goals is being able to work with and understand others. Today we will complete the Real Colors Personality Assessment.
Listen carefully as your instructor walks you through the history of identifying personality types, completing the assessment, identifying your Real Color group, and how to participate in the hands-on activities.
Assignment:
Objective: The purpose of this lesson is to allow students to learn more about themselves and others through the Real Colors Personality Assessment. Before beginning the lesson, learn more about Real Colors by watching the video below.
(Real Colors, 2014)
Note: You must be a certified Real Colors facilitator to conduct this portion of the program.
Method:
Tips
Students often struggle adding the numbers correctly. It is helpful to monitor the room and ask students if they need help scoring.
Material Needed
Lesson Duration: The duration of this lesson is three hours. It can be completed all at once or broken down into two 1 ½ hour sessions
In class today, each group will be presenting their mindfulness lesson to the class.
During each presentation, groups will complete the peer review form to provide feedback to their classmates. As you are participating in each activity, consider, is this a practice I could use in my life to overcome obstacles? Was it challenging, and will it make me more resilient in the future? Did I feel a sense of calm while participating in the activity? Once each presentation is complete, collaborate with your group to complete one feedback form per group.
Objective: The purpose of this lesson is to offer students the opportunity to receive feedback on a group mindfulness lesson they have created.
Method:
Tips
Materials Needed
Lesson Duration: 1 ½ hours
Now that we have spent time as a class studying mindfulness, let’s spend some time understanding the importance of listening and communication.
Have you ever had a miscommunication with a friend, parent, or teacher? Why did it happen? Let’s learn more about the challenges in communication.
(Ted-Ed, 2016)
From the video, we can see that active listening can solve many of the challenges of miscommunication.
Now let’s watch a video below to learn more about the importance of being an active listener.
(AMAZE Org, 2018)
For the final assignment of the course, post a 200-word response about a time that miscommunication happened in your life and how active listening strategies could have solved the problem.
Objective: The objective of this lesson is to understand how active listening and communication skills are a critical component of having GRIT.
Method:
Tips:
Materials Needed:
Lesson Duration – 1 hour
The next lessons in our series allow you to use the knowledge you have learned about GRIT and apply it to areas of your life.
In this lesson we will build a resume to prepare you to begin searching for a job. Resumes are a summary of your accomplishments and provide a preview of an applicant to a hiring manager.
Watch the following video for a better understanding of what to include and not include on your first resume.
(Indeed,2020)
Now that you have a better understanding of what is included in a resume it is time to build a draft. Follow the link below begin to add in your personal information using the template.
https://www.indeed.com/career-advice/resumes-cover-letters/resume-examples-for-teens
If you feel stuck and do not know what to include seek advice from your teacher, peers, and family. Often others see characteristics and qualities about a person that we often do not recognize in ourselves.
Assignment:
Objective: The objective of this lesson is to provide students an opportunity to create their first resume.
Method:
Tips:
Materials Needed:
Lesson Duration – 1 ½ hours
You have created a resume, and now you are ready for the next step in the job process, completing an interview.
Preparing for an interview sets you apart from many other applicants. Preparation allows you to consider how you would answer the top interview questions. Participating in a mock interview will enable you to get out all your nervous energy when there is no real job on the line. Participating will make you feel more confident during an actual interview.
Let’s get started by becoming more familiar with what happens during an interview and best practices for success.
(Indeed, 2020)
Assignment:
Objective: The objective of this lesson is to create a learning opportunity where students feel prepared for a job interview.
Method:
Tips:
Materials Needed:
Lesson Duration – 2 Hours
Today we wrap up our series on GRIT and its connection to preparing for a successful future. You have completed both a resume and an interview experience to strengthen your skills. Today we will learn the importance and art of writing a thank you letter. Many job seekers skip this step, but taking thirty minutes to draft a thank you letter is often what separates job applicants.
A thank you letter or email not only shows the employer that you are serious about the position but also gives the applicant one more opportunity to remind them why you are the right person for the job. Even if you do not receive the position, you have made a memorable impression that could lead to future opportunities.
Assignment:
Objective: The objective of this lesson is to foster understanding in students about the power of networking and leaving a lasting impression.
Method:
Tips:
Materials Needed:
Lesson Duration – 1 hour
Thank you for participating in the GRIT program. Evaluations are an essential way that instructors receive feedback on educational programs.
Please complete the following program evaluation.
https://illinoisaces.co1.qualtrics.com/jfe/form/SV_0xOraki61FDMnTD
Objective: The purpose of this lesson is to survey both students and classroom teacher to determine:
Method:
Allow students to follow the link to complete the Qualtrics survey
https://illinoisaces.co1.qualtrics.com/jfe/form/SV_0xOraki61FDMnTD
As the classroom teacher, please complete the following Qualtrics survey
https://illinoisaces.co1.qualtrics.com/jfe/form/SV_1ze5Y6lLZPSRwq1
Materials Needed:
Tips:
The survey link will remain open for one week following the completion of the program, allowing time for any student who was absent during the final session to complete the survey, as well as, an opportunity for students who may need more time or assistance reading the survey to complete it following the session.
Lesson Duration: 20 minutes
Duckworth (2020) states:
"Grit may not be sufficient for success, but it sure is necessary. If we want our children to have a shot at a productive and satisfying life, we adults should make it our concern to provide them with the two things all children deserve: challenges to exceed what they were able to do yesterday and the support that makes that growth possible."
Aleks Wonders. (2012, November 4). What are you values? [Video]. YouTube. https://www.youtube.com/watch?v=nm3ul5PCBV8
AMAZE Org. (2018, February 27). Active listening: How to communicate effectively [Video]. YouTube. https://youtu.be/BW82k7lwI_U
Belzer, K., Burcham, C., & Byers, C. (2020, January 17). Mastering mindful moments [PDF Document]. University of Illinois Extension.
Colorado State University. (2020). Real Colors Logo [Image]. https://www.csupueblo.edu/center-for-teaching-and-learning/real-colors.html
Duckworth, A. (2020). Q & A. Retrieved February 23, 2020, from https://www.angeladuckworth.com
Gritcast, & Lewis, L. H. (2017, March 1). What is grit? [Video]. YouTube. https://youtu.be/Ldam66QxvxY
Illinois State Board of Education. (2016). State graduation requirements (105 ILCS 5/27-22, 27-22.05, 27-22.10). https://www.isbe.net/Documents/grad_require.pdf#search=high%20school%20graduation%20requirements
Indeed. (2020, July 27). How to write a thank you letter [Graphic ]. www.indeed.com. https://www.indeed.com/career-advice/career-development/write-a-thank-you-for-a-letter-of-recommendation
Indeed. (2020, April 24). Resume tips:How to write a resume that stands out [Video]. YouTube. https://www.youtube.com/watch?v=C8J3GpW5oJo&feature=emb_logo
Indeed. (2020, July 16). Ultimate job interview guide [Video]. YouTube. https://www.youtube.com/watch?v=Esd3Qp5qEwc&feature=youtu.be
MentiMeter. (2020). Characteristics of success survey [Survey Image]. https://www.mentimeter.com/s/f1c9f4763a891d10e0ed4f9946461722/ea2dcf130dea.
Real Colors. (2014, March 27). What is Real Colors? [Video]. YouTube. https://youtu.be/-lGIZtky92A
Stanford Graduate School of Business, & Cohen. (2012, May 3). Closing the achievement gap [Video]. YouTube. https://www.youtube.com/watch?v=pwp71xrIxtY&feature=youtu.be
Stanleigh, S. (2017, May 31). [Image]. Business Improvement Architects. https://bia.ca/why-mindfulness-is-gaining-popularity-in-our-frantic-world/
TED, & Duckworth, A. (2013, May 9). Grit: The power of passion and perseverance [Video]. YouTube. https://youtu.be/H14bBuluwB8
TED, & Hansen, P. (2013, May 21). Embrace the shake [Video]. YouTube. https://www.youtube.com/watch?v=YrZTho_o_is
TED, & Lewars, L. (2015, June 9). Questions every teenager needs to be asked [Video]. YouTube. https://www.youtube.com/watch?v=NEgoEgonx3U
TED, & Williams, T. (2016, March 18). How to develop grit! [Video]. YouTube. https://youtu.be/ajneX1V7a1w
Ted-Ed. (2016, February 22). How miscommunication happens and how to avoid it [Video]. YouTube. https://youtu.be/gCfzeONu3Mo
University of Michigan. (2020). [Image]. University of Michigan Health Services. https://www.uhs.umich.edu/mindfulness
Wilson, M. (2020, February 23). Understand yourself: Understanding others [PowerPoint slides]. CG Scholar.
Wong, B. (2019, October 22). How to cultivate the silent art of active listening. Medium. https://medium.com/live-your-life-on-purpose/how-to-cultivate-the-silent-art-of-active-listening-3e2fd81e4334