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ASCD Member-Only Webinar: The Formative Five November 17, 2016

Copyright © 2016 ASCD

COPYRIGHT © 2016 ASCD

The Formative FiveFostering Grit, Empathy, and Other

Success Skills Every Student Needs

November 17, 2016

Thomas R. Hoerr, PhD

[email protected]

A test for you…


Are there differences between success in school and success in life?

Live to learn!COPYRIGHT © 2016 ASCD



Yes!

• 74 consecutive wins by Ken Jennings = $2,520,700

• Then defeated by IBM’s Watson

• 3.5B daily Google searches

• A new transistor chip is 7 nanometers wide, 1/10,000th the width of a human hair

• 5M manufacturing jobs lost in the U.S. since 2000


YES!

• Daniel Goleman: “… At best, IQ contributes about 20 percent of the factors that determine life success, which leaves 80 percent to other forces.”

• Paul Tough: “What matters most… is a list that includes persistence, self‐control, curiosity, conscientiousness, grit, and self‐confidence.”


YES!Who you are is more important than

what you know.




Scholastics should be the

floor,

not the ceiling.


Success Skills

• Empathy

• Self‐control

• Integrity

• Embracing Diversity

• Grit


My Formative Five hypotheses…

1. Academic skills and the arts have value.

2. Success stems more from our personal qualities.

3. It’s not enough to talk about the merit of the FF; we must actually pursue them.

4. The FF can be taught!

Live to Learn!COPYRIGHT © 2016 ASCD



The Formative Five

Empathy

Self‐control

Integrity

Embracing diversity

Grit


1. Empathy

“The art of stepping imaginatively into the shoes of others, understanding their feelings and perspectives, and using that information to guide your actions”

(Roman Krznaric)


• Brene’ Brown: “Empathy fuels connections, sympathy drives disconnection.”

• Maya Angelou: “I think we all have empathy. We may not have enough courage to display it.”




Senator Obama in 2006: “I think we should talk more about the empathy deficit –the ability to put ourselves in someone else’s shoes; to see the world through those who are different from us…”


Context

Stanley Milgram’s 1963 study of obedience

• How could Nazi Germany have happened?

• In New Haven, CT; “teachers,” an instructor, and a student confederate.

• Increasingly painful shocks administered for incorrect responses.

• 26 of 40 participants administered the ultimate degree of shock and pain.


Empathy is also needed in the Teachers’ Lounge

Principal Connection, “Who’s the Bully On Your Staff?” (Educational Leadership, February 2013)




Strategies

• In hiring interviews, ask candidates about a student who was having difficulties outside of school: “Did that change the way you treated the student?”

• Focus on empathy in literature and history. “How do you think she was feeling and why?”

• Ask students what other children would like to receive for a birthday present.


Material World by Menzel and Mann


2. Self‐control

“The ability to delay gratification and resist temptation is an acquirable cognitive skill” (Walter Mischel).

Self‐control is an aspect

of achieving success in every domain.




• “Willpower is a learnable skill, something that can be taught the same way that kids learn to do math and say ‘thank you.’” (Charles Duhigg in The Power of Habit)

• Gladwell’s 10,000 hour rule in The Outliers


ContextMischel’s Marshmallow Test

• +210 on the SAT

• “At age 27‐32, those who had waited longer had a lower body mass index and a better sense of self‐worth, pursued their goals more effectively, and coped more adaptively with frustration and stress.”


StrategiesHave students set scholastic and personal goals.

Help students reflect upon the situations that make it harder to use self‐control.

Create systems for them to monitor their self‐control efforts.

Self‐control and Goals

Goal Obstacle/Distraction requiring self‐control

I know that I will have succeeded when…

Scholastic

Personal




• Ask students to identify characters in songs, stories, and books who do and do not have self‐control. How might a story be different if a protagonist had self‐control?

• Have students pick a non‐scholastic area in which more self‐control would be helpful, then set goals, determine strategies, and monitor progress.


3. Integrity

Integrity is firm adherence to a code of especially moral or artistic values; incorruptibility. It stems from honesty, and is a higher, more public form of action.


• Warren Buffett: “In looking for people to hire, you look for three qualities: integrity, intelligence, and energy. And if they don’t have the first, the other two will kill you.”

• Stephen Carter: “It is possible to be honest without ever taking a hard look inside one’s soul, to say nothing of taking any action based on what one finds.”




Context• Honesty and integrity differ by whether we are responding or initiating. – We manifest honesty by responding to a dilemma, situation, or person. This may be done in public or private.

– We manifest integrity by initiating a comment or action to a dilemma, situation, or person, usually in a public way.

• Brittany, Mimi, and the birthday party.


Strategies

• Teach students the differences between honesty and integrity: It is possible to be honest without integrity, but it is not possible to have integrity without honesty.

• Ask students “What impact does what your friends think have upon how you might behave?”


• Use the “Values Cart Sort” exercise to help students think about what matters to them. Students are given 80+ cards—terms with brief explanations—and asked to sort them into one of three categories.

The A cards, for example, are acceptance, accuracy, achievement, adventure, attractiveness, authority, and autonomy. Beauty is a B card. C cards are caring, challenge, change, comfort, commitment, compassion, contribution, cooperation, courtesy, and creativity.

• Initially do individually and then working in groups.

Not important to me Important to me Very important to me




4. Embracing diversity is understanding that

the differences among us should

be recognized, appreciated, and

embraced.


• General Stanley McChrystal: “Stereotypes are a real timesaver” (quoting from The Onion, in his book, Team of Teams).

• Eboo Patel, founder and president of the Interfaith Youth Core: “Diversity is not just about the differences you like.”


Context

• Kaiser Family Foundation poll in 2015: “Almost two‐thirds of the public (64%) say racial tensions have increased in the country over the past decade. This includes majorities of Blacks, Hispanics, and Whites alike.”

• Claude Steele’s “Stereotype Effect.”




Strategies

• Appoint a Diversity Champion (EL “Principal Connection” column, April 2016), establish a diversity committee or book group.

• Show “Love Has No Labels” and “The Delmar Divide” (particularly good for older students).


Use the Race Card Project with students, staff, and parents (Michele Norris)


Submission from The Race Card Project at New City School (2013–2014)




Submission from The Race Card Project at New City School (2013-2014)










5. GritAngela Duckworth: “Grit is a combination of passion

and perseverance for very long‐term goals.”

.


• Thomas Edison: “Many of life’s failures are people who did not realize how close they were to success when they gave up.”

• Jon Sinclair: “Failure is a bruise, not a tattoo.”




Context

• “Failure happens all the time. It happens every day in practice. What makes you better is how you react to it” (Mia Hamm).

• Everyone who has achieved, regardless of the task or the arena, talks about the role of grit—tenacity, perseverance, an unwillingness to give up—in their success.

• Make new mistakes.


Mistakes and Implications

Kinds of mistakes

What do they mean for us?

They are

Live to learn!



Kinds of mistakes


They are

OLD mistakes We repeat our errors and do not learn from our experiences.

Dumb

Live to learn!





Kinds of mistakes


They are


Dumb

NO mistakes We continue to use the same approach. We are error-free but little learning takes place.

Not smart

Live to learn!



Kinds of mistakes


They are


Dumb

NO mistakes We continue to use the same approach. We are error-free but little learning takes place.

Not smart

NEW mistakes We try new ideas and strategies and learn from our

experiences.

Brave and wise

Live to learn!


Strategies—done with students

• Create a grit environment: posters, grit terms, talk about trajectory. An MGP, Gritser of the Week?

• Have a Grit Day or Grit Class, acknowledged in advance.

• Talk about comfort zones and good failures.




Solicit feedback as kids workThumbs up/down, Likert‐type scale, Use a rubric

Student Grit Reflection

Frustration Level The work is How I’m feeling

1 Easy No problem!

2 OK I’m in good shape

3 Hard I’ll figure it out

4 Very difficult Not sure I can succeed

5 Too hard! I want to quit


Culture Is Key

Culture determines how we see things, how we feel, and how we act.


Six Components of a Great Organizational Culture by John Coleman (HBR, 5/6/13)

1. mission (what the organization will do)

2. values (guidelines for behaviors)

3. practices (how the mission will be achieved)

4. people (getting, keeping, and developing the right people)

5. narrative (stories that convey culture)

6. place (functionality and appearance).




Two aspects of culture

Halls and walls

Faculty meetings


Two aspects of culture

Halls and wallsMission, values, place

Faculty meetingsShould be learning meetings!

Mission, values, practices, people, narrative


We know the Formative Five are important.

Five suggestions for how to teach them.




General Strategies for Teaching the FF

1. Highlight the FF at the start of the school year. Begin by teaching vocabulary.

2. Use the halls and walls to educate and reinforce.

3. Focus on a particular FF success skill every week or month. This facilitates faculty collegiality.

4. Involve/educate/engage students’ parents. And…


5. Chomp, chomp, chomp


Comments or questions?I’d be pleased to hear from you.

Tom Hoerr [email protected]

Live to learn!


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