that we're hoping students have a chance to really develop.
grit, persistence, intrinsic motivation, and interpersonal skills.
Well, has been called lately a lot in the press, non-cognitive skills.
>> There's a lot of complexity to this subject.
Let's be honest, and we're not the experts here.
But there are a lot of people who've been writing about this lately.
And it's worth digging in to learn more about it.
that really summarizes a lot of the greatest research on grit right now.
York Times in an article called What if the Secret to Success is Failure?
the Chicago Consortium of School Research.
start to understand these topics in some more depth.
>> And you overachievers, dive in and read the whole thing.
all there for you, so take a look and navigate through.
where does non cog skills fit into blended learning.
because it's actually a very interesting question.
of these skills and mindsets of students?
don't want this computer screen interacting between the relationship.
persistence, and on some level I think we can agree with that.
just a purely virtually kind of learning experience.
But on the other hand, if you think about a great blended learning environment.
of the education process and that kids have more ownership and practice it.
for students and a better environment for a teacher.
of what blended learning brings to this equation.
embed the skills of persistence and grit into the everyday learning.
Think about the contrary example.
move on regardless of how much effort that they put in.
What kind of job are we doing teaching them persistence and grit then?
the things they need to learn lots of different ways.
my neighbor doesn't have to do it the same way that their neighbor's doing it.
the World Wide Web, it's a pretty big place.
like, the safe choices for them to go and learn from.
to do small, small group differentiated instruction.
And you really are able to feel kind of come alive in kids.
have core, their core literacy and core math.
so we always want to make sure that our kids are sweating.
see it in their face, and it's almost like you see it in their brains.
They're just like, ugh, like, this is really hard.
And the way we get there is by doing the small group instruction.
their teacher, but also challenged and engaged with technology.
about a student who experienced ownership for the first time.
who had failed algebra in the ninth grade.
not being a successful math student, and had the attitude to match it.
streak feature where you had to get ten in a row right to move on.
And even if you got nine and then failed you started over again.
got to the ninth problem, and then got it wrong.
And I watched her slam her hand on the table and go, ugh!
breath, I'm not leaving until I get this right.
problem, got her street done, closed her laptop and walked out of the room.
a traditional setting with me saying, stay, do two more, do two more.
being on her shoulders that just lit a spark in her.
of non-cognitive skills than what we've just presented here today.
more, because it's a fascinating topic.
the schools we've visited with today have made over student agency.
Personalization, mastery-based education, and how to deepen relationships.
of what is the ideal experience for the student?
And that's where your assignment for this week starts off.
realize that this assignment ties in directly to your final project.
does a teacher actually make this come to life?
create a high quality blended learning environment.