GETTING GRITTY, SETTING GOALS -
LESSON 5:
CONTINUOUS IMPROVEMENT THROUGH MARGINAL GAINS
VARIATIONS
· ASK STUDENTS TO MAKE UP THEIR OWN VARIATION AND SHARE IT WITH A PARTNER.
· ANOTHER EXAMPLE- MIDDLE FINGER WIGGLE- STUDENTS PUT BOTH HANDS OUT IN FRONT OF THEM WITH THEIR FINGERS SPLAYED AND POINTING TO THE CEILING. PUT THE RING FINGER AND PINKIE FINGER TOGETHER AND THEIR POINTER FINGER AND THUMB TOGETHER SO THEIR MIDDLE FINGER IS ON ITS OWN IN THE MIDDLE (ASK STUDENTS TO KEEP FINGERS STRAIGHT UP). THEN ASK STUDENTS TO MOVE THEIR MIDDLE FINGER ALL THE WAY TO THE LEFT AND THEN BACK ALL THE WAY TO THE RIGHT WITHOUT MOVING ANY OF THEIR OTHER FINGERS (CONTINUE MOVING MIDDLE FINGER SIDE TO SIDE).
PURPOSE: ENCOURAGE LAUGHTER, FUN, INTERACTION AND POSITIVE ENERGY BETWEEN STUDENTS.
DEBRIEF: DISCUSS THE NOTION OF FAILING FORWARD AND HOW THIS LINKS TO CONTINUOUS IMPROVEMENT.
REVIEW OF HOMEWORK
Last THRIVE lesson we studied effort and energy management. For homework, students were invited to consider how well they were able to stick to their weekly schedule between last THRIVE lesson and today. Questions for discussion: Did you manage to stick with your big rocks? Did your successfully eliminate any time destroyers? What would you change in order to experience success with this (where they are pretty much able to live their life by committing time for big rocks)?
PART 1- (5 MINUTES)
Rationale
“You have to apply yourself each day to becoming a little better. By applying yourself to the task of becoming a little better each and every day over a period of time, you will become a lot better.”–John Wooden
In “life or work or play, the difference between winning and losing, the gap that separates success and failure, is so slight, so subtle, that most never see it. As you walk your path, it is always, every moment of every day, curving either upward or downward." (Olson, 2006)
Learning objectives
By the end of this lesson, learners should:
understand the term "marginal gains"
connect marginal gains to their own improvement in a chosen area
PART 2- (15 MINUTES)
Read through this article about "Marginal Gains" (students have the link provided in their electronic workbook, or teachers can write the link on the whiteboard).
How does Dave Brailsford describe "marginal gains"? Can you describe it in your own words?
Draw an image of marginal gains in the space provided in your workbook.
Record the Jim Rohn quote in your workbook.
Teachers to faciliate a discussion focussing on students own description of marginal gains.
PART 3- (15 MINUTES)
Watch from the beginning up until 48 seconds, then from 6:34 until the end to hear from Dave Brailsord on the aggregation of marginal gains.
Consider one area of your life that you are already performing well in.
Within this area, identify one or two areas that you think you might be able to do slightly better. Aim for 1-2% improvement in these areas.
It is the little things that can make a big difference (especially when you add them together and keep doing them for a long period of time). The point is- every bit helps. NB- if you are not already performing close to your potential in this area, you may be better off focusing on areas that will result in much larger improvements.
Create a list in your workbook of small things that you think you could do to improve and begin to "aggregate marginal gains" (add up small improvements) in your own life.
PART 4- LATERAL THINKING PUZZLES- (10 MINUTES)
This activity is intended simply as a bit of fun, and to engage the competitive spirit in the classroom. Students to form pairs or groups of three. Attempt to make each of the given word problems into a well-known saying or statement. Teachers can find the answers here. One student in each group to record answers (in their workbook or on a blank sheet of paper), to be checked at the end.