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a rigorous admissions process, about 1 in 20 cadets drops out during the summer of training before their first academic year.

It's a similar thing with grit and talent. In terms of academics, if you're just trying to get an A or an A−, just trying to make it to some threshold, and you're a really talented kid, you may do your homework in a few minutes, whereas other kids might take much longer. You get to a certain level of proficiency, and then you stop. So you actually work less hard.

The people who are, for lack of a better word, "ambitious"—the kids who are not satisfied with an A or even an A+, who have no limit to how much they want to understand, learn, or succeed—those are the people who are both talented and gritty.

there are a lot of fragile gifted and talented kids who don't know how to fail. They don't know how to struggle, and they don't have a lot of practice with it. Being gifted is no guarantee of being hardworking or passionate about something.

I thought, "I'm very ambitious. I want to be world-class at something. And this is not a recipe for it."

A lot of young people never get to experience that—being into something for enough years with enough depth so that they really know it. Master teachers know what I'm talking about. So do people who are seriously committed to whatever vocation they have, even people who have a really serious hobby that they've worked at for years. They reach a level of appreciation and experience that novices can never understand.

But you know, you also have to be good at something.

deliberate practice

I would probably say "as important," just to be a little conservative.

a swing back toward a recognition that these standardized tests, although they serve an important function, are limited in their ability to pick up things like grit and self-control—as well as many other traits that I don't study—gratitude, honesty, generosity, empathy for the suffering of others, social intelligence, tact, charisma.

They recognize that gym is important, that music is important, that empathy is important. These are qualities that policymakers are less concerned about. But this message really resonates with most people who are in close contact with children.

Learners are engaged by scientifically oriented questions.

Learners give priority to evidence, which allows them to develop and evaluate explanations that address scientifically oriented questions.

Learners formulate explanations from evidence to address scientifically oriented questions.

Learners evaluate their explanations in light of alternative explanations, particularly those reflecting scientific understanding.

Learners communicate and justify their proposed explanations.

Essential Features of Classroom Inquiry and Their Variations

Fundamental Abilities Necessary to Do Scientific Inquiry Identify questions that can be answered through scientific investigations. Design and conduct a scientific investigation. Use appropriate tools and techniques to gather, analyze, and interpret data. Develop descriptions, explanations, predictions, and models using evidence. Think critically and logically to make the relationships between evidence and explanations. Recognize and analyze alternative explanations and predictions. Use mathematics in all aspects of scientific inquiry.

Fundamental Understandings about Scientific Inquiry Different kinds of questions suggest different kinds of scientific investigations. Current scientific knowledge and understanding guide scientific investigations. Mathematics is important in all aspects of scientific inquiry. Technology used to gather data enhances accuracy and allows scientists to analyze and quantify results of investigations. Scientific explanations emphasize evidence, have logically consistent arguments, and use scientific principles, models, and theories. Science advances through legitimate skepticism. Scientific investigations sometimes result in new ideas and phenomena for study, generate new methods or procedures for an investigation, or develop new technologies to improve the collection of data.

Misconception 1: Inquiry-based instruction is the application of the “scientific method.”

Misconception 2: Inquiry-based instruction requires that students generate and pursue their own questions.

Misconception 3: Inquiry-based instruction can take place without attention to science concepts.

Misconception 4: All science should be taught through inquiry-based instruction.

Misconception 5: Inquiry-based instruction can be easily implemented through use of hands-on activities and educational kits.

At one extreme are teachers who believe they are practicing inquiry by posing questions to their students and guiding them toward answers. At the other extreme are teachers who feel they are not practicing inquiry unless they allow their students to engage in a lengthy open-ended process that directly mimics scientific research.