While teaching second grade, I implemented four practical ways for students to foster grit and a growth mindset without interrupting daily instruction by integrating a Rubik’s^© Cube. During each encounter with the cube, students were reminded to focus on the process rather than the end product of solving the entire cube. The goal was for students to persist in a challenging task that promoted critical thinking skills.

1. Morning Meeting Routine

The first way students were exposed to the Rubik’s^© Cube was during a fifteen minute whole group session during the morning meeting routine. The goal was for students to warm up the brain and start the day with a determined mindset. During the whole group instruction, I presented the cube using an interactive PowerPoint designed to be instructional and motivational for students. The morning meeting would begin with a grit and growth mindset discussion using a video or read aloud book. Next, I would use our Rubik’s^© Cube manuals to share strategies and techniques on how to solve the identified step of the cube. Students were then given a few minutes to practice with neighboring peers. During my first year of implementing the cube, I learned how to solve the five steps while using the manual to teach my students. As a class, we were able to collaborate and offer feedback to one another in order to successfully reach our end goal of restoring the cube. My students enjoyed starting each day collaborating with peers through problem solving techniques.

2. Early Finisher Activity

Students were given opportunities to manipulate the Rubik’s^© Cube throughout various times in the school day. I encouraged students to cultivate grit and a growth mindset by using the cube as an early finisher or brain booster when feeling stuck or frustrated with an assignment. After finishing a center or test, along with any other assigned daily tasks, students were allowed to work with the Rubik’s^© Cube until I gave instructions for the next lesson. For example, if students finished a writing assignment before the designated timer, the Rubik’s^© Cube could be used as an early finisher activity. Students could take out the manual and work on the desired step of the cube. Students were also encouraged to work with the Rubik’s^© Cube during any additional down time, such as free centers, indoor recess, and while waiting to be dismissed for the day.

3. Content Specific Lesson Plans

The Rubik’s^© Cube was also integrated into several math lesson plans throughout the year to promote grit and growth mindset instruction. Students were able to work with the Rubik’s^© Cube while discussing fractions, operations, measurement, patterns, direction, and 3-dimensional shapes. When working with fractions, students were able to model and identify the numerator and denominator using the different colors and sides represented on the cube. “Mix It Up Math” was an ongoing activity I created for students to practice addition and subtraction skills. The handout could be tailored to meet different objectives and provided a way for students to work with peers in an engaging competition. An example of the handout can be found in Figure 1. Students also practiced measurement skills that focused on perimeter and area by using the Rubik’s^© Cube. In addition, telling time was introduced by using the Rubik’s^© Cube to represent the counterclockwise and clockwise movement on an analog clock. Lastly, a large portion of time was spent on identifying and classifying 3D shapes. The Rubik’s^© Cube acted as the perfect introduction for determining the number of faces, edges, and vertices on 3D shapes. In addition to the numerous math lesson plans, the Rubik’s^© Cube was also included in several art activities, such as creating mosaics, building alphabet blocks, and designing patterns.

4. Effective Differentiated Instruction

The Rubik’s^© Cube provided multiple opportunities for differentiated instruction. The concrete tool paved a pathway for discussions regarding individual differences. Throughout the entire year, the cube was used as an example to express the importance of acknowledging personal strengths, as well as areas of growth and improvement. The process of mastering the cube was a different experience for each student. By working together, students were able to offer assistance to peers who needed additional support in solving a challenging step. Students learned to grasp the idea that just as some classmates were able to quickly solve the steps of the cube, others were more proficient at reading or were math wizards and could solve advanced word problems. One way of addressing student differences with the Rubik’s^© Cube was using a team building competition. Students were split into teams and each person contributed to solving the Rubik’s^© Cube based on individual abilities. I would place students in line based on level of mastery. For example, the leader in each line would complete the first step required in solving the cube, which would be the white cross. The second person in line would then complete the next step by forming the yellow sunflower. The cube would continue to be passed down the line until the sides were manipulated to the original colors. Even if students were only able to master the first step of the Rubik’s^© Cube, they were able to see how working together leads to a successful outcome. The Rubik’s^© Cube cultivated a positive classroom community where students focused on celebrating each other’s success while offering feedback and encouragement for setbacks. An additional bonus to implementing the Rubik’s cube included the range of enrichment activities offered to students who reached mastery. After solving the cube, students could move to varying models and sizes, as well as participate in building a Rubik’s^© Cube through a range of kits.

Throughout the year, my students became problem-solvers as they connected the cube with concepts in academics, as well as real world problems. I was able to witness first-hand what it means to develop students who persevere in challenging tasks as I witnessed their brains turning with curiosity. My students were motivated by the challenge, encouraged by the progress, and intrigued by the experience. The students encountered more failure than success, but since the cube was a challenge in the form of play, each child remained engaged in the learning process.

Teaching the Rubik’s^© Cube is a practical way to approach failure and frustration. A grit mindset instills the motivation to stay in the game, which in turn can carry into other games by cultivating lifelong problem-solvers. Now more than ever, educators and parents should equip students with a balance of academic content and general skills that are necessary to thrive in an uncertain, modern future by integrating current research surrounding grit and growth mindset into the classroom to help all students reach their full potential.

With the help and guidance of Dr. Jim Payne, I was able to teach my students the Rubik’s^© Cube. We collaborated with his daughter, Kim Simmons, and grandson, Grant Purdy, to create a Rubik’s^© Cube manual and video series. We believe that our method is less complicated than other advertised solution guides because it provides a way for all children to persevere in solving the Rubik’s^© Cube. By using small, achievable steps, students are able to experience success throughout the learning process, which instills a go-get-it attitude and builds confidence.