Posts Tagged ‘social-emotional learning’
For the past several decades, I have had my feet in both elementary education and teacher training and development. Regardless of age, grade level, and setting, I include hands-on and experiential learning as a integral part of my instruction. It is learning by doing with a reflective element which, in turn, creates conditions for deeply engaged learning.
Experiential education is a philosophy in which educators purposefully engage with learners in direct experience and focused reflection in order to increase knowledge, develop skills, clarify values, and develop people’s capacity to contribute to their communities. Throughout the experiential learning process, the learner is actively engaged in posing questions, investigating, experimenting, being curious, solving problems, assuming responsibility, being creative, and constructing meaning. (What is EE)
One of my favorite expressions is “Insanity is doing the same thing over and over again and expecting different results.” There’s lots of lip service about closing the achievement gap, serving marginalized populations, helping students gain 21st century skills, and preparing students for STEM-related careers. The problem is that the school systems working toward these changes are using a factory model of education prevalent in the 19th and 20th centuries to do so. The changes that are being sought are not coming into fruition as different outcomes are expected out of doing more of the same thing. This is why I titled this post, The Imperative of Experiential and Hands On Learning. I believe that current instructional strategies need to be turned on their heads to achieve desired results and outcomes. Hands-on and experiential learning is used in some elementary schools but this diminishes as students get older. In too many high schools and colleges, instruction seems to occur through engaging the ears and sometimes the eyes (through visuals such as with slide presentations). Interestingly, though, a Study Finds 52% of U.S. Adults Say No. 1 Way to Learn is Through Active Participation, Followed by Visual Demonstration.
Some benefits of experiential and hands-on learning include:
- Increases motivation and engagement.
- Engages most of the senses.
- Builds social emotional skills.
- More likely to engage emotions.
- Lots of brain activation.
- Increases retention of learning.
- Making mistakes becomes a natural part of the learning process.
- Expands critical thinking skills.
- Preparation for real life.
Increases motivation and engagement.
Hands-on learning is often lots of fun; and having fun increases engagement and motivation.
Hands-on activities encourage a lifelong love of learning and motivate students to explore and discover new things (Bass, et al.).(Case for Hands-On Learning)
Learning by doing allows students to become personally invested in their own learning process. Becoming actively engaged in their education builds confidence, as the lessons require students to rely on their own abilities to obtain knowledge. That confidence and self-reliance inspires students to embrace the learning process and enthusiastically seek out additional knowledge. (Importance of a Hands-On Experience in the Elementary Classroom)
Engages the senses.
Hands-on and experiential learning often is multi-sensory learning often engaging sight, hearing, tactile kinesthetic senses as learners participate in the educational activities.
By definition, hands-on learning requires students to engage in the education process using multiple senses, including sight, hearing and touch. Known as multisensory learning, the hands-on teaching strategy engages the senses in a way that promotes learning comprehension on multiple levels. (Importance of a Hands-On Experience in the Elementary Classroom)
More likely to engage emotions.
The personal nature of experiential learning engages the students’ emotions as well as enhancing their knowledge and skills. When students see the concrete fruits of their labor, they experience greater gratification and pride, thus enhancing their enthusiasm for continued learning. (The Benefits of Experiential Learning)
Lots of brain activation.
When you combine activities that require movement, talking, and listening, it activates multiple areas of the brain. “The more parts of your brain you use, the more likely you are to retain information,” says Judy Dodge, author of 25 Quick Formative Assessments for a Differentiated Classroom (Scholastic, 2009). “If you’re only listening, you’re only activating one part of the brain,” she says, “but if you’re drawing and explaining to a peer, then you’re making connections in the brain.”(Hands-On is Minds-On)
Builds social-emotional skills.
Lots of social-emotional skills are addressed with hands-on, experiential learning. Some of the specific skills that hands-on learning address are:
- Tolerance for frustration
- Asking for help
- Working with others
Increases retention of learning.
When it comes to what learning methods work best, everyone is different, but the survey clearly demonstrates that hands-on training is favored by most Americans. Students who practice what they’re learning in a hands-on environment can often retain much more information when compared with sitting passively in a lecture room, so it’s not a surprise that hands-on training is the overwhelming favorite. (Majority of Americans Prefer Hands-On Training in Educational Settings, Survey Finds)
There is a huge increase in the amount of information that is retained by students who are given the opportunity to practice what they are learning in the form of hands-on training. When students sit and listen passively in a lecture-style environment, they retain 20 percent of the information. When they are given the chance to practice what they have just learned, that percentage increases to 75 percent. (What Are the Benefits of Hands-on Training?)
Making mistakes becomes a natural part of the learning process.
Experiential learning involves trial by error. As students engage in hands-on tasks, they find that some approaches work better than others. They discard the methods that don’t work, but the act of trying something and then abandoning it – ordinarily considered a “mistake” – actually becomes a valuable part of the learning process. Thus, students learn not to fear mistakes, but to value them. (The Benefits of Experiential Learning)
Expands critical thinking skills.
The National Council for Excellence in Critical Thinking defines critical thinking as the “process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication.” Hands-on learning allows students to experience a problem or task and make adjustments to improve outcomes. This “trial and error” exploration develops critical thinking and improves an understanding of abstract concepts that can be applied to real-life experience. (Improve Learning with Hands-on Activities)
Preparation for real life.
Experiential learning takes data and concepts and makes them “real” by applying them to hands-on tasks, with real results. As the student interacts with the information, it becomes real to them.
Many experiential learning projects are career-oriented, because they are, by nature, grounded in “real-world” activities. Through these activities, students start to discover and develop their own skills, aptitudes and passions. This discovery in turn sets them on a more defined path to college and careers. (The Benefits of Experiential Learning)
Now that I am back in the classroom two days a week teaching gifted elementary students, I can do and report on the cross curricular units I plan and implement. There are several guiding factors that I use to design my units:
- They need to be hands-on and experiential.
- Learner choice and voice is valued.
- They need to address cross curricular standards. It is like life. Life doesn’t segment content areas into separate entities.
- They do not depend on the use of worksheets. Worksheets tend to address a single standard or skill. Plus, learning how to do worksheets is NOT a life skill.
- Communication, collaboration, and problem solving are built into the learning process.
- Reading and writing are integrated into the learning activities in the form of fun, interesting books and stories, and writing stories, narratives, journalistic reports.
- Educational technology is incorporated but with a focus on using it to interact with real world physical objects and people.
- A reflective component is included.
- The educator becomes a facilitator whereby activities are introduced and then the learners become the active agents of their own learning.
- The goal is to create the conditions for learners to say they the best day ever.
Tangrams: Cross Curricular Unit
The tangram (Chinese: 七巧板; pinyin: qīqiǎobǎn; literally: “seven boards of skill”) is a dissection puzzle consisting of seven flat shapes, called tans, which are put together to form shapes. The objective of the puzzle is to form a specific shape (given only an outline or silhouette) using all seven pieces, which may not overlap. It is reputed to have been invented in China during the Song Dynasty, and then carried over to Europe by trading ships in the early 19th century. . It is one of the most popular dissection puzzles in the world. (https://en.wikipedia.org/wiki/Tangram)
The students will be able to:
- Read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently. (CCSS.ELA)
- Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. (CCSS.ELA)
- Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. (CCSS.MATH)
- Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. (CCSS.MATH)
- Develop and portray characters including specifics about circumstances, plot, and thematic intent, demonstrating logical story sequence and informed character choices. (ELA and Visual Arts)
- Demonstrate ability to work effectively and respectfully with diverse teams. (21st Century Skills)
- Assume shared responsibility for collaborative work, and value the individual contributions made by each team member. (21st Century Skills)
- Solve different kinds of non-familiar problems in both conventional and innovative ways. (21st Century Skills)
- Tangrams (can be made or bought – I have purchased several sizes and types over the years)
- Grandfather Tangram book (or via Youtube https://www.youtube.com/watch?v=x74l1ZM-zP0)
- Pictures of Tangram animals from Grandfather Tangram – a set for each student. I like the use of a set of cards so learners can’t see the next animal until they are asked to turn over the card when that animal appears in the story (or a projected via http://exchange.smarttech.com/details.html?id=9bfd751c-ca5d-4733-9748-475963892d53)
- Handout of Tangram shapes
- Large Set of Tangrams made out of 48″ x 48″ sheet of plywood (directions for how to make similar ones out of cardboard can be found at https://www.bloglovin.com/blogs/oh-happy-day-2622736/diy-giant-tangram-4939798307)
- Tangoes – a set per each pair of students (only higher price item for this unit)
- Templates for 3D Tangrams – found at http://www.tangram-channel.com/3d-tangrams-templates/
- Scissors, glue sticks, tape
- Chromebooks or iPads
Read Grandfather Tangrams + Learners Create Tangrams for Each Story Character
Each learner is given a set of tangram puzzle pieces and a set of cards that shows how to make each tangram animal in the story. Grandfather Tang is read to the learners either directly from the book or through https://www.youtube.com/watch?v=x74l1ZM-zP0 so it can be projected. The story is stopped each time there is a reference to one of the Tangram animals. Learners construct that animal using their own set of Tangrams.
Check-In with Tangrams
One of my morning activities with learners is to have them check in as to how they are doing that day. The check in for this unit is to create a Tangram that represents how they are feeling. Selections are made from a sheet given to learners:
Giant Puzzling Tangrams
Making the props for this activity is worth the trouble as it is a very high engagement, high learning, high reward activity. To set it up, an area is chosen that is about 50 yards long (outside or in a gym) and the giant Tangram shapes are placed in a pile at the start of this area. Learners are given a card that has the design of a Tangram at the beginning of this area. They need to produce that Tangram and then all get on top of that shape. Their goal then becomes to cross the designated area using the Tangram pieces as stepping stones. If they fall off, they must go back to the beginning and start again. When they reach the end of the designated area, they are given another Tangram shape they need to construct prior to stepping off. This translates into the need for them to maneuver the Tangram pieces into the design while standing on pieces.
Tangoes Tangram Card Game – Paired Challenge
Next, the learners play the Tangoes card game in pairs. The object of Tangoes is to form the image on the card using all seven puzzle in a challenge with another learner in a race to solve the puzzle. It helps build visual spatial skills as the cards don’t have demarcations for the individual Tangrams. I promote some cooperative work as I ask the partner who figured out the answer to help his or her partner to do so, too.
Make 3D Tangrams
Learners are given the printed out templates for a set of 3D Tangrams and construct them.
Create a Story from 3D Tangrams – Take Photos and Write a Blog Post
Learners think of a story using their 3D Tangrams and take photos for the scene(s) of their stories. They then upload these images to their blogs and write about their story.
(Postscript: Wow – I didn’t review their blog posts until after school. We are definitely going to discuss this student’s blog post during on next class session. Great teachable moment to discuss this real life situation of one of their classmates.)
I have written before about the beginning of the school year, Beginning the School Year: It’s About Connections Not Content.
I begin all classes focusing on having the students make connections between each other and with me. I want students to learn about one another in a personal way. I want to learn about my students so my instructional strategies can be more personalized and tailored to their needs and interests.
As we begin this new school year, I want to share my own ideas for what I believe represent best practices for doing so. I have the following goals for beginning the school year:
- To have the learners get to know one another and if they do know one another, to deepen that understanding.
- To have the learners get to know me as an educator.
- To set the climate that the classroom will experiential, engaging, fun, and student-centric.
- To begin the process of having learners learn to solve problems as a group and work cooperatively with one another.
- To begin creating a supportive climate – where learners support one another and I support their learning efforts.
- To give the message that social-emotional learning is important.
- To have the learners take ownership of their classroom.
What should also be obvious from this list is what is not on it – namely a focus on content-driven instruction during the first days of school.
These are the activities I used on the first day of school with my gifted class of 2nd to 6th grade students:
I believe in including classroom activities that build emotional intelligence and social emotional learning. I begin my mornings throughout the school year with emotional check-ins, a way for each learner to check in with how they are doing that day. I use props such as feeling cards to do so. On this first day, I used Stones Have Feelings, Too.
For more ideas on the types of check-ins I have used, see Morning Meetings, Check-Ins, and Social-Emotional Learning.
Thumball Ice Breaker
For the second activity, the learners were asked to form a circle to participate in a Thumball Ice Breaker.
A learner tosses it to another learner. The catcher then responds to the prompt closest to her or his left them. After doing so, the learner throws it to another learner. I typically do two to three rounds where each learner gets the ball during a round. Example prompts include:
- Three Wishes
- Happiest Memory
- Three Yummy Foods
- Three Gross Foods
- Favorite TV Show or Movie
- Best Book or Author
- Great Vacation Place
- Funniest Cartoon
As a former adventure educator, I have a fondness for team building and group problem solving activities, and regularly incorporate them into my classroom. A good list of these types of activities can be found on Teampedia.
During on first day together, I facilitated Warp Speed with the learners.
Toss the ball around the circle until everyone has caught it once and it is returned to the leader. For Warp Speed, you need to establish a pattern of tossing one object around the group. Once the pattern has been established, ask the group to see how quickly they can move the object through the pattern with each person touching it in the order that has been established. Time this, and give the group several opportunities to improve their time (http://www.lifeway.com/studentministry/2014/07/07/game-warp-speed/).
As each effort was timed with the 3 second penalties per drop, I had them practice mental math. I showed them their times as recorded via my iPhone, asked them to multiple the number of drops times 3 and then add this total to their time. On subsequent efforts, I asked them to subtract the difference. Later they compared their improvements.
LED Enhanced All About Me Posters
I like using the All About Me posters at the beginning of the school year as it lets me know a lot about the learners in a very short time. I also use them to decorate my classroom walls. Since I have been involved in maker education running a maker summer camp, I showed the kids how to use LED lights creating circuits with copper tape. They used these materials to created LED enhanced All About me Posters.
The All About Me Poster was actually the beginning of their autobiographical activity unit. The learners were provided with a Google Doc with the following:
- All About Me Posters with LED lights
- I Am Poem – http://oakdome.com/k5/lesson-plans/word/i-am-poem.php. Post to a Google Slide. Include a photo from http://www.photosforclass.com/
- Word Cloud with at least 12 self descriptors – http://www.abcya.com/word_clouds.htm.
- Magnetic Poetry – refrigerator magnet words to write a 5 line poem or a Haiku about yourself.
- Get Anagrams for Your Name – http://www.wordsmith.org/anagram/index.html (list 15 of them)
- Do an A-Z book – each letter needs a word and an picture to describe you.
- Write out 10 equations about you represented by number.
- Make a T-shirt tote – http://www.mommypotamus.com/no-sew-t-shirt-tote-bag-tutorial/ and bring three objects from home in your tote for a show and tell.
- Do I Am Poem on notepaper add to a decorated self portrait.
The learners began these activities at the end of our day by starting their magnetic poems, A-Z books, and Word Clouds.
There were three things that happened during this first day that especially made me so grateful and excited about being a teacher.
First, one of the girls has a twice exceptional label – gifted and autistic. I was told that she might take weeks to start talking in class. Also, given her attributes, peers relationships, at times, at strained or even nonexistent. She loved all of the hands on activities especially the LED lights. After a bit of quietness during the beginning of the morning, she talked throughout our time together. What was especially cool was that a few of her classmates from her regular classroom came to get her for a visit to the school nurse. When they came into my classroom and saw her LED enhanced poster, they got very excited. Another teacher noticed the kids going down the hall and heard the them talking about the project – asking this girl all about. The other teacher knows that girl from past years and told me it warmed her heart to see her excitedly share her learning . . . and the other kids listening to her. I smile ever time I picture it.
Second, one of the boys worked very hard at creating his magnetic poem – see above. He read it several times to different students as he created it. I loved the pride and joy I saw in his face when saw and heard his peers’ reactions. It was definitely priceless.
Finally, there was a boy in the class who is new to the school. I met his mom during the morning prior to coming to my gifted class (it meets a full day per week) and she told me that he was not at all happy at this new school, that he wanted to go back to his old school but that was happy about coming to the gifted program. His total excitement and engagement as well as his connections to the other students in the program throughout the day brings a tear to my eye. It really seemed as though he found his tribe; a place where he belongs.
I wholeheartedly believe that the only reason these events occurred was due to my focus on the learners and on establishing our community during on first day together.
Watch children, youth, and even adults when they are immersed in learning something of interest of them, and you will see often complete engagement and personal joy. When education is done “right”, learners often feel and experience the following in their both formal and informal educational environments:
- Intrinsically Motivated
- Accomplishment and Pride (in themselves and in their work)
- Connected (to the content, to other learners, to experts)
All of these feelings described above are often experienced as part of a FLOW state. The characteristics of “Flow” according to its originator and researcher, Czikszentmihalyi, are:
- Completely involved, focused, concentrating – with this either due to innate curiosity or as the result of training
- Sense of ecstasy – of being outside everyday reality
- Great inner clarity – knowing what needs to be done and how well it is going
- Knowing the activity is doable – that the skills are adequate, and neither anxious or bored
- Sense of serenity
- Timeliness – thoroughly focused on present, don’t notice time passing
- Intrinsic motivation – whatever produces “flow” becomes its own reward (http://austega.com/gifted/16-gifted/articles/24-flow-and-mihaly-csikszentmihalyi.html)
Joy and engagement are intentionally at the top of the list as I believe these two feelings are needed in order for all others to occur, for flow to occur. First and foremost, for me, is my desire to help learners experience joy in the learning process:
Building on a child’s ability to feel joy, rather than pushing it aside, wouldn’t be that hard. It would just require a shift in the education world’s mindset. Instead of trying to get children to buckle down, why not focus on getting them to take pleasure in meaningful, productive activity, like making things, working with others, exploring ideas, and solving problems? These focuses are not so different from the things to which they already gravitate and in which they delight.(Joy: A Subject Schools Lack)
As for student engagement . . .
Student engagement, described as the tendency to be behaviorally, emotionally, and cognitively involved in academic activities, is a key construct in motivation research (Thijs & Verkuyten, 2009). Consequently, compared to less engaged peers, engaged students demonstrate more effort, experience more positive emotions and pay more attention in the classroom (Fredricks, Blumenfeld, & Paris, 2004). Further, engagement has also been associated with positive student outcomes, including higher grades and decreased dropouts (Connell, Spencer, & Aber, 1994). (Encouraging Positive Student Engagement and Motivation: Tips for Teachers)
I wholeheartedly believe that one of the roles and responsibilities of the modern educator is to set up the conditions for learners to experience flow. To achieve a state of flow in the educational environment isn’t nor does it need to be that complicated. It can be as simple as replicating real life learning in more formal schools. I have discussed this in my post Natural Versus Unnatural Learning. In real life, learners learn through . . .
- Setting up environmental conditions for themselves – often in comfortable furniture sitting and laying in positions that work for them; eating and drinking when desired; going to the bathroom when needed and by not asking for permission.
- Moving around and engaging in distractions which can help in processing information.
- Asking others for information, ideas, and help on an as needed basis.
- Getting online to explore personalized inquiry about the content they are learning about.
- Interacting intimately with content related, real life objects.
- Learning in a context where that learning real world applications. Deep and meaningful learning occurs within a context.
- Watching and learning from those more experienced than them. Now with technology, this observation can come in the form of videos, social media, and live communication networks such as Skype and Google Hangouts. Natural Versus Unnatural Learning
Given a growth and flexible mindset, educators can easily implement these ideas within their own classrooms.
Too often marginalized populations (e.g., some populations of people of color, students from lower economic communities) are approached with a deficit model. Attempts are made to instill in these groups of students the skills to make them successful at the Eurocentric education that dominates most schools in the United States.
The deficit model of education sees kids as
- lacking in some way
- needing to be fixed
- not as good as . . .
- needing to develop skills valued by mainstream society
And in schools all over America, students are forced to “learn” in a way that befits deficit model thinking. We make sure that students are doubled and tripled up in the subjects they are worst at. Schools are reducing the amount of time students have music and phys-ed and even science so that kids have more time to raise their test scores. It is as if the sole purpose of schooling for many kids is just to make sure that they are slightly less bad at the things they are worst at. We have created a schooling environment where the sole purpose seems to be to ameliorate the worst of abilities our students have, rather than nurture the best of who they are. (http://practicaltheory.org/blog/2013/03/28/stop-deficit-model-thinking/)
Sadly, many educators and administrators aren’t even aware of the deficit model of education prevalent in many schools systems. It follows, then, that they are definitely not aware of the differences between deficit and asset models.
The differences between deficit and strength-based thinking help to explain why efforts to improve the public schools have often been counterproductive and certainly less than sustainable. Most elected leaders and educational bureaucrats tend to view the public schools in deficit terms and seldom focus on individual and school-wide strengths. (http://www.teacherdrivenchange.org/deficit-strength-difference)
The asset model of education approaches kids from marginalized populations as:
- having unique strengths, passions, and interests
- being competent and capable in settings that are important to the learners
- having their own personal powers
- having much to offer to other learners and their school communities
- sources for educating others about their communities and cultures
- thriving in a climate of differentiated instruction and Universal Design for Learning
- even though they are not marching to the beat of traditional school design, it doesn’t mean they are out of step
Every child has a gift; the challenge is helping them discover that gift. This strategy focuses on the students’ abilities rather than inabilities. As students understand what they have to offer, they can focus on their abilities to accomplish tasks in any subject area. (http://www.schoolimprovement.com/initializing-asset-based-education/)
There is a growing body of research that urges schools to acknowledge the social and cultural capital present in communities of color and poor communities (Moll & Greenberg, 1990; Gonzalez, 2005; Yosso, 2005). Tara Yosso (2005), for example, critiques static notions of cultural capital that fail to recognize what she refers to as “community cultural wealth”—characteristics, such as resiliency, that students of color and poor students often bring to school that should be recognized and built upon. Similar research by Wenfan Yan (1999) suggests that academically successful African American students bring unique forms of social capital with them into the classroom that are distinct from white, middle-class cultural models and that African American parents tended to contact their children’s schools regarding their teens’ future career aspirations and experiences in schools more than White parents. As this body of research continues to develop, schools and school agents may abandon deficit perspectives, affirm the cultural richness present in these communities, and implement more culturally responsive approaches aimed at improving the educational experiences and outcomes for students of color and students from lower socioeconomic strata. (http://www.education.com/reference/article/cultural-deficit-model/)
Of special interest is the current trend towards maker education in both formal and informal educational environments and insuring equity for all populations:
A huge part of trying to bring equity to every moment of tinkering is to see students as full of strengths from their home community, their families, and their experiences. Kids are brilliant and it’s our responsibility to notice their brilliance and deepen it. This perspective has allowed kids who don’t fit into traditional ideas about what it means to be smart, or academic, thrive in the tinkering space. (http://ww2.kqed.org/mindshift/2016/05/03/tinkering-spaces-how-equity-means-more-than-access/)
If we sincerely believe in creating school systems based on equity, then we need to design systems that honor and respect all students.
Planning educational activities that incorporate social-emotional learning has broad benefits. Research shows that SEL can have a positive impact on school climate and promote a host of academic, social, and emotional benefits for students. Durlak, Weissberg et al.’s recent meta-analysis of 213 rigorous studies of SEL in schools indicates that students receiving quality SEL instruction demonstrated:
- better academic performance: achievement scores an average of 11 percentile points higher than students who did not receive SEL instruction;
- improved attitudes and behaviors: greater motivation to learn, deeper commitment to school, increased time devoted to schoolwork, and better classroom behavior;
- fewer negative behaviors: decreased disruptive class behavior, noncompliance, aggression, delinquent acts, and disciplinary referrals; and
- reduced emotional distress: fewer reports of student depression, anxiety, stress, and social withdrawal. (http://www.casel.org/social-and-emotional-learning/outcomes/)
Daniel Goleman and CASEL has identified five interrelated sets of cognitive, affective, and behavioral competencies:
- Self-awareness: The ability to accurately recognize one’s emotions and thoughts and their influence on behavior. This includes accurately assessing one’s strengths and limitations and possessing a well-grounded sense of confidence and optimism.
- Self-management: The ability to regulate one’s emotions, thoughts, and behaviors effectively in different situations. This includes managing stress, controlling impulses, motivating oneself, and setting and working toward achieving personal and academic goals.
- Social awareness: The ability to take the perspective of and empathize with others from diverse backgrounds and cultures, to understand social and ethical norms for behavior, and to recognize family, school, and community resources and supports.
- Relationship skills: The ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups. This includes communicating clearly, listening actively, cooperating, resisting inappropriate social pressure, negotiating conflict constructively, and seeking and offering help when needed.
- Responsible decision making: The ability to make constructive and respectful choices about personal behavior and social interactions based on consideration of ethical standards, safety concerns, social norms, the realistic evaluation of consequences of various actions, and the well-being of self and others. (http://www.casel.org/social-and-emotional-learning/core-competencies)
Maker Education and Social Emotional Learning
Maker education, when planned around skills acquisition, can enhance social-emotional development.
Self-Awareness: Making in all its forms requires a full range of skills including cognitive, physical, and affective skills. Given this need for multiple and diverse skill set, effective and successful making comes from an accurate assessment of one’s strengths and limitations as well as having optimism and confidence that challenges can be overcome within the making process. Example questions related to self-awareness and making include:
- What strategies am I using to increase my awareness of my emotions and how they influence my performance during the making-related tasks?
- What are my strengths given this particular making task?
- What are my limitations and how can I use my strengths to overcome them?
Self-Management: Making, especially making something new, often includes developing goals on the fly, revising those goals, and managing frustrations as the maker works through and learns new skills, processes, and knowledge related to that make. Example questions related to self-management and making include:
- What processes am I using to develop, assess, and revise my goals while making?
- What strategies am I using to manage any frustrations or failures that are occurring during making my project?
Social awareness: A key area of social awareness is that of empathy – good listening and understanding the perspective of others. For many, design thinking goes hand-in-hand with the maker movement and maker education. Not all making is about attempting to design solutions to community and world problems, but building in that aspect has the potential to create more meaningful maker projects.
Making is a fantastic way to engage many students, but it’s only the first step toward an even greater revolution. The future of education cannot be about giving students the skills to fill jobs; it must be about giving them the skills to create jobs. This requires more than technical skills, it requires empathy, context and innovation. The heart of innovation is not technology, but people. Great innovators are able to deeply understand human needs and create useful solutions. Innovation simply requires empathy and experimentation. (http://www.forbes.com/sites/singularity/2014/07/29/beyond-the-maker-movement-how-the-changemakers-are-the-future-of-education/#328fd30c3b84)
Some example projects of making with useful solutions include:
- 13-year-old invents Lego Braille printer
- A Global Network Of Passionate Volunteers Using 3D Printing To Give The World A “Helping Hand.”
Sample assessment questions for social awareness and making include:
- What strategies am I using to find out the perspectives and ideas of potential users of my project?
- How am I insuring that I am addressing the needs of diverse population of potential users of my project?
Relationship skills: The power of being a maker is amplified when one works collaboratively on projects, gets help from others, and shares findings with others. Example self-assessment questions for relationship skills and making include:
- How am I using others to help me with my project?
- How are my peers and I collaborating ?
- Am I asking for help if and when I get stuck making my project?
- How am I sharing my ideas with others?
Responsible decision making: Responsible decision making includes considering how one’s decisions surrounding making: (1) affects the safety of oneself and one’s peers, (2) is respectful of the rights of others, and (3) is done with the understanding of the possible of larger consequences for self and others.
- What am I doing to keep my peers and me physically safe during the making of my project?
- How am I making decisions that draw upon my own and my peers’ creativity, innovation, and insights?
- What are the consequences of my actions on my peers and me during making my project?
- What past projects are informing my decisions for this project?
- How am I considering the humanitarian and ethical ramifications or consequences of my project?
The following infographic lists all of these questions. Questions should be selected and presented based of the types of maker projects, the goals of the maker projects, and the age of the makers.
Many kids and teens are spending a lot of their time doing solitary screen-related activities. This most often occurs at home with their own devices.
We are also living in an age where practically any and all content can be found via the Internet. The educator is no longer the gatekeeper to information. Internet resources can present and teach content better than a lecturing educator. Videos, demonstrations, and interactive websites and simulations are often more interesting, exciting, and engaging than teachers’ lectures . . . and the kids know it!
So what, then, becomes the purpose of school? School should be about doing things that aren’t or can’t be done at the students’ own homes. These things should be about interaction . . . interaction with other humans . . . interaction with the material and physical world.
Interacting with Adult Educators
The first type of human interactions includes those with adult educators and mentors. The key here is that they are interactions not an adult teacher talking at nor lecturing the learner. It involves building relationships with learners, engaging in coaching and mentoring functions, and modeling learning how to learn.
Educator as a Coach and Mentor
Coaching in the classroom environment is defined as working with students to develop their self-awareness and capacity for self-discovery, while motivating them to begin a process of continuous learning and development. Three key elements of the role of the teacher as coach are: relationship building, increasing students’ self-discovery and self-knowledge through co-inquiry, and combining theory with practice via a pragmatic orientation. (The Teacher As Coach Approach)
Educator as a Lead or Model Learning
I have written before about the educator as a model and lead learner:
The educator’s role has or should change in this age of information abundance or Education 2.0-3.0. The educator’s role has always been to model and demonstrate effective learning, but somewhere along the line, the major role of the educator became that of content and knowledge disseminator. Now in this information age content is freely and abundantly available, it is more important than ever to assist learners in the process of how to learn. (Educator as Model Learner)
Interacting with Peers
The second type of human interaction is that with peers. Human beings are social and naturally learn from one another, so the idea of preventing discourse between peers counters how people learn in the real world. Peer interactions don’t necessarily have to be learners of the same age. It could be people of similar abilities and/or interests. Face-to-face interactions within the school setting has a number of benefits.
Throughout childhood and adolescence, peer interaction is essential for language, cognitive, and social development. There are aspects of learning that happen best during peer interactions, rather than interactions with adults. Children acquire language and vocabulary during interactions with others. They learn how to argue, negotiate, and persuade. Fostering Social Interaction
Classes where students have opportunities to communicate with each other help students effectively construct their knowledge. By emphasizing the collaborative and cooperative nature of classwork, students share responsibility for learning with each other, discuss divergent understandings, and shape the direction of the class. (Student-Student Classroom Interaction)
Interacting with Materials and the Physical World
Interacting with materials in the physical world is another interactive element that should be integrated as standard practice in face-to-face education. The quality of interacting with materials should be considered. It needs to go beyond using manipulatives in predetermined ways. Material interaction should be open ended, allowing for learner experimentation and self-discovery. I recently learned about The Theory of Loose Parts:
In 1972, architect Simon Nicholson developed the Theory of Loose Parts; the idea that loose parts, materials which can be moved around, designed and redesigned, and tinkered with; create infinitely more opportunities for creative engagement than static materials and environments. Basically, the more materials there are the more people can interact. (The Theory of Loose Parts)
The loose parts theory suggests that when [learners] are given a wide range of materials that have no defined purpose, they will be more inventive in their play and have infinite play opportunities manipulating them in ever-changing ways that their imaginations devise. The more flexible the environment, the greater the level of creativity and inventiveness is expressed. (Loose Parts)
Here is Nicholson’s 1972 paper about The Theory of Loose Parts – 1204-5117-1-PB
Using loose parts for unique and personalized interactions support playful learning:
Playful learning is using play activities to immerse ourselves and learn, either on our own or with others in a space we feel safe. Play helps us go back to who we really are as human beings, full of life, curiosity and wonder. Creatures who are not afraid to be different, even silly at times and ready to try different things. In playful learning it’s ok to make mistakes when experimenting with new ideas, when challenging ourselves and others and doing things we normally wouldn’t do – which can lead us to surprising discoveries.
The resources we use might be low tech, such as everyday objects, games and materials, or high tech, such as specific software tools, social or mobile media and mobile apps. Often we don’t need anything and play happens based on pure imagination and we become play resources ourselves. (The Rise of Playful Learning)
I believe that the reason for the popularity of maker education is due to both educators’ and learners’ need for playful learning with loose parts.
The Role of Technology in the Interactive Environment
Because of the ubiquitous nature of technology, I do believe it should be integrated into school-based learning activities but not in the often passive and isolated ways that it is typically used by many folks. Technology can and should be used to reinforce and supplement the interactive activities – looking things up to support their interactive learning ventures, requesting advice and expertise via social networks, documenting their learning, and communicating directly with experts and peers via Skype and Google Hangouts.