Market researchers explore the linguistic landscape of the many terms used to describe non-academic skills, finding some familiarity with “social and emotional learning.” There are signs of growing interest among educators in helping children not only to get a firm grasp of academic knowledge, but also develop the skills they need to manage their emotions, build positive relationships and navigate social situations. But it’s less clear what to call this collection of competencies. Non-cognitive skills? Grit? Character? Growth mindsets? Youth development? Social and emotional learning? To help understand a linguistic landscape of more than 40 terms, Wallace commissioned Edge Research, an Arlington, Va.-based market research firm, to explore what the terms meant, how often they were used and how motivating they were. The research findings are described in two slide decks—one a full report, the other a summary presented at a webinar Dec. 12, 2016. See the webinar material here.
This 5 minute video exhibits how high quality expanded learning programs, especially Summer Learning Programs, can focus on Social-Emotional Learning for students. See how program activities nurture relationship building, communication skills, and emotional intelligence in students.
The Learning Challenge is one way to explain why more challenge leads to enhanced learning. It helps teachers structure lessons, and students challenge themselves. Created by James Nottingham (@JamesNottinghm), the Learning Challenge uses the idea of a “pit,” first used by Butler & Edwards. More background information, a full description, & lesson resources can be found in Challenging Learning (2010).
The inspiration for “Just Breathe” first came about a little over a year ago when I overheard my then 5-year-old son talking with his friend about how emotions affect different regions of the brain, and how to calm down by taking deep breaths — all things they were beginning to learn in Kindergarten at their new school, Citizens of the World Charter School, in Mar Vista, CA.
Shawn Ginwright, Associate Professor of Education & Africana Studies at San Francisco State University, presents at the How Kids Learn IV Conference on December 11, 2014.
Gil Noam Founder and Director of PEAR at the Graduate School of Education, Harvard University, presents at the How Kids Learn IV Conference on December 11, 2014.
Carissa Romero, Mindsets Researcher and Associate Director of PERTS at Stanford University presents at the How Kids Learn IV Conference on December 11, 2014.
Margaret Bridges, Developmental Psychologist and Researcher at the Institute of Human Development at UC Berkeley, presents at the How Kids Learn IV Conference on December 11, 2014.
The way we understand our intelligence and abilities deeply impacts our success. Based on social science research and real life examples, Eduardo Briceño articulates how mindset, or the understanding of intelligence and abilities, is key. When students or adults see their abilities as fixed, whether they think they’re naturals or just not built for a certain domain, they avoid challenge and lose interest when things get hard. Conversely, when they understand that abilities are developed, they more readily adopt learning-oriented behaviors such as deliberate practice and grit that enable them to achieve their goals. But this belief is itself malleable, and there are clear actions we can all take to establish a growth mindset and enable success for our children, our peers and ourselves.
Studies show that sustained and well-integrated social and emotional learning (SEL) programs can help schools engage their students and improve achievement. Explore the classroom practices that make up the best and most effective SEL programs. Learn more at Edutopia.
This 5 minute video illustrates how expanded learning programs, especially Summer Learning Programs, help prepare students for the Common Core State Standards.
This talk was given at a local TEDx event, produced independently of the TED Conferences. Character Lab Research Director Andrew Sokatch has a sobering yet attainable message regarding the education of today’s youth. While test scores and the reading, writing, math, science behind them are important, we are not properly and wholly educating our children if we aren’t alsoteaching character. Andrew argues character can and should be taught in schools, noting grit, persistence, self-control, courage, and humor, are all critical life skills for successful employment, marriages, and citizenship.