Social emotional learning (SEL) is the process in which people develop interrelational skills that include self-awareness, social and relationship skills, responsibility, empathy, and more. Social-emotional learning has become an important piece of high school education, as educators see improved student outcomes because of an emphasis on SEL. More and more schools and districts are adopting SEL programs or tracking social-emotional development during a student’s high school career in order to prepare a student for future success whether that is in a university or the workforce.
What Constitutes SEL
According to CASEL’S SEL framework, there are 5 elements that constitute social-emotional learning.
Self-awareness
Self-management
Social awareness
Relationship skills
Responsible decision-making.
Why is this important?
Social-emotional development is a vital part of a student’s upbringing. This kind of development impacts how a student shows up in the world, how they interact with their peers, how they approach school and jobs, and how they develop meaningful relationships. Social-emotional development is crucial in positive student outcomes because they are learning valuable life skills and concepts. Additionally, universities seek students who possess a broadened perspective on the world and developed self-awareness.
How do students develop social-emotional learning?
There are a number of ways students grow in these areas and they don’t come from just one thing! Many of these competencies are developed through school-related activities and programs. Five days out of the week and 7-8 hours a day, students are in school. They spend additional time with their classmates in after-school programs, sports, extracurriculars, etc. Tracking and encouraging social-emotional learning has become a priority for educators as they know so much of this comes from school or school-related activities.
There are three overarching ways students engage in social-emotional development through school:
Community service requirements, programs or clubs.
When they become active members of their communities through service, students are able to see outside of their small world bubble, and understand needs and different ways of life. Through service projects, students work with their peers, local or even national organizations, service activity coordinators, and individuals they are directly serving. This exposes them to needs and circumstances outside their normal bubble widening their world view. They are also learning valuable skills such as teamwork, communication, collaboration, and respect.
Many schools have a service requirement for graduation. Others highly encourage student involvement in the community and award it at graduation, while others have clubs and programs where students can engage in community service.
Work-based learning and internship programs
In part-time jobs, apprenticeships, internships, etc. students learn valuable workplace skills but they also learn the soft skills of problem-solving, relationship-building, empathy, understanding, cooperation, and collaboration. These school-based programs connect students with a job or internship and then have regular check-ins and assessments to evaluate a student’s development. It goes beyond a student just showing up for a shift, they are learning valuable skills they can take into the workforce in the future.
Service learning classes, humanities, or religion classes
Some schools have dedicated service learning classes or incorporate service and service learning in a humanities course. Private schools often incorporate service and service learning in their religion classes as it ties back to their faith and the mission of the school to encourage spiritual formation in students.
Service learning connects service to what students are learning in the classroom – this gives students context for their work and provides deeper connections beyond checking service hours off a list. They can see and understand the impact of their work and reflect on their experiences in a meaningful way.
Measuring and encouraging development
These school-based programs ensure students are given the opportunity to experience growth on a deeper level. Success and development come when educators can see a student’s progress month after month, year after year. Tracking their experiences, reflections, and areas of growth is an important step in advancing social-emotional learning.
x2VOL becomes an extension of schools’ student programs to ensure students can track their progress and educators have insight into student development. With x2VOL, students and administrators track and manage these experiences and reflections all online, in one easy-to-use platform. Click below to watch our 1-minute demo of how x2VOL works.
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The start of a new year is a great time to think about the progress we have made so far this year and consider trying some different methods and tools in our classrooms. Taking time to reflect on what has worked, what we have not tried, and areas, where we may be having some challenges, is important. We want to continue to reflect and implement new strategies and tools that will benefit our students and transform learning.
Just like at the beginning of a new school year, focusing on the continued building of relationships is essential year-round. To do so, we have to be intentional about evaluating our teaching practice and the opportunities that we provide for our students. For our personal and professional growth, we need to make time for reflecting on our daily work as educators. What are some areas that we notice where we have grown in our practice? Are there some methods or tools that we have on our list but have lacked the time to try? Have we asked students for feedback about their experiences in our classroom and what helps them to learn best? I think that this is important for our practice. Using surveys and having conversations with students makes a difference. There are even great tools available for educators to use such as LessonLoop, which helps teachers to better understand student engagement and their specific needs in our classrooms. Another tool that helps educators to really focus on their methods and classroom interactions is Edthena, a virtual coaching platform. Teachers can record themselves teaching a lesson and then the AI Coach uses prompts to guide you about your lesson and what your perception of their effectiveness was. With videos, we can go back and focus on specific parts of our lesson, and our delivery and then use this to guide our reflection.
Taking time to reflect is important so that we can start the new year fresh. Now is the perfect opportunity to dive in and start the new year off with some fresh ideas! By choosing some methods or focus areas and then leveraging different tools, we can transform student learning and provide opportunities for building essential skills such as SEL. The power of choice not only helps students to build content area skills but also will lead them forward into their future careers with a variety of skill sets. With different tools and methods, we can spark curiosity for learning and foster creativity in learning!
For educators, this means we have to be willing to try new ideas, make mistakes and try again. Doing this sets a good model for our students. We want them to become more comfortable with learning and making mistakes and the process of learning itself.
Choosing methods in our classrooms that help to foster joy in learning and also foster the development of social-emotional learning (SEL) skills, will benefit students now and in the future. Being able to master the content while also developing skills that enable students to collaborate and develop strong and supportive relationships are important for future workplace success.
One thing to keep in mind is to find ways to streamline the workflow and the types of methods and tools that we are using. We want to provide choices but not overwhelm students in the process. Finding methods and tools that are versatile and applicable to different content areas and grade levels is key. Here are four ideas to start with:
Elementari is a tool we started to use this year and it has been fun seeing what the students create. There are many options available with Elementari, including the option for students to create an interactive story and build their skills in coding. There are more than 10,000 illustrations and sounds available to choose from.
Genially can be used for genius hour, project-based learning (PBL), interactive lessons, and more. We have used it in my Spanish and STEAM classes for projects and I have used it personally for creating resumes, digital portfolios, and even presentations. Students can work individually or together on a collaborative presentation which also promotes digital citizenship skills too! Genially has thousands of templates to choose from with options for STEM and more.
Spaces EDU is a great tool that teachers can use individually and create different types of “spaces.” There are individual, class, and group spaces through which teachers and students can collaborate and communicate using multimedia options. With an individual space, students can share their learning with teachers in a space where they are able to build confidence in learning. Individual spaces work well for methods like genius hour and PBL or for checking in with students. A group space has been fun for doing activities in stations or a collaborative PBL or even something fun like a scavenger hunt. Spaces EDU also has curriculum tags and more that help teachers to connect the curriculum to the activities created in Spaces.
STEM-related: There are some new resources we have explored this year including iBlocksPBL which helps educators to dive into PBL and students can learn about relevant topics related to the SDGs that help them to develop essential SEL skills, especially in the competencies of self-awareness and self-management. A few years ago I used Hummingbird Robots with my STEAM class and more recently, we used the Finch robots from Birdbrain Technologies. Teachers can use these tools in any content area and have students create something to reflect what they are learning in class while building coding skills and even learning about AI. These are just a few to explore in your classroom. If you are interested in PBL, SEL, and STEM, any of these options would help to focus on those areas with the use of one tool. Involve students in the conversation and see what the impact is of using the different methods like genius hour or PBL or trying one of these tools. And for our own growth, using a survey created with Google or Microsoft Forms, or trying the LessonLoop student engagement survey, can help us to plan with our students’ interests in mind and continue to reflect on our practice. Taking risks and facing challenges along the way is a great model to set for students!
About the Author:
Rachelle Dené is a Spanish and STEAM: What’s nExT in Emerging Technology Teacher at Riverview High School in Oakmont, PA. Rachelle is also an attorney with a Juris Doctor degree from Duquesne University School of Law and a Master’s in Instructional Technology. Rachelle is an ISTE Certified Educator and serves as the past president of the ISTE Teacher Education Network. She was named one of 30 K-12 IT Influencers to follow in 2021.
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I recently attended my fourth TCEA conference. This year marked the 43rd year of the TCEA (Texas Computer Educators Association) Convention and Exposition which was held in San Antonio, Texas at the Henry B. Gonzalez Convention Center. Since the first time I attended TCEA in San Antonio in 2017, it has become one of my must-attend conferences each year. With more than 700 sessions to choose from on a variety of important topics, TCEA provided a great learning experience for educators again this year. There were also lots of spaces for educators to connect and build their network. Luann Hughes served as the 2023 Convention Chair and sent emails each day with an overview of the day’s schedule, some “Sessions to Savor” and other helpful information to get attendees excited for the day!
The highlights
The people: It is so nice to be able to join together in person at events like the TCEA conference again. For some people, this may have been the first time meeting a friend face-to-face or the first time seeing a friend in the past few years. For me, I love the opportunities to spend time with friends, make new connections and build our learning networks.
The mock schedules: Deciding on sessions to attend can always be a challenge especially when there are so many choices. One of the things I love about TCEA is that they put together mock schedules focused on the different roles of educators. The conference planning team reviews all sessions being offered for roles such as classroom teachers, IT, leaders, and librarians, or with a specific focus on SEL or STEM, special populations, and other important topics in education. Being able to look at a sample schedule helps any attendee but definitely, a first-time attendee to build a schedule focused on their specific interests and needs for professional learning.
Power Hours: There were a variety of session types and events during the conference. Each day started with a Power Hour with a featured speaker. On Monday, Dr. Adam Saenz focused on “The Power of a Teacher” and how important it is to remember the “why” behind the work that we do and the importance of focusing on relationships. On Tuesday, Dr. Michael Hinojosathe spoke about “How to Leverage Educational Technology as a Learning Strategy.” He has more than 40 years of experience in public education, as a teacher, coach, and superintendent/CEO. On Wednesday, the Power Hour “Keep it REAL. Keep it FUN. Keep it UP!” with Joe Dombrowski, an educator who has studied the art of improv comedy. He shared ideas and personal stories about how he uses improv to boost student engagement. His goal is to help students “want to be in school rather than have to be in school.” There was a lot of laughter during his inspiring session.
[Kaitlin Roig-DeBellis]
Thursday’s Power Hour was with Kaitlin Roig-DeBellis, a former Sandy Hook Elementary teacher and the founder and executive director of Classes 4 Classes. She inspired educators with her message focused on making choices with “purpose, passion, perspective, resilience, and hope.”
One of many interesting spaces in the center.
The sessions and topics
There were several hot topics this year. Attendees were very interested in learning about AI and in particular, ChatGPT, and its implications for education. Blockchain, NFTs, and the metaverse were also of interest, with several sessions available covering each of these. I presented a few sessions on artificial intelligence, emerging tech like NFTs, blockchain, the metaverse, and augmented and virtual reality. I also presented and attended several sessions on SEL. There were so many great sessions to choose from. As a presenter, I learn so much from attendees and I look forward to those opportunities to connect. The interactions in sessions lead to new connections and spark interest in new areas for teachers who walk away feeling more confident in diving into some of these new topics and trends.
One of my presentations focused on Chart A New Course: Teaching Essential Skills. Sharing methods and tools like BookWidgets, StoryJumper, Marty the Robot and many more!
Jaime Donally had a great experience for anyone looking to learn about augmented and virtual reality during her sessions such as “Top AR/VR Trends to Transform Learning” and the Digcit VR Journey. Rabbi Michael Cohen (The Tech Rabbi) presented a few sessions on Cryptocurrency, Blockchain, NFTs, and web 3. Also, a big focus was on SEL, with a great session for teachers presented by Jenallee, the eTwinz, and Scott Bricker. Many sessions covered these topics and drew large crowds. Monica Burns had so many ideas to share in her “15 Ways to Collect Actionable Formative Assessment Data” session. She presented quick ideas and also digital tools that help educators gather important data about student learning.
Strategies for Teachers Session by Jenalee and the eTwinz
There were a variety of sessions focused on specific tools such as Google from Dr. Desiree Alexander who had a lot of great tips for streamlining Google Drive. Holly Clark and Matt Miller presented on AI and ChatGPT and shared some ideas for how educators can explore this technology and ways to help students understand it and its implications for learning now and working in the future. Another engaging session was “Three by Thursday! Electrifying Strategies to Ensure Engagement in Learning” by Stormy Daniels and Wendy Hedeen. These are just some of the many topics you could explore and sessions that provided actionable strategies and many resources and also helped with building confidence in taking some risks in our classrooms.
The poster sessions: At each conference, poster sessions are a great way to take in a lot of new ideas in a short amount of time. Being able to interact one-on-one and ask questions specific to your needs in these topic areas really does make a difference. There were poster sessions for CTE, Librarians, Professional Learning, STEM, CTE, and content areas. Sometimes it can be tough to decide which sessions to attend at a conference, but there were opportunities everywhere, especially through the poster sessions.
Panel and Roundtable Discussions: There were roundtable and panel discussions held each day on topics such as equity, personalized professional learning, sustainability, and really relevant focus points for educators. Each day had a variety of panel discussions focused on issues relevant to classroom teachers, educators, and librarians and provided an engaging space to ask questions and make new connections.
Presenting on AI and sharing Marty the Robot
The big topics: Some of the big topics in emerging technology this year were blockchain, cryptocurrency, the metaverse, NFTs, and also ChatGPT. There were also a lot of sessions focused on SEL for students and ideas for educators for their own well-being. TCEA even had an SEL room available for educators to take time to relax in a calming and relaxing environment. It was also a space where educators could learn more about SEL practices and gather some resources.
The Exhibit Hall
I enjoyed exploring the exhibit hall this year with so many companies present and different opportunities to interact with cutting-edge technologies and new ideas for STEM and emerging technologies. Some of the favorites were the Escape Room bus, the Esports area, and of course the endless swag that was available to attendees. There was a lot of interest in STEM-related resources such as Ozobot, Sphero, Marty the Robot, and more hands-on learning materials for younger students like this awesome learning mat from Active Floor.
It is also another great way to learn some new ideas by checking out the different technologies and solutions or catching some of the booth demos given by educators. It gives attendees the chance to learn about a lot in that one space and also to walk away with some fun swag too!
Esports was popular this year with several sessions happening as well as a space in the expo for attendees to take in the esports experience. Throughout the hall, there were booth demos by educators sharing their experiences of using some of the tools like Book Creator, Edpuzzle, Kami, and Spaces EDU, and many booths with live presentations happening every 15 minutes.
Attendees could also step inside and take a tour of a fully renovated, 43-foot school bus that has become a makerspace on wheels. It’s a STEAM dream come true!
The Quest Escape Room bus
The space that TCEA creates
Arriving at TCEA each year, attendees are welcomed as soon as they enter the space. There are volunteers ready to assist you and lead you in the right direction, make sure you are enjoying the experience and check in on presenters to make sure everything is set to go. Don’t worry about attending this conference alone. It is a welcoming space and you will meet and connect with educators right away!
Meeting up with friends at registration to kick off the week!
Planning for next year! If you have been thinking about attending a conference, I definitely recommend TCEA. It has become a favorite event each year. The topics and strands focused on different roles for educators, the variety of sessions, and the welcoming TCEA staff and volunteers, really provide a tremendous learning experience for all attendees.
Rachelle Dené is a Spanish and STEAM: What’s nExT in Emerging Technology Teacher at Riverview High School in Oakmont, PA. Rachelle is also an attorney with a Juris Doctor degree from Duquesne University School of Law and a Master’s in Instructional Technology. Rachelle is an ISTE Certified Educator and serves as the past president of the ISTE Teacher Education Network. She was named one of 30 K-12 IT Influencers to follow in 2021.
She is the author of seven books including ‘In Other Words: Quotes That Push Our Thinking,” “Unconventional Ways to Thrive in EDU”, “The Future is Now: Looking Back to Move Ahead,” “Chart A New Course: A Guide to Teaching Essential Skills for Tomorrow’s World, “True Story: Lessons That One Kid Taught Us” and her newest book “Your World Language Classroom: Strategies for In-person and Digital Instruction” and Things I Wish […] Knew.
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Guest post by Dr. Shelly Vohra in collaboration with @ClassComposer
Response to Intervention (RTI) is a strategy geared towards students who face learning challenges. Students struggle for a variety of reasons and it’s important to understand why these students are struggling and the best way to create a learning path so that they are successful and feel good about themselves. The premise behind “interventions” is to ensure that students receive the supports they need so that the gaps in learning are not exacerbated. It is important to note, however, that “gaps” should not be seen as deficits; rather gaps are areas of growth for students and each student has their own areas of growth based on a wide range of assessments. I, personally, have an issue with the term “gaps” but that is a topic of discussion for another time. It is also important to know that RTI is not a program; it is an approach that identifies student needs based on collecting data from various sources and in a variety of ways and then identifies and applies relevant instructional strategies to develop those skills in students.
Gathering and accessing data
When it comes to data, there are many sources available for educators to learn about the needs of individual students. Being able to gather all of this information, sort through it, share it with other teachers, and develop a plan can take time. Not having a streamlined space for this makes it challenging. With Class Composer, educators have everything they need to be able to monitor student progress. The information is readily accessible to anyone, at any time. It enables all teachers to access the information they need about each individual student when they need it.
With Class Composer, it is easy to track and record student growth toward individualized goals and share this information within your PLC to best provide for all students. Simplify how you manage all the assessment data collected!
Supporting teachers to support students
As it is, one of the most important parts of the RTI process is to build a team to effectively support students who are struggling. The team should include classroom teachers, administrators, teachers who support special education students and those students who are learning English, the school psychologist, speech-language therapist, and parents. Teachers provide targeted teaching and then use formative assessment practices to determine if the intervention strategies are working.
With Class Composer, it makes it easier for teachers to have access to all this information in one space. It enables teachers to create a supportive learning community for students. These teacher-student connections lead to the development of the essential relationships that need to exist for all students to be successful. The simplified space creates a better way for teams to collaborate and access the information they need when they need it.
If they are not working, the team must decide how they will adapt and modify their instructional practices to ensure that students are indeed learning and growing. A significant aspect to keep in mind is that formative assessments inform us of what we must do to ensure student success, not what the student needs to do. In other words, how are we adjusting our practice to best support students? Assessment informs instruction; it is our responsibility to continuously revise what we are doing so that students meet the learning goals related to curriculum standards and expectations.
Even though there is no one correct way to implement RTI, it is a three-tiered approach and you can think of it as a pyramid in which each tier increases in the intensity of support. They are:
(1) whole class
(2) small group, and
(3) intensive interventions.
Some school boards call this a multi-tiered system of supports or MTSS. Although there are many benefits to this approach, I also see several problems and issues arising from the basic foundation upon which RTI and MTSS were built.
I will be discussing these issues in future blog posts as well as digging deeper into this system of support and how to best implement this framework so that all students succeed, grow, and have positive self-worth.
About the Author
Dr. Shelly Vohra is an educator, coach, and consultant. Dr. Vohra teaches undergraduate and graduate level courses in Technology and Mathematics as well as working with students who are learning English. She holds an M.Ed in Adult Education & Distant Learning and a Ph.D. in Educational Technology. Dr. Vohra has over 20 years of experience in education (K-12) teaching various subject areas. Dr. Vohra has written several courses related to Indigenous Education, Multilingual Learners, and Mathematics.
Most recently, she was on a writing team that revised the Science Curriculum (K-8) for Ontario. She has presented at various conferences in Canada and the U.S.A. Dr. Vohra’s work includes designing learning experiences for students through an integrated curriculum lens that combines inquiry with equity. Her research interests include social media in education and blended learning, Dr. Vohra is currently writing a book on her journey. You can find her blog at https://techdiva29.wordpress.com/. Her website will also be launching in late Fall. You can also follow her on Twitter @raspberryberet3 and on Instagram @elevate_ed_21.
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One of the largest questions schools are facing this year is how to try to improve student behavior. We all understand that one side effect of the pandemic was students were deprived of learning key social skills that can help regulate their behavior.
The National Center for Education Statistics reports that 84% of schools agree that student behavioral development has been negatively impacted and that has led to everything from student misconduct to acts of disrespect toward teachers and staff to prohibited use of electronic devices.
In reaction, many schools have used their COVID relief federal funding to start or bolster existing social-emotional learning programs. In fact, 88 of the top 100 districts in the U.S. reported spending funds on SEL – that meant more districts expanded SEL than sought additional technology, teacher training, or extended learning opportunities.
And that’s not a surprise. Many studies show that addressing and building students’ social-emotional skills can result in better academic performance, fewer disruptive behaviors, and less emotional distress.
As a quick aside, if your district is still searching for a solution, I have a detailed column that explains how to best vet a new program, considering your district’s available funds, current climate, and hoped-for outcome.
But if like so many districts, you have already purchased a program and are in the early stages of implementation, I have some advice that seeks to flatten your learning curve, enhance buy-in from staff, and start producing results quicker.
The first key lesson is that even if you have chosen the right program, simply buying something and beginning to train staff isn’t enough to guarantee success. Just as we know that students do better when they understand the relevance of the work they are completing, your staff is more likely to find success if they believe in the option you’ve chosen.
One way to accomplish this is by sharing with them the process you went through to choose your solution. You likely not only gauged your product’s effectiveness in schools in general but also studied exactly how it worked in schools that mirror your district. Let your teachers know what research went into it, and freely share any examples you have from other implementations, from successes to roadblocks.
If you completed a trial with a small group, let staff know. Allowing teachers and others to talk with multiple people about implementation will help tamp down fear of the unknown.
You should also set clear expectations for your program, even if it’s already been rolled out district-wide. Explaining that usage can deepen in coming years will offer a roadmap to staff, and help teachers see the end goal without allowing day-to-day frustrations to hamper their efforts.
The last method to improve your staff’s buy-in is to extend your SEL program to include care for their social and emotional states. During the last several years, teachers may have been working so hard to mitigate the negative effects from the pandemic on students, they ignored their own self-care. Teacher resignations and polls that show increased unhappiness in their jobs are proof that stress, extra work, and uncertainty have taken their toll on your staff.
Remind your teachers to take care of themselves and offer them programs in yoga or controlled breathing. This can not only reduce their stress, but also prove you care about their well-being. In short, take care of your staff like you hope they take care of your students.
Above all, remind staff that all of this work takes time to master, like any new skill. While you can’t expect students to absorb SEL lessons and improve behavior immediately, if staff is consistent with their lessons, progress will begin in mere weeks. This will then reinforce the importance of your SEL program.
Al Kingsley is an author, the CEO of NetSupport, Chair of a Multi-Academy Trust in the UK, Education Author and co-chair of Workstream 5 at the Foundation for Educational Development, whose mandate is to develop a framework for long-term vision and sustainable planning for education in England. He travels the world, speaking about and studying education. Al’s latest book isMy School Governance Handbook.@AlKingsley_Edu.
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In preparing students for the essential skills they need for the future, we have different methods and digital tools that we can bring into our classroom space. But what skills do students really need?
A great resource to explore is the skills outlook provided by the World Economic Forum. The top skills cited include emotional intelligence, collaboration, communication, creativity, critical thinking, and problem-solving.
What is important to note is that these skills align with the five core competencies of social-emotional learning (SEL) skills of self-awareness, social awareness, self-management, relationship building, and decision-making.
Because of the changes that we experienced in the past year, I believe that it is important to have various options, whether teaching in-person, hybrid, or virtually. Choosing methods like Genius hour or project-based learning, activities such as scavenger hunts or learning stations, or selecting digital tools that promote more interaction with and between students will help foster the development of essential future-ready and SEL skills.
How to foster the development of future-ready skills
Educators might wonder how to build SEL activities into the classroom and whether it takes a lot of time. Depending on the methods or tools chosen, some of them do require more planning and preparation initially, but there are so many benefits that the time is definitely worth it.
Here are four methods to consider:
Digital breakouts and Escape rooms
These have become more popular over the past few years. Even during virtual learning, they can be a great way to have students work together and build skills of collaboration, communication, problem-solving, and critical thinking. Using breakouts and escape rooms is also beneficial for the development of social-emotional learning skills as well. There are a lot of ready-to-use games available to get started with.
With Genius hour, students explore an interest or a passion. It is focused on inquiry-based and student-driven learning, and infuses more student choice and student agency. Students have a chance to “Share their genius” with classmates. Genius hour builds student curiosity, encourages collaboration, and will help students to become more confident as they explore on their own and share their knowledge.
Learning stations
When I changed my classroom a few years ago and changed the rows into stations, there were many benefits for students and my own practice. With stations, using a mix of hands-on materials and digital tools enables students to experience more personalized learning and promotes the development of SEL.
It enables educators to develop a better understanding of where each student is on the learning journey to better plan for their lessons. Using stations also creates a collaborative classroom community where students can engage in activities with their peers, which supports building self-awareness, social awareness, and peer relationships.
Project-based learning
With methods like project-based learning (PBL) or problem-based learning, students drive their own learning, leading them to become more independent and have choices that lead to more authentic and meaningful opportunities.
It helps them to develop self-management skills in particular when setting goals for their research and dealing with any that come with independent work like PBL. Giving students the chance to explore something of personal interest or curiosity, promotes independence in learning, builds student agency, and also helps us to learn about their passions and interests, which assist us in designing learning activities with them in mind. As educators, we must focus on connecting them with the world and preparing them for whatever they decide to do in the future.
Especially during the past school year, digital tools helped facilitate learning in many different settings. Choose one or two versatile tools that will promote student choice and empower them to move from content consumers to creators.
Here are three ideas using digital tools:
Interactive lessons: With some of the platforms available, we can keep students engaged in learning by including a variety of activities that promote collaboration, discussion, and creativity in learning while they build skills in the content they are learning. Some of my favorites include using Formative, Google Jamboard, Nearpod, and Classkick, all of which are beneficial for connecting students in learning, whether in-person or remote, and which enable educators to have access to data or information about where students are in the learning process.
Multimedia presentations: Students can develop vital technology and digital citizenship skills as they learn to create multimedia presentations to demonstrate learning. Our favorites include using tools that offer options for all students that meet their specific interests and comfort levels with technology. Check out Buncee, which has designed an SEL toolkit with ready-to-use template activities for grades K-6 and 7-12 in addition to having thousands of ideas for classroom use and more than 38,000 items in their media library. Using a tool like Wakelet enables students to include images, text, Flipgrid short videos, and other links to share with classmates and their teachers. It is simple to get started with, and it offers students the chance to create their own lesson or even a digital portfolio to show their learning journey. Book Creator is another option for having students collaborate on a book and include audio, video, text, images, and more and build SEL skills. Read more: 8 Digital tools for engaging classroom presentations
Digital portfolios: Spaces offers a digital portfolio platform that assists teachers in better understanding students, their interests, and their needs in learning. Digital portfolios help students to develop SEL skills of self-awareness and self-management. Having students share their portfolios with classmates is also helpful for building relationships and social awareness. The benefits of portfolios are that students track their growth over time and can identify strengths and areas where they can set new goals.
There are many methods and tools to explore, but it’s important to focus on the why behind the choices we make for our students. The use of digital tools promotes collaboration, communication, creativity, and many more essential skills while also promoting the power of choice for students to share what they have learned.
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It’s a short list, but the older I get, the longer it becomes.
Jeff Buckley’s “Last Goodbye.”
Pearl Jam’s “Release.”
James’s “Out To Get You.”
Regardless of where I am (except in the car; I’m not a lunatic) or what’s happening in my life, there are certain songs that make me close my eyes. A reaction both genuinely involuntary and intimately purposeful. A strange, dichotomous shutting off of one sense in favor of another, telling our eyes to sit this one out while our ears do the heavy lifting.
And then there’s the goosebumps. The sensation, dubbed frisson, is triggered by a dopamine flood measuring 4-5 seconds associated with seeing, hearing, or experiencing something that triggers an emotional response. Interestingly, the brain elicits the same reaction to fear.
I like to think about it as moment recognition. My conscious decision to dim everything else in an effort to brighten the experience of a deeply personal, infinitely resonant moment in my life. But in order for it to take hold, to really matter, I have to remember that moment, often at a random, unrelated or loosely connected time.
So I do.
And it works.
Now, while I don’t walk around my school, eyes shut, meditating on moment recognition, the practice itself has made its way into my leadership. Instead of song lyrics, however, it’s small moments with kids, staff, and community.
When a kindergartener found out he would be repeating this year, he said, “it’s okay. I love kindergarten, and Mr. Kulak is my best friend.”
When I responded to a Twitter question about leadership catchphrases, a teacher chimed in that I often say, “I trust you” and don’t even realize it. Now, I do.
During the promotion, a Tatem OG, whose final child was leaving, approached me sheepishly and asked for a hug. I told her to bring it in, and she cried while we hugged.
Education, unlike any other profession, is a mosaic of these experiences. Without the predictability or isolation of other fields, we have daily opportunities to create and store these brief moments of zen. And the best part? They will always include other people.
So do it. Find small moments for which you close your eyes, literally or figuratively, and store them up. There will come a time, and it might be soon, when you want to close your eyes because of frustration or fatigue, and when you do, behind your eyelids and just within reach will be these moments of frisson.
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As a teacher in elementary school, I’m passionate about making the classroom a fun and engaging place where students can take charge of their own learning. The Learner-Centered approach puts students in the driver’s seat and encourages them to be more involved in their own education. This type of classroom is designed to fit each student’s needs, interests, and abilities.
Student-centered learning empowers students to take control of their own education by allowing them to explore topics, generate questions, and find answers on their own. This type of learning helps students develop critical thinking skills and encourages them to take an active role in their education. When students are given the freedom to direct their own learning, they are more likely to be engaged, motivated, and develop a deeper understanding of the material.
It has been demonstrated through research that a Learner-Centered Classroom can significantly enhance the motivation, engagement, and success of students. By adopting a student-focused approach, educators are able to facilitate the development of important skills such as critical thinking, problem-solving, and self-reflection in their students. With this student-centered approach, students will become more confident and empowered learners.
The implementation of seven key strategies can help the transformation of a conventional classroom into a student-driven learning environment, in which students are equipped with the skills necessary to take a lead role in their education.
Student-led discussions
I encourage my students to lead discussions in class by sharing their ideas and perspectives. I use strategies such as Think-Pair-Share or Socratic Seminar discussions to facilitate student-led conversations. During these types of discussions, students are given the opportunity to share their thoughts and engage in active listening with their peers. This type of student-led discussion promotes critical thinking and helps students develop strong communication skills.
Collaborative learning
I encourage my students to work together in small groups or pairs on projects, assignments, or activities. Collaborative learning helps students develop important skills such as communication, teamwork, and problem-solving. I use techniques such as Jigsaw or Group Concept Mapping to encourage my students to collaborate and share ideas and I use online collaboration tools such as Google Classroom or Schoology to allow my students to work together on projects from anywhere. This type of learning not only promotes social and emotional growth but also helps students understand and retain information better through shared exploration and discussion.
Choice-based learning
I believe in offering my students a range of learning options, allowing them to choose activities that interest them and align with their learning styles and passions. Choice-based learning is a student-centered approach that empowers students to take the lead in their learning. I use centers, stations, or choice boards to provide my students with a variety of options and let them choose what they want to work on. This type of learning creates a more engaging and personalized learning experience for each student and enhances student’s’ organizational skills.
Inquiry-based learning
Inquiry-based learning is a student-driven approach where students are encouraged to ask questions and engage in their own investigation to increase their critical thinking and problem-solving skills. I use prompts such as “I wonder…” or “How can we find out…” to support inquiry-based learning, and provide opportunities for students to engage in hands-on activities, simulations, and experiments to support their investigations. And to make the process even more meaningful, I encourage students to keep a student inquiry journal where they can jot down all their curious questions about the world around them. This journal not only helps them keep track of their progress, but it also gives them a sense of ownership over their own learning journey.
Project-based learning
Project-based learning, a hands-on method of education where students engage in real-world projects that showcase their knowledge and skills, can lead to a deeper understanding of the material and increased engagement in the learning process. By working on challenging projects that require critical thinking, problem-solving, and application of knowledge, students can see the relevance of their education and make connections to the world around them. This approach aligns with the Sustainable Development Goals (SDGs) as it promotes active, meaningful learning and the development of skills that are essential for success in the 21st century. Examples of project-based learning activities may include creating a podcast, designing a website, or constructing a model of a historical landmark.
Self-reflection
I encourage my students to reflect on their own learning process and to think about how they can improve. This type of self-reflection helps students to understand their strengths and weaknesses and to set goals for themselves. By regularly reflecting on their own learning, students can better understand how they learn and how they can become more effective learners.I use online journaling tools such as Flip, SeeSaw, or Kidblog for students to document and reflect on their learning experiences.
In-class projects
I assign in-class projects that allow my students to apply the concepts and skills they have learned in class in a hands-on and engaging way. These projects can involve independent or group work and can be used to reinforce the material covered in class. For example, a student might create a poster or model to demonstrate their understanding of a particular subject. In-class projects give students the opportunity to be creative and to showcase their learning in a tangible way. This type of project also helps students to develop important skills such as research, collaboration, and presentation skills.
Imagine being in a classroom where the focus is on you and your learning journey. It’s all about empowering students to make the most of their education, and helping them understand the importance of what they’re learning. That’s what makes a Learner-Centered Classroom so special. A learning space for students to actively participate and be engaged is key to inspiring students and sparking a lifelong love for learning.
Kellie Bahri is an experienced instructional specialist, teacher, and children’s book author. With over a decade of experience in education, she has successfully implemented innovative instructional strategies resulting in improved student performance and engagement. As Elementary Teacher of the Year for 2020-2022, her dedication to education and creative teaching methods are highly regarded. Kellie also uses her writing talent to inspire a love of learning in young readers through her children’s book. Her goal is to make a positive impact on children’s lives and help them reach their full potential.
About the Author
Kellie Bahri is an experienced instructional specialist, teacher, and children’s book author. With over a decade of experience in education, she has successfully implemented innovative instructional strategies resulting in improved student performance and engagement. As Elementary Teacher of the Year for 2020-2022, her dedication to education and creative teaching methods are highly regarded. Kellie also uses her writing talent to inspire a love of learning in young readers through her children’s book. Her goal is to make a positive impact on children’s lives and help them reach their full potential.
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Listen to Smallbites via Hedreich Nichols, @Hedreich
This week is part two of the SmallBites Black History series. It could aptly called “Beyond the Struggle”. When I think of June and Pride celebrations, there is so much joy. Yes, there is talk of Stonewall and the fight for human rights, but there is a joy that we are missing in February. I believe that comes from the focus on our civil struggle and a lack of knowledge about the many achievements of people from the African diaspora in America.
Let Your Students Do the Sleuthing
I invite everyone to take time, this month especially, to celebrate all that Black Americans have accomplished in the face of insurmountable odds. Did you know that most enslaved people were freed with no education, no restitution and no path to transition from enslavement to freedman in a hostile environment? And yet, there have been notable achievements in every sector, achievements that are not widely known. Since this month is dedicated to Black History, allow your students to research Black business owners, scientists, writers, inventors, choreographers, educators, politicians, generals, etc. Discuss who they find and allow your students to take the lead. I’m hoping that will be acceptable even in today’s climate. There is so much to celebrate and Black achievement in the US is so much deeper than Civil Rights and Soul food.
Who Wants to Join Me??
If you do find someone especially interesting to celebrate, I’d love to interview one or two Black History super sleuths this month for SmallBites. Message me at 5smallbites@bluewin.ch.
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When it comes to education, there are always new ideas, methods, and technologies. As we have seen, especially over the past two years, the number of tools available and the advances in technology are increasing tremendously. In our schools, we have to prepare our students so that they understand what these technologies are, how they are being used now, and what the impact might be on them in the future.
For most people, topics like augmented and virtual reality and artificial intelligence may be new. Understanding the differences between AR and VR for example and how these technologies are being used in the world and in education is important, especially with the use of AR and VR in different areas of work. Now enter the term “metaverse” which may be a new concept to many, however, it has actually been around for almost three decades. Neal Stephenson, an American science fiction author introduced the concept of the metaverse in his novel, Snow Crash back in 1992.
For some people, the term metaverse may have been first heard when Mark Zuckerberg announced that he was changing the name of Facebook to Meta back in October of 2021. To help people understand what his ideas were for the metaverse, he released a short video about how the metaverse would work. I recommend sharing this video with students to spark a conversation first.
With these emerging technologies and also with things like blockchain, NFTs, and web3 for a few others, how can educators keep up so that we can prepare our students? With so many responsibilities in our daily work, how do we find time to learn more about the metaverse? What are the best resources and how can we provide opportunities for students to drive their own learning about these emerging technologies?
Understanding what the metaverse is
First, it is important to have a working definition of the metaverse. The metaverse is “a simulated digital environment that uses augmented reality (AR), virtual reality (VR), and blockchain, along with concepts from social media, to create spaces for rich user interaction mimicking the real world.” A few years ago, I read the book Ready Player One, which has been used to provide a glimpse into what the metaverse might look like. For getting started with learning about the metaverse, having a good based understanding of what the metaverse is would be the first step.
Years ago, people were using Second Life, which was a way for meeting with others in a virtual world. When I first used it in 2015, I was not sure what to think. For anyone who has not experienced it, you would create your own avatar, and communicate and interact with others in a virtual space. It was being used in place of traditional meeting tools like Google Hangouts or Zoom for example. Using this as a comparison, the metaverse would be quite similar, except used for more than just meetings. It would be for all aspects of personal and professional life. Can you imagine spending 24 hours in the metaverse? Think about everything that you do in a typical day and what that might look like in the metaverse? What are the benefits and drawbacks? A good question to ask students and see what their responses are. Check out a video of a young woman who spent 24 hours in a VR headset and what the impact it was on her as a result.
You can check out some of the videos available that provide a simulated metaverse experience. videos
You may be familiar with Fortnite and Roblox, which are platforms that demonstrate the concept of the metaverse. Roblox is even providing lesson plans and activities that are aligned with the ISTE Standards. Engaging in the metaverse experience also does not require the use of headsets as the environments can be accessed through a computer and using a variety of web VR such as Engage VR for Mozilla Hubs for example.
What else do we need to know?
More than just knowing what the metaverse is, we need to understand how it works, what devices and technology are needed, and what other concepts we need to be knowledgeable about. With life spent in the metaverse, everyday tasks like making purchases, working, going to school, socializing, and entertainment will look different. We will need to understand how to buy things and keep track of information, so we also need to understand blockchain, cryptocurrency, and NFTs. Think about the age of the students that you teach or work with. Fast forward ten years, will students be going to school and working in the metaverse? If so, then we have to do what we can to prepare them and ourselves. What are the skills that students will need to interact in the metaverse?
But will the metaverse disappear?
There has been a lot of growth in the use of the metaverse since October 2021. In education, some colleges are not only thinking about holding classes in the metaverse, some have already done so. Research is being done to explore what the benefits of learning in the metaverse might be. Stanford unveiled a metaverse learning experience for students in June of 2021. Using the platform Engage VR, more than 250 students wearing headsets participated in class in virtual reality. In total, students completed two courses and spent 3,500 hours together in the metaverse rather than the traditional classroom or virtual meeting space like Zoom or Teams.
In the spring, it was announced by Victory XR that ten “metaversities” would be launching in the fall. While there are concerns about the metaverse, there are also some anticipated benefits to these options. Considering the increasing and sometimes prohibitive cost of traditional universities, a metaversity might lead to more opportunities for students.
Thinking about benefits, providing education via the metaverse could resolve common issues such as class sizes or lack of adequate learning materials due to tight budgets. Students would be able to immerse more in learning experiences and in some cases, may feel more connected to and included in learning. A survey found that 80% of respondents felt more included in the metaverse. With permission settings, teachers would have more control over student interactions in the metaverse. In higher education, there can be a digital twin, which is a professor who is in the physical classroom space but through an avatar, is able to engage with students in the virtual space too.
With these emerging technologies, it is important that we all explore new ideas and ways to best prepare our students and ourselves for what these technologies will bring.
A recent article inForbesshared some of the potential benefits of the metaverse. In the metaverse, people can make purchases, hold meetings, own land, buy and sell real estate, and even buy clothing for their avatars. It would have its own virtual economy for these transactions, which brings up another issue, financial literacy, and understanding how the concept of money and finances would work in the metaverse. When it comes to the impact the metaverse might have on the economy, it is estimated that it could become an $800 billion market by 2024.
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Learning as I go: Experiences, reflections, lessons learned 