Part 3: Why focus on homework and not promote play?
In my series ‘Why focus on homework and not promote play?’ I promised to write on
the 21st Century skills in part 3 of the final article on this
subject.
I came across
this wonderful article on SEL, which stands for social and
emotional learning. It is the process through which students acquire and
effectively apply the knowledge, attitudes, and skills necessary to understand
and manage emotions, set and achieve positive goals, feel and show empathy for
others, establish and maintain positive relationships, and make responsible
decisions (CASEL[1]).
The Collaborative for Academic, Social, and Emotional Learning is
helping make evidence-based social and emotional learning an integral part of
education from preschool through high school.
In this article, I would like to focus on the
SEL and CASEL as necessary skills for the 21st Century. Catholic schools
on St. Maarten teach those skills through some evidenced based Skill for Life
programs from Partnerships for Children[2]. They are essential to be able to succeed as
human beings at school and participate as active citizens in society.
A few years ago, I invited a friend Wilma van
Esch, an Ecological Pedagogue to facilitate workshops for teachers and youth
leaders on the developmental domains of children. She visited with her partner
Bart Coppes who facilitated sessions with teachers on Inquiry
based learning and learning by design. Teachers were acquainted or reacquainted
with the principle of context-rich and Project-based
learning (PBL). According to Bart Coppes, we as educators must prepare
future generations for an ever-changing world. To do so, we must help them to
develop qualities that will enable them to respond to these continuous changes.
The basis for this is to have an interest in the world around them and the will
to understand it. In order to be able to make well-informed choices, it is
important that they are able to take note of the available information about
the scientific and technological developments around them. Because they
themselves are responsible for these choices, it is also necessary that they
are able to treat this information skeptically. To this end, they can ask
themselves critical questions about claims made by others about science and
technology. Bart further states that the ability to make well-informed
decisions about their environment and their own health and well-being can be
strengthened by the development of investigative skills. Mr. Coppes also shared
that teachers can sow the seeds for pupils to develop an essential scientific
attitude (curiosity, creativity, research) and a technical attitude (inventing,
designing, making and trying). In order for the children to really learn, we will
have to let them explore, discover, research and design. The products they
design do not have to be beautiful. As long as they have resulted in a great
learning process. As a teacher, you motivate, stimulate and direct that
process. You bend questions, provide information and observe in order to be
able to make an intervention at the right moment. In short, let children
investigate how they can make a self-built car as quickly as possible. Let them
actually measure how fast their car is, which gives them a grip on scientific
concepts. As example Bart, states “Let children ask themselves what made that
car faster and how much faster that is. In the end, let them draw conclusions
about their findings themselves (or in groups). These conclusions will be the
learning result. That is knowledge that remains, while the car that is made
ends up in the garbage bin after some time! With this example of Bart Coppes, todays learning targets, should be geared towards Inquiry based skills that guide student learning and preparing children for life instead
of memorizing facts and retaining information.
According to SEL, schools and educators
need to tap into students’ personalities to find hidden strengths, understand
their emotional intelligence, and use their assets to peak performance.
Bringing forth and supporting students’ social-emotional strengths is critical
to success in and out of the classroom. Project-based learning is a great
method for supporting students’ emotional skills. Project based learning offers
well-structured opportunities to learn decision-making, collaboration, and
critical thinking skills that result in deeper learning. Project-based Learning is the approach
required in FBE (Foundation Based Education).
21st century skills are a
hallmark of PBL. Authentic learning
experiences nurture skills students need to live and work in a connected and
diverse society. SEL embodies the 4
C’s of 21st century learning. It is worth the effort to integrate opportunities
where students refine their social and emotional skills.
1. Critical thinking is about making responsible decisions.
2. Communication requires a social awareness.
3. Collaboration relies on positive relationships.
4. Creativity occurs when one is aware of their strengths.
Project based learning also provides students with a joyful experience—one that
stands out among other instructional activities. The many components of PBL
combined are what give students motivation for learning and a sense of
satisfaction when their work is complete.
According to Sam Northern, a National Board Certified Teacher-Librarian in
small-town Kentucky, embracing students’ personal strengths and fostering
social-emotional skills comes naturally during PBL. With PBL, learners explore
an engaging topic or respond to an authentic challenge. Students have a voice
in the topics they care about. Students use a variety of sources to acquire new
knowledge and make cross-curricular connections. Often these sources are peers
and mentors. Technology plays an important role, providing learners with
information and creative possibilities. Through research and collaboration,
students develop solutions and design products that fulfill learning goals.
These learning goals extend far beyond content standards.
This is exactly one of the
principles of Foundation based education or Experienced based learning.
When a focus is placed on SEL, you will find that students breed a sense of
empowerment. They become empowered to take charge of their own learning.
Authentic learning experiences encourage students to take on the next phase of
their academic and personal lives. By prioritizing social and emotional skills
before, during, and after each lesson, you are setting your students up for
success.
Through play, children see different perspectives.
As educators and parents as well
as other stakeholders in Education, we
have to change our approach to learning and thus our approach to homework in
the early years of primary education and education in general. Children are
very curious at an early age.
Curiosity during an agriculture activity at the Sr. Magda and Sr. Borgia Schools
Helping
children to learn the 21st century skills will only complement the
focus on academic learning. Schools and parents should pay attention to the
social and emotional development, which will enable children to build character
that is essential for individual success and social functioning.
By
overburdening children with homework and excess tutoring instead of essential
skills to succeed at school and in their future is not beneficial.
SEL skills go beyond cognitive development and academic outcomes. They are important drivers of mental
health.
Resources:
https://www.misterlibrarian.com/2018/06/pbl-great-place-for-sel.html
https://oecdedutoday.com/new-approach-social-emotional-skills/
https://www.partnershipforchildren.org.uk/
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