ESSA recognizes social-emotional education as an important factor in helping students develop crucial life skills that go beyond academics. For an awesome infographic on the core competencies of social-emotional learning, click here. Here are 21 simple ways you can support social-emotional learning for your students every day. Start the day with a check-in.
Once a week, Douillard leads her students through a series of reflective strategies that involve brainstorming, reflective writing, sharing, imagining, dialogue journaling, and more. My students have shown me that reflection is not just for adults, not just for university students, or pre-service teachers.
Even in grades one to three, they can benefit from reflective activities during the school day. Kendall replies, "I learned that the funny bone is really called the humerus. Rebecca answers, "I learned that the femur is the biggest bone in your body.
I call this Reflective Friday, a day set aside for reflective thinking, talking, and writing. My students have come to see reflection as a part of the curriculum. It allows us to make connections between new learning and previous experiences.
Reflection helps students not only to remember but also to actively participate in the learning experience. They must interact with new information: Reflective activities in the classroom help to make thinking visible, enabling students to learn from one another and to gain greater insights into their own thinking and learning processes.
I teach in a small coastal community in San Diego County in Southern California, one with an eclectic population including migrant workers, many who work in the nearby flower fields and greenhouses, young professionals with beachfront property, and families that have lived in the community for generations.
I coteach a multiage class of forty students with my teaching partner, Jan Hamilton. Students join our class in first grade and stay with us through third grade.
Before Reflective Fridays most of our reflective thinking was confined to debriefing after a field trip or class project, often squeezed into the few minutes at the end of the day or before lunch.
Reflection was not high on our agenda.
Yet, as an adult, I appreciate time to think about my learning, time to talk with friends and colleagues about my understanding, and time to write to clarify and record my thoughts. Without time to reflect, I forget details and take away only a broad picture that often fades with time.
I became interested in the idea of using reflective thinking as a learning tool for my young students when, thanks to an Eisenhower grant, I met with a group of elementary teachers to work toward the goal of improving our science instruction. Reflection is a process emphasized in science instruction, yet young children—those in grades one through three—are not expected by many researchers or educational theorists to be able to reflect.
Reflection, according to these experts, should begin in the fourth grade. Yet the limited experience I had with reflection led me to believe that young children were more reflective than educational theory suggested. Theories about the role of language, thought, and social interaction proposed by Vygotskyalong with strategies used by Bodrova and Leonginformed my thinking about how I might approach reflection with young children.
Their research suggested that young children could develop sophisticated thinking processes through collaboration with their peers and with adults.
A comment I heard at a conference propelled me to action. A teacher- researcher from Alaska talked about the volume of information that teachers are supposed to impart to students and about the lack of time in the school schedule for thinking.
A typical elementary school schedule includes math, science, social studies, reading, writing, spelling, handwriting, art, music, and PE instruction, all in a six-hour school day with time out of the classroom for recess and lunch.
I never did get all the details, but that nudge was all I needed to take the plunge. My challenge was to develop a structure for Reflective Fridays that allowed students time to think and reflect, but also included variety and movement, quiet time and interaction. I decided to break our day into several different kinds of reflective activities.
I created a schedule for the day that began with focused reflection about classroom learning for the week and ended with time for students to have an opportunity for unstructured thinking about topics of their choice.
I came up with the following schedule to guide us. How the Day Unfolds 8: Nudging Students Forward A teacher aspiring to cultivate reflectiveness in students needs patience. The results we achieved were not dramatic and sudden.
Instead, subtle changes began to occur. One of our dilemmas at the beginning of the school year was how to get beginning writers to reflect in written form, since their writing skills are still emerging.Second Language Writing and Research: The Writing Process and Error Analysis in Student Texts.
Johanne Myles Queen's University. Snorkeling (British and Commonwealth English spelling: snorkelling) is the practice of swimming on or through a body of water while equipped with a diving mask, a shaped breathing tube called a snorkel, and usually tranceformingnlp.com cooler waters, a wetsuit may also be worn.
Use of this equipment allows the snorkeler to observe underwater attractions for extended periods with relatively little. Writing Time/Silent Reading: time for students to choose either to read or write, allowing time for additional reflection or allowing students to switch their thinking processes as they create a piece of writing or engage with a text.
Reflective Writing Activities -On days 1 and 2, students will engage in reflective free-writing activities: the first following a critical thinking activity; the second one as an artifact to report on a group discussion and then reflect on it.
🔥Citing and more! Add citations directly into your paper, Check for unintentional plagiarism and check for writing mistakes. Cambridge Growth Policy – Toward a Sustainable Future , updated [Full Document – with graphics and narratives]Policy 1 Existing residential neighborhoods, or any portions of a neighborhood having an identifiable and consistent built character, should be maintained at their prevailing pattern of development and building density and scale.