Selecting the Best SEL School Program

Finding the Best SEL School Programs? 

1. Classroom Meetings / Character Education?
2. Mindfulness Meditation and Somatic Quieting?
3. Japaneses "Beautiful Kokoro" Morals and Values Education "Kokoro | heart; mind; mentality; emotions; feelings"?

4. Growth mindset "SISU Thinking" development? 

5. One of the 26 Published SEL Curriculum's?

6. SEL and Staff Professional Development?
7. Whole Brain Teaching?
8. Teacher and school made SEL? 
9. Cognitive Behavioral Therapy (CBT) school-based programs?
10. Restorative Justice?
11. Positive Psychology: Achievement and Accomplishment Education?   

4 WAYS TO IMPLEMENT SEL IN YOUR SCHOOL TODAY!

1. School staff actively model, employ, and openly emphasize the importance of SEL skills (Self-awareness, Self-management, Social awareness, Relationship skills, and Responsible decision making) with each other and students daily

2. School staff monitor and reduce negative languaging: Reduce negative and blaming language and increase positive and solution seeking language 

3. During Staff Professional Development, introduce and model new SEL concepts, ideas, tools, resources, and best practices

4. Using Mindfulness Meditation and Somatic Quieting to maintain focus and restore calm to the classroom

Scandinavian and Japanese educators teach manners, character, and social etiquette before academic skills and knowledge. The goal for the first 2-3 years of school is not to judge the child's knowledge and academic readiness but to nurture a polite, well mannered, empathetic, responsible, and caring child. 

The cornerstone of SEL efforts is the delivery of five essential skills and competencies to students (CASEL, 2013):

1. Self-awareness: recognizing and labeling one's feelings and accurately assessing one's strengths and limitations
2. Self-management: regulating emotions, delaying gratification, managing stress, motivating oneself, and setting and working toward achieving goals
3. Social awareness: showing empathy, taking others' perspectives, and recognizing and mobilizing diverse and available supports
4. Relationship skills: clear communication, accurate listening, cooperation, nonviolent and constructive conflict resolution, and knowing when and how to be a good team player and a leader
5. Responsible decision making: making ethical choices based on consideration of feelings, goals, alternatives and outcomes, and planning and enacting solutions with potential obstacles anticipated

[PDF]Effective Social and Emotional Learning Programs - caselSEL Programs for Elementary School (K-5): rating tables 3 and 4 ... We are extremely grateful to novo foundation and the 1440 foundation for their generous support of this effort. .... explicit lessons to teach students social and emotional skills. this was the most ..... The Five Social and Emotional Learning Core Competencies.

[PDF]Effective Social and Emotional Learning ... - 2015 CASEL Guideners and critical friends for this project and CASEL's work overall. ..... tary programs to be added to the 2013 Guide, which will be updated and ... efforts are used to develop students' social and emotional skills. ..... five CASEL SEL competency clusters and positive impacts on student be- ... quality of program delivery.

[PDF]CASEL Guide for Schoolwide Social and Emotional Learningschoolwide social and emotional learning (SEL): Implementation guide and toolkit. ... Simply stated, the purpose of education is to equip students with the skills and ..... The purpose of theSEL team is to coordinate a school's SEL efforts. ..... created laminated cards listing the five SEL competencies that administrators and ...

  NAVIGATING SEL FROM THE INSIDE OUT LOOKING INSIDE & ACROSS 25 LEADING SEL PROGRAMS: A PRACTICAL RESOURCE FOR SCHOOLS

[PDF]creating positive environments through class meetings - PENTinspire many parents and teachers to try class and family meetings, but here are many more ... academic and social skills students learn in class meetings.

[PDF]Mindfulness Meditation - Indiana State UniversityMindfulness meditation is one of the two traditionally identified forms of meditative practice, along with ...... tial decreases in both cognitive and somatic anxiety following MBSR treatment. 

[PDF]Trauma-Sensitive Mindfulness - Canadian Counselling and ...Discover ways to adapt mindfulness meditation and yoga to increase client safety .... (adapted from Somatic Experiencing training manual,

Selecting the Right SEL Program | Harvard Graduate School ...

As the benefits of social-emotional learning (SEL) have become clear, schools have seen a blossoming of programs that aim to equip students with fundamental executive function, emotional, and interpersonal skills. For the first time, a new guide takes a deep dive into 25 evidence ...

Why is social emotional learning so important in the primary grades?

Social emotional learning (SEL) helps students develop and build good character traits (honesty, caring, compassion, respect, fairness,...), build real friendships, enhance empathy, resilience, etiquette, manners, and emotional stability. Students that learn to master and manage their emotions are less prone to act-out, talk back, openly defy adults and disrupt the learning environment in schools. Students and teachers can use hands on (SEL) activities, conflict resolution modeling, role-playing, dialogue, and read-alouds to help children understand their emotions and feelings. Understanding the emotions and feelings of others and their own helps students make better choices and wise actions.  Students that have well developed social emotional intelligence are able to adapt and overcome obstacles and setbacks much faster than students with little or poor social emotional intelligence.

1. Classroom Meetings / Character Education
[PDF]character education toolkit - Greenville County SchoolsOther Helpful Websites for Integrated Character Education Programs or Lesson. Plans . .....

[PDF]How to Build a 36-Week Character Education Curriculuma character education program to support social emotional learning .....

[PDF]Character Education…Our Shared Responsibility (PDF)The United States Congress, recognizing the importance of this concept, authorized the. Partnerships in

[PDF]Character Education - NC Public Schools“Effective character education is not adding a program or set of ...... Toolbox.pdf) includes excellent guidelines for integrating and aligning the ...

[PDF]Character Education Curriculum Grades K-8believe that character education is vital to helping our students become ... Teachers integrate the Character Education curriculum with a variety of ...... 

[PDF]Character Education Plan - Orlando Science SchoolCharacter education is a learning process that enables students and adults in a ... infusion of character education across our curriculum and daily life,

[PDF]character education toolkit - Horry County SchoolsOther Helpful Websites for Integrated Character Education Programs or Lesson. Plans . ..... 

[PDF]Character Education for the 21st Century - Center for ...CCR seeks a holistic approach to deeply redesigning the curriculum, by offering .... It makes crisper the “design goals” of Character education.

[PDF]Character Education - Student Engagement ProjectAs a result, many schools have embraced character education as a way to teach a ... character education program or it can be self-standing.

2. Mindfulness Meditation and Somatic Quieting 
[PDF]A MINDFUL BREATHING SCRIPT
A MINDFUL BREATHING SCRIPT. Start by settling into a comfortable position and allow your eyes to close or keep them open with a softened gaze. Begin by ...
Missing: somatic ‎| Must include: somatic

[PDF]The brain on silent: mind wandering, mindful ... - Zeidan LabMindfulness; meditation; awareness; mind wandering; resting state ..... Quiet. Auditory flow. “Hear in”. “Hear out”. “Hear rest”. “Hear flow”. Somatic.

[PDF]Relaxation Skills for Anxietycalming the mind. ... common somatic symptoms of anxiety: muscle tension, headaches, backaches, ... relaxation, yoga, mindfulness, and deep breathing. 2. .... Think back to the “Anxiety 101” section of this manual where we described the.

[PDF]The Role of Mindfulness in Reducing the Adverse ... - MDPIchildren and youth also demonstrate that mindfulness interventions improve mental, behavioral, and ..... mantra based meditation also showed decreased PTSD symptoms in veterans [58]. ... translate to improvements in quality of life [62] with a reduction in somaticsymptoms including ..... Still Quiet Place.

[PDF]Mindfulness Meditation and Psychopathology - Center for ...Mindfulness meditation is increasingly incorporated into mental health in- terventions ..... driven partially by items related to somatic sensations (Grossman 2008). Thus ...... Insights from quiet minds: the converging fields of.

3. Japanese "Beautiful Kokoro" Moral Education "heart; mind; mentality; emotions; feelings"

[PDF]Moral Education in the Japanese Primary School ... - HeldaAiming at a Rich and Beautiful Kokoro ... Japanese moral education can be characterized as the education of kokoro (heart) and ...... The Trade Union of Education published a manual entitled “Teachers'.

[PDF]Moral Education in Japan - UiO - DUOMoral Education in Japan: The Coming of a New Dawn, Abe's New ...... 

[PDF]Values and Value Priorities Underlying Japanese ... - CiteSeerXJapan has seen controversy over moral education. Generally, Japanese moral education is regarded as a menace to the development of true democracy and ...... .

4. Growth mindset "SISU Thinking" development 

[PDF]The Sisu Advantage - Think Sisu

unidimentional scale that quantifies a school growth mindset and including three .....

PDF]Effectiveness of a Growth Mindset in Education - Semantic ...This literature review explores the effectiveness of how a growth mindset can be ... learning. Cultivating a growth mindset is about closing the achievement gap, ...

[PDF]Mindsets and Skills that Promote Long-Term LearningK–12 education the worse it gets.2 This lack of ..... of agrowth mindset entered junior high school with identical past ...

[PDF]growth mindset - Transforming Educationthat teachers can use to help students develop a growth mindset. ... These approaches can encourage students to use effective learning strategies, exert effort,.

[PDF]Mindset in the Classroom - Education WeekEducation Week Research Center Mindset in the Classroom. 1 ..... Educators believe growth mindset has great potential for teaching and learning. Nearly all.

[PDF]What We Know About Growth Mindset from Scientific Researchopportunity by advancing our scientific understanding of students' mindsets about learning andschool. july 2015. What We Know About Growth Mindset.

[PDF]Social Skills Worksheets1. Social Skills Worksheets. These worksheets can be used to assist with determining needs or identifying concerns. Use none, all or just a few depending on.

[PDF]Handouts Emotional Regulation, Social Skills & Problem SolvingTeacher-Child Play: Teachers can use social coaching in one-on-one interactions with their students to help them learn social skills and emotional language ...

[PDF] Emotional Intelligence for teens ages 13-18The emotional and social skills that are presented were written in order to help you grow your child. The sections include Intrapersonal Skills, Interpersonal Skills ...

[PDF]Sample Teaching Activities to Support Core Competencies of Social ...At the Collaborative for Academic, Social, and Emotional Learning (CASEL) ... Teaching Activities to Support the Core Competencies of SEL—August 2017 ...

[PDF]Social Emotional Activities WorkbookSocial Emotional Activities Workbook ..... stars, the compilation of student responses, and the class definition of diversity I the classroom. ..... EducatorsGuide.pdf ...

[PDF]Social Emotional Learning (SEL) - Diablo Valley CollegeSocial and Emotional Learning (SEL) is the educational process that helps students develop .... Incorporate calming music as a background to learning activities. ... class:

[PDF]How Teachers Can Build Social- Emotional Learning SkillsSocial and emotional learning (SEL) is the process of developing and using the skills, attitudes, and knowledge that help youth and adults (Collaborative for.

[PDF]best practices in social- emotional learning - Lake Washington School ...based strategies for effective social-emotional learning (SEL) ..... activities. Through explicit skill instruction, teachers can describe and model .... Emotional Character Development Fact Sheet pdf?.

[PDF]Social-Emotional Learning Toolkit - Indiana Department of Educationcontains several elements that support social and emotional learning and ..... professional development needs, and the current SEL activity taking place in the ..

[PDF]Social and Emotional Learning Coaching Toolkit - American Institutes ...emotional learning (SEL) One approach teachers can use .... for use in SEL classroom observation coaching activities and should be used to ..... WholeChild pdf ...

[PDF]A Guide to Incorporating Social-Emotional Learning in the College ...How are the activities incorporated into class sessions? ..... social-emotional learning (SEL) as it is the basis for our program activities, and discuss the empirical ...

[PDF]Social Emotional Teaching Strategies - CSEFEL - Vanderbilt UniversityThe Center on the Social and Emotional Foundations for Early Learning. Vanderbilt University ... schedules, materials, and activities) to support children's social ...

[PDF]Social and Emotional Learning in California - California Department of ...The guidance in Social and Emotional Learning in California: A Guide to. Resourcesis not binding on local .... PDF document with links to resources. 2. Searchable entries on .... Resources include manuals, activities, fact sheets, videos, and ...

[PDF]SOCIAL-EMOTIONAL LEARNINGSocial-emotional learning (SEL) describes the mindsets, skills, attitudes, and ... Student competencies involves the social, emotional, and motivational skills that help students succeed at ...... How often do you get so focused on activities in.

[PDF]EBP Abstract - Social Emotional Learning (SEL)The goal of SEL is to address the social and emotional needs of all ... own learning are all activitiesthat ask students to use social and emotional skills in one ...

[PDF]Social Emotional Learning: Essential for Learning, Essential for ... - p-12Handbook of Social and Emotional Learning: Research and Practice, ..... throughclassroom instruction, various school activities and support ...

Project Based Learning | Makers Space Skateboards

4th Graders' Design Process for Their Perfect Skateboards Program Overview

CreateASkate.org provides an innovative internet-based curriculum for elementary to high school students to design and produce their own custom skateboard decks. Students will learn core concepts in science, math, engineering, and product design by creating a personalized skateboard.

Driving Question

How can we apply science and engineering principles to design and manufacture our own skateboards?

Learning Objectives

Students will:

- Learn physics concepts like friction, motion, gravity, and acceleration through skateboard examples

- Explore engineering and manufacturing processes like computer-aided design, CNC milling, laser cutting, and 3D printing

- Understand fundamentals of product design and project management 

- Practice measurement, geometry, ratios, and spatial reasoning through deck dimensions and wheel/truck specs

- Use online modular curriculum with science and math simulations related to skateboards

- Design graphics, shapes, and structural elements for a personalized deck 

- Construct a finished, ride-able skateboard to take home

Culminating Project

Students will form teams to collaborate on designing and producing a unique skateboard using the engineering design process. They will present final skateboards and explain the science/math principles applied.

Extended Learning

Students can further customize skateboards with DIY modifications, create skateboarding physics experiments, and develop improvements to the curriculum. Schools can connect with local skateboarding communities for mentoring and real-world relevance.

This STEM-focused program allows students to apply classroom learning through hands-on skateboard projects! Please let me know if you would like me to elaborate on any part of the outline.

[PDF]Students Design and Build Own Skateboard with CreateASkate Revolutionary school program teaches core learning using skateboard design ... things like math, science, engineering and artistry. ... (talking about Paul Shmitt, creator of the program)” – Alex, sophomore ... Today he is a successful skateboard manufacturer with over 10 Million skateboard decks produced to his credit.
Students and teachers you can bring a CreateAskate.org program to your school. 

1. Student approaches teacher with the news of this exciting new opportunity.
2. Teacher responds positively; visits CreateAskate.org for more specific information; approaches administration with exciting new opportunity.
3. Administrators register with CreateAskate.org.
4. Students independently raise the $15 participant fee through fundraising activities there they work as a team with their classmates.
5. Students watch CreateAskate video and Stuntwood video in class. They then document their height and take their first test based upon the content of the two videos.
6. Teachers order necessary materials from CreateAskate.org.
7. School receives materials from CreateAskate.org.
8. Teachers conduct class with CreateAskate.org curriculum; students successfully create their own personal skateboard; CreateAskate.org Certificates of Completion are awarded.
9. Teachers beam with pride knowing their students have learned so much more than just how to make a skateboard deck.
10. Students beam with pride knowing they’re capable of making something with their own hands, which is so much more than just making a skateboard deck.

11. Administrators and parents are happy to see students engaged and involved in school activities.

CUSTOM SKATEBOARD DESIGN/BUILD PROGRAM
In this program, students use engineering, technology, and math to design and build their own custom skateboard decks! Students sketch their ideas and convert ...

Here is a Stanford design thinking process checklist and criteria ideas for 4th grade students to design their perfect skateboard:

Empathize:

- Interview skateboarders about what they like/dislike about their boards. 

- Try out different types of skateboards to understand their features.

- Identify pain points of current skateboard designs.

Define:

- Come up with criteria for the "perfect skateboard":

    - Shape/size

    - Deck material

    - Truck type

    - Wheel size/material 

    - Bearings

    - Overall weight

    - Cost

    - Aesthetics

Ideate: 

- Brainstorm ideas for your perfect skateboard individually and as a group. Consider:

    - Different deck shapes

    - Custom graphics

    - Wheels for tricks vs speed

    - Mixing components from different boards

Prototype: 

- Build simple prototypes to test ideas using cardboard, wood, 3D printing etc.

- Test different wheel/truck/bearing combinations.

- Modify based on testing results.

Test:

- Try out prototypes and get feedback from other skaters.

- Identify improvements needed based on:

    - Ride feel

    - Ability to do tricks

    - Durability

Iterate:

- Refine prototype based on feedback.

- Develop final design that meets criteria.

Alternate 

Here are some ideas for a project-based learning unit on designing skateboards in a Makers Space:

### Driving Question

How can we design and create custom skateboards that reflect our personal styles?

### Learning Goals

Students will:

- Learn the core components of a skateboard and how they affect performance

- Understand the engineering design process  

- Apply the design process to ideate and iterate on a skateboard prototype

- Use tools and technologies to construct a custom skateboard 

- Practice collaborative teamwork and critical thinking skills

### Activities

- Research the evolution of skateboard technology and culture

- Take apart old skateboards to see how they work  

- Test different deck materials, truck types, wheel shapes etc.

- Learn to use design software, laser cutters, 3D printers and woodshop tools to build prototypes

- Design graphics that express individual styles 

- Work in teams to ideate, plan, test and improve skateboard designs

- Create videos explaining and demonstrating final skateboard creations

### Culminating Project

Students will design, build and test an original skateboard that showcases their personal vision and style. They will present final skateboards to the class and community, explaining their design process.

### Assessment

Students will be assessed on:

- Application of the engineering design process

- Skateboard construction quality

- Creativity and effort in design

- Quality of presentation and explanation

- Teamwork and collaboration skills

This is the Science, Technology, Engineering, Art and Mathematics (STEAM) Club LOGO I designed for my school, to raise interest in starting a Skateboard STEAM Club this year! 

  

Bill Nye on The Importance of Science, Teacher Passion and Common Core! 

Here is an expanded and elaborated version of the three articles:

Article 1 - The Evolution of Skateboarding as an Olympic Sport

The inclusion of skateboarding in the 2020 Tokyo Olympics marked a monumental milestone for the formerly marginalized sport. Once scorned as a frivolous pastime of wayward youths, competitive skateboarding has now been embraced by the mainstream sporting world. 

The decision by the International Olympic Committee to add skateboarding reflected a strategic effort to engage younger audiences. With its gravity-defying aerial maneuvers and irreverent, countercultural attitude, skateboarding brings an exciting new dynamic to the Olympic arena. The fast-paced competitions in street and park promise to captivate new fans worldwide.

Initially, many skateboarding purists balked at the co-optation of their carefree lifestyle by the rigid Olympic structure. However, the heightened exposure and prestige have conferred greater legitimacy on skateboarding as a serious athletic endeavor. Far from compromising its vibrant soul, Olympic adoption has fueled skateboarding's explosive growth globally.

As exhilarating new Olympic events showcase skateboarding's incredible skill and athleticism, the sport seems primed for massive popularity. Yet reconciling skateboarding's free-spirited nature with the demands of elite competitive frameworks poses an ongoing challenge. This fundamental tension between freedom and regulation will shape skateboarding's continued evolution as an Olympic sport.

Article 2 - The Rich History and Origins of Skateboarding 

Most historians trace skateboarding's humble beginnings to homemade "sidewalk surfing" using wooden boards with roller skate wheels in 1950s California. Searching for thrills during flat surf conditions, ingenious surfers improvised a radical new land-based diversion. 

They nailed roller skate wheels onto rectangular slabs of plywood and hurtled precipitously down sloped sidewalks and streets. These early experimenters spawned a flourishing new activity which eventually developed specialized shortboard decks and polyurethane wheels.

As this captivating new pursuit spread beyond California, skateboarding endured alternating periods of fleeting popularity and plunging participation throughout its formative decades. Still largely written off as a nuisance by mainstream society, skateboarding persevered through ups and downs before gaining enduring momentum in the 1990s. 

Driven by skate-friendly urban planning, equipment innovation, a vibrant youth arts scene, and high-flying professional stars like Tony Hawk, skateboarding cemented its status as a permanent fixture of youth culture worldwide. It fostered a close-knit community drawn to skateboarding's singular mix of athleticism, creativity, and rebellion.

Now a multibillion dollar global industry with proliferating skateparks and venues, skateboarding has traversed a long, winding trail since those maverick surfers first conceived it. Its ever-evolving ethos continues shaping sports, fashion, music, and the kinetic energy of cityscapes across the planet.

Article 3 - Skateboards, Roller Skates and Rollerblades: A Comparative Overview

Skateboards, quad roller skates, and inline rollerblades share certain key traits - wheeled locomotion, balance skills, athleticism. But they diverge substantially in origins, mechanics, culture, and learning curves.

The archetypal skateboard emerged from 1950s California surfers craving surrogate ocean waves on land. Most feature a curved deck with polyurethane wheels, controlled by feet and propelled by kicks. Skateboarding emphasizes agility and creativity through ollies, grinds, and aerial maneuvers. Its inherent risk of falls coupled with youthful rebellion breed a daring, free-spirited culture. But mastering skateboarding's nuances requires rigorous, repeated practice.

Unlike skateboards, roller skates date back to 18th century London. The classic quad skates with four wheels aligned in pairs dominated until 1991's introduction of inline rollerblades modeled after ice skates. With wheels aligned in a straight line, rollerblades enabled more speed plus edgework and crossover moves. Roller skating culture focuses on dancing, endurance, and pure enjoyment rather than overt risk-taking. Both quad and inline skates share a moderate learning curve and graceful, flowing movement. 

Though differing in specifics, all three wheeled platforms allow human innovation to transform mundane landscapes into kinetic canvases for athletic artistry. Skilled devotees find freedom and belonging carving, gliding and speeding on wheels - seeking not just transportation but liberation.

Background Research


More skateboard lesson plans and resources:

• SKATEBOARD SCIENCE A Hands-on Exploration of the Physics of Motion
• Biomechanics of Skateboarding: Kinetics of the Ollie
• The Physics of Skateboarding
• Dr. Skateboard’s Action Science – Activity Guide 
• European Journal of Science and Mathematics Education | Skateboard Science 
• Students Build their Own Boards with CreateASkate STEM with a Purpose 
• CreateASkate.org Student Petition 

Phenomenon Based Learning Lessons and Resources

What is Phenomenon-based pedagogy, and why is it so important in today's classroom? PhBL / PhenoBL is a child-centered multidisciplinary learning processes that develop real-world 21st century skills and global perspectives. Phenomenon-based learning is always authentic, experiential, multidisciplinary, hands-on, student driven, contextual, and highly engaging. PhBL / PhenoBL promotes, Critical and Flexible Thinking, Creativity, Collaborative working skills, Communication, Media literacy, Technology literacy, Socratic Reasoning/Questioning and Big Picture Problem Solving! PhBL or PhenoBL is very similar to project-based-learning, but it goes deeper using a comprehensive multidisciplinary process.

[PDF]Phenomenon Based Learning_v1 - Mindbytes
“Education is not the learning of facts, but the training of the mind to think.” ... 1879-1955. Phenomenon Based Learning. PAVITHRA ... It is a form of holistic teaching .... Resources ...

[PDF]Using Phenomena in NGSS-Designed Lessons and Unitsideas, based on evidence, that can explain and predict phenomena. ... of learning science ideas that teachers and curriculum designers know are important but ...

[PDF]Learning Adventures - BioacademyHeading to resource-smart future with responsible and competitive ... Phenomenon-based teaching and learning and Experience Pedagogy confirms e.g..

[PDF]Phenomenon-‐Based Learning Using Gadgets and GizmosPhenomenon-‐Based Learning. Using Gadgets and Gizmos. Ma% Bobrowsky. Page 2. Comparison ofTeaching Methods ...

[PDF]Phenomenon-Based Teaching and Learning through the Pedagogical ...phenomenon-based approach in teaching and learning, a pedagogical initiative that .... Every student in aclass brings unique cognitive resources, which lead ..... ta-release-2011/pdf/Overview-TIMSS-and-PIRLS-

[PDF]Phenomenon-‐Based Learning Using Gadgets and GizmosPhenomenon-‐Based Learning ... Programme of Internafional Student Assessment. (PISA is coordinated ... The PBL approach to learning is based on curiosity ...

[PDF]Phenomenon Based Learning Rubric - Wsimg.comPhenomenon Based Learning Rubric. The phenomenon-based learning gives a holistic view of real-world phenomena - in a real context, breaking the curricular ...

[PDF]A Phenomenon-based Assessment System for Three-dimensional ...A Phenomenon-based Assessment System for Three-dimensional Science Standards: Why Do We Need It and What Can It Look Like in Practice? William R.

(PDF) Phenomenon-Based Teaching and Learning through the ...This paper aims to explore the phenomenon-based approach in ... Download full-text PDF ...... Rubric for Phenomenon Based Learning.

[PDF]Phenomena-Based Learning About WestEd - Making Sense of ...Making Sense of SCIENCE: Phenomena-Based. Learning. Retrieved from: http://www. ... Users of this PDF may print, copy, and use the materials for personal, noncommercial use and for the sole ... Standards, Assessment, & Accountability.

[PDF]Professional Resources - Vermont Agency of EducationElementary Science Education: The Next Generation ... Assessment ... The NGSS explains the importance of Phenomena-based science.

Phenomenon-based learning (PhBL or PhenoBL) is a hands on constructivist pedagogy (Jean Piaget) where students develop a deep understanding of a real world problem and or phenomenon in an authentic context that crosses all subjects. Students may study a concept like :time", not as a math subject, but in a holistic approach that may include varied cultural concepts of time, origins and history of time, development of clocks, train schedules, etcetera.
Phenomenon-based learning (PhBL or PhenoBL) is a form of student lead learning and exploration that incorporates collaboration, curiosity, creativity, multiliteracy, multidisciplinary academics, soft skills, and constructivist pedagogical theories. Students construct, control, and create their own learning processes using authentic real-world problems and contex, they learn the importance of what, how, and why they need to learn critical thinking skills. Students self-select and lead their own learning by reflecting on their collaborative experiences and that of their peers. Focusing on the soft skills of communicating and collaborating on teams to solve problems. Students learn the what, the how, and the way they need to find and solve real-world real-context problems. 

Phenomenon-based pedagogy is not really new, teachers that design and incorporate thematic based multidisciplinary lessons and units will easily identify and adapt to PhBL or PhenoBL. The focus is not on what knowledge is being learned or taught but the skill of learning; of better ways to learn and problem solve. A thematic topic or concept is based on a real-world phenomenon by using a gestalt or holistic collaborative approach instead of a singular academic subject-based transfer of knowledge teaching approach.

Philosophy for Children: Lesson Plans | Philosophical Inquiry for Kids (P4C)

Philosophy for Children or Philosophical Inquiry for Kids (P4C), is

a pedagogical philosophy that aims to teach inductive/deductive reasoning and Socratic and argumentative dialectical skills to young scholars. 

 

Philosophy for Children: Lesson Plans

Jean Piaget the Swiss developmental psychologist known for his work on child development theorized that children were not capable of critical or analytical thinking until age 11 or 12. Teachers that work with younger children find that all children benefit from philosophical inquiry and yes even in primary school. 

Furthermore, there is more data, research and concrete evidence that show the real-world benefits of teaching young scholars Philosophical Inquiry and inductive/deductive reasoning skills early in school. Students that study Philosophy see big improvements in academic skills and overall enjoyment in learning.

Plato Worksheet - Really Learn English
https://www.really-learn-english.com › support-files PDF Plato Worksheet, Page 1 ... influential (important) philosophers and teachers of all time. ... He studied philosophy, geometry (math), geology (rocks),.

Socrates Worksheet - Really Learn English
https://www.really-learn-english.com › support-files PDF
Socrates was a Greek philosopher in ancient times. A “philosopher” is a ... Join our mailing list to get more free stories and exercises in English:.

Teaching Western and/or Eastern Philosophy to Students! 

Stoicism, Cynicism, Buddhism, ZEN Buddhism, TAOISM, Apollonian and Dionysian and JEDI Wisdom and Philosophy: Learning and teaching Western and/or Eastern Philosophical Traditions can be transformative for students! Using Socratic Seminars and Discussions are a quick way to open up a dialog and start Philosophical Inquiry and inductive/deductive reasoning
"Higher Order Thinking".

• What is wisdom?
• What is philosophy?
• Why could reading about multiple philosophical traditions be the best way to learn about wisdom?
• What would be some alternative meanings of wisdom?
• What is another way to look at Wisdom vs. Philosophy?
• Would you explain why it is necessary or beneficial, and who benefits from learning about or adopting a ZEN, TAOISM, or even Jedi philosophy?
• What are some of the strengths and weaknesses of the different philosophical traditions?
• What is the point of view. a theme, an idea being presented in the... quote?

"you're going to find that many of the truths we cling to depend greatly on our own point of view." Obi-Wan Kenobi

“Doing nothing is better than being busy doing nothing.” Lao Tzu

"No! Try not! Do or do not, there is no try." YODA

 "The best teachers are those who show you where to look, but don't tell you what to see."Alexandra K.Trenfor

"Attachment leads to jealously. The shadow of greed, that is." YODA

It is under the greatest adversity that there exists the greatest potential for doing good, both for oneself and others.

“If you define yourself by the power to take life, the desire to dominate, to possess…then you have nothing.” Obi-Wan Kenobi
Teachers who are able to move mountains are the ones who start by carrying away the smallest stones.

3. All great teachers open doors for students, but the student must enter by themselves. 

The Buddha in the Classroom Quotes ― Donna Quesada

“When you blame, you open up a world of excuses, because as long as you're looking outside, you miss the opportunity to look inside, and you continue to suffer.”

“The effects you will have on your students are infinite and currently unknown; you will possibly shape the way they proceed in their careers, the way they will vote, the way they will behave as partners and spouses, the way they will raise their kids.”
“Courage is often associated with aggression, but instead should be seen as a willingness to act from the heart.”

“What we can change is our perceptions, which have the effect of changing everything.” 

“Each situation is a blossom to be picked with a curious spirit.”

A life full of laughter and learning is richer than a palace full of sadness.“Trying to understand is like straining through muddy water. Have the patience to wait! Be still and allow the mud to settle.” Lao Tzu

Even when we stumble and fall down, it doesn’t mean we’ve chosen the wrong path.If no mistake have you made, yet losing you are… a different game you should play. YODA

Always look on the bright side of life (Monty Python). If you don't understand this, polish what is dull in your life until it begins to shine.

Conquer anger with non-anger.Conquer badness with goodness.Conquer meanness with generosity.Conquer dishonesty with truth.
~ The Buddha

A thousand-mile journey begins with just one step.

Never be afraid of going slowly, be scared of stopping. 

“Fear is the path to the dark side. Fear leads to anger; anger leads to hate; hate leads to suffering. I sense much fear in you.”  Yoda

Don’t speak if it doesn’t improve on silence. Better to remain silent and be thought a fool than to speak and remove all doubt.“When you talk, you are only repeating what you already know. But if you listen, you may learn something new.” Dalai Lama XIV

It’s better to be a teacher for a day than to be a shadow for a 1,000 days.

As the Zen Master served tea to his new student, the student carried on talking about his own opinions, theories, and ideas. The Zen Master remained silent as he poured more tea into his guest’s teacup and even after it was full, the Zen Master continued pouring!

The student watched the tea overflow and spill onto the table. He could no longer hold it in and burst out, “Stop! Can’t you see that it is full? No more tea can go in!”

“Exactly.” The Zen Master agreed. “You are like this tea-cup, full of your own opinions, assumptions, and theories. You have come for teaching but how can I show you wisdom if you don’t first empty your cup?"

The temptation to give up will be much stronger just before you reach your goal.

Philosophy for Children (P4C) Lesson Plans

Introduction

This document presents a series of lesson plans designed for Philosophy for Children (P4C), aiming to cultivate critical thinking, reasoning, and dialectical skills in young scholars. Each lesson incorporates the core P4C methodology, encouraging students to engage in a Community of Enquiry where they explore philosophical concepts through structured dialogue and reflection. The lessons foster 4C Thinking: Critical, Collaborative, Creative, and Caring. The plans are adaptable and can be modified to suit various age groups and classroom settings.

 

Lesson Plan 1: What is Philosophy? An Introduction to Socratic Questioning

Overview

This introductory lesson aims to familiarize students with the concept of philosophy as a way of thinking and to introduce basic Socratic questioning techniques. It encourages students to provide reasons for their opinions and to distinguish philosophical inquiry from other modes of thought.

 

Age Group

8-12 years old (adaptable for younger/older)

 

Duration

60 minutes

 

Learning Objectives

•       Skill Set: Students will develop the ability to articulate reasons for their opinions and engage in respectful dialogue.

•       Conceptual Understanding: Students will begin to understand what philosophy is and how it differs from scientific or uncritical discussions. They will also be introduced to the idea of questioning assumptions.

 

Materials

Whiteboard or large paper, markers, small slips of paper or notecards for each student.

 

Lesson Narrative

1. Stimulus (10 minutes)

•       Activity: Present a thought experiment, such as the classic "Trolley Problem" (simplified for children: "Imagine a runaway train is headed towards five people. You can pull a lever to switch the train to another track where only one person is. What should you do?"). Ask students for their initial responses and, crucially, why they chose that option. Emphasize that there's no single right answer, but the reasons behind their choices are important.

 

2. Thinking Time (5 minutes)

•       Activity: Provide students with a few minutes of silent reflection to consider the stimulus and formulate their initial thoughts or questions. Encourage them to think about what makes a question philosophical.

 

3. Questioning (15 minutes)

•       Activity: Ask students to generate their own philosophical questions related to the stimulus. Write all questions on the board without judgment. Guide them to formulate open-ended questions that invite discussion rather than simple yes/no answers (e.g., "What is fairness?" or "What makes something beautiful?").

 

4. Voting (5 minutes)

•       Activity: As a group, vote on one or two questions that the class would like to explore further. This fosters a sense of ownership over the inquiry.

 

5. Enquiry (20 minutes)

•       Activity: Facilitate a Socratic dialogue around the chosen question(s). Encourage students to build on each other's ideas, agree or disagree respectfully, and provide reasons. The facilitator should use probing questions like: "Can you elaborate on that?" "What evidence do you have?" "How does that connect to what [another student] said?" "Are there any exceptions?" The goal is to explore the concept and justify their ideas, not to reach a definitive answer.

 

6. Review/Reflection (5 minutes)

•       Activity: Ask students: "What did you find interesting or challenging about today's discussion?" "What did you learn about how we think and talk about big ideas?" Emphasize that philosophy is about asking questions and thinking deeply, not just finding answers.

 

Lesson Plan 2: Inductive Reasoning - Pattern Seekers

Overview

This lesson introduces students to inductive reasoning, the process of making generalizations based on specific observations. Students will practice identifying patterns and forming hypotheses.

 

Age Group

8-12 years old (adaptable)

 

Duration

60 minutes

 

Learning Objectives

•       Skill Set: Students will be able to identify patterns in given information and formulate general statements or predictions based on those patterns.

•       Conceptual Understanding: Students will understand that inductive reasoning moves from specific examples to broader conclusions, and that these conclusions are probable, not always certain.

 

Materials

Various objects with shared characteristics (e.g., different types of fruit, different colored blocks, pictures of animals), whiteboard/paper.

 

Lesson Narrative

1. Introduction: What do you notice? (15 minutes)

•       Stimulus: Place a collection of objects (e.g., an apple, a banana, an orange, a grape) in front of the students. Ask them: "What do you notice about these objects?" Guide them to observe individual characteristics (color, shape, taste, where they grow). Then ask: "What can we say about all of these objects?" (They are all fruits). Explain that they just used inductive reasoning – looking at specific examples to make a general statement.

•       Definition: Explain that inductive reasoning is like being a detective: you look for clues (specific observations) to figure out what generally happens or what might happen next. It helps us make educated guesses.

 

2. Main Activity: Pattern Games (30 minutes)

•       Activity 1: The Rule Game: The teacher thinks of a rule (e.g., "I'm thinking of things that are red and round"). Students take turns naming objects. The teacher says "Yes" if it fits the rule and "No" if it doesn't. Students try to guess the rule. Encourage them to explain their reasoning as they make guesses (e.g., "I think the rule is... because you said yes to X and Y, and no to Z").

•       Activity 2: Odd One Out (with justification): Present a group of four items (e.g., a dog, a cat, a fish, a bird). Ask students: "Which one is the 'odd one out' and why?" There can be multiple correct answers, as long as they can justify their reasoning (e.g., "The fish is the odd one out because it lives in water, and the others live on land." or "The bird is the odd one out because it flies, and the others don't."). This encourages flexible thinking and justification.

 

3. Predicting the Future (10 minutes)

•       Scenario: Present a simple scenario: "Every morning for the past week, the sun has risen in the east. Where do you predict the sun will rise tomorrow? Why?" Discuss how past observations help us make predictions about the future, but also acknowledge that sometimes patterns can change (e.g., "What if the Earth stopped spinning?").

 

4. Reflection (5 minutes)

•       Wrap-up: Ask students: "When do we use inductive reasoning in our daily lives?" (e.g., figuring out what a new food tastes like after trying a small piece, predicting weather based on clouds). "What's important to remember about making generalizations?" (They might not always be true).

 

Lesson Plan 3: Deductive Reasoning - Logic Detectives

Overview

This lesson introduces students to deductive reasoning, the process of drawing specific conclusions from general statements or premises. Students will practice identifying logical connections and understanding syllogisms.

 

Age Group

8-12 years old (adaptable)

 

Duration

60 minutes

 

Learning Objectives

•       Skill Set: Students will be able to identify general rules and apply them to specific situations to draw logical conclusions.

•       Conceptual Understanding: Students will understand that deductive reasoning moves from general statements to specific, certain conclusions, provided the general statements are true.

 

Materials

Whiteboard/paper, simple "if-then" statements written on cards.

 

Lesson Narrative

1. Introduction: The Rule Book (15 minutes)

•       Stimulus: Present a simple rule, like a classroom rule: "All students must put their backpacks in their cubbies." Then present a specific situation: "Sarah is a student." Ask: "What must Sarah do?" (Put her backpack in her cubby). Explain that this is deductive reasoning – using a general rule to figure out something specific.

•       Definition: Explain that deductive reasoning is like following a rule book. If the rules are true, and you follow them correctly, your conclusion must be true. Introduce the idea of a syllogism as a set of statements that lead to a conclusion.

 

2. Main Activity: Syllogism Puzzles (30 minutes)

•       Activity 1: Complete the Syllogism: Provide students with two premises and ask them to complete the conclusion. Start with simple examples:

◦       Premise 1: All birds have feathers.

◦       Premise 2: A robin is a bird.

◦       Conclusion: Therefore, a robin has feathers.

 

•       Vary the examples, including some that might seem silly but are logically sound (e.g., "All unicorns have horns. Sparkle is a unicorn. Therefore, Sparkle has a horn."). Discuss why the conclusion must be true if the premises are true.

•       Activity 2: If-Then Statements: Write various "if-then" statements on cards (e.g., "If it rains, then the ground gets wet."). Present a situation (e.g., "It is raining.") and ask students what must happen. Then present a different situation (e.g., "The ground is wet.") and ask if it must have rained (no, maybe someone watered the plants). This helps distinguish between necessary and sufficient conditions.

 

3. Logic Detective Challenge (10 minutes)

•       Scenario: Create a simple mystery scenario. For example: "There are three suspects: Alex, Ben, and Chloe. One of them ate the last cookie. We know: 1) If Alex ate the cookie, then Ben saw him. 2) Ben says he didn't see Alex eat the cookie. Who ate the cookie?" Guide students to use the given information (premises) to deduce the culprit.

 

4. Reflection (5 minutes)

•       Wrap-up: Ask students: "When do we use deductive reasoning in our daily lives?" (e.g., following instructions, solving puzzles, understanding rules). "What's important for deductive reasoning to work?" (The starting rules/facts must be true).

 

References

[1] The Philosophy Man. (n.d.). What is P4C? Retrieved from https://www.thephilosophyman.com/aboutp4c

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