The Active Learning Foundation Update

Director - Tom Jackson
Volume 6 Winter

LIFE SKILLS MAKE A DIFFERENCE IN ACADEMIC RESULTS

Education Week reported, in their September 3rd edition, the results of a research project funded by the Spencer Foundation. The summary statement of the study was "That when schools pay attention to students' social and emotional development, children do better academically." Today, schools are being pressured to improve testing scores. In many places, this push has become the primary driving influence of the school district. Other areas of the curriculum are being downplayed or ignored to spend increased time on improving student performance on the standardized test. What I have seen in some schools is that testing is pushing out all other areas of study. Unfortunately, one of the areas that is being squeezed is the teaching of life skills or what some schools call "character education". Research has shown just the opposite should be happening. Quoting this study, "Proponents of 'social-emotional learning' contend that schools will reach their academic goals more effectively if students, while tackling math or reading, are also learning how to manage emotions, challenges, and relationships and to make good decisions." The report lists what some of the experts in the field are saying.

"Social-emotional functioning and academic functioning go hand in hand. Effective social-emotional learning creates an optimal climate for learning." Jonathan Cohen, the co-founder and president of the Center for Social and Emotional Education, a nonprofit advocacy and research group in New York City.

"There's been a mind-set that education's about content and knowledge and not really about all the 'soft stuff'. One of the reasons why we still work under that paradigm is that there's been no real compelling research-based evidence to do otherwise. Now there is, and it validates a more holistic approach to learning." Barbara McCombs, Director of the University of Denver Research Institute's Center for Research on Human Motivation, Learning and Development.

"Evaluations of the elementary based Child Development Project (a life skills program) in eight districts nationwide have found that pupils in the program like school better, trust their teachers more, and have greater academic motivation than their peers at comparison schools do. Children whose schools implemented the program thoroughly carried those attitudes into middle school and showed better academic performance as well." Developmental Studies Center in Oakland, California.

"Social-emotional learning is a win-win, because it is the active ingredient in most (prevention) programs, and may help educators fulfill their mandate as well because you're teaching children crucial skills they need in order to learn" Daniel Goleman who popularized the notion of emotional intelligence.

"We have an interest in character education and socialization. Part of the model here is that if a school is set up as an environment that supports positive behavior, it's an environment more conducive to academic learning." Grover "Russ" Whitehurst, U.S. Department of Education's research arm, the Institute of Education Sciences.

Kind Words

"Dear Mr. Jackson, I just had to say how much I've enjoyed your books. I've worn out my copies of Activities That Teach and More Activities That Teach to the point where I've had to punch holes in it and now keep it/them in notebooks. In addition, it is one of the first resources I introduce to my student teachers. In fact, the supervising professor from their department now recommends it to his blossoming teachers-to-be since I introduced your books to him. Thank you for your ideas. They have helped me help so many students and saved me from constantly having to re-invent the wheel so to speak."

Sincerely, Gwen Settle, Health Teacher, Athens, Georgia

"I attended your 2 day workshop in Moncton, Canada. I have to tell you that in all my years working with at-risk youth, this had to be one of the best, and most useful workshops I have ever attended. I work for Frederiction Residential Youth Services and run the FRYS School Program. Our agency has 4 homes; 2 co-ed, 1 crisis, and 1 pen custody as well as the school. I have students from all of these as well as from probation and foster care. This time of year (late Spring) is very hard with little motivation from anyone. Your workshop and talk inspired me and will definitely help me get through the last 6 weeks of school! Again, thank you for your insight, sense of humour and just a lot of fun!"

Sincerely, Carol Plumstead

If you have something to share, send it to me at staff@activelearning.org

A website your kids probably know about, so so should you!

www.hightimes.com This site has been around a long time and promotes the use of drugs, especially marijuana. Check it out sometime. "High Times" is also the name of a magazine which promotes drug use.

Title: Teamwork

Topic Area: Problem Solving, Working Together

Concept: Working together to solve a problem is a skill that has much appeal in the business world.Even in our own families and classrooms there are many times where two heads are better than one.However, when more than one person is trying to solve a problem what is the best process to use to come to a solution?What happens if everyone wants to be the boss?Here is an activity where working together is a must if the challenge is to be successfully met.

Method: Classroom activity

Time Needed: 10 minutes plus discussion time

Materials Needed:

3 large balloons per team of eight to ten

A watch with a second hand.

Activity: Before beginning the activity, blow up three large balloons per team. Divide your group into teams of eight to ten people. Have the teams form a circle and tell everyone to hold hands with the person next to them. They may not release hands at anytime during the activity. Explain that the challenge is to keep a balloon up in the air for as long as they can using only their hands, arms, shoulders, and heads. Emphasize that no one may kick the balloon. Toss a balloon into the center of each group and start timing them. When the balloon hits the floor, record the time. Repeat three times to see if they can improve upon their effort. If you have time, add a second balloon and repeat. Finally add a third balloon. Record the time for each round. For younger children, continue to use only one balloon.

Discussion Ideas:

“What” Questions

How long did your group keep the balloon in the air the first time?

Did your group improve your time as the rounds continued?

What happened in the group when I added more balloons?

What methods did you use when trying to keep the balloon in the air?

What changes did your group make when more balloons

“So What” Questions

What can this activity tell us about working together?

Did everyone on your team contribute? Why or why not?

How can you be sure that everyone on the team has a voice in helping find a solution?

How did your team decide on a strategy to use?

What is meant by the phrase “Two heads are better than one”?

What happens when conflict arises when making a team decision?

What should you do if your team fails to solve the problem the first time they try it?

What role does communication play when trying to solve a problem?

“Now What” Questions

What are the benefits of having more than one person working on a problem?

How can you avoid conflict when making a group decision?

What steps can be taken to give everyone a chance to be heard in the group?

Title: RISK

Topic Area:Risk-taking behavior

Concept:Risk taking. All kids take risks. Some are low risk takers and others seem to thrive on living life on the edge. The problem comes when they take risks that have severe or even permanent consequences. These could include sexually transmitted diseases, teen pregnancy, drug addiction, being arrested, problems in school or with their parents, driving under the influence, etc. Unfortunately many kids don't stop and analyze their decisions before becoming involved in a situation that can lead them into trouble. We need to help them become aware of the risks they take before they get into a troubling situation.

Method:Classroom activity

Time Needed:10 minutes plus discussion time

Materials Needed:

2 quarters

A piece of paper and something to write with for each participant

Activity: Give each participant a piece of paper and a writing utensil. Have each participant draw four columns on their paper. At the top of each column have them put one letter until they spell the work "risk". Here is the challenge. Have all of the students stand up. You are going to flip two quarters, one at a time. The students are going to try and guess whether the results will be both coins ending up heads, both coins ending up tails or one coin being heads and one coin being tails. They will indicate their choices in the following manner. If they think both coins will come up heads, then they are to place both hands on their head. If they think both coins will come up tails, then they are to place both hands on their hips. If they think that one coin will be heads and one coin will be tails, then they are to place one hand on their head and one hand on their hip.

Have the students make their choice by the placement of their hands. Then flip one coin and then the other. (Flipping the coins one at a time makes it more dramatic.) If they got it right, then they are awarded one hundred points. They will write those points down under the first column which has the letter "R" of the word "risk". If they got it wrong, then they must sit down. Those left standing have a choice to make, they can either stop with the points that they have or they may stay standing and go again. If they are right on the second round, they get two hundred points but if they are wrong they lose all of their points. Continue the round until everyone is down. You will double the points for each round. So round three will be worth four hundred points. But once again, if they are wrong, they lose all the points they have accumulated under that letter.

When everyone has stopped trying or lost, then move to the next column's letter. Everyone is now back in the game and starts just like they did in the beginning. Remember that when you lose your points, it is only for the column that you are playing at the time. When all four columns have been completed. Have everyone add up their points and compare scores.

Discussion Ideas:

“What” Questions

What was your score?

How did your score compare to the rest of the class?

How did you decide which guesses to make?

How did you determine when to stop and when to try it again?

“So What” Questions

Did you have any control over whether the coins would be heads or tails?

How much control did you have over whether you stopped or continued?

Is life just luck?

How much control do we have exactly what happens in our lives?

What areas in our lives do we control by the decisions we make?

How are our actions affected by the decisions we make?

How can our decisions get us into trouble?

How can our decisions keep us out of trouble?

What influence do our friends have on our decisions?

Describe some risky situations kids your age can become involved and trouble may result.

Describe some ways that you can get out of a risky situation.

What role do consequences play in decision making?

Who pays the consequences for a person’s good decisions? Poor decisions?

“Now What” Questions

How can we keep from becoming involved in risky behavior?

How do our actions reflect the decisions we make?

This activity was adapted from one suggested to me by Clint Darr, a 4th grade teacher in Columbia, Missouri.

If you would like to have Tom Jackson present at a conference, school district, school or organization, check out the page with information about Tom's speaking. Have Tom Speak. We are booking speaking dates for January 2004 and forward.