Dear parents, today we are sharing information about the expectations of the 21st-century learning framework (21st-CLF). Furthermore, we are exploring the implementation of Social-Emotional Learning (SEL) in schools, which is the latest baby in education.
What’s in it for you?
4 reasons for understanding (21st-CLF) and SEL:
1 – Be aware of the functioning of the 21st– century educational system through 21st-CLF.
2 – Have a vision of what is expected for your child to accomplish during his 12 years of schooling with 21st-CLF.
3 – Understand what an educator is talking about when he mentions SEL.
4 – Implement SEL at home.
21st-Century Learning Framework (21st-CLF)
The Center for Curriculum Redesign (CCR) who brought together international organizations, jurisdictions, academic institutions, corporations, and non-profit organizations, including foundations, designed the elements a student should learn for the 21st century.
Here is a representation of students’expectations throughout his formal education.
Let’s break 21st-CLF down!
Knowledge: What we know and understand. The Common Core State Standards initiative in 2010 defines what students should know at each grade level throughout the United States. It is from there that educators derive their curriculum and lesson plans. Students are taught these subjects explicitly in class, such as ELA, mathematics, etc.
Skills: How we use what we know through creativity, critical thinking, communication, and collaboration. This requires a higher level of involvement from the students. It is where they apply what they learn in different settings. This implies that students must be self-directed. Educators include projects or working in groups for students to develop these skills. Students, in turn, are assessed to determine the development of their thought processes.
It is where SEL fits in
Character: How we behave and engage in the world. Until recently, schools have been using a top-down approach when dealing with behaviors. The teacher set the rules, and the students had to behave. It is changing with the recent introduction of Social-Emotional Learning (SEL).
Social-Emotional Learning is meant to support students in recognizing and managing their emotions. We know that students who are not ready emotionally to learn will not learn, and no punishment for not paying attention or misbehaving will change this. On the contrary, it will probably make it worse. Let’s think about this: being punished for not feeling emotionally ready to learn? Hmm!
Therefore, educational organizations created a Core SEL Competencies.
There are 5 Core competencies to consider in Social-Emotional Learning (SEL):
- Self-awareness: For a child to recognize his emotions
- Self-management: Have the ability to manage his emotions
- Social awareness: Develop empathy
- Relationship skills: Establish healthy relationships with peers and adults
- Responsible decision-making: Being able to evaluate his behavioral choices and potential consequences.
To know more, please click here
People who read this post also read “Your child has challenges with reading”.
SEL, a story
I was able to see Social-Emotional Learning in action for students ranging from Kindergarten to second grade. The SEL teacher combined mindfulness, yoga, and movements.
A group of students, led by their teacher, came to the SEL classroom. They sat quietly, cross-legged on a colorful carpet. The Social-Emotional Learning teacher was waiting for them calmly.
Self-awareness
Once seated, students were guided to self-awareness. The teacher asked: Do you have enough space? Are you comfortable? Are you ready to start?
After everyone was comfortable, she asked each one of them how they felt today.
A thumbs-up (I am great),
A thumbs to the side (I am ok)
A thumbs -down (I am not good)
The student explained why he felt this way and the other students had to sit quietly listening. Once a child expressed his feelings, the others had to respond with a comment showing empathy, such as I am sorry you are not feeling well today!
Yoga
The teacher followed up by guiding students through yoga poses. The emphasis was on movement, breathing, and being in the moment. During that time, they practiced social awareness.
For instance: who is next to me? Am I bothering him while doing my poses? What should I do if I do not want to be next to this student? How should I communicate this problem with my peer and my teacher? How can I go to the bathroom or get a drink without disturbing the group? When is the right moment to express my needs while in a group?
The teacher addressed concerns as they arose, thanking the students for asking these questions as they showed concern for others as well as awareness. Their thought process awaken to the consequences their actions could have on others.
Finally, the teacher read a story where characters faced moral challenges. While reading, she was asking questions such as: How does he feel? What would you do? Is he happy?
These interactions, led by the teacher, allowed students to develop listening skills, empathy, and problem-solving.
Guided meditation
At the end of the class, the teacher led the students through a short guided meditation. The teacher had a Tibetan singing bowl in front of her and used it to start. All students were seated on the carpet listening to soft music and the teacher’s soothing voice. At the end of the session, she rang the Tibetan singing bowl. Students waited until the end of the sound to get up quietly, line up, and go back to class.
My observations on SEL
I could feel a difference in the level of tension in the classroom from the time students arrived to when they left. They came from their classes, cafeteria or back from recess where the pace was faster, their emotions running amok, and then the calm, mindfulness and self-awareness. A time for them to pause, refocus, and re-center on themselves!
Kids enjoyed this time, even the otherwise rumbustious students. I also noticed that these skills did not stay in the Social-Emotional Learning classroom. They spread out into their classroom, the cafeteria, and recess! At home too maybe?
You can do SEL at home!
It was wonderful being part of this experience, but you can implement this at home too. Set a time with your family to pause and reflect on your emotions!
You do not need a Tibetan singing bowl or know how to guide meditations. Many guided meditations from the internet can guide you. In our search engine, you can type Guided meditation for children or guided meditation for kids.
If you want to go further and read stories emphasizing perseverance, acceptance, true-self, dealing with emotions, seeing the world through different lenses and kindness.
Some suggestions thanks to Publishers Weekly:
Abracadabra!: The Magic of Trying by Maria Loretta Giraldo, illus. By Nicoletta Bertelle (Magination), shines a light on perseverance and the discovery of one’s inner magic. Ages 4–8.
All Are Welcome by Alexandra Penfold, illus. by Suzanne Kaufman (Knopf), follows a group of diverse children through a day at their school, where everyone is welcomed, supported, and encouraged, and friends from a wide variety of cultures share their traditions with each other. Ages 4–8.
Amina’s Voice by Hena Khan (S&S/Salaam Reads). Amina, a Pakistani-American Muslim struggles with whether she should hide her true self to try and fit in and be more American like her best friend has done, as she copes with middle school dramas and a devastating vandalism attack on her local mosque. Ages 9–up.
Being Edie Is Hard Today by Ben Brashares, illus. by Elizabeth Bergeland (Little, Brown, spring 2019). A girl imagines transforming into different animals to deal with the challenge of managing her emotions at school.
Being You by Alexs Pate, illus by Soud (Capstone, Oct.). Two children discover that they have a choice about how the world sees them in a story that delivers a message of love, self-discovery, and optimism.
For more options click on the Publishers Weekly <==
Thank you, and please leave a comment below! Your opinion, concerns, or questions matter to me!
You can also download my free book: “10 fun, yet effective technics for your child to read with pride and joy! 😉
Learning is intelligence having fun!
Stay tune for our next post:
SEL is a good step in the right direction. Children learn to recognize and manage their emotions but are children really heard?
We will see on our next post how you and your child can go further than SEL in establishing a protocol of conflict resolution where both parties are heard and misbehaviors magically dissolve!
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Photo by Max van den Oetelaar on Unsplash