How A School Prioritizes Character as Much as Academics
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The Role of Metacognition in Learning and Achievement
Why Teachers Shouldn't Ignore Literature's Emotional Lessons For Students
What Character Strengths Should Educators Focus On and How?
The Science of Character: Developing Positive Learning Traits
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Sign up for the\u003c/em>\u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\"> \u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>WASHINGTON — It was late May in a conference room at Capital City Public Charter School and Nia Reese, an eighth grader dressed in a business suit, guided her audience through a PowerPoint presentation. She talked about her academic achievements, then segued to a project on gun violence and its toll on teenagers in her community.\u003c/p>\n\u003cp>“A struggle I had,” she said, her voice suddenly shaking, “was taking an emotional risk and talking about things I don’t usually talk about: how gun violence has affected people that I love.”\u003c/p>\n\u003cp>Nia took a moment to compose herself. She was halfway through the 40-minute talk. Her objective? To persuade a three-person panel of educators and community members that she was ready to graduate to Capital City’s high school program in the fall.\u003c/p>\n\u003cfigure id=\"attachment_54296\" class=\"wp-caption alignnone\" style=\"max-width: 1800px\">\u003cimg class=\"size-full wp-image-54296\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91328.jpg\" alt=\"\" width=\"1800\" height=\"1350\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91328.jpg 1800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91328-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91328-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91328-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91328-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91328-1200x900.jpg 1200w\" sizes=\"(max-width: 1800px) 100vw, 1800px\">\u003cfigcaption class=\"wp-caption-text\">At Capital City Public Charter School, eighth grader Nia Reese delivers a 40-minute presentation aimed at convincing panelists that she is prepared to move on to the campus’ high school. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Nia is a good student with solid academic grades. But at this school, that’s not enough. The presentation, for which she spent months preparing, is required of all eighth graders who wish to continue on to the campus’ high school. While Capital City takes pride in preparing students academically for that next step, teachers and staff place an emphasis on ensuring that these young people are emotionally ready as well — with the social skills, like strength of character, resilience and integrity, needed to succeed.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Spurred by brain research that has shown a \u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1467-8624.2004.00679.x\">strong connection\u003c/a> between the social and emotional skills of students and their cognitive development, more schools across the country are emphasizing “soft skills” such as communication, collaboration, self-awareness and problem-solving as part of a trend known as social and emotional learning, or SEL.\u003c/p>\n\u003cp>The obstacles to implementing SEL are significant. It requires resources and training at a time when many districts are struggling to \u003ca href=\"https://hechingerreport.org/how-does-underfunding-actually-affect-schools-four-questions-with-greene-county-superintendent-richard-fleming/\">provide the basics\u003c/a>. There are critics who contend that instilling social values in students is the purview of parents not schools, and others who fear that SEL could easily be used as yet another way to punish low-income students of color who don’t conform to behavioral norms.\u003c/p>\n\u003cp>Another big challenge is \u003ca href=\"https://hechingerreport.org/new-advances-measuring-social-emotional-learning/\">determining\u003c/a> how to measure social and emotional development in the first place. Unlike algebra or world history, there is no bubble sheet by which to judge students’ soft skills, let alone evaluate their growth over time. And even if there were standardized measures for traits like integrity and compassion, whose cultural norms should be used to judge the results?\u003c/p>\n\u003cp>Capital City is often cited by advocates of social and emotional learning for its commitment to putting these skills on a par with homework and exam scores. In addition to traditional academic grades, student report cards include marks from 1 to 4 on qualities such as organization, timeliness and accountability. While distilling character-based attributes to number grades has its skeptics, Capital City officials said the approach not only helps students gauge their progress, but signals just how important these skills are to their futures. Increasingly, it is these social and emotional skills — like perseverance and collaboration — that are seen as key to success in college and the workplace. Yet many employers say \u003ca href=\"https://www.bna.com/uploadedFiles/BNA_V2/Micro_Sites/2018/Future_of_Work/Workday%20Bloomberg%20Build-Tomorrow-Talent_FINAL.pdf\">graduates lack\u003c/a> these skills.\u003c/p>\n\u003cp>“We don’t question why students come to school to learn academics,” said Laina Cox, Capital City’s middle school principal. “And I see SEL the exact same way.”\u003c/p>\n\u003cfigure id=\"attachment_54301\" class=\"wp-caption alignnone\" style=\"max-width: 1800px\">\u003cimg class=\"size-full wp-image-54301\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91211-e1567489609300.jpg\" alt=\"\" width=\"1800\" height=\"1350\">\u003cfigcaption class=\"wp-caption-text\">Samantha Clark teaches a sixth-grade combined math and science class at Capital City Public Charter School. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Students talk about this so-called “character data” on a regular basis: in parent conferences, with their teachers, and during schoolwide “equity days,” where students discuss topics like religion and sexual orientation and participate in activities designed to build compassion and empathy. For Nia, the portfolio presentation represented a high-stakes opportunity to demonstrate her own character. She was being evaluated not only on her achievements over the last three years, but on her ability to communicate them effectively and put them in the context of her personal growth. Students who fail to receive a positive evaluation are given detailed feedback on where they need to improve and an opportunity to present again.\u003c/p>\n\u003cp>At Capital City, a 19-year old school in northwest D.C., social and emotional learning is woven into daily interactions between adults and students and integrated into classroom content. After completing a challenging science project, for example, students might be given the opportunity to reflect on not just the academic material, but on how they adopted strategies of perseverance or problem-solving to overcome obstacles that arose along the way.\u003c/p>\n\u003cp>Students hone public speaking and communication skills by regularly presenting their work. Feedback, whether from teachers or peers, is viewed as a crucial learning tool. Students describe the process of rewriting and revising as a prerequisite for submitting high-quality work. When reflecting on their time at Capital City, many students are quick to link outcomes like good grades to personal characteristics of persistence, self-confidence and the ability to manage their time wisely.\u003c/p>\n\u003cp>In addition to their academic classes, students have a daily advisory class (led by one of their current teachers) in groups limited to no more than 10. The advisory class is designed as a space where students are encouraged to discuss whatever’s on their minds — not just academic issues, but personal issues too. Sharing their stories, and listening to the experiences of their peers, can help build a level of trust and respect that teachers say is key to allowing students thrive both socially and academically.\u003c/p>\n\u003cp>“I got a bunch of friends who go to schools around the neighborhood and it’s like you go to school, you get your grades, alright we’re done for the day,” said Daniel Escobar, a 2019 graduate who plans to attend Washington Adventist University in the fall. “Capital City finds a way to make sure everyone feels safe, emotionally and also academically.”\u003c/p>\n\u003cp>“Without the social-emotional part I would have dropped out,” said 18-year-old Kimberly Hernandez, class of 2019. “In my family, a lot of people don’t really graduate from high school. There were various times at Capital City where I was just like, ‘Man I wanna drop out. It’s getting really hard.’ The students here, the teachers, the staff itself they were just like you have to stay, you have to work harder. I’m really proud of myself because I didn’t think I was going to make it this far in the first place.”\u003c/p>\n\u003cfigure id=\"attachment_54295\" class=\"wp-caption alignnone\" style=\"max-width: 1800px\">\u003cimg class=\"size-full wp-image-54295\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91336.jpg\" alt=\"\" width=\"1800\" height=\"1350\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91336.jpg 1800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91336-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91336-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91336-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91336-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91336-1200x900.jpg 1200w\" sizes=\"(max-width: 1800px) 100vw, 1800px\">\u003cfigcaption class=\"wp-caption-text\">Students at Capital City Public Charter School tend to one of the campus’ community gardens. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In the majority black and Latino pre-K-12 school of roughly 1,000 students, 74 percent of whom come from low-income households, 100 percent of graduating seniors are accepted to college, officials said. The four- and five-year high school graduation rates of 86 percent and 98 percent, respectively, \u003ca href=\"https://dcschoolreportcard.org/schools/108-1207/graduation-rate\">exceed city averages\u003c/a>, as does attendance in both the \u003ca href=\"https://dcschoolreportcard.org/schools/108-0182/attendance\">middle school\u003c/a> and \u003ca href=\"https://dcschoolreportcard.org/schools/108-1207/attendance\">high school\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"https://dcschoolreportcard.org/schools/108-0182/student-achievement?lang=en\">Middle school performance\u003c/a> on standardized tests, however, isn’t notably higher than city averages in English and dips below them in math. And within the school there remains a significant achievement gap, with black and Latino students scoring three times lower than their white classmates in English and five times lower in math. School leaders acknowledge that there is still plenty of work to be done, but argue for longer-term measures of success.\u003c/p>\n\u003cp>“I’m not saying test scores should be out the door,” said Cox. “What I’m saying is they shouldn’t be the only way we are judging our kids.”\u003c/p>\n\u003cp>To that end, Capital City’s high school counselors have made tracking students after graduation a priority. The results they cite are promising. Of its first class of seniors in 2012, 45 percent received a college degree within six years, according to documents provided by the school, far above the \u003ca href=\"https://collegeforamerica.org/college-completion-low-income-students/\">14 percent nationwide\u003c/a> average for low-income students. School leaders say their near-term goal is to increase that number to 60 percent, in line with the national average for all students. For subsequent graduating classes, the school’s latest figures indicate that 71 percent of students are still enrolled in college.\u003c/p>\n\u003cp>As social and emotional learning spreads, schools are increasingly wrestling with questions of assessment — how to quantify student performance in areas like self-awareness and problem-solving. Capital City’s approach of attaching grades to social and emotional skills on student report cards \u003ca href=\"https://www.edweek.org/ew/articles/2017/05/31/is-your-child-showing-grit-school-report.html\">isn’t unique\u003c/a>. Elementary schoolers in San Francisco Public Schools, for example, \u003ca href=\"http://www.sfusd.edu/en/news/media-coverage/2016-media-coverage-archive/11/new-report-cards-in-sf-a-f-grades-get-an-o-for-obsolete.html\">receive number grades\u003c/a> in areas like regulating their emotions and managing challenging situations. In Montgomery County, Maryland, \u003ca href=\"https://www.montgomeryschoolsmd.org/uploadedFiles/info/grading/SBRC_2018_2019_Gr3.pdf\">report cards specify\u003c/a> whether elementary school students “collaborate with others” and demonstrate “motivation and persistence.”\u003c/p>\n\u003cp>But there is disagreement, even among SEL proponents, not only over how to measure social and emotional learning, but \u003ca href=\"https://blogs.edweek.org/edweek/rulesforengagement/2015/05/grit_accountability_noncognitive_skills_duckworth_yeager.html\">whether to do it in the first place\u003c/a>. Methods for assessing SEL are only just emerging. Putting teachers in charge of deciding which students are socially competent raises concerns that educators’ unconscious biases could creep into the evaluation process, disproportionately penalizing students of color. Experts stress that grades should be used not as an end unto themselves, but as tool for helping students improve.\u003c/p>\n\u003cp>“It is useful to get a baseline understanding of where students are on things we want them to learn,” said Robert Jagers, vice president of research at CASEL, a nonprofit that advocates for social and emotional learning. But, he added, “[social and emotional] competencies are hard to measure.” Researchers like himself, he said, are “concerned about their use for high-stakes purposes” such as school accountability and funding.\u003c/p>\n\u003cfigure id=\"attachment_54302\" class=\"wp-caption alignnone\" style=\"max-width: 1800px\">\u003cimg class=\"size-full wp-image-54302\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91183-e1567489544615.jpg\" alt=\"\" width=\"1800\" height=\"1350\">\u003cfigcaption class=\"wp-caption-text\">Capital City Public Charter School serves students throughout the Washington, D.C. area. A majority of the school’s students live in low-income households. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Schools that do evaluate these skills need to consider including input beyond that of the classroom teacher, said Jagers. Students, parents and outside evaluators should also have a voice in whether the school is providing a safe and welcoming environment, through surveys and other tools. Done right, he said, social and emotional instruction will help elevate student performance in academic areas.\u003c/p>\n\u003cp>Hayden Frederick-Clarke, director of cultural proficiency at Boston Public Schools, likewise stressed that schools need to be careful about imposing the cultural norms of white teachers onto students from other backgrounds. Otherwise, he said, social and emotional learning can turn into “acculturation and assimilation activities.”\u003c/p>\n\u003cp>Capital City educators said they take steps to ensure that their process is fair and geared toward helping students improve. Students are measured on traits like reflection and accountability in the context of their academic work, school officials said. A research-heavy science project that involves numerous revisions and multiple draft deadlines, for example, provides an opportunity for a student to demonstrate organization and punctuality skills. A group project that ends in a class presentation will call upon a student’s communication abilities.\u003c/p>\n\u003cp>Students also discuss “character data” on more subjective qualities like integrity and character, but they don’t receive grades in these areas. The focus is on more concrete qualities like organization and timeliness in the context of their academic studies.\u003c/p>\n\u003cp>Administrators added the program places an emphasis on ensuring that the school’s teachers, many of whom are white, understand the importance of culturally responsive teaching. They receive professional training on race and implicit bias and participate in regular, often candid conversations about these topics with their colleagues. Teachers are also hired based in part on their understanding of, and commitment to, the school’s approach to social and emotional learning, said Cox.\u003c/p>\n\u003cp>“When I interviewed here,” said Lapeta Solomon, an English teacher who just finished her third year at the school, “I came in the door and I saw people laughing, I saw people talking to little kids, I saw people smiling, I saw people giving hugs. I knew this was for me. I called my partner and I was like ‘I’m home.’”\u003c/p>\n\u003cfigure id=\"attachment_54297\" class=\"wp-caption alignnone\" style=\"max-width: 1800px\">\u003cimg class=\"size-full wp-image-54297\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91283.jpg\" alt=\"\" width=\"1800\" height=\"1350\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91283.jpg 1800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91283-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91283-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91283-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91283-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91283-1200x900.jpg 1200w\" sizes=\"(max-width: 1800px) 100vw, 1800px\">\u003cfigcaption class=\"wp-caption-text\">Marnier Robinson's portfolio presentation. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>She and others noted that Capital City’s approach is not easy to replicate. The school serves grades pre-K to 12, providing a cohesive educational experience. And because Capital City is a lottery school, many of its students gain admission aided by a high level of parental involvement. Teachers also cited the autonomy they are given and their freedom from the strictures of teach-to-the-test mandates many said they’ve experienced at previous schools. Above all, however, the school’s educators cited the importance of creating mutual trust and respect between teachers and students.\u003c/p>\n\u003cp>The trust helped carry Nia, the eighth grader, through the jitters of her presentation day. As she wrapped up her portfolio presentation and listened to feedback from the panel, the atmosphere was more reminiscent of a PhD presentation than the conclusion of middle school. Afterward, Nia said she felt relieved to have the experience behind her but added that the months of preparation reminded her just how much she’s grown since arriving as a fifth grader.\u003c/p>\n\u003cp>“I’ve become more confident,” she said. Her experiences at Capital City, Nia said, would help carry her to high school and beyond.\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/a-school-where-character-matters-as-much-as-academics/\">\u003cem>social emotional skills\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the\u003c/em>\u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\"> \u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003cem> \u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Capital City Public Charter School considers its students’ social and emotional development — their persistence, collaboration and integrity — to be just as important as their academic work. One way the school sends that message to young people is by grading them on their progress in areas like punctuality, timeliness and accountability, and discussing their “character data” in meetings with students and parents.","status":"publish","parent":0,"modified":1567532699,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":35,"wordCount":2410},"headData":{"title":"How A School Prioritizes Character as Much as Academics | KQED","description":"Capital City Public Charter School considers its students’ social and emotional development — their persistence, collaboration and integrity — to be just as important as their academic work. One way the school sends that message to young people is by grading them on their progress in areas like punctuality, timeliness and accountability, and discussing their “character data” in meetings with students and parents.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How A School Prioritizes Character as Much as Academics","datePublished":"2019-09-03T06:08:48.000Z","dateModified":"2019-09-03T17:44:59.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"54286 https://ww2.kqed.org/mindshift/?p=54286","disqusUrl":"https://ww2.kqed.org/mindshift/2019/09/02/how-a-school-prioritizes-character-as-much-as-academics/","disqusTitle":"How A School Prioritizes Character as Much as Academics","nprByline":"\u003ca href=\"https://hechingerreport.org/\">Amadou Diallo, The Hechinger Report\u003c/a>","path":"/mindshift/54286/how-a-school-prioritizes-character-as-much-as-academics","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/a-school-where-character-matters-as-much-as-academics/\">\u003cem>social emotional skills\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the\u003c/em>\u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\"> \u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>WASHINGTON — It was late May in a conference room at Capital City Public Charter School and Nia Reese, an eighth grader dressed in a business suit, guided her audience through a PowerPoint presentation. She talked about her academic achievements, then segued to a project on gun violence and its toll on teenagers in her community.\u003c/p>\n\u003cp>“A struggle I had,” she said, her voice suddenly shaking, “was taking an emotional risk and talking about things I don’t usually talk about: how gun violence has affected people that I love.”\u003c/p>\n\u003cp>Nia took a moment to compose herself. She was halfway through the 40-minute talk. Her objective? To persuade a three-person panel of educators and community members that she was ready to graduate to Capital City’s high school program in the fall.\u003c/p>\n\u003cfigure id=\"attachment_54296\" class=\"wp-caption alignnone\" style=\"max-width: 1800px\">\u003cimg class=\"size-full wp-image-54296\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91328.jpg\" alt=\"\" width=\"1800\" height=\"1350\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91328.jpg 1800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91328-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91328-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91328-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91328-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91328-1200x900.jpg 1200w\" sizes=\"(max-width: 1800px) 100vw, 1800px\">\u003cfigcaption class=\"wp-caption-text\">At Capital City Public Charter School, eighth grader Nia Reese delivers a 40-minute presentation aimed at convincing panelists that she is prepared to move on to the campus’ high school. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Nia is a good student with solid academic grades. But at this school, that’s not enough. The presentation, for which she spent months preparing, is required of all eighth graders who wish to continue on to the campus’ high school. While Capital City takes pride in preparing students academically for that next step, teachers and staff place an emphasis on ensuring that these young people are emotionally ready as well — with the social skills, like strength of character, resilience and integrity, needed to succeed.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Spurred by brain research that has shown a \u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1467-8624.2004.00679.x\">strong connection\u003c/a> between the social and emotional skills of students and their cognitive development, more schools across the country are emphasizing “soft skills” such as communication, collaboration, self-awareness and problem-solving as part of a trend known as social and emotional learning, or SEL.\u003c/p>\n\u003cp>The obstacles to implementing SEL are significant. It requires resources and training at a time when many districts are struggling to \u003ca href=\"https://hechingerreport.org/how-does-underfunding-actually-affect-schools-four-questions-with-greene-county-superintendent-richard-fleming/\">provide the basics\u003c/a>. There are critics who contend that instilling social values in students is the purview of parents not schools, and others who fear that SEL could easily be used as yet another way to punish low-income students of color who don’t conform to behavioral norms.\u003c/p>\n\u003cp>Another big challenge is \u003ca href=\"https://hechingerreport.org/new-advances-measuring-social-emotional-learning/\">determining\u003c/a> how to measure social and emotional development in the first place. Unlike algebra or world history, there is no bubble sheet by which to judge students’ soft skills, let alone evaluate their growth over time. And even if there were standardized measures for traits like integrity and compassion, whose cultural norms should be used to judge the results?\u003c/p>\n\u003cp>Capital City is often cited by advocates of social and emotional learning for its commitment to putting these skills on a par with homework and exam scores. In addition to traditional academic grades, student report cards include marks from 1 to 4 on qualities such as organization, timeliness and accountability. While distilling character-based attributes to number grades has its skeptics, Capital City officials said the approach not only helps students gauge their progress, but signals just how important these skills are to their futures. Increasingly, it is these social and emotional skills — like perseverance and collaboration — that are seen as key to success in college and the workplace. Yet many employers say \u003ca href=\"https://www.bna.com/uploadedFiles/BNA_V2/Micro_Sites/2018/Future_of_Work/Workday%20Bloomberg%20Build-Tomorrow-Talent_FINAL.pdf\">graduates lack\u003c/a> these skills.\u003c/p>\n\u003cp>“We don’t question why students come to school to learn academics,” said Laina Cox, Capital City’s middle school principal. “And I see SEL the exact same way.”\u003c/p>\n\u003cfigure id=\"attachment_54301\" class=\"wp-caption alignnone\" style=\"max-width: 1800px\">\u003cimg class=\"size-full wp-image-54301\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91211-e1567489609300.jpg\" alt=\"\" width=\"1800\" height=\"1350\">\u003cfigcaption class=\"wp-caption-text\">Samantha Clark teaches a sixth-grade combined math and science class at Capital City Public Charter School. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Students talk about this so-called “character data” on a regular basis: in parent conferences, with their teachers, and during schoolwide “equity days,” where students discuss topics like religion and sexual orientation and participate in activities designed to build compassion and empathy. For Nia, the portfolio presentation represented a high-stakes opportunity to demonstrate her own character. She was being evaluated not only on her achievements over the last three years, but on her ability to communicate them effectively and put them in the context of her personal growth. Students who fail to receive a positive evaluation are given detailed feedback on where they need to improve and an opportunity to present again.\u003c/p>\n\u003cp>At Capital City, a 19-year old school in northwest D.C., social and emotional learning is woven into daily interactions between adults and students and integrated into classroom content. After completing a challenging science project, for example, students might be given the opportunity to reflect on not just the academic material, but on how they adopted strategies of perseverance or problem-solving to overcome obstacles that arose along the way.\u003c/p>\n\u003cp>Students hone public speaking and communication skills by regularly presenting their work. Feedback, whether from teachers or peers, is viewed as a crucial learning tool. Students describe the process of rewriting and revising as a prerequisite for submitting high-quality work. When reflecting on their time at Capital City, many students are quick to link outcomes like good grades to personal characteristics of persistence, self-confidence and the ability to manage their time wisely.\u003c/p>\n\u003cp>In addition to their academic classes, students have a daily advisory class (led by one of their current teachers) in groups limited to no more than 10. The advisory class is designed as a space where students are encouraged to discuss whatever’s on their minds — not just academic issues, but personal issues too. Sharing their stories, and listening to the experiences of their peers, can help build a level of trust and respect that teachers say is key to allowing students thrive both socially and academically.\u003c/p>\n\u003cp>“I got a bunch of friends who go to schools around the neighborhood and it’s like you go to school, you get your grades, alright we’re done for the day,” said Daniel Escobar, a 2019 graduate who plans to attend Washington Adventist University in the fall. “Capital City finds a way to make sure everyone feels safe, emotionally and also academically.”\u003c/p>\n\u003cp>“Without the social-emotional part I would have dropped out,” said 18-year-old Kimberly Hernandez, class of 2019. “In my family, a lot of people don’t really graduate from high school. There were various times at Capital City where I was just like, ‘Man I wanna drop out. It’s getting really hard.’ The students here, the teachers, the staff itself they were just like you have to stay, you have to work harder. I’m really proud of myself because I didn’t think I was going to make it this far in the first place.”\u003c/p>\n\u003cfigure id=\"attachment_54295\" class=\"wp-caption alignnone\" style=\"max-width: 1800px\">\u003cimg class=\"size-full wp-image-54295\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91336.jpg\" alt=\"\" width=\"1800\" height=\"1350\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91336.jpg 1800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91336-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91336-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91336-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91336-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91336-1200x900.jpg 1200w\" sizes=\"(max-width: 1800px) 100vw, 1800px\">\u003cfigcaption class=\"wp-caption-text\">Students at Capital City Public Charter School tend to one of the campus’ community gardens. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In the majority black and Latino pre-K-12 school of roughly 1,000 students, 74 percent of whom come from low-income households, 100 percent of graduating seniors are accepted to college, officials said. The four- and five-year high school graduation rates of 86 percent and 98 percent, respectively, \u003ca href=\"https://dcschoolreportcard.org/schools/108-1207/graduation-rate\">exceed city averages\u003c/a>, as does attendance in both the \u003ca href=\"https://dcschoolreportcard.org/schools/108-0182/attendance\">middle school\u003c/a> and \u003ca href=\"https://dcschoolreportcard.org/schools/108-1207/attendance\">high school\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"https://dcschoolreportcard.org/schools/108-0182/student-achievement?lang=en\">Middle school performance\u003c/a> on standardized tests, however, isn’t notably higher than city averages in English and dips below them in math. And within the school there remains a significant achievement gap, with black and Latino students scoring three times lower than their white classmates in English and five times lower in math. School leaders acknowledge that there is still plenty of work to be done, but argue for longer-term measures of success.\u003c/p>\n\u003cp>“I’m not saying test scores should be out the door,” said Cox. “What I’m saying is they shouldn’t be the only way we are judging our kids.”\u003c/p>\n\u003cp>To that end, Capital City’s high school counselors have made tracking students after graduation a priority. The results they cite are promising. Of its first class of seniors in 2012, 45 percent received a college degree within six years, according to documents provided by the school, far above the \u003ca href=\"https://collegeforamerica.org/college-completion-low-income-students/\">14 percent nationwide\u003c/a> average for low-income students. School leaders say their near-term goal is to increase that number to 60 percent, in line with the national average for all students. For subsequent graduating classes, the school’s latest figures indicate that 71 percent of students are still enrolled in college.\u003c/p>\n\u003cp>As social and emotional learning spreads, schools are increasingly wrestling with questions of assessment — how to quantify student performance in areas like self-awareness and problem-solving. Capital City’s approach of attaching grades to social and emotional skills on student report cards \u003ca href=\"https://www.edweek.org/ew/articles/2017/05/31/is-your-child-showing-grit-school-report.html\">isn’t unique\u003c/a>. Elementary schoolers in San Francisco Public Schools, for example, \u003ca href=\"http://www.sfusd.edu/en/news/media-coverage/2016-media-coverage-archive/11/new-report-cards-in-sf-a-f-grades-get-an-o-for-obsolete.html\">receive number grades\u003c/a> in areas like regulating their emotions and managing challenging situations. In Montgomery County, Maryland, \u003ca href=\"https://www.montgomeryschoolsmd.org/uploadedFiles/info/grading/SBRC_2018_2019_Gr3.pdf\">report cards specify\u003c/a> whether elementary school students “collaborate with others” and demonstrate “motivation and persistence.”\u003c/p>\n\u003cp>But there is disagreement, even among SEL proponents, not only over how to measure social and emotional learning, but \u003ca href=\"https://blogs.edweek.org/edweek/rulesforengagement/2015/05/grit_accountability_noncognitive_skills_duckworth_yeager.html\">whether to do it in the first place\u003c/a>. Methods for assessing SEL are only just emerging. Putting teachers in charge of deciding which students are socially competent raises concerns that educators’ unconscious biases could creep into the evaluation process, disproportionately penalizing students of color. Experts stress that grades should be used not as an end unto themselves, but as tool for helping students improve.\u003c/p>\n\u003cp>“It is useful to get a baseline understanding of where students are on things we want them to learn,” said Robert Jagers, vice president of research at CASEL, a nonprofit that advocates for social and emotional learning. But, he added, “[social and emotional] competencies are hard to measure.” Researchers like himself, he said, are “concerned about their use for high-stakes purposes” such as school accountability and funding.\u003c/p>\n\u003cfigure id=\"attachment_54302\" class=\"wp-caption alignnone\" style=\"max-width: 1800px\">\u003cimg class=\"size-full wp-image-54302\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91183-e1567489544615.jpg\" alt=\"\" width=\"1800\" height=\"1350\">\u003cfigcaption class=\"wp-caption-text\">Capital City Public Charter School serves students throughout the Washington, D.C. area. A majority of the school’s students live in low-income households. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Schools that do evaluate these skills need to consider including input beyond that of the classroom teacher, said Jagers. Students, parents and outside evaluators should also have a voice in whether the school is providing a safe and welcoming environment, through surveys and other tools. Done right, he said, social and emotional instruction will help elevate student performance in academic areas.\u003c/p>\n\u003cp>Hayden Frederick-Clarke, director of cultural proficiency at Boston Public Schools, likewise stressed that schools need to be careful about imposing the cultural norms of white teachers onto students from other backgrounds. Otherwise, he said, social and emotional learning can turn into “acculturation and assimilation activities.”\u003c/p>\n\u003cp>Capital City educators said they take steps to ensure that their process is fair and geared toward helping students improve. Students are measured on traits like reflection and accountability in the context of their academic work, school officials said. A research-heavy science project that involves numerous revisions and multiple draft deadlines, for example, provides an opportunity for a student to demonstrate organization and punctuality skills. A group project that ends in a class presentation will call upon a student’s communication abilities.\u003c/p>\n\u003cp>Students also discuss “character data” on more subjective qualities like integrity and character, but they don’t receive grades in these areas. The focus is on more concrete qualities like organization and timeliness in the context of their academic studies.\u003c/p>\n\u003cp>Administrators added the program places an emphasis on ensuring that the school’s teachers, many of whom are white, understand the importance of culturally responsive teaching. They receive professional training on race and implicit bias and participate in regular, often candid conversations about these topics with their colleagues. Teachers are also hired based in part on their understanding of, and commitment to, the school’s approach to social and emotional learning, said Cox.\u003c/p>\n\u003cp>“When I interviewed here,” said Lapeta Solomon, an English teacher who just finished her third year at the school, “I came in the door and I saw people laughing, I saw people talking to little kids, I saw people smiling, I saw people giving hugs. I knew this was for me. I called my partner and I was like ‘I’m home.’”\u003c/p>\n\u003cfigure id=\"attachment_54297\" class=\"wp-caption alignnone\" style=\"max-width: 1800px\">\u003cimg class=\"size-full wp-image-54297\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91283.jpg\" alt=\"\" width=\"1800\" height=\"1350\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91283.jpg 1800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91283-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91283-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91283-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91283-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91283-1200x900.jpg 1200w\" sizes=\"(max-width: 1800px) 100vw, 1800px\">\u003cfigcaption class=\"wp-caption-text\">Marnier Robinson's portfolio presentation. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>She and others noted that Capital City’s approach is not easy to replicate. The school serves grades pre-K to 12, providing a cohesive educational experience. And because Capital City is a lottery school, many of its students gain admission aided by a high level of parental involvement. Teachers also cited the autonomy they are given and their freedom from the strictures of teach-to-the-test mandates many said they’ve experienced at previous schools. Above all, however, the school’s educators cited the importance of creating mutual trust and respect between teachers and students.\u003c/p>\n\u003cp>The trust helped carry Nia, the eighth grader, through the jitters of her presentation day. As she wrapped up her portfolio presentation and listened to feedback from the panel, the atmosphere was more reminiscent of a PhD presentation than the conclusion of middle school. Afterward, Nia said she felt relieved to have the experience behind her but added that the months of preparation reminded her just how much she’s grown since arriving as a fifth grader.\u003c/p>\n\u003cp>“I’ve become more confident,” she said. Her experiences at Capital City, Nia said, would help carry her to high school and beyond.\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/a-school-where-character-matters-as-much-as-academics/\">\u003cem>social emotional skills\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the\u003c/em>\u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\"> \u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003cem> \u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/54286/how-a-school-prioritizes-character-as-much-as-academics","authors":["byline_mindshift_54286"],"categories":["mindshift_1"],"tags":["mindshift_942","mindshift_20649","mindshift_1028","mindshift_21036","mindshift_20867","mindshift_21213","mindshift_943"],"featImg":"mindshift_54300","label":"mindshift"},"mindshift_48578":{"type":"posts","id":"mindshift_48578","meta":{"index":"posts_1591205157","site":"mindshift","id":"48578","score":null,"sort":[1504073077000]},"guestAuthors":[],"slug":"how-ending-behavior-rewards-helped-one-school-focus-on-student-motivation-and-character","title":"How Ending Behavior Rewards Helped One School Focus on Student Motivation and Character","publishDate":1504073077,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Handing out colored bracelets and upbeat stickers when students behave well seems like an effective strategy for encouraging civility. Little prizes and public praise would seem to encourage honesty, generosity and other marks of good character, and for years schools have relied on such rewards to elicit the behavior they desire in their students.\u003c/p>\n\u003cp>At Lincoln-Hubbard School in Summit, New Jersey, for example, teachers used to hand out stickers to elementary school children with the words “I was caught doing something right” when a child behaved properly. At Glenwood Elementary School in Short Hills, New Jersey, some second-graders who conducted themselves well were rewarded with beans that they could trade in for toys at the end of the week. “You would get them for a bunch of different things, like helping the teacher,” said Brian Smith, when recalling the class reward system. “It made the problematic kids not want to be as problematic.\"\u003c/p>\n\u003cp>Rewards can be seductive, according to \u003ca href=\"https://characterandcitizenship.org/about-us/key-players?id=8\">Marvin Berkowitz\u003c/a>, a professor of education at University of Missouri-St. Louis and author of \u003cem>You Can’t Teach Through a Rat\u003c/em>. They’re easy, they seem to work—particularly with the hard-to-reach kids—and many teachers are taught according to the behaviorist model, which posits that people repeat conduct that’s reinforced and avoid what’s punished. “We are breeding a new generation of kids who are well trained to be reward and recognition torpedoes,” Berkowitz writes.\u003c/p>\n\u003cp>But a substantial body of social science \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/10589297\">research\u003c/a> going back decades has concluded that giving rewards for certain types of behavior is not only futile but harmful. In his book \u003cem>Drive: The Surprising Truth About What Motivates Us\u003c/em>, \u003ca href=\"http://www.danpink.com/about/\">Daniel Pink\u003c/a> identifies seven drawbacks to extrinsic rewards: they cripple intrinsic motivation, limit performance, squash creativity, stifle good conduct, promote cheating, can become habit-forming, and spur a short-term mindset. Giving prizes for routine and mindless tasks can be moderately effective, Pink writes. But offering rewards for those tasks that are “inherently interesting, creative, or noble…is a very dangerous game.” When it comes to promoting good behavior, extrinsic rewards are “the \u003cem>worst\u003c/em> ineffective character education practice used by educators,” Berkowitz writes.\u003c/p>\n\u003caside class=\"pullquote alignright\">Private words of encouragement replaced the monthly awards assemblies.\u003c/aside>\n\u003cp>A handful of schools are heeding the research and beginning to back away from the practice. In Florissant, Missouri, students at \u003ca href=\"http://www.ssdmo.org/schools/northview\">Northview High School\u003c/a> no longer receive rubber bracelets when they do something right. Monthly awards assemblies celebrating the student who demonstrated superior character in the area of responsibility, say, have vanished. Under the direction of Stephanie Valleroy, the now-retired principal of Northview, the school moved decidedly away from prizes and public affirmation of good behavior.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Valleroy decided to change the school’s culture in 2007, after she and other educators on her staff attended conferences on character education, including events hosted by \u003ca href=\"https://coe.umsl.edu/w2/initiatives/lace.html\">Leadership Academy in Character Education\u003c/a> at the University of Missouri-St. Louis. Inspired by what she’d learned, especially about the corrosive effect of rewards, she returned to Northview and launched a character education committee and school leadership team. Valleroy knew she needed staff buy-in, and over a period of years sent educators to conferences on character. Together, they revamped lesson plans to incorporate character development into all aspects of the curriculum, and shared the new plans on the school intranet. She also worked with the staff to craft a new mission statement for the school that put character at the center.\u003c/p>\n\u003cp>Some teachers struggled at first with the removal of extrinsic rewards. \"'What do you mean we’re not giving out Northview bracelets?’” Valleroy recalled some teachers asking. She told them: “We’re just not.” Parents embraced it right away; Valleroy had been at Northview for more than 20 years when she made the change, and parents trusted her.\u003c/p>\n\u003cp>Instead of handing out prizes, teachers tried to reach children by talking about what’s inside them. “We consistently talked to them about what were their motivations from the heart,” Valleroy said. Rather than say “don’t do this,” teachers would remind students of the school’s mission and rules, which focused on respect, responsibility and work ethic. Teachers often asked students, “What’s your responsibility in this?” The school also folded service into the curriculum, which required children to take on a project that aided the school, community, country or world. Private words of encouragement replaced the monthly awards assemblies. “I would pull kids aside and say ‘I know you did a really good job in X,’ but not in public,” Valleroy said. “It was just a comment, not an ordeal,” she added.\u003c/p>\n\u003cp>Not only did the children shrug when the rewards disappeared, Valleroy said, they also welcomed the character-infused approach to learning. Teachers overheard students talking about being responsible and respectful. Kids who ordinarily kept quiet in class volunteered frequently, and more stepped up to help their classmates. The service learning also had a dramatic impact, according to Valleroy: Students took pleasure in helping others, and recognized that they had abilities worth sharing. “Their academic skills and attention and willingness to participate in academics grew immensely,” Valleroy said.\u003c/p>\n\u003cp>“Removing extrinsics was a huge part of its success,” she added.\u003c/p>\n\u003cp>What’s especially noteworthy about the school’s embrace of prize-free character education is that Northview serves only children needing special education; all 180 students who attend require support that’s not available in mainstream schools. Even more so than in regular classrooms, special education relies heavily on extrinsic rewards with its students. “The use of extrinsics is a common practice in special education and it was simply what we did,” Valleroy said.\u003c/p>\n\u003cp>Curiously, the students who responded most positively to the shift were the ones with great emotional needs, often the toughest challenges for teachers and most likely to be controlled with rewards, according to Valleroy. These students wanted to help in other classrooms as a part of their service learning, and began to form natural relationships with the other kids along the way. Valleroy saw them step up to leadership roles, and many spoke at graduation about how far they’d come. “It was incredible to see that growth,” Valleroy said.\u003c/p>\n\u003cp>After Valleroy retired, Brian O’Connor took over as principal and continued to emphasize character development and intrinsic motivation. The school population is familiar with adversity: most of the students at Northview High School qualify for free or reduced lunch and many live in foster care, according to Valleroy. In spite of those obstacles, she reports that 89 percent graduate, 87 percent report feeling safe at school, and attendance rates hover at 90 percent.\u003c/p>\n\u003cp>Mainstream schools could also do away with extrinsic rewards, Valleroy said. “It would be a paradigm shift,” she said. “But it absolutely could be done.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=rrkrvAUbU9Y\u003c/p>\n\n","blocks":[],"excerpt":"A school transformed its culture by getting rid of rewards for good behavior and prioritizing character education. ","status":"publish","parent":0,"modified":1504073077,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":1205},"headData":{"title":"How Ending Behavior Rewards Helped One School Focus on Student Motivation and Character | KQED","description":"A school transformed its culture by getting rid of rewards for good behavior and prioritizing character education. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Ending Behavior Rewards Helped One School Focus on Student Motivation and Character","datePublished":"2017-08-30T06:04:37.000Z","dateModified":"2017-08-30T06:04:37.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"48578 https://ww2.kqed.org/mindshift/?p=48578","disqusUrl":"https://ww2.kqed.org/mindshift/2017/08/29/how-ending-behavior-rewards-helped-one-school-focus-on-student-motivation-and-character/","disqusTitle":"How Ending Behavior Rewards Helped One School Focus on Student Motivation and Character","path":"/mindshift/48578/how-ending-behavior-rewards-helped-one-school-focus-on-student-motivation-and-character","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Handing out colored bracelets and upbeat stickers when students behave well seems like an effective strategy for encouraging civility. Little prizes and public praise would seem to encourage honesty, generosity and other marks of good character, and for years schools have relied on such rewards to elicit the behavior they desire in their students.\u003c/p>\n\u003cp>At Lincoln-Hubbard School in Summit, New Jersey, for example, teachers used to hand out stickers to elementary school children with the words “I was caught doing something right” when a child behaved properly. At Glenwood Elementary School in Short Hills, New Jersey, some second-graders who conducted themselves well were rewarded with beans that they could trade in for toys at the end of the week. “You would get them for a bunch of different things, like helping the teacher,” said Brian Smith, when recalling the class reward system. “It made the problematic kids not want to be as problematic.\"\u003c/p>\n\u003cp>Rewards can be seductive, according to \u003ca href=\"https://characterandcitizenship.org/about-us/key-players?id=8\">Marvin Berkowitz\u003c/a>, a professor of education at University of Missouri-St. Louis and author of \u003cem>You Can’t Teach Through a Rat\u003c/em>. They’re easy, they seem to work—particularly with the hard-to-reach kids—and many teachers are taught according to the behaviorist model, which posits that people repeat conduct that’s reinforced and avoid what’s punished. “We are breeding a new generation of kids who are well trained to be reward and recognition torpedoes,” Berkowitz writes.\u003c/p>\n\u003cp>But a substantial body of social science \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/10589297\">research\u003c/a> going back decades has concluded that giving rewards for certain types of behavior is not only futile but harmful. In his book \u003cem>Drive: The Surprising Truth About What Motivates Us\u003c/em>, \u003ca href=\"http://www.danpink.com/about/\">Daniel Pink\u003c/a> identifies seven drawbacks to extrinsic rewards: they cripple intrinsic motivation, limit performance, squash creativity, stifle good conduct, promote cheating, can become habit-forming, and spur a short-term mindset. Giving prizes for routine and mindless tasks can be moderately effective, Pink writes. But offering rewards for those tasks that are “inherently interesting, creative, or noble…is a very dangerous game.” When it comes to promoting good behavior, extrinsic rewards are “the \u003cem>worst\u003c/em> ineffective character education practice used by educators,” Berkowitz writes.\u003c/p>\n\u003caside class=\"pullquote alignright\">Private words of encouragement replaced the monthly awards assemblies.\u003c/aside>\n\u003cp>A handful of schools are heeding the research and beginning to back away from the practice. In Florissant, Missouri, students at \u003ca href=\"http://www.ssdmo.org/schools/northview\">Northview High School\u003c/a> no longer receive rubber bracelets when they do something right. Monthly awards assemblies celebrating the student who demonstrated superior character in the area of responsibility, say, have vanished. Under the direction of Stephanie Valleroy, the now-retired principal of Northview, the school moved decidedly away from prizes and public affirmation of good behavior.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Valleroy decided to change the school’s culture in 2007, after she and other educators on her staff attended conferences on character education, including events hosted by \u003ca href=\"https://coe.umsl.edu/w2/initiatives/lace.html\">Leadership Academy in Character Education\u003c/a> at the University of Missouri-St. Louis. Inspired by what she’d learned, especially about the corrosive effect of rewards, she returned to Northview and launched a character education committee and school leadership team. Valleroy knew she needed staff buy-in, and over a period of years sent educators to conferences on character. Together, they revamped lesson plans to incorporate character development into all aspects of the curriculum, and shared the new plans on the school intranet. She also worked with the staff to craft a new mission statement for the school that put character at the center.\u003c/p>\n\u003cp>Some teachers struggled at first with the removal of extrinsic rewards. \"'What do you mean we’re not giving out Northview bracelets?’” Valleroy recalled some teachers asking. She told them: “We’re just not.” Parents embraced it right away; Valleroy had been at Northview for more than 20 years when she made the change, and parents trusted her.\u003c/p>\n\u003cp>Instead of handing out prizes, teachers tried to reach children by talking about what’s inside them. “We consistently talked to them about what were their motivations from the heart,” Valleroy said. Rather than say “don’t do this,” teachers would remind students of the school’s mission and rules, which focused on respect, responsibility and work ethic. Teachers often asked students, “What’s your responsibility in this?” The school also folded service into the curriculum, which required children to take on a project that aided the school, community, country or world. Private words of encouragement replaced the monthly awards assemblies. “I would pull kids aside and say ‘I know you did a really good job in X,’ but not in public,” Valleroy said. “It was just a comment, not an ordeal,” she added.\u003c/p>\n\u003cp>Not only did the children shrug when the rewards disappeared, Valleroy said, they also welcomed the character-infused approach to learning. Teachers overheard students talking about being responsible and respectful. Kids who ordinarily kept quiet in class volunteered frequently, and more stepped up to help their classmates. The service learning also had a dramatic impact, according to Valleroy: Students took pleasure in helping others, and recognized that they had abilities worth sharing. “Their academic skills and attention and willingness to participate in academics grew immensely,” Valleroy said.\u003c/p>\n\u003cp>“Removing extrinsics was a huge part of its success,” she added.\u003c/p>\n\u003cp>What’s especially noteworthy about the school’s embrace of prize-free character education is that Northview serves only children needing special education; all 180 students who attend require support that’s not available in mainstream schools. Even more so than in regular classrooms, special education relies heavily on extrinsic rewards with its students. “The use of extrinsics is a common practice in special education and it was simply what we did,” Valleroy said.\u003c/p>\n\u003cp>Curiously, the students who responded most positively to the shift were the ones with great emotional needs, often the toughest challenges for teachers and most likely to be controlled with rewards, according to Valleroy. These students wanted to help in other classrooms as a part of their service learning, and began to form natural relationships with the other kids along the way. Valleroy saw them step up to leadership roles, and many spoke at graduation about how far they’d come. “It was incredible to see that growth,” Valleroy said.\u003c/p>\n\u003cp>After Valleroy retired, Brian O’Connor took over as principal and continued to emphasize character development and intrinsic motivation. The school population is familiar with adversity: most of the students at Northview High School qualify for free or reduced lunch and many live in foster care, according to Valleroy. In spite of those obstacles, she reports that 89 percent graduate, 87 percent report feeling safe at school, and attendance rates hover at 90 percent.\u003c/p>\n\u003cp>Mainstream schools could also do away with extrinsic rewards, Valleroy said. “It would be a paradigm shift,” she said. “But it absolutely could be done.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/rrkrvAUbU9Y'\n title='//www.youtube.com/embed/rrkrvAUbU9Y'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/48578/how-ending-behavior-rewards-helped-one-school-focus-on-student-motivation-and-character","authors":["4613"],"categories":["mindshift_192"],"tags":["mindshift_20649","mindshift_21118","mindshift_20784","mindshift_1040","mindshift_20772","mindshift_20985","mindshift_20934"],"featImg":"mindshift_48799","label":"mindshift"},"mindshift_48984":{"type":"posts","id":"mindshift_48984","meta":{"index":"posts_1591205157","site":"mindshift","id":"48984","score":null,"sort":[1502750585000]},"guestAuthors":[],"slug":"what-do-we-mean-when-we-say-social-and-emotional-skills","title":"What Do We Mean When We Say 'Social And Emotional Skills'?","publishDate":1502750585,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>More and more, people in education agree on the importance of schools' paying attention to stuff other than academics.\u003c/p>\n\u003cp>But still, no one agrees on what to call that \"stuff.\"\u003c/p>\n\u003cp>I originally published a story on this topic\u003ca href=\"http://www.npr.org/sections/ed/2015/05/28/404684712/non-academic-skills-are-key-to-success-but-what-should-we-call-them\"> two years ago\u003c/a>.\u003c/p>\n\u003cp>As I reported back then, there were a bunch of overlapping terms in play, from \"character\" to \"grit\" to \"noncognitive skills.\"\u003c/p>\n\u003cp>This bagginess bugged me, as a member of the education media. It bugged researchers and policymakers too. It still does.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>If anything, the case for nonacademics has gotten even stronger since then. In fact, it has been enshrined in federal law. The Every Student Succeeds Act mandates that states measure at least one nonacademic indicator of school success.\u003c/p>\n\u003cp>There is also new research indicating that school-based interventions to promote social and emotional skills have large, and long-term, positive impacts: an average of $11 for every dollar invested, according to \u003ca href=\"http://www.rwjf.org/en/library/research/2017/07/improving-social-emotional-skills-in-childhood-enhances-long-term-well-being.html\">an analysis\u003c/a> by the Robert Wood Johnson Foundation (which is a supporter of NPR).\u003c/p>\n\u003cp>But despite all the hoopla there is still — still! — no consensus on how to define these indicators, or even on what to call them.\u003c/p>\n\u003cp>\"Basically, we're trying to explain student success educationally or in the labor market with skills not directly measured by standardized tests,\" Martin West, at the Harvard Graduate School of Education, originally told me.\u003c/p>\n\u003cp>\"The problem is, you go to meetings and everyone spends the first two hours complaining and arguing about semantics.\"\u003c/p>\n\u003cp>West studies what he calls \"noncognitive skills,\" although he is not completely happy with that term.\u003c/p>\n\u003cp>This isn't just a semantic issue, argues Laura Bornfreund at the New America Foundation. She \u003ca href=\"http://www.npr.org/sections/ed/2014/11/25/366561443/what-every-school-can-learn-from-preschools\">wrote a paper\u003c/a> on what she called \"Skills for Success\" because she didn't like any of these other terms.\u003c/p>\n\u003cp>\"There's a lot of different terms floating around but also a lack of agreement on what really is most important to students.\"\u003c/p>\n\u003cp>As Noah Webster, the great American lexicographer and educator, put it \u003ca href=\"http://press-pubs.uchicago.edu/founders/documents/v1ch18s26.html\">back in 1788\u003c/a>: \"The \u003cem>virtues\u003c/em> of men are of more consequence to society than their \u003cem>abilities\u003c/em>; and for this reason, the \u003cem>heart\u003c/em> should be cultivated with more assiduity than the\u003cem> head.\u003c/em>\"\u003c/p>\n\u003cp>Yet he didn't come up with a good catchall, either.\u003c/p>\n\u003cp>So, in Webster's tradition, here is a short glossary of terms that are being used to talk about that cultivation of the heart.\u003c/p>\n\u003cp>\u003cstrong>21st Century Skills\u003c/strong>\u003c/p>\n\u003cp>According to the \u003ca href=\"http://www.p21.org/about-us/p21-framework\">Partnership for 21st Century Learning,\u003c/a>, a research and advocacy group, these include the \"4Cs of critical thinking, collaboration, communication and creativity,\" as well as \"life and career skills\" and \"information, media and technology skills.\"\u003c/p>\n\u003cp>The problem, says West, is that \"if anything, all the evidence would suggest that in the closing decades of the 20th and 21st centuries, \u003cem>cognitive\u003c/em> skills became more important than ever.\" So this term, although it's often heard in business and technology circles, doesn't necessarily signal the shift in focus that some researchers want.\u003c/p>\n\u003cp>\u003cstrong>Character\u003c/strong>\u003c/p>\n\u003cp>Character education has a long history in the U.S., with a major vogue in the 1930s and a revival in the 1980s and 1990s. The KIPP (Knowledge is Power Program) network of charter schools, for example has a curriculum of seven \"character strengths\": grit, zest, optimism, self-control, gratitude, social intelligence and curiosity.\u003c/p>\n\u003cp>\"We're not religious, we're not talking about ethics, we're not going to give any kind of doctrine about what is right from wrong,\" says Leyla Bravo-Willey of KIPP Infinity in Harlem. \"But there are some fundamental things that make people really great citizens, which usually include being kind.\"\u003c/p>\n\u003cp>West argues that the use of \"character\" is inappropriate in research and policymaking because of its moral and religious connotations.\u003c/p>\n\u003cp>He notes that many of the qualities on the KIPP list — grit and self-control, for example — are designed to prepare students for success. \"That's in tension with a traditional understanding of character, which often implies something being good in and of itself — which often includes some notion of self sacrifice,\" says West.\u003c/p>\n\u003cp>That distinction doesn't bother Bravo-Willey. She says that the school is responding to parents' own wishes that their children be happy and good as well as successful.\u003c/p>\n\u003cp>See also: These days you might hear educators talk about the importance of \u003cem>empathy\u003c/em> or \u003cem>perspective-taking\u003c/em>.\u003c/p>\n\u003cp>\u003cstrong>Grit\u003c/strong>\u003c/p>\n\u003cp>Grit is a pioneer virtue with a long American history — think of the classic Western \u003cem>True Grit\u003c/em>. When Angela Duckworth was working on her dissertation in the mid-2000s, she chose the term to encapsulate the measures of self-control, persistence and conscientiousness that she was finding to be powerful determinants of success. It quickly caught on — maybe too quickly, the University of Pennsylvania psychologist told me.\u003c/p>\n\u003cp>\"I'm grateful for the attention, but that gratitude and amazement was quickly replaced by anxiety about people thinking that we had figured things out already.\" She is worried that grit is being overemphasized: In \u003ca href=\"http://www.npr.org/sections/ed/2015/05/13/405891613/a-key-researcher-says-grit-isnt-ready-for-high-stakes-measures\">a 2015 paper,\u003c/a> she argued that grit measures aren't ready to be incorporated into high-stakes accountability systems. \"I'm also concerned that people interpret my position to be that grit's the only thing that matters.\"\u003c/p>\n\u003cp>Grit has attracted a lot of attention, and naturally, that comes with criticism.\u003c/p>\n\u003cp>In the past two years, some researchers have argued that \u003ca href=\"http://www.npr.org/sections/ed/2016/05/25/479172868/angela-duckworth-responds-to-a-new-critique-of-grit\">grit effects have been overblown\u003c/a>. Others have argued for more attention to the social context of the trait. A child growing up in the lap of luxury simply faces fewer obstacles. \"Grit\" may be seen as a way of blaming kids who are struggling for the impact of poor neighborhoods or underresourced schools.\u003c/p>\n\u003cp>\u003cstrong>Agency\u003c/strong>\u003c/p>\n\u003cp>See also: Agency. Anindya Kundu, a doctoral student at New York University who counts Duckworth as a mentor and Pedro Noguera, an eminent scholar of the achievement gap, as an adviser, is investigating a concept called agency. It's like grit, but different.\u003c/p>\n\u003cp>\"Agency is one of sociology's oldest concepts,\" he says. Basically, it's \"the amount of power that a person has to influence their own life.\"\u003c/p>\n\u003cp>Agency brings in social context, structural inequality and cultural difference. People who manage to succeed despite growing up in poverty, Kundu has found, guard their own mental health and happiness, taking an optimistic view. They learn how to cultivate networks, both trusted intimates and new mentors. And they form goals and are dissatisfied until they reach them.\u003c/p>\n\u003cp>Kundu sees his work as being \"in dialogue with\" grit research, taking in people's social circumstances as well as their inner abilities.\u003c/p>\n\u003cp>\u003cstrong>Growth Mindset\u003c/strong>\u003c/p>\n\u003cp>Carol Dweck, the Stanford University psychologist, chose the term \"mindset\" in 2007 for the title of her bestselling book.\u003c/p>\n\u003cp>\"Growth mindset\" is the belief that positive traits, including intelligence, can be developed with practice. \"Fixed mindset\" refers to the idea that intelligence and other talents are set at birth.\u003c/p>\n\u003cp>\"In my research papers, I had some very, very clunky scientific-sounding term for the fixed and the growth mindset,\" she says. \"When I went to write the book I thought, these will not do at all.\"\u003c/p>\n\u003cp>Mindset has caught on tremendously in both the business and education worlds. But Dweck's concern is that it's being used willy-nilly to justify any old intuition that people might have about positive thinking in the classroom.\u003c/p>\n\u003cp>\"When people start thinking, 'I'll make the kids feel good and they'll learn,' that's how something like the self-esteem movement gains traction.\" That 1980s trend led to lots of trophies but little improvement in achievement.\u003c/p>\n\u003cp>\u003cstrong>Resilience\u003c/strong>\u003c/p>\n\u003cp>See also: \u003cem>Resilience.\u003c/em> Pamela Cantor, of \u003ca href=\"http://www.npr.org/sections/ed/2017/06/12/530893427/how-to-apply-the-brain-science-of-resilience-to-the-classroom\">Turnaround for Children\u003c/a>, began her medical practice in mental health care in poor communities in the Bronx.\u003c/p>\n\u003cp>\"What has been called social and emotional learning is now being expanded to be thought of as: How do children become learners?\" she says. Children who struggle with impulse control or attention, she says, very often have faced adversity and trauma.\u003c/p>\n\u003cp>At the same time, she says, children's brains are especially malleable. In a safe environment and with trusting relationships, they can improve their readiness to learn. This is resilience.\u003c/p>\n\u003cp>Cantor's organization addresses a lot of the qualities under the social-emotional umbrella, like mindfulness, growth mindset, self-regulation, attachment, executive function and social awareness. But in many ways, resilience is at the heart of what they do.\u003c/p>\n\u003cp>\"Once children have a success behaviorally and they come to recognize that they actually do have control over their behavior and can make better choices, and you acknowledge it, then they make better choices.\" And then they can learn.\u003c/p>\n\u003cp>This term is most strongly associated with the work of Nobel Prize-winning economist James Heckman. He really got this whole field rolling, by analyzing large data sets to show that attributes such as self-discipline and persistence — not just academic achievement — affected education, labor market and life outcomes.\u003c/p>\n\u003cp>This term is \"ugly, broad, nonspecific,\" argues Carol Dweck — and she is a fan. \"I'm the only person who likes the term,\" she says. \"And I'll tell you why: It is a very diverse group of factors and the reason it's been hard to come up with a name is that they don't necessarily belong together.\"\u003c/p>\n\u003cp>\u003cstrong>Non-Cognitive Traits and Habits\u003c/strong>\u003c/p>\n\u003cp>Martin West at Harvard uses this term himself, but he says he is always careful to acknowledge that it can be \"misleading.\"\u003c/p>\n\u003cp>\"Every skill or trait is cognitive in the sense that it involves and reflects the processing of information of some kind in our brains,\" he says. And West adds that traditional academic skills more often than not are complements, not substitutes, for the attitudes and personality traits captured by the term \"non-cognitive skills.\"\u003c/p>\n\u003cp>\u003cstrong>Social and Emotional Skills\u003c/strong>\u003c/p>\n\u003cp>Social & Emotional Learning. Nobody I spoke with hates this term. And in the past two years, it seems to have gained currency.\u003c/p>\n\u003cp>\"Increasingly teachers who are on the front line say that it's very important to teach kids to be more socially and emotionally competent,\" says Roger P. Weissberg, chief knowledge officer of the Collaborative for Social and Emotional Learning, which promotes the concept and the term nationwide. \"Teachers feel, and growing research supports, that it helps them academically, it improves school climate, it improves discipline, and it's going to help them to be college and career — and life — ready.\"\u003c/p>\n\u003cp>Harvard has a lab called Ecological Approaches to Social Emotional Learning, or EASEL. Stephanie Jones, who directs the lab, says, \"when you get into definition and terminology there are many overlaps\" between fields. EASEL is a big taxonomy project to sort out these overlaps and the evidence-based approaches that go with them, for about a dozen skills.\u003c/p>\n\u003cp>The only problem is that the \"learning\" part may not be seen as encompassing things that are more like attitudes or beliefs, like growth mindset. And the \"social and emotional\" part, again, may be seen as excluding skills that are really cognitive in nature.\u003c/p>\n\u003cp>\u003cstrong>SEL Stalemate? \u003c/strong>\u003c/p>\n\u003cp>Reached this month, two years later, Martin West says we may be ready to declare a winner by default.\u003c/p>\n\u003cp>\"The semantic debates have died down a bit, but more from exhaustion than from progress toward consensus. Most people seem to be using social and emotional (or social-emotional/socioemotional) learning as a catchall.\"\u003c/p>\n\u003cp>But Bornfreund is sticking to her guns. \"I still refer to them as Skills for Success for short; skills, habits and mindsets for success would be the full descriptor. Because they are both cognitive and academic, and more than character traits, those labels don't fit. I haven't heard any new terms that fit better.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Have you? Reach out to us on Twitter at \u003ca href=\"https://twitter.com/npr_ed?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\">@npr_ed\u003c/a>.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Social+And+Emotional+Skills%3A+Everybody+Loves+Them%2C+But+Still+Can%27t+Define+Them&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Social-emotional learning. Grit. Resilience. Agency. Empathy. Executive function. Education experts agree these are all crucial for student success, but the agreement stops there.","status":"publish","parent":0,"modified":1502750585,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":65,"wordCount":1972},"headData":{"title":"What Do We Mean When We Say 'Social And Emotional Skills'? | KQED","description":"Social-emotional learning. Grit. Resilience. Agency. Empathy. Executive function. Education experts agree these are all crucial for student success, but the agreement stops there.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What Do We Mean When We Say 'Social And Emotional Skills'?","datePublished":"2017-08-14T22:43:05.000Z","dateModified":"2017-08-14T22:43:05.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"48984 https://ww2.kqed.org/mindshift/?p=48984","disqusUrl":"https://ww2.kqed.org/mindshift/2017/08/14/what-do-we-mean-when-we-say-social-and-emotional-skills/","disqusTitle":"What Do We Mean When We Say 'Social And Emotional Skills'?","nprImageCredit":"LA Johnson","nprByline":"Anya Kamenetz","nprImageAgency":"NPR","nprStoryId":"542070550","nprApiLink":"http://api.npr.org/query?id=542070550&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/sections/ed/2017/08/14/542070550/social-and-emotional-skills-everybody-loves-them-but-still-cant-define-them?ft=nprml&f=542070550","nprRetrievedStory":"1","nprPubDate":"Mon, 14 Aug 2017 06:00:00 -0400","nprStoryDate":"Mon, 14 Aug 2017 06:00:17 -0400","nprLastModifiedDate":"Mon, 14 Aug 2017 06:00:17 -0400","path":"/mindshift/48984/what-do-we-mean-when-we-say-social-and-emotional-skills","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>More and more, people in education agree on the importance of schools' paying attention to stuff other than academics.\u003c/p>\n\u003cp>But still, no one agrees on what to call that \"stuff.\"\u003c/p>\n\u003cp>I originally published a story on this topic\u003ca href=\"http://www.npr.org/sections/ed/2015/05/28/404684712/non-academic-skills-are-key-to-success-but-what-should-we-call-them\"> two years ago\u003c/a>.\u003c/p>\n\u003cp>As I reported back then, there were a bunch of overlapping terms in play, from \"character\" to \"grit\" to \"noncognitive skills.\"\u003c/p>\n\u003cp>This bagginess bugged me, as a member of the education media. It bugged researchers and policymakers too. It still does.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>If anything, the case for nonacademics has gotten even stronger since then. In fact, it has been enshrined in federal law. The Every Student Succeeds Act mandates that states measure at least one nonacademic indicator of school success.\u003c/p>\n\u003cp>There is also new research indicating that school-based interventions to promote social and emotional skills have large, and long-term, positive impacts: an average of $11 for every dollar invested, according to \u003ca href=\"http://www.rwjf.org/en/library/research/2017/07/improving-social-emotional-skills-in-childhood-enhances-long-term-well-being.html\">an analysis\u003c/a> by the Robert Wood Johnson Foundation (which is a supporter of NPR).\u003c/p>\n\u003cp>But despite all the hoopla there is still — still! — no consensus on how to define these indicators, or even on what to call them.\u003c/p>\n\u003cp>\"Basically, we're trying to explain student success educationally or in the labor market with skills not directly measured by standardized tests,\" Martin West, at the Harvard Graduate School of Education, originally told me.\u003c/p>\n\u003cp>\"The problem is, you go to meetings and everyone spends the first two hours complaining and arguing about semantics.\"\u003c/p>\n\u003cp>West studies what he calls \"noncognitive skills,\" although he is not completely happy with that term.\u003c/p>\n\u003cp>This isn't just a semantic issue, argues Laura Bornfreund at the New America Foundation. She \u003ca href=\"http://www.npr.org/sections/ed/2014/11/25/366561443/what-every-school-can-learn-from-preschools\">wrote a paper\u003c/a> on what she called \"Skills for Success\" because she didn't like any of these other terms.\u003c/p>\n\u003cp>\"There's a lot of different terms floating around but also a lack of agreement on what really is most important to students.\"\u003c/p>\n\u003cp>As Noah Webster, the great American lexicographer and educator, put it \u003ca href=\"http://press-pubs.uchicago.edu/founders/documents/v1ch18s26.html\">back in 1788\u003c/a>: \"The \u003cem>virtues\u003c/em> of men are of more consequence to society than their \u003cem>abilities\u003c/em>; and for this reason, the \u003cem>heart\u003c/em> should be cultivated with more assiduity than the\u003cem> head.\u003c/em>\"\u003c/p>\n\u003cp>Yet he didn't come up with a good catchall, either.\u003c/p>\n\u003cp>So, in Webster's tradition, here is a short glossary of terms that are being used to talk about that cultivation of the heart.\u003c/p>\n\u003cp>\u003cstrong>21st Century Skills\u003c/strong>\u003c/p>\n\u003cp>According to the \u003ca href=\"http://www.p21.org/about-us/p21-framework\">Partnership for 21st Century Learning,\u003c/a>, a research and advocacy group, these include the \"4Cs of critical thinking, collaboration, communication and creativity,\" as well as \"life and career skills\" and \"information, media and technology skills.\"\u003c/p>\n\u003cp>The problem, says West, is that \"if anything, all the evidence would suggest that in the closing decades of the 20th and 21st centuries, \u003cem>cognitive\u003c/em> skills became more important than ever.\" So this term, although it's often heard in business and technology circles, doesn't necessarily signal the shift in focus that some researchers want.\u003c/p>\n\u003cp>\u003cstrong>Character\u003c/strong>\u003c/p>\n\u003cp>Character education has a long history in the U.S., with a major vogue in the 1930s and a revival in the 1980s and 1990s. The KIPP (Knowledge is Power Program) network of charter schools, for example has a curriculum of seven \"character strengths\": grit, zest, optimism, self-control, gratitude, social intelligence and curiosity.\u003c/p>\n\u003cp>\"We're not religious, we're not talking about ethics, we're not going to give any kind of doctrine about what is right from wrong,\" says Leyla Bravo-Willey of KIPP Infinity in Harlem. \"But there are some fundamental things that make people really great citizens, which usually include being kind.\"\u003c/p>\n\u003cp>West argues that the use of \"character\" is inappropriate in research and policymaking because of its moral and religious connotations.\u003c/p>\n\u003cp>He notes that many of the qualities on the KIPP list — grit and self-control, for example — are designed to prepare students for success. \"That's in tension with a traditional understanding of character, which often implies something being good in and of itself — which often includes some notion of self sacrifice,\" says West.\u003c/p>\n\u003cp>That distinction doesn't bother Bravo-Willey. She says that the school is responding to parents' own wishes that their children be happy and good as well as successful.\u003c/p>\n\u003cp>See also: These days you might hear educators talk about the importance of \u003cem>empathy\u003c/em> or \u003cem>perspective-taking\u003c/em>.\u003c/p>\n\u003cp>\u003cstrong>Grit\u003c/strong>\u003c/p>\n\u003cp>Grit is a pioneer virtue with a long American history — think of the classic Western \u003cem>True Grit\u003c/em>. When Angela Duckworth was working on her dissertation in the mid-2000s, she chose the term to encapsulate the measures of self-control, persistence and conscientiousness that she was finding to be powerful determinants of success. It quickly caught on — maybe too quickly, the University of Pennsylvania psychologist told me.\u003c/p>\n\u003cp>\"I'm grateful for the attention, but that gratitude and amazement was quickly replaced by anxiety about people thinking that we had figured things out already.\" She is worried that grit is being overemphasized: In \u003ca href=\"http://www.npr.org/sections/ed/2015/05/13/405891613/a-key-researcher-says-grit-isnt-ready-for-high-stakes-measures\">a 2015 paper,\u003c/a> she argued that grit measures aren't ready to be incorporated into high-stakes accountability systems. \"I'm also concerned that people interpret my position to be that grit's the only thing that matters.\"\u003c/p>\n\u003cp>Grit has attracted a lot of attention, and naturally, that comes with criticism.\u003c/p>\n\u003cp>In the past two years, some researchers have argued that \u003ca href=\"http://www.npr.org/sections/ed/2016/05/25/479172868/angela-duckworth-responds-to-a-new-critique-of-grit\">grit effects have been overblown\u003c/a>. Others have argued for more attention to the social context of the trait. A child growing up in the lap of luxury simply faces fewer obstacles. \"Grit\" may be seen as a way of blaming kids who are struggling for the impact of poor neighborhoods or underresourced schools.\u003c/p>\n\u003cp>\u003cstrong>Agency\u003c/strong>\u003c/p>\n\u003cp>See also: Agency. Anindya Kundu, a doctoral student at New York University who counts Duckworth as a mentor and Pedro Noguera, an eminent scholar of the achievement gap, as an adviser, is investigating a concept called agency. It's like grit, but different.\u003c/p>\n\u003cp>\"Agency is one of sociology's oldest concepts,\" he says. Basically, it's \"the amount of power that a person has to influence their own life.\"\u003c/p>\n\u003cp>Agency brings in social context, structural inequality and cultural difference. People who manage to succeed despite growing up in poverty, Kundu has found, guard their own mental health and happiness, taking an optimistic view. They learn how to cultivate networks, both trusted intimates and new mentors. And they form goals and are dissatisfied until they reach them.\u003c/p>\n\u003cp>Kundu sees his work as being \"in dialogue with\" grit research, taking in people's social circumstances as well as their inner abilities.\u003c/p>\n\u003cp>\u003cstrong>Growth Mindset\u003c/strong>\u003c/p>\n\u003cp>Carol Dweck, the Stanford University psychologist, chose the term \"mindset\" in 2007 for the title of her bestselling book.\u003c/p>\n\u003cp>\"Growth mindset\" is the belief that positive traits, including intelligence, can be developed with practice. \"Fixed mindset\" refers to the idea that intelligence and other talents are set at birth.\u003c/p>\n\u003cp>\"In my research papers, I had some very, very clunky scientific-sounding term for the fixed and the growth mindset,\" she says. \"When I went to write the book I thought, these will not do at all.\"\u003c/p>\n\u003cp>Mindset has caught on tremendously in both the business and education worlds. But Dweck's concern is that it's being used willy-nilly to justify any old intuition that people might have about positive thinking in the classroom.\u003c/p>\n\u003cp>\"When people start thinking, 'I'll make the kids feel good and they'll learn,' that's how something like the self-esteem movement gains traction.\" That 1980s trend led to lots of trophies but little improvement in achievement.\u003c/p>\n\u003cp>\u003cstrong>Resilience\u003c/strong>\u003c/p>\n\u003cp>See also: \u003cem>Resilience.\u003c/em> Pamela Cantor, of \u003ca href=\"http://www.npr.org/sections/ed/2017/06/12/530893427/how-to-apply-the-brain-science-of-resilience-to-the-classroom\">Turnaround for Children\u003c/a>, began her medical practice in mental health care in poor communities in the Bronx.\u003c/p>\n\u003cp>\"What has been called social and emotional learning is now being expanded to be thought of as: How do children become learners?\" she says. Children who struggle with impulse control or attention, she says, very often have faced adversity and trauma.\u003c/p>\n\u003cp>At the same time, she says, children's brains are especially malleable. In a safe environment and with trusting relationships, they can improve their readiness to learn. This is resilience.\u003c/p>\n\u003cp>Cantor's organization addresses a lot of the qualities under the social-emotional umbrella, like mindfulness, growth mindset, self-regulation, attachment, executive function and social awareness. But in many ways, resilience is at the heart of what they do.\u003c/p>\n\u003cp>\"Once children have a success behaviorally and they come to recognize that they actually do have control over their behavior and can make better choices, and you acknowledge it, then they make better choices.\" And then they can learn.\u003c/p>\n\u003cp>This term is most strongly associated with the work of Nobel Prize-winning economist James Heckman. He really got this whole field rolling, by analyzing large data sets to show that attributes such as self-discipline and persistence — not just academic achievement — affected education, labor market and life outcomes.\u003c/p>\n\u003cp>This term is \"ugly, broad, nonspecific,\" argues Carol Dweck — and she is a fan. \"I'm the only person who likes the term,\" she says. \"And I'll tell you why: It is a very diverse group of factors and the reason it's been hard to come up with a name is that they don't necessarily belong together.\"\u003c/p>\n\u003cp>\u003cstrong>Non-Cognitive Traits and Habits\u003c/strong>\u003c/p>\n\u003cp>Martin West at Harvard uses this term himself, but he says he is always careful to acknowledge that it can be \"misleading.\"\u003c/p>\n\u003cp>\"Every skill or trait is cognitive in the sense that it involves and reflects the processing of information of some kind in our brains,\" he says. And West adds that traditional academic skills more often than not are complements, not substitutes, for the attitudes and personality traits captured by the term \"non-cognitive skills.\"\u003c/p>\n\u003cp>\u003cstrong>Social and Emotional Skills\u003c/strong>\u003c/p>\n\u003cp>Social & Emotional Learning. Nobody I spoke with hates this term. And in the past two years, it seems to have gained currency.\u003c/p>\n\u003cp>\"Increasingly teachers who are on the front line say that it's very important to teach kids to be more socially and emotionally competent,\" says Roger P. Weissberg, chief knowledge officer of the Collaborative for Social and Emotional Learning, which promotes the concept and the term nationwide. \"Teachers feel, and growing research supports, that it helps them academically, it improves school climate, it improves discipline, and it's going to help them to be college and career — and life — ready.\"\u003c/p>\n\u003cp>Harvard has a lab called Ecological Approaches to Social Emotional Learning, or EASEL. Stephanie Jones, who directs the lab, says, \"when you get into definition and terminology there are many overlaps\" between fields. EASEL is a big taxonomy project to sort out these overlaps and the evidence-based approaches that go with them, for about a dozen skills.\u003c/p>\n\u003cp>The only problem is that the \"learning\" part may not be seen as encompassing things that are more like attitudes or beliefs, like growth mindset. And the \"social and emotional\" part, again, may be seen as excluding skills that are really cognitive in nature.\u003c/p>\n\u003cp>\u003cstrong>SEL Stalemate? \u003c/strong>\u003c/p>\n\u003cp>Reached this month, two years later, Martin West says we may be ready to declare a winner by default.\u003c/p>\n\u003cp>\"The semantic debates have died down a bit, but more from exhaustion than from progress toward consensus. Most people seem to be using social and emotional (or social-emotional/socioemotional) learning as a catchall.\"\u003c/p>\n\u003cp>But Bornfreund is sticking to her guns. \"I still refer to them as Skills for Success for short; skills, habits and mindsets for success would be the full descriptor. Because they are both cognitive and academic, and more than character traits, those labels don't fit. I haven't heard any new terms that fit better.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Have you? Reach out to us on Twitter at \u003ca href=\"https://twitter.com/npr_ed?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\">@npr_ed\u003c/a>.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Social+And+Emotional+Skills%3A+Everybody+Loves+Them%2C+But+Still+Can%27t+Define+Them&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/48984/what-do-we-mean-when-we-say-social-and-emotional-skills","authors":["byline_mindshift_48984"],"categories":["mindshift_192"],"tags":["mindshift_20649","mindshift_1040","mindshift_945","mindshift_20512","mindshift_943"],"featImg":"mindshift_48998","label":"mindshift"},"mindshift_46038":{"type":"posts","id":"mindshift_46038","meta":{"index":"posts_1591205157","site":"mindshift","id":"46038","score":null,"sort":[1470837820000]},"guestAuthors":[],"slug":"the-role-of-metacognition-in-learning-and-achievement","title":"The Role of Metacognition in Learning and Achievement","publishDate":1470837820,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp class=\"p1\">\u003cem>Excerpted from \"\u003ca href=\"http://curriculumredesign.org/our-work/four-dimensional-21st-century-education-learning-competencies-future-2030/\">Four-Dimensional Education: The Competencies Learners Need to Succeed\u003c/a>,\" by Charles Fadel, Bernie Trilling and Maya Bialik. The following is from the section, \"Metacognition—Reflecting on Learning Goals, Strategies, and Results.\"\u003c/em>\u003c/p>\n\u003cp class=\"p1\">Metacognition, simply put, is \u003cem>the process of thinking about thinking\u003c/em>. It is important in every aspect of school and life, since it involves self-reflection on one’s current position, future goals, potential actions and strategies, and results. At its core, it is a basic survival strategy, and has been shown to be present even in rats.\u003c/p>\n\u003cp class=\"p2\">Perhaps the most important reason for developing metacognition is that it can improve the application of knowledge, skills, and character qualities in realms beyond the immediate context in which they were learned. This can result in the transfer of competencies across disciplines—important for students preparing for real-life situations where clear-cut divisions of disciplines fall away and one must select competencies from the entire gamut of their experience to effectively apply them to the challenges at hand. Even within academic settings, it is valuable—and often necessary—to apply principles and methods across disciplinary lines.\u003c/p>\n\u003cp class=\"p2\">Transfer can also be necessary within a discipline, such as when a particular idea or skill was learned with one example, but students must know how to apply it to another task to complete their homework or exams, or to a different context. Transfer is the ultimate goal of all education, as students are expected to internalize what they learn in school and apply it to life.\u003c/p>\n\u003cp class=\"p1\">\u003cimg class=\"alignright wp-image-46039\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/08/CCR-Metacognition.png\" alt=\"CCR Metacognition\" width=\"250\" height=\"302\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/08/CCR-Metacognition.png 532w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/CCR-Metacognition-400x483.png 400w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p1\">To illustrate the value of metacognition and how it actually plays a role in learning, we can consider an example from mathematics, where it has been shown that metacognition plays a central role in learning and achievement. Specifically, when novice students were compared to seasoned mathematicians, the students selected a seemingly useful strategy and continued to apply it without checking to see if the strategy of choice was actually working well. Thus, a significant amount of time was wasted in fruitless pursuits. The more experienced mathematicians on the other hand, exercised metacognition, monitoring their approach all along the way to see if it was actually leading to a solution or merely to a dead end.\u003cspan class=\"s1\"> \u003c/span>Being aware of how one is engaging with the process of learning influences how the student interprets the task at hand, and what strategies are selected and employed in service of achieving learning goals. It can help optimize the problem-solving experience at a very high level, and is thus applicable across a large range of contexts. These metacognitive strategies are powerful tools for any discipline, inter-discipline or for learning in general.\u003c/p>\n\u003cp class=\"p1\">\u003ca href=\"http://curriculumredesign.org/our-work/four-dimensional-21st-century-education-learning-competencies-future-2030/\">\u003cimg class=\"alignright wp-image-46040 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/08/Four-Dimensional-Education-e1470680833109.png\" alt=\"Four Dimensional Education\" width=\"250\" height=\"372\">\u003c/a>Of course, with such an abstract learning goal, it is important for educators to be precise with how they teach it. Traditional methods for improving students’ learning strategies often focus on prescribed procedures (note-taking, self-testing, scheduling, etc.) and typically result in initial motivation and some short-term improvement, but ultimately a reversion to old habits happens. While these tactics may work in the short term (e.g., to cram for an exam), once the context changes, successful transfer of these methods is less likely to occur. More strategic methods that focus on metacognition for deeper learning— such as developing a growth mindset (discussed later), setting and monitoring one’s learning goals, and growing one’s capacity to persist despite difficulties—have been shown to result in more permanent learning gains.\u003c/p>\n\u003cp class=\"p1\">It is important to note that since metacognition involves higher-level thinking overseeing lower-level thoughts, there is actually a range of mental processes that fall under its definition. Effects of metacognitive training vary based on what kind of lower-level thoughts are being overseen, and how they are being overseen. Research has identified three levels of reporting on metacognitive processes:\u003c/p>\n\u003cp class=\"p2\">1. Verbalization of knowledge that is already in a verbal state (such as recalling what happened in a story).\u003c/p>\n\u003cp class=\"p2\">2. Verbalization of nonverbal knowledge (such as recalling how one solved a Rubik’s Cube).\u003c/p>\n\u003cp class=\"p2\">3. Verbalization of explanations of verbal or nonverbal knowledge (such as explaining how one makes use of the rhetorical structures of a story as one reads).\u003c/p>\n\u003cp class=\"p2\">Only this third level of metacognitive process has been linked to improved results in problem solving.\u003c/p>\n\u003cp class=\"p1\">Metacognition can be developed in students in the context of their current goals and can enhance their learning of competencies\u003cspan class=\"s1\"> \u003c/span>as well as transfer of learning, no matter their starting achievement level. In fact, it may be most useful for lower-achieving students, as the higher-achieving students are already employing strategies that have proven successful for them. For learning disabled and low - achieving students, metacognitive training has been shown to improve behavior more effectively than traditional attention-control training.\u003c/p>\n\u003cp class=\"p1\">Students who have higher levels of self-efficacy (more confidence in their ability to achieve their goals) are more likely to engage in metacognition and, in turn, are more likely to perform at higher levels. This strongly indicates a positive feedback loop for high-achieving students—they are more successful by using metacognitive strategies, which increases their confidence and in turn leads them to continue to increase their performance. Metacognition is an integral part of this virtuous learning cycle, and one that is amenable to further improvement through instruction.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp class=\"p1\">\u003cem>\u003ca href=\"http://curriculumredesign.org/about/team/\">Charles Fadel \u003c/a>is founder of the Center for Curriculum Redesign, \u003ca href=\"http://www.p21.org/about-us/p21staff/1248-bernie-trilling\">Bernie Trilling\u003c/a> is founder of 21st Century Learning Advisors and \u003ca href=\"http://curriculumredesign.org/about/team/\">Maya Bialik\u003c/a> is researcher at CCR. \u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Learning how to think about thinking can help students develop strategies for solving problems and understand tasks at hand. ","status":"publish","parent":0,"modified":1470849988,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":2,"wordCount":979},"headData":{"title":"The Role of Metacognition in Learning and Achievement | KQED","description":"Learning how to think about thinking can help students develop strategies for solving problems and understand tasks at hand. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"The Role of Metacognition in Learning and Achievement","datePublished":"2016-08-10T14:03:40.000Z","dateModified":"2016-08-10T17:26:28.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"46038 http://ww2.kqed.org/mindshift/?p=46038","disqusUrl":"https://ww2.kqed.org/mindshift/2016/08/10/the-role-of-metacognition-in-learning-and-achievement/","disqusTitle":"The Role of Metacognition in Learning and Achievement","path":"/mindshift/46038/the-role-of-metacognition-in-learning-and-achievement","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p1\">\u003cem>Excerpted from \"\u003ca href=\"http://curriculumredesign.org/our-work/four-dimensional-21st-century-education-learning-competencies-future-2030/\">Four-Dimensional Education: The Competencies Learners Need to Succeed\u003c/a>,\" by Charles Fadel, Bernie Trilling and Maya Bialik. The following is from the section, \"Metacognition—Reflecting on Learning Goals, Strategies, and Results.\"\u003c/em>\u003c/p>\n\u003cp class=\"p1\">Metacognition, simply put, is \u003cem>the process of thinking about thinking\u003c/em>. It is important in every aspect of school and life, since it involves self-reflection on one’s current position, future goals, potential actions and strategies, and results. At its core, it is a basic survival strategy, and has been shown to be present even in rats.\u003c/p>\n\u003cp class=\"p2\">Perhaps the most important reason for developing metacognition is that it can improve the application of knowledge, skills, and character qualities in realms beyond the immediate context in which they were learned. This can result in the transfer of competencies across disciplines—important for students preparing for real-life situations where clear-cut divisions of disciplines fall away and one must select competencies from the entire gamut of their experience to effectively apply them to the challenges at hand. Even within academic settings, it is valuable—and often necessary—to apply principles and methods across disciplinary lines.\u003c/p>\n\u003cp class=\"p2\">Transfer can also be necessary within a discipline, such as when a particular idea or skill was learned with one example, but students must know how to apply it to another task to complete their homework or exams, or to a different context. Transfer is the ultimate goal of all education, as students are expected to internalize what they learn in school and apply it to life.\u003c/p>\n\u003cp class=\"p1\">\u003cimg class=\"alignright wp-image-46039\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/08/CCR-Metacognition.png\" alt=\"CCR Metacognition\" width=\"250\" height=\"302\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/08/CCR-Metacognition.png 532w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/CCR-Metacognition-400x483.png 400w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p1\">To illustrate the value of metacognition and how it actually plays a role in learning, we can consider an example from mathematics, where it has been shown that metacognition plays a central role in learning and achievement. Specifically, when novice students were compared to seasoned mathematicians, the students selected a seemingly useful strategy and continued to apply it without checking to see if the strategy of choice was actually working well. Thus, a significant amount of time was wasted in fruitless pursuits. The more experienced mathematicians on the other hand, exercised metacognition, monitoring their approach all along the way to see if it was actually leading to a solution or merely to a dead end.\u003cspan class=\"s1\"> \u003c/span>Being aware of how one is engaging with the process of learning influences how the student interprets the task at hand, and what strategies are selected and employed in service of achieving learning goals. It can help optimize the problem-solving experience at a very high level, and is thus applicable across a large range of contexts. These metacognitive strategies are powerful tools for any discipline, inter-discipline or for learning in general.\u003c/p>\n\u003cp class=\"p1\">\u003ca href=\"http://curriculumredesign.org/our-work/four-dimensional-21st-century-education-learning-competencies-future-2030/\">\u003cimg class=\"alignright wp-image-46040 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/08/Four-Dimensional-Education-e1470680833109.png\" alt=\"Four Dimensional Education\" width=\"250\" height=\"372\">\u003c/a>Of course, with such an abstract learning goal, it is important for educators to be precise with how they teach it. Traditional methods for improving students’ learning strategies often focus on prescribed procedures (note-taking, self-testing, scheduling, etc.) and typically result in initial motivation and some short-term improvement, but ultimately a reversion to old habits happens. While these tactics may work in the short term (e.g., to cram for an exam), once the context changes, successful transfer of these methods is less likely to occur. More strategic methods that focus on metacognition for deeper learning— such as developing a growth mindset (discussed later), setting and monitoring one’s learning goals, and growing one’s capacity to persist despite difficulties—have been shown to result in more permanent learning gains.\u003c/p>\n\u003cp class=\"p1\">It is important to note that since metacognition involves higher-level thinking overseeing lower-level thoughts, there is actually a range of mental processes that fall under its definition. Effects of metacognitive training vary based on what kind of lower-level thoughts are being overseen, and how they are being overseen. Research has identified three levels of reporting on metacognitive processes:\u003c/p>\n\u003cp class=\"p2\">1. Verbalization of knowledge that is already in a verbal state (such as recalling what happened in a story).\u003c/p>\n\u003cp class=\"p2\">2. Verbalization of nonverbal knowledge (such as recalling how one solved a Rubik’s Cube).\u003c/p>\n\u003cp class=\"p2\">3. Verbalization of explanations of verbal or nonverbal knowledge (such as explaining how one makes use of the rhetorical structures of a story as one reads).\u003c/p>\n\u003cp class=\"p2\">Only this third level of metacognitive process has been linked to improved results in problem solving.\u003c/p>\n\u003cp class=\"p1\">Metacognition can be developed in students in the context of their current goals and can enhance their learning of competencies\u003cspan class=\"s1\"> \u003c/span>as well as transfer of learning, no matter their starting achievement level. In fact, it may be most useful for lower-achieving students, as the higher-achieving students are already employing strategies that have proven successful for them. For learning disabled and low - achieving students, metacognitive training has been shown to improve behavior more effectively than traditional attention-control training.\u003c/p>\n\u003cp class=\"p1\">Students who have higher levels of self-efficacy (more confidence in their ability to achieve their goals) are more likely to engage in metacognition and, in turn, are more likely to perform at higher levels. This strongly indicates a positive feedback loop for high-achieving students—they are more successful by using metacognitive strategies, which increases their confidence and in turn leads them to continue to increase their performance. Metacognition is an integral part of this virtuous learning cycle, and one that is amenable to further improvement through instruction.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp class=\"p1\">\u003cem>\u003ca href=\"http://curriculumredesign.org/about/team/\">Charles Fadel \u003c/a>is founder of the Center for Curriculum Redesign, \u003ca href=\"http://www.p21.org/about-us/p21staff/1248-bernie-trilling\">Bernie Trilling\u003c/a> is founder of 21st Century Learning Advisors and \u003ca href=\"http://curriculumredesign.org/about/team/\">Maya Bialik\u003c/a> is researcher at CCR. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/46038/the-role-of-metacognition-in-learning-and-achievement","authors":["4354"],"categories":["mindshift_192","mindshift_20827"],"tags":["mindshift_20649","mindshift_939","mindshift_20784","mindshift_1040","mindshift_20790","mindshift_20867"],"featImg":"mindshift_46073","label":"mindshift"},"mindshift_44645":{"type":"posts","id":"mindshift_44645","meta":{"index":"posts_1591205157","site":"mindshift","id":"44645","score":null,"sort":[1460146464000]},"guestAuthors":[],"slug":"why-teachers-shouldnt-ignore-literatures-emotional-lessons-for-students","title":"Why Teachers Shouldn't Ignore Literature's Emotional Lessons For Students","publishDate":1460146464,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Sometimes English class can seem like an endless litany of literary devices and structured argumentative essays. But that's not why most English teachers love what they teach -- they love the way art reflects real life in all its confusion, pain and difficulty. In fact, some argue that the emotional side of literature should be explicitly taught as part of the curriculum.\u003c/p>\n\u003cp>English teacher Andrew Simmons describes both the opportunity to connect with teenagers through literary emotion and why many teachers shy away from it in \u003ca href=\"http://www.theatlantic.com/education/archive/2016/04/educating-teenagers-emotions-through-literature/476790/\" target=\"_blank\">his article\u003c/a> for \u003cem>The Atlantic\u003c/em>. He writes:\u003c/p>\n\u003cblockquote>\u003cp>It balloons into a broader discussion about the purpose of an English education. English teachers—at least the ones I know—want to churn out thinkers who wield power through language. We want them to love books, but also to survive. We want them to read a lease in 10 years and know what they’re getting into. We also want to turn out good citizens who practice in the streets and at the office what they identify as moral and good in class, people who do not cheat, manipulate, abuse, and unfairly judge others. English teachers, it seems, are in a unique position to impose some degree of emotional and moral rigor on the curriculum.\u003c/p>\n\u003cp>Yet this program of emotional and moral rigor is informal, if not imaginary, and entirely unstandardized. I don’t know many teachers who prefer not to have control over what and how they teach, but if one recognizes that literature helps people understand one another and can improve our individual and collective health, it’s a bit telling to see this prerogative unmentioned in the standards providing guidance to teachers.\u003c/p>\u003c/blockquote>\n\u003cp>http://www.theatlantic.com/education/archive/2016/04/educating-teenagers-emotions-through-literature/476790/\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"By focusing on analyzing literature and the historical context around it are English teachers missing the most important piece -- emotion?","status":"publish","parent":0,"modified":1484875006,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":6,"wordCount":300},"headData":{"title":"Why Teachers Shouldn't Ignore Literature's Emotional Lessons For Students | KQED","description":"By focusing on analyzing literature and the historical context around it are English teachers missing the most important piece -- emotion?","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Why Teachers Shouldn't Ignore Literature's Emotional Lessons For Students","datePublished":"2016-04-08T20:14:24.000Z","dateModified":"2017-01-20T01:16:46.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"44645 http://ww2.kqed.org/mindshift/?p=44645","disqusUrl":"https://ww2.kqed.org/mindshift/2016/04/08/why-teachers-shouldnt-ignore-literatures-emotional-lessons-for-students/","disqusTitle":"Why Teachers Shouldn't Ignore Literature's Emotional Lessons For Students","path":"/mindshift/44645/why-teachers-shouldnt-ignore-literatures-emotional-lessons-for-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Sometimes English class can seem like an endless litany of literary devices and structured argumentative essays. But that's not why most English teachers love what they teach -- they love the way art reflects real life in all its confusion, pain and difficulty. In fact, some argue that the emotional side of literature should be explicitly taught as part of the curriculum.\u003c/p>\n\u003cp>English teacher Andrew Simmons describes both the opportunity to connect with teenagers through literary emotion and why many teachers shy away from it in \u003ca href=\"http://www.theatlantic.com/education/archive/2016/04/educating-teenagers-emotions-through-literature/476790/\" target=\"_blank\">his article\u003c/a> for \u003cem>The Atlantic\u003c/em>. He writes:\u003c/p>\n\u003cblockquote>\u003cp>It balloons into a broader discussion about the purpose of an English education. English teachers—at least the ones I know—want to churn out thinkers who wield power through language. We want them to love books, but also to survive. We want them to read a lease in 10 years and know what they’re getting into. We also want to turn out good citizens who practice in the streets and at the office what they identify as moral and good in class, people who do not cheat, manipulate, abuse, and unfairly judge others. English teachers, it seems, are in a unique position to impose some degree of emotional and moral rigor on the curriculum.\u003c/p>\n\u003cp>Yet this program of emotional and moral rigor is informal, if not imaginary, and entirely unstandardized. I don’t know many teachers who prefer not to have control over what and how they teach, but if one recognizes that literature helps people understand one another and can improve our individual and collective health, it’s a bit telling to see this prerogative unmentioned in the standards providing guidance to teachers.\u003c/p>\u003c/blockquote>\n\u003cp>http://www.theatlantic.com/education/archive/2016/04/educating-teenagers-emotions-through-literature/476790/\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/44645/why-teachers-shouldnt-ignore-literatures-emotional-lessons-for-students","authors":["4354"],"categories":["mindshift_194"],"tags":["mindshift_20649","mindshift_20646","mindshift_1040","mindshift_550"],"featImg":"mindshift_44649","label":"mindshift"},"mindshift_43321":{"type":"posts","id":"mindshift_43321","meta":{"index":"posts_1591205157","site":"mindshift","id":"43321","score":null,"sort":[1454317063000]},"guestAuthors":[],"slug":"what-character-strengths-should-educators-focus-on-and-how","title":"What Character Strengths Should Educators Focus On and How?","publishDate":1454317063,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Educators of all ages, from kindergarten through college, are quickly realizing that academic skills aren’t enough to ensure student success. Increasingly educators and district leaders are trying to incorporate non-cognitive skills into the school day that they hope will help students develop the inner fortitude and confidence to push through personal and learning challenges. But even as \u003ca href=\"http://commonwealthmagazine.org/uncategorized/content-of-their-character/\" target=\"_blank\">character development programs have become more popular\u003c/a>, there hasn’t been much consensus on which character strengths lead to the best long term results.\u003c/p>\n\u003cp>In a small scale study conducted in the Boston Area, \u003ca href=\"http://people.bu.edu/seider/\" target=\"_blank\">Boston University Education Professor Scott Seider\u003c/a> tried to determine which character strengths correlate with student success and examined how different approaches to character development impacted students. The results of his study are part of his book \u003cem>\u003ca href=\"http://people.bu.edu/seider/CharCompass.html\" target=\"_blank\">Character Compass: How Powerful School Culture Can Point Students Towards Success\u003c/a>\u003c/em>. Seider studied three charter schools within 10 miles of one another, all serving mostly children of color, and all performing well on standardized tests. The schools were similar in terms of structure, demographics and academic achievement, but each school chose to define and focus on character development in different ways.\u003c/p>\n\u003caside class=\"pullquote alignright\">'The strongest predictors of grade point average were perseverance and school-connectedness.'\u003ccite>Scott Seider, Boston University Education Professor\u003c/cite>\u003c/aside>\n\u003cp>Seider chose the schools for their similarities and because their character development programs fell into three categories: civic character, moral character, and performance character. He defines civic character as the strengths students need to be informed and compassionate citizens of the world. Moral character on the other hand is more connected to an individual’s ability to engage in ethical relationships with other people. And finally, Seider defines performance character as the skills students need to maximize achievement.\u003c/p>\n\u003cp>Seider gave students at all three schools a character survey at the beginning of the school year and again at the end with questions meant to measure empathy, integrity (strengths he defines as moral character), perseverance, daring/courage (which he defines as performance character), social responsibility and school connectedness (which he defines as ethical character). He compared GPAs and number of demerits as a way of assessing conduct. He also interviewed 15 students at each school about their experiences and spent between 15-20 days observing at each school.\u003c/p>\n\u003cp>\u003cstrong>MORAL CHARACTER\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"http://www.bostonprep.org/\" target=\"_blank\">Boston Preparatory Charter School\u003c/a> focused on moral character. “When I say moral character, I’m talking about an individual’s ability to engage in ethical relationships with other individuals,” Seider said as he explained the study and its results at a \u003ca href=\"http://www.learningandthebrain.com/\" target=\"_blank\">Learning and the Brain conference\u003c/a> in Boston. Boston Prep focused on qualities like courage, compassion, integrity, perseverance and respect primarily through an ethics class students took every year from sixth grade through senior year of high school. In sixth grade students explored the idea of integrity and how it relates to telling the truth. In seventh grade they focused on responsibility for one’s actions, and in eighth grade they discussed how to stay true to oneself and the concept of authenticity.\u003c/p>\n\u003cp>Seider sat in on one 8th grade discussion about Harvey Milk, the first openly gay person to be elected to political office in California. “Students were thinking through what it means to be true to yourself and connecting it to things inside and outside of school,” Seider said.\u003c/p>\n\u003cp>\u003ca href=\"http://people.bu.edu/seider/CharCompass.html\" rel=\"attachment wp-att-43324\">\u003cimg class=\"alignleft wp-image-43324\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/01/Screen-shot-2016-01-06-at-11.37.31-AM.png\" alt=\"Screen shot 2016-01-06 at 11.37.31 AM\" width=\"250\" height=\"309\">\u003c/a>\u003c/p>\n\u003cp>At the high school level, students read Plato’s social contract theory and discussed how it interacts with personal integrity. When Seider visited students were comparing the lives of Muhammad Ali and Pat Tillman, wrestling with the moral question of what to do when personal opinion doesn’t line up with the social contract.\u003c/p>\n\u003cp>“At the end of the year the students showed a higher level of commitment to integrity than students at the other two schools,” Seider said. And, at the high school level students seemed to feel more empathy. “Ethics class seemed to be slowing them down a little bit and had them thinking more about the decision they were making,” Seider said. That doesn’t mean students always made the right decision, but at least they were thinking about it.\u003c/p>\n\u003cp>\u003cstrong>PERFORMANCE CHARACTER\u003c/strong>\u003c/p>\n\u003cp>At \u003ca href=\"http://roxburyprep.uncommonschools.org/\" target=\"_blank\">Roxbury Charter Preparatory\u003c/a>, a middle school, the focus is on performance character and qualities that help students maximize achievement. School leaders focus on things like grit, perseverance, and self-control primarily through discussion and practice during an advisory period. The school emphasized how effort leads to results with school wide competitions like a digits of pi memorization contest and a public speaking extravaganza where every student works to present a speech or poem to the student body.\u003c/p>\n\u003cp>Seider sat in on one advisory session when students were working on their public speaking skills. A student presented and then got feedback from peers and the advisor on things like volume, making eye contact, accuracy and emphasizing important words. The tone of these meetings underscored that hard work is important for improvement and that everyone supports one another.\u003c/p>\n\u003cp>“What I found was that the kids at Roxbury Prep showed higher perseverance than the kids at the other two schools,” Seider said. He recognizes that perhaps that isn’t surprising since the survey tool asked students to self-report and perseverance was a socially desirable answer within the cultural context of their school. But Seider still believes their responses indicate that students are thinking about the value of these qualities in relationship to their own lives.\u003c/p>\n\u003cp>\u003cstrong>CIVIC CHARACTER\u003c/strong>\u003c/p>\n\u003cp>Civic character education most closely aligns to the ideas of Horace Mann and Thomas Jefferson, who believed one role of education is to create better citizens. These strengths focus on students’ ability to fulfill their responsibility to a community. The \u003ca href=\"http://www.pacrim.org/\" target=\"_blank\">Academy of the Pacific Rim\u003c/a>, which focused on these qualities was founded on the principle of merging the best qualities of Eastern and Western education.\u003c/p>\n\u003cp>Sixth graders at Academy of the Pacific Rim took a character education class in which they focused on what it means to be part of a community. They read a book called \u003cem>\u003ca href=\"http://www.paulfleischman.net/newsletter.htm\" target=\"_blank\">Seedfolks\u003c/a>\u003c/em> which features a diverse group of people tending a community garden, each contributing something unique to the collective effort. And all the middle school grades had a townhall style meeting once a month where concerns can and are raised by both teachers and students. For example, Seider sat in on a discussion students raised and led about whether the boys were distracting the girls during class time.\u003c/p>\n\u003cp>As students at the school get older, they are encouraged to continue broadening their perception of their community from just their class to the world writ large. All seniors must complete a capstone in which they choose a social issue they care about and spend a large portion of the fall semester researching the topic before presenting to the junior and senior classes. Then in the spring semester, students find a non-profit or business working on their issue and complete a six week internship there.\u003c/p>\n\u003cp>Seider said after completing the study and watching how the civic character curriculum played out he wished he had included a measure of global citizenship in his model. “What I did see was a significant shift in their sense of ‘daring’ -- their willingness to take a positive risk,” Seider explained in a follow-up email. “And I think that was due in large part to the many opportunities that Academy of the Pacific Rim gave its students to exert their voice and agency (e.g. participating in a class town meeting, making real changes to the school through student government, identifying a social issue and working to address it).”\u003c/p>\n\u003cp>\u003cstrong>OVERALL FINDINGS\u003c/strong>\u003c/p>\n\u003cp>“The strongest predictors of grade point average were perseverance and school-connectedness,” Seider said. This is merely a correlation, but of the six character strengths he measured those were the only two that seemed to have a significant impact on academic performance. Interestingly neither of those two characteristics figured into conduct, where integrity was the only strength that remained in the model. “What’s interesting is that moral, performance and civic character strengths are all part of the equation,” Seider said.\u003c/p>\n\u003cp>Seider is well aware of the problems involved in comparing GPAs between schools or even conduct demerits since both those measures could be different between schools. He found that there are certain character strengths that correlate with stronger GPAs and with better conduct. Separately, he found that when schools focus on certain character strengths they see shifts in those areas, but the two parts of the study don’t fit neatly together.\u003c/p>\n\u003cp>“Maybe it’s not that shocking that different character emphasis do lead to different outcomes,” Seider said, but the study did lead him to see some commonalities in how school’s approached the difficult idea of teaching character. All three schools helped students build schemas -- the mental structures that help someone determine how to act in different situations -- to which they could constantly refer.\u003c/p>\n\u003cp>Another important commonality was vocabulary. Each school worked to build up a common language about their targeted character strengths. “You would see faculty and students using the language to interact with one another,” Seider said. Even sports coaches used the character language the school carefully cultivated. And having that common language helped with perhaps the most important feature of these programs, facilitating cross-context transfer.\u003c/p>\n\u003cp>“We have to use that language to engage students in thinking about their ability to persevere or show integrity in specific contexts,” Seider said. It’s tempting to believe that skills like integrity are generalizable across all situations, but his research shows that educators effectively must treat each new context as grounds of a discussion about how the character strengths apply. Kids won’t always immediately see the connections without help.\u003c/p>\n\u003cp>This study is most interesting in the specifics of how these schools chose to incorporate character education into both social and academic situations, than it is as a way to draw broad conclusions. When schools explicitly focus on a limited set of character strengths they do see changes in how students rate themselves on those qualities. It’s not that one or another specific quality is the most important, but rather that these strengths can be cultivated when they are explicitly woven into both the academic and social fabric of the school.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“If someone asked me what character traits to focus on, I would choose one from each character type,” Seider said. Each schema can provide powerful ways to motivate and enable students to be competent and ethical citizens of the world.\u003c/p>\n\n","blocks":[],"excerpt":"How do schools that focus on character affect students? One researcher took a close look by comparing schools that focus on moral, civic and performance character. ","status":"publish","parent":0,"modified":1454317503,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":29,"wordCount":1797},"headData":{"title":"What Character Strengths Should Educators Focus On and How? | KQED","description":"How do schools that focus on character affect students? One researcher took a close look by comparing schools that focus on moral, civic and performance character. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What Character Strengths Should Educators Focus On and How?","datePublished":"2016-02-01T08:57:43.000Z","dateModified":"2016-02-01T09:05:03.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"43321 http://ww2.kqed.org/mindshift/?p=43321","disqusUrl":"https://ww2.kqed.org/mindshift/2016/02/01/what-character-strengths-should-educators-focus-on-and-how/","disqusTitle":"What Character Strengths Should Educators Focus On and How?","path":"/mindshift/43321/what-character-strengths-should-educators-focus-on-and-how","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Educators of all ages, from kindergarten through college, are quickly realizing that academic skills aren’t enough to ensure student success. Increasingly educators and district leaders are trying to incorporate non-cognitive skills into the school day that they hope will help students develop the inner fortitude and confidence to push through personal and learning challenges. But even as \u003ca href=\"http://commonwealthmagazine.org/uncategorized/content-of-their-character/\" target=\"_blank\">character development programs have become more popular\u003c/a>, there hasn’t been much consensus on which character strengths lead to the best long term results.\u003c/p>\n\u003cp>In a small scale study conducted in the Boston Area, \u003ca href=\"http://people.bu.edu/seider/\" target=\"_blank\">Boston University Education Professor Scott Seider\u003c/a> tried to determine which character strengths correlate with student success and examined how different approaches to character development impacted students. The results of his study are part of his book \u003cem>\u003ca href=\"http://people.bu.edu/seider/CharCompass.html\" target=\"_blank\">Character Compass: How Powerful School Culture Can Point Students Towards Success\u003c/a>\u003c/em>. Seider studied three charter schools within 10 miles of one another, all serving mostly children of color, and all performing well on standardized tests. The schools were similar in terms of structure, demographics and academic achievement, but each school chose to define and focus on character development in different ways.\u003c/p>\n\u003caside class=\"pullquote alignright\">'The strongest predictors of grade point average were perseverance and school-connectedness.'\u003ccite>Scott Seider, Boston University Education Professor\u003c/cite>\u003c/aside>\n\u003cp>Seider chose the schools for their similarities and because their character development programs fell into three categories: civic character, moral character, and performance character. He defines civic character as the strengths students need to be informed and compassionate citizens of the world. Moral character on the other hand is more connected to an individual’s ability to engage in ethical relationships with other people. And finally, Seider defines performance character as the skills students need to maximize achievement.\u003c/p>\n\u003cp>Seider gave students at all three schools a character survey at the beginning of the school year and again at the end with questions meant to measure empathy, integrity (strengths he defines as moral character), perseverance, daring/courage (which he defines as performance character), social responsibility and school connectedness (which he defines as ethical character). He compared GPAs and number of demerits as a way of assessing conduct. He also interviewed 15 students at each school about their experiences and spent between 15-20 days observing at each school.\u003c/p>\n\u003cp>\u003cstrong>MORAL CHARACTER\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://www.bostonprep.org/\" target=\"_blank\">Boston Preparatory Charter School\u003c/a> focused on moral character. “When I say moral character, I’m talking about an individual’s ability to engage in ethical relationships with other individuals,” Seider said as he explained the study and its results at a \u003ca href=\"http://www.learningandthebrain.com/\" target=\"_blank\">Learning and the Brain conference\u003c/a> in Boston. Boston Prep focused on qualities like courage, compassion, integrity, perseverance and respect primarily through an ethics class students took every year from sixth grade through senior year of high school. In sixth grade students explored the idea of integrity and how it relates to telling the truth. In seventh grade they focused on responsibility for one’s actions, and in eighth grade they discussed how to stay true to oneself and the concept of authenticity.\u003c/p>\n\u003cp>Seider sat in on one 8th grade discussion about Harvey Milk, the first openly gay person to be elected to political office in California. “Students were thinking through what it means to be true to yourself and connecting it to things inside and outside of school,” Seider said.\u003c/p>\n\u003cp>\u003ca href=\"http://people.bu.edu/seider/CharCompass.html\" rel=\"attachment wp-att-43324\">\u003cimg class=\"alignleft wp-image-43324\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/01/Screen-shot-2016-01-06-at-11.37.31-AM.png\" alt=\"Screen shot 2016-01-06 at 11.37.31 AM\" width=\"250\" height=\"309\">\u003c/a>\u003c/p>\n\u003cp>At the high school level, students read Plato’s social contract theory and discussed how it interacts with personal integrity. When Seider visited students were comparing the lives of Muhammad Ali and Pat Tillman, wrestling with the moral question of what to do when personal opinion doesn’t line up with the social contract.\u003c/p>\n\u003cp>“At the end of the year the students showed a higher level of commitment to integrity than students at the other two schools,” Seider said. And, at the high school level students seemed to feel more empathy. “Ethics class seemed to be slowing them down a little bit and had them thinking more about the decision they were making,” Seider said. That doesn’t mean students always made the right decision, but at least they were thinking about it.\u003c/p>\n\u003cp>\u003cstrong>PERFORMANCE CHARACTER\u003c/strong>\u003c/p>\n\u003cp>At \u003ca href=\"http://roxburyprep.uncommonschools.org/\" target=\"_blank\">Roxbury Charter Preparatory\u003c/a>, a middle school, the focus is on performance character and qualities that help students maximize achievement. School leaders focus on things like grit, perseverance, and self-control primarily through discussion and practice during an advisory period. The school emphasized how effort leads to results with school wide competitions like a digits of pi memorization contest and a public speaking extravaganza where every student works to present a speech or poem to the student body.\u003c/p>\n\u003cp>Seider sat in on one advisory session when students were working on their public speaking skills. A student presented and then got feedback from peers and the advisor on things like volume, making eye contact, accuracy and emphasizing important words. The tone of these meetings underscored that hard work is important for improvement and that everyone supports one another.\u003c/p>\n\u003cp>“What I found was that the kids at Roxbury Prep showed higher perseverance than the kids at the other two schools,” Seider said. He recognizes that perhaps that isn’t surprising since the survey tool asked students to self-report and perseverance was a socially desirable answer within the cultural context of their school. But Seider still believes their responses indicate that students are thinking about the value of these qualities in relationship to their own lives.\u003c/p>\n\u003cp>\u003cstrong>CIVIC CHARACTER\u003c/strong>\u003c/p>\n\u003cp>Civic character education most closely aligns to the ideas of Horace Mann and Thomas Jefferson, who believed one role of education is to create better citizens. These strengths focus on students’ ability to fulfill their responsibility to a community. The \u003ca href=\"http://www.pacrim.org/\" target=\"_blank\">Academy of the Pacific Rim\u003c/a>, which focused on these qualities was founded on the principle of merging the best qualities of Eastern and Western education.\u003c/p>\n\u003cp>Sixth graders at Academy of the Pacific Rim took a character education class in which they focused on what it means to be part of a community. They read a book called \u003cem>\u003ca href=\"http://www.paulfleischman.net/newsletter.htm\" target=\"_blank\">Seedfolks\u003c/a>\u003c/em> which features a diverse group of people tending a community garden, each contributing something unique to the collective effort. And all the middle school grades had a townhall style meeting once a month where concerns can and are raised by both teachers and students. For example, Seider sat in on a discussion students raised and led about whether the boys were distracting the girls during class time.\u003c/p>\n\u003cp>As students at the school get older, they are encouraged to continue broadening their perception of their community from just their class to the world writ large. All seniors must complete a capstone in which they choose a social issue they care about and spend a large portion of the fall semester researching the topic before presenting to the junior and senior classes. Then in the spring semester, students find a non-profit or business working on their issue and complete a six week internship there.\u003c/p>\n\u003cp>Seider said after completing the study and watching how the civic character curriculum played out he wished he had included a measure of global citizenship in his model. “What I did see was a significant shift in their sense of ‘daring’ -- their willingness to take a positive risk,” Seider explained in a follow-up email. “And I think that was due in large part to the many opportunities that Academy of the Pacific Rim gave its students to exert their voice and agency (e.g. participating in a class town meeting, making real changes to the school through student government, identifying a social issue and working to address it).”\u003c/p>\n\u003cp>\u003cstrong>OVERALL FINDINGS\u003c/strong>\u003c/p>\n\u003cp>“The strongest predictors of grade point average were perseverance and school-connectedness,” Seider said. This is merely a correlation, but of the six character strengths he measured those were the only two that seemed to have a significant impact on academic performance. Interestingly neither of those two characteristics figured into conduct, where integrity was the only strength that remained in the model. “What’s interesting is that moral, performance and civic character strengths are all part of the equation,” Seider said.\u003c/p>\n\u003cp>Seider is well aware of the problems involved in comparing GPAs between schools or even conduct demerits since both those measures could be different between schools. He found that there are certain character strengths that correlate with stronger GPAs and with better conduct. Separately, he found that when schools focus on certain character strengths they see shifts in those areas, but the two parts of the study don’t fit neatly together.\u003c/p>\n\u003cp>“Maybe it’s not that shocking that different character emphasis do lead to different outcomes,” Seider said, but the study did lead him to see some commonalities in how school’s approached the difficult idea of teaching character. All three schools helped students build schemas -- the mental structures that help someone determine how to act in different situations -- to which they could constantly refer.\u003c/p>\n\u003cp>Another important commonality was vocabulary. Each school worked to build up a common language about their targeted character strengths. “You would see faculty and students using the language to interact with one another,” Seider said. Even sports coaches used the character language the school carefully cultivated. And having that common language helped with perhaps the most important feature of these programs, facilitating cross-context transfer.\u003c/p>\n\u003cp>“We have to use that language to engage students in thinking about their ability to persevere or show integrity in specific contexts,” Seider said. It’s tempting to believe that skills like integrity are generalizable across all situations, but his research shows that educators effectively must treat each new context as grounds of a discussion about how the character strengths apply. Kids won’t always immediately see the connections without help.\u003c/p>\n\u003cp>This study is most interesting in the specifics of how these schools chose to incorporate character education into both social and academic situations, than it is as a way to draw broad conclusions. When schools explicitly focus on a limited set of character strengths they do see changes in how students rate themselves on those qualities. It’s not that one or another specific quality is the most important, but rather that these strengths can be cultivated when they are explicitly woven into both the academic and social fabric of the school.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“If someone asked me what character traits to focus on, I would choose one from each character type,” Seider said. Each schema can provide powerful ways to motivate and enable students to be competent and ethical citizens of the world.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/43321/what-character-strengths-should-educators-focus-on-and-how","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_20649","mindshift_20784","mindshift_1040","mindshift_945","mindshift_20867"],"featImg":"mindshift_43575","label":"mindshift"},"mindshift_34624":{"type":"posts","id":"mindshift_34624","meta":{"index":"posts_1591205157","site":"mindshift","id":"34624","score":null,"sort":[1395324029000]},"guestAuthors":[],"slug":"the-science-of-character-developing-positive-learning-traits","title":"The Science of Character: Developing Positive Learning Traits","publishDate":1395324029,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>What are your top five strengths? In the last ten years psychologists have done a lot of research into the character qualities and strengths that help people feel happy and satisfied with their lives. There's been a similar emphasis on the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/discovering-how-to-learn-smarter/\" target=\"_blank\">personality traits that help students succeed in school\u003c/a> by remaining engaged and motivated to learn over an extended period of time. Traits like optimism, curiosity, social intelligence, and enthusiasm are just a few of the character traits that have shown to lead to satisfied lives.\u003c/p>\n\u003cp>This eight minute film by \u003ca href=\"http://www.moxieinstitute.org/\" target=\"_blank\">Tiffany Shlain and The Moxie Institute Films\u003c/a> explores how people can strengthen good character traits by appreciating the positive qualities of others and oneself. It discusses the neuroscience behind a strong character, emphasizing that character is not a fixed quality, but rather something that can grow, change and ultimately improve happiness and satisfaction.\u003c/p>\n\u003cp>Dig deeper into the science of character with \u003ca href=\"http://www.letitripple.org/character\" target=\"_blank\">these resources\u003c/a> from the filmmaker, including discussion questions and activities.\u003c/p>\n\u003cp>[youtube //www.youtube.com/watch?v=U3nT2KDAGOc]\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"People can develop their characters with a little bit of attention to their innate positive qualities and staying attuned to those of others.","status":"publish","parent":0,"modified":1395259662,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":6,"wordCount":172},"headData":{"title":"The Science of Character: Developing Positive Learning Traits | KQED","description":"People can develop their characters with a little bit of attention to their innate positive qualities and staying attuned to those of others.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"The Science of Character: Developing Positive Learning Traits","datePublished":"2014-03-20T14:00:29.000Z","dateModified":"2014-03-19T20:07:42.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"34624 http://blogs.kqed.org/mindshift/?p=34624","disqusUrl":"https://ww2.kqed.org/mindshift/2014/03/20/the-science-of-character-developing-positive-learning-traits/","disqusTitle":"The Science of Character: Developing Positive Learning Traits","path":"/mindshift/34624/the-science-of-character-developing-positive-learning-traits","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>What are your top five strengths? In the last ten years psychologists have done a lot of research into the character qualities and strengths that help people feel happy and satisfied with their lives. There's been a similar emphasis on the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/discovering-how-to-learn-smarter/\" target=\"_blank\">personality traits that help students succeed in school\u003c/a> by remaining engaged and motivated to learn over an extended period of time. Traits like optimism, curiosity, social intelligence, and enthusiasm are just a few of the character traits that have shown to lead to satisfied lives.\u003c/p>\n\u003cp>This eight minute film by \u003ca href=\"http://www.moxieinstitute.org/\" target=\"_blank\">Tiffany Shlain and The Moxie Institute Films\u003c/a> explores how people can strengthen good character traits by appreciating the positive qualities of others and oneself. It discusses the neuroscience behind a strong character, emphasizing that character is not a fixed quality, but rather something that can grow, change and ultimately improve happiness and satisfaction.\u003c/p>\n\u003cp>Dig deeper into the science of character with \u003ca href=\"http://www.letitripple.org/character\" target=\"_blank\">these resources\u003c/a> from the filmmaker, including discussion questions and activities.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/U3nT2KDAGOc'\n title='//www.youtube.com/embed/U3nT2KDAGOc'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/34624/the-science-of-character-developing-positive-learning-traits","authors":["234"],"categories":["mindshift_192"],"tags":["mindshift_20649","mindshift_20512"],"featImg":"mindshift_34644","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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