Teaching Empathy: Turning a Lesson Plan into a Life Skill | Edutopia - 0 views
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academic rigor, with its unflinching emphasis on measurable success, seems strangely at odds with emotional intelligence, a soufflé of moods and feelings.
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Designed around cooperative learning, your lesson plan can actively foster class-wide feelings of cohesiveness, collaboration and interdependence -- without sacrificing instructional time or learning goals.
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In cooperative learning, students work together, think together and plan together using a variety of group structures designed along an instructional path.
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Cooperative learning creates what Daniel Goleman calls "cognitive empathy," a mind-to-mind sense of how another person's thinking works.
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The better we understand others, the better we know them -- pointing toward (among other virtues) greater trust, appreciation and generosity.
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Dispatching students into "groups" with the hopes they'll become more empathetic carries the same potential for success as trying to hit a dartboard while blindfolded
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o harness the power of cooperative learning as a tool for building empathy, teachers need a specific strategy, a best practice that works
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Created in 1971 by psychologist Elliot Aronson (1) to defuse his volatile fifth grade classroom, the jigsaw method (2) has a long track record of successfully reducing classroom conflict and increasing positive educational outcomes. As an empathy builder, it also opens doors of opportunity.
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The fluid movement, flexible groupings and redistribution of responsibility force kids to be more actively engaged in what and how they learn.
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Teachers re-outfit themselves as sideline reporters, monitoring, questioning and analyzing the action, while the quickest and slowest students suddenly discover themselves in supporting and leading roles they never quite imagined.
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Creating points of contact between students who would otherwise not interact delivers a humbling but elevating awareness of the "other."
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the hard currency is active listening, or the art of thinking about what the other person is saying.
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And because each student has a purpose (a teaching role) and something valuable (new and necessary information), every learner is regarded as an asset, not a liability