Traditional academic disciplines still matter, but as content knowledge evolves at lightning speed, educators are talking more and more about “process skills,” strategies to reframe challenges and extrapolate and transform information, and to accept and deal with ambiguity.
Creative studies is popping up on course lists and as a credential.
academic rigor, with its unflinching emphasis on measurable success, seems strangely at odds with emotional intelligence, a soufflé of moods and feelings.
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.
In cooperative learning, students work together, think together and plan together using a variety of group structures designed along an instructional path.
Cooperative learning creates what Daniel Goleman calls "cognitive empathy," a mind-to-mind sense of how another person's thinking works.
The better we understand others, the better we know them -- pointing toward (among other virtues) greater trust, appreciation and generosity.
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
o harness the power of cooperative learning as a tool for building empathy, teachers need a specific strategy, a best practice that works
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.
The fluid movement, flexible groupings and redistribution of responsibility force kids to be more actively engaged in what and how they learn.
jigsaw learning flows freely between group members. Familiar roles change, too.
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.
Creating points of contact between students who would otherwise not interact delivers a humbling but elevating awareness of the "other."
the hard currency is active listening, or the art of thinking about what the other person is saying.
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