Tag Archives: social emotional learning

Culture and Curriculum, Studio

iLEAD Antelope Valley Culture: Components of Social-Emotional Learning — Grit

What does it take to really succeed? Some might call it drive or determination. At iLEAD Antelope Valley, we like to call it grit, and it is a crucial component of social-emotional learning.

We define grit as “having courage and resolve, and strength of character.” Someone with grit works hard and passionately, sets goals, and follows through. Why is grit important? Because to truly accomplish goals and thrive, we need the ability to persevere. Without grit, talent may be nothing more than unmet potential. That is why we believe it is so valuable to instill an understanding of grit early on in kids.

But how does one assess “grittiness”? A simple way is to see if you identify with some of these statements:

  • I enjoy projects that take time to complete.
  • I am working toward a long-term goal.
  • What I do each day is connected to my deepest personal values.
  • There is at least one subject or activity I never get bored thinking about.
  • Setbacks don’t discourage me for long.
  • I am a hard worker.
  • I finish whatever I begin.
  • I never stop working to improve.

Our approach to SEL has been deeply influenced by Angela Lee Duckworth, who has done extensive research in the area of grit. She suggests that one way to think about grit is to consider what it isn’t.

Grit isn’t talent. Grit isn’t luck. Grit isn’t how intensely, for the moment, you want something.

Instead, grit is about having a goal you care about so much that it organizes and gives meaning to almost everything you do. Further, grit means holding fast to that goal, no matter what.

There are many practical ways to foster grit in learners:

  • Help them see how their efforts can contribute to the well-being of others.
  • Nurture a growth mindset; a belief that the ability to learn is not fixed.
  • Ask them to set their own long-term goals.
  • Focus discussions on effort, tenacity, and learning from failures.

We believe as part of a curriculum that’s rich in project-based and social-emotional learning, when kids learn to model grit in their academic pursuits, their mindset will positively affect every area of their lives.

Watch This: The Power of Passion and Perseverance

Culture and Curriculum, Studio

iLEAD Antelope Valley Culture: Components of Social-Emotional Learning — Zest

“Enthusiasm is the electricity of life.” —Gordon Parks

Central to the iLEAD Antelope Valley approach to project-based learning is a belief that education works best when it’s energetic. Rather than being stale and rote, it’s filled with excitement. That excitement, which we call zest, is a core element of social-emotional learning.

Individuals who approach life with zest tend to have the following characteristics:

  • They refuse to do things halfway or halfheartedly.
  • They are energetic.
  • They approach life as an adventure.

In the context of classroom learning, zest coupled with curiosity can help drive kids’ motivation to learn and press on even when things get difficult. Zest is enthusiasm in the face of challenges. It can help learners overcome challenges to find amazing rewards.

So what does developing zest look like in the learning process? Facilitators can leverage kids’ innate ability to learn by creating and maintaining environments that encourage their zest and curiosity and support their feelings of autonomy. We believe in framing mistakes as opportunities for learning and discussion, and we celebrate questions to drive learning. We also believe in kids taking ownership of the direction their learning takes.

Incorporating zest into learning means funneling energy into dynamic, project-based learning that brings concepts to life. Whether it’s conducting scientific experiments, engaging in historical research and reenactments, or enjoying play-based learning, our learners engage in vibrant methods of exploring, creating, and understanding.

For a facilitator — and families, too — it’s important to bear in mind that some children are not as naturally “zestful” as others. With these learners especially, keep in mind that enthusiasm isn’t taught as much as it is modeled and encouraged. Enthusiasm is infectious. If kids see your zest for learning, they can be inspired too. The goal is to help kids move along the spectrum of enthusiasm toward a more zestful attitude.

When the seeds of enthusiasm are planted early and take root in the soil of learners’ minds, they are empowered to approach challenges as opportunities to grow and succeed.

Embrace the Near-Win

Culture and Curriculum, Studio

iLEAD Antelope Valley Culture: Components of Social-Emotional Learning — Curiosity

“Make the most of yourself by fanning the tiny, inner sparks of possibility into flames of achievement.” — Golda Meir

Within the iLEAD Antelope Valley education model, we believe kids are more empowered to learn and retain knowledge when learning means asking questions. That’s why we reinforce curiosity as a component of social-emotional learning (SEL).

Simply put, curiosity is a strong desire to learn or know something — a search for information for its own sake.

Curiosity is frequently the engine that drives learning and achievement. Children are curious by nature, and so much of life is a source of wonder for them.

For curious learners, it’s less important to have the “right” answers and more important to create an environment where questioning and learning can occur.

So how do we nurture curiosity in learners? We do it, in part, by modeling an interest in the world around us and asking open-ended questions. Through dynamic project-based learning, facilitators at iLEAD Antelope Valley foster and develop kids’ natural inclination to be curious. Families and facilitators alike nurture curiosity when they encourage learners to identify and seek answers to questions that pique their interests.

A component of curiosity is uncertainty. While uncertainty often creates hesitation for learners, it’s possible for it to fuel the learning process. There are several ways to respond to uncertainty, according to Jamie Holmes, author of Nonsense: The Power of Not Knowing.

  • Address the emotional impact of uncertainty: “The emotions of learning are surprise, awe, interest, and confusion,” according to Holmes. However, facilitators can help learners respond to these emotions by encouraging them to see uncertainty as an opportunity for learning.
  • Adopt a nonauthoritarian facilitation style to encourage exploration, challenge and revision: By facilitating learning with a sense of curiosity and humanity, facilitators can help learners find ways to think and learn. Holmes writes, “The best teachers are in awe of their subjects.”
  • Show how the process of discovery is often messy and nonlinear: Instead of simply presenting breakthroughs as logical results of long treks toward understanding, facilitators can share with learners how discoveries are often made — through trial and error, missteps, “happy accidents” and chance.

How do we pique learners’ curiosity? Developmental psychologist Dr. Marilyn Price-Mitchell has suggested several ways:

  • Value and reward curiosity in learners.
  • Give learners practice asking quality questions.
  • Notice when kids feel puzzled or confused.
  • Encourage learners to tinker with materials, thoughts, or emotions.
  • Use current events as launchpads for conversation.
  • Give learners opportunities to show healthy skepticism.
  • Explore a variety of cultures and societies.
  • Encourage curiosity outside of the classroom.

We believe when kids know how to be curious, they know how to think differently. When they know how to think differently, they’re empowered to be problem solvers who can change the world around them.

Still Curious?

“Curiosity. It’s the most powerful thing you own.”

Culture and Curriculum, Studio

iLEAD Antelope Valley Culture: Components of Social-Emotional Learning — Self-Control

By definition, social-emotional learning (SEL) helps kids tap into their emotions and how they affect what they do. So it should follow that an essential component of SEL is an understanding of self-control, or self-management.

As defined by the Collaborative for Academic, Social, and Emotional Learning (CASEL) — which has informed the iLEAD Antelope Valley’s approach to SEL — self-management is “the ability to successfully regulate one’s emotions, thoughts, and behaviors in different situations.” In essence, it’s the ability to both set and work toward personal and academic goals without significant deviation from your charted course. 

Associated with self-control are many skills that, when developed, equip learners for academic success and overall life success.

  • Impulse control: The ability to distract oneself from a desire, to not act on immediate impulses, and to delay actions for a period of time.
  • Stress management: Having a solid foundation of self-awareness allows learners to determine when they are stressed so they can implement practiced strategies with more success.
  • Self-discipline: Often simply called willpower, self-discipline allows one to ignore other stimuli in order to focus on the goal at hand and follow plans in spite of distractions.
  • Goal setting: Research has shown that learners tend to achieve more success when working with their own realistic goals.
  • Self-motivation: This is one that can be difficult to teach. Learners must develop their own internal push that will keep them moving toward goals. 
  • Organizational skills: Particularly in light of current distance learning, keeping one’s work area uncluttered and organized allows for more productive work time. Filtering information to be relevant to the topic at hand with a clear big picture can help learners stay on track. Keeping track of time and commitments can help them reach goals.

Success in work and life is strongly influenced by self-management. When learners take ownership of their work and create norms for themselves, they are more likely to meet their goals.

An important function of education is to foster self-reliance and independence. This is why we refer to our teachers as facilitators. They are not simply talking at students; they are facilitating the process of learning. They are empowering learners to take ownership of and responsibility for their work and success. If kids learn these principles early on, there is no doubt they will stay with them the rest of their lives. 

Additionally, self-management plans can be instrumental in positively addressing behavioral issues. The intent of self-management strategies is to build a learner’s independence and ability to engage in self-monitoring, self-evaluation, and self-reinforcement. The true power of self-management is its emphasis on building that feeling of control over one’s own behavior. Teachers’ attempts to simply control a student’s behavior often decreases the power of a reinforcer, which in turn makes a self-management plan less efficient and problem behavior more likely to occur.

Everything is connected. When kids learn, understand, and adopt the principles of social-emotional learning, they’re not simply becoming better students — they are becoming the well-rounded leaders our world needs.

Culture and Curriculum, Studio

iLEAD Antelope Valley Culture: Components of Social-Emotional Learning — Gratitude

“Cultivate the habit of being grateful for every good thing that comes to you, and give thanks continuously. And because all things have contributed to your advancement, you should include all things in your gratitude.” — Ralph Waldo Emerson

Did you know that consciously practicing gratitude can help improve your physical and psychological health? 

Did you know gratitude can enhance empathy, reduce aggression, improve self-esteem, and increase mental health?

Practicing gratitude is another vital component of iLEAD Antelope Valley’s approach to social-emotional learning (SEL), which is focused on whole-child development. Gratitude begins with increased awareness of our own experiences, and as we become more mindful we realize we have choices when it comes to our emotions. 

And here’s the thing: Gratitude is not just about being thankful; it’s about showing appreciation and returning kindness to others. Another facet of gratitude is the expression of appreciation, when we become active by doing something to show we are thankful. A 2019 study published in the Journal of Happiness Studies found that gratitude is linked to happiness in children by age five. By instilling in learners early on the importance of gratitude, we are empowering them for a much fuller life. 

There are four components to gratitude, as identified by UNC Chapel Hill’s Raising Grateful Children Project:

  • Noticing: Did someone do something nice for you? Did someone give you something or take you somewhere fun?
  • Thinking: What are all the reasons you’re thankful for this? Why do you think someone did something nice for you? Does this mean something to you? 
  • Feeling: When you think about these special things or people, how do you feel?
  • Doing: What can you actively do to express your gratitude for this person, place, or thing? 

Gratitude helps support social communication because it helps us understand others’ feelings, practice empathy, and learn the social power of kindness and appreciation. It also supports emotional development. Gratitude helps kids notice what makes them feel good and take time to focus on that. 

True gratitude isn’t an action that needs to be taken as much as it’s an attitude to be cultivated so that gratefulness and kindness can become natural responses in our lives. Gratitude doesn’t simply happen; it must be practiced. And when it is, it has the power to change lives. Kids who know how to show appreciation, thankfulness, and kindness are kids who can — and will — change the world. 

Watch: On Gratitude

Culture and Curriculum, Studio

iLEAD Antelope Valley Culture: Components of Social-Emotional Learning — Optimism

Social-emotional learning (SEL) is one of the core elements of the iLEAD Antelope Valley approach to education. Through social-emotional learning, learners understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. 

Academic achievement is only one aspect of a learner’s education at iLEAD Antelope Valley. We also deeply value learners’ development of emotional intelligence, life skills, and community engagement, and we support these through the development of character strengths, as defined by Character Lab. Social-emotional learning develops strengths of heart, mind, and will.

Today, we want to discuss a character strength of will: optimism. Optimism is being hopeful about future outcomes combined with the agency to shape that future.

When we embody the character strength of optimism, the following things are true about us:

  1. We attribute problems to temporary, changeable causes rather than explaining them in terms that author Martin Seligman calls “the three Ps” – permanent, personal, and pervasive.
  2. We expect good things from others, the world, and the future.
  3. We can overcome obstacles to reach goals.

We can help learners build healthy optimism in the following ways:

  • Create a positive, stable, caring environment. We can create positive, stable environments where kids feel known and cared for.
  • Help learners develop more positive thinking patterns. For example, if a learner gets stuck and says, “I’m not good at this,” we encourage them to reposition the statement like this: “I need more practice or a new perspective to master this concept.” This takes consistent practice.
  • Give learners opportunities to learn from their mistakes. If learners experience failure and learn from that failure, they will develop resiliency when obstacles occur. 

Character Lab CEO Angela Duckworth has said, “It stands to reason that even in our darkest moments, there will always be hope for humankind.”

That thought likely rings true for many of us as we survey a world gripped by multiple ongoing crises. We all need optimism, and we have a responsibility to help kids develop a healthy strength of optimism that will help them face the world. 

Culture and Curriculum, Studio

iLEAD Antelope Valley Culture: Social-Emotional Learning

In our approach to education at iLEAD Antelope Valley, we emphasize methods that foster learners’ social-emotional learning. Social-emotional learning is the process through which learners understand and manage emotions, set and achieve positive goals, feel and show empathy for others, and establish and maintain positive relationships to make responsible decisions.

We believe it’s vital to help learners develop skills such as social awareness, self-management, regulation of emotions, and self-awareness so they can weave these abilities through every facet of their lives. When emotional intelligence is nurtured and developed, it can inspire creativity and increased engagement.

Over the coming weeks, we will explore nine pillars of social-emotional learning (SEL) at iLEAD Antelope Valley:

  • Social intelligence
  • Optimism
  • Gratitude
  • Purpose
  • Growth mind-set
  • Self-control
  • Curiosity
  • Zest
  • Grit

But why is SEL so important? 

To adapt to an increasingly globalized economy, education must emphasize more than rote knowledge. We believe learners should be empathetic, critical thinkers who thoughtfully engage with the world around them. Modern employers prize these skills in the workplace, and research suggests employees with more highly developed social-emotional strengths earn more and are more productive. 

Additionally, focusing on non-cognitive skills may further improve reading, writing, and mathematics performance in kids, according to the nonpartisan think tank Economic Policy Institute.

We measure and report SEL progress as part of every project, individualized learning plan goal, and Report of Progress. We have also developed SEL and academic rigor rubrics that add a well-balanced approach to academics and reflective practice for facilitators, learners, families, and administrators. Other elements of our SEL implementation, practice, and assessment include our Learner-Led Conferences (LLCs), Presentations of Learning (POLs), Passion Projects, Individualized Learning Plans (ILPs), Advisory Program, Morning Meetings, learner-led ambassador groups, and restorative approaches to discipline.

PBL expert and iLEAD partner Thom Markham summed up why social-emotional learning is so vital. “Navigating a changing world demands a communicative, creative, and collaborative person with a flexible, empathetic, resilient, and persistent temperament,” he said. “It’s time to make a change to our mind-set and be far more intentional about teaching the dispositions and personality attributes that lead to better work ethic, more engagement, improved relationships, a greater sense of well-being — and better projects.”

At iLEAD Antelope Valley, our goal is nothing less.

Culture and Curriculum, Studio

iLEAD Antelope Valley Culture: Components of Social-Emotional Learning — Grit

What does it take to really succeed? Some might call it drive or determination. At iLEAD Antelope Valley, we like to call it grit, and it is a crucial component of social-emotional learning.

We define grit as “having courage and resolve, and strength of character.” Someone with grit works hard and passionately, sets goals, and follows through. Why is grit important? Because to truly accomplish goals and thrive, we need the ability to persevere. Without grit, talent may be nothing more than unmet potential. That is why we believe it is so valuable to instill an understanding of grit early on in kids.

But how does one assess “grittiness”? A simple way is to see if you identify with some of these statements:

  • I enjoy projects that take time to complete.
  • I am working toward a long-term goal.
  • What I do each day is connected to my deepest personal values.
  • There is at least one subject or activity I never get bored thinking about.
  • Setbacks don’t discourage me for long.
  • I am a hard worker.
  • I finish whatever I begin.
  • I never stop working to improve.

Our approach to SEL has been deeply influenced by Angela Lee Duckworth, who has done extensive research in the area of grit. She suggests that one way to think about grit is to consider what it isn’t.

Grit isn’t talent. Grit isn’t luck. Grit isn’t how intensely, for the moment, you want something.

Instead, grit is about having a goal you care about so much that it organizes and gives meaning to almost everything you do. Further, grit means holding fast to that goal, no matter what.

There are many practical ways to foster grit in learners:

  • Help them see how their efforts can contribute to the well-being of others.
  • Nurture a growth mindset; a belief that the ability to learn is not fixed.
  • Ask them to set their own long-term goals.
  • Focus discussions on effort, tenacity, and learning from failures.

We believe as part of a curriculum that’s rich in project-based and social-emotional learning, when kids learn to model grit in their academic pursuits, their mindset will positively affect every area of their lives.

Watch This: The Power of Passion and Perseverance

Culture and Curriculum, Studio

iLEAD Antelope Valley Culture: Components of Social-Emotional Learning — Zest

“Enthusiasm is the electricity of life.” —Gordon Parks

Central to the iLEAD Antelope Valley approach to project-based learning is a belief that education works best when it’s energetic. Rather than being stale and rote, it’s filled with excitement. That excitement, which we call zest, is a core element of social-emotional learning.

Individuals who approach life with zest tend to have the following characteristics:

  • They refuse to do things halfway or halfheartedly.
  • They are energetic.
  • They approach life as an adventure.

In the context of classroom learning, zest coupled with curiosity can help drive kids’ motivation to learn and press on even when things get difficult. Zest is enthusiasm in the face of challenges. It can help learners overcome challenges to find amazing rewards.

So what does developing zest look like in the learning process? Facilitators can leverage kids’ innate ability to learn by creating and maintaining environments that encourage their zest and curiosity and support their feelings of autonomy. We believe in framing mistakes as opportunities for learning and discussion, and we celebrate questions to drive learning. We also believe in kids taking ownership of the direction their learning takes.

Incorporating zest into learning means funneling energy into dynamic, project-based learning that brings concepts to life. Whether it’s conducting scientific experiments, engaging in historical research and reenactments, or enjoying play-based learning, our learners engage in vibrant methods of exploring, creating, and understanding.

For a facilitator — and families, too — it’s important to bear in mind that some children are not as naturally “zestful” as others. With these learners especially, keep in mind that enthusiasm isn’t taught as much as it is modeled and encouraged. Enthusiasm is infectious. If kids see your zest for learning, they can be inspired too. The goal is to help kids move along the spectrum of enthusiasm toward a more zestful attitude.

When the seeds of enthusiasm are planted early and take root in the soil of learners’ minds, they are empowered to approach challenges as opportunities to grow and succeed.

Embrace the Near-Win

Culture and Curriculum, Studio

iLEAD Antelope Valley Culture: Components of Social-Emotional Learning — Curiosity

“Make the most of yourself by fanning the tiny, inner sparks of possibility into flames of achievement.” — Golda Meir

Within the iLEAD Antelope Valley education model, we believe kids are more empowered to learn and retain knowledge when learning means asking questions. That’s why we reinforce curiosity as a component of social-emotional learning (SEL).

Simply put, curiosity is a strong desire to learn or know something — a search for information for its own sake.

Curiosity is frequently the engine that drives learning and achievement. Children are curious by nature, and so much of life is a source of wonder for them.

For curious learners, it’s less important to have the “right” answers and more important to create an environment where questioning and learning can occur.

So how do we nurture curiosity in learners? We do it, in part, by modeling an interest in the world around us and asking open-ended questions. Through dynamic project-based learning, facilitators at iLEAD Antelope Valley foster and develop kids’ natural inclination to be curious. Families and facilitators alike nurture curiosity when they encourage learners to identify and seek answers to questions that pique their interests.

A component of curiosity is uncertainty. While uncertainty often creates hesitation for learners, it’s possible for it to fuel the learning process. There are several ways to respond to uncertainty, according to Jamie Holmes, author of Nonsense: The Power of Not Knowing.

  • Address the emotional impact of uncertainty: “The emotions of learning are surprise, awe, interest, and confusion,” according to Holmes. However, facilitators can help learners respond to these emotions by encouraging them to see uncertainty as an opportunity for learning.
  • Adopt a nonauthoritarian facilitation style to encourage exploration, challenge and revision: By facilitating learning with a sense of curiosity and humanity, facilitators can help learners find ways to think and learn. Holmes writes, “The best teachers are in awe of their subjects.”
  • Show how the process of discovery is often messy and nonlinear: Instead of simply presenting breakthroughs as logical results of long treks toward understanding, facilitators can share with learners how discoveries are often made — through trial and error, missteps, “happy accidents” and chance.

How do we pique learners’ curiosity? Developmental psychologist Dr. Marilyn Price-Mitchell has suggested several ways:

  • Value and reward curiosity in learners.
  • Give learners practice asking quality questions.
  • Notice when kids feel puzzled or confused.
  • Encourage learners to tinker with materials, thoughts, or emotions.
  • Use current events as launchpads for conversation.
  • Give learners opportunities to show healthy skepticism.
  • Explore a variety of cultures and societies.
  • Encourage curiosity outside of the classroom.

We believe when kids know how to be curious, they know how to think differently. When they know how to think differently, they’re empowered to be problem solvers who can change the world around them.

Still Curious?

“Curiosity. It’s the most powerful thing you own.”