Authentic Learning Category 2
Here is a collection of articles written on the EdVisions model and network schools.
Authentic Learning articles
*All articles are available upon request by emailing firstname.lastname@example.org
Category 2: Socio-Emotional learning and skill development featuring skill development, caring relationships, and respect and responsibility modeled and practiced.
Brown, B. (2015). Daring greatly: How the Courage to Be Vulnerable Transforms the Way We Live, Love, Parent, and Lead. New York, NY: Penguin Publishing Group.
Every day we experience the uncertainty, risks, and emotional exposure that define what it means to be vulnerable or to dare greatly. Based on twelve years of pioneering research, Dr. Brené Brown dispels the cultural myth that vulnerability is weakness and argues that it is, in truth, our most accurate measure of courage.
Brown explains how vulnerability is both the core of difficult emotions like fear, grief, and disappointment, and the birthplace of love, belonging, joy, empathy, innovation, and creativity. She writes: “When we shut ourselves off from vulnerability, we distance ourselves from the experiences that bring purpose and meaning to our lives.”
Daring Greatly is not about winning or losing. It’s about courage. In a world where “never enough” dominates and feeling afraid has become second nature, vulnerability is subversive. Uncomfortable. It’s even a little dangerous at times. And, without question, putting ourselves out there means there’s a far greater risk of getting criticized or feeling hurt. But when we step back and examine our lives, we will find that nothing is as uncomfortable, dangerous, and hurtful as standing on the outside of our lives looking in and wondering what it would be like if we had the courage to step into the arena—whether it’s a new relationship, an important meeting, the creative process, or a difficult family conversation. Daring Greatly is a practice and a powerful new vision for letting ourselves be seen.
Jacobson, M. D. (2013). Afraid of Looking Dumb. Educational Leadership, 71(1), 40.
The author discusses his research on the self-perception of students regarding their own intelligence and their fear of failure and perceived humiliation. The author's work is informed by educational researcher Carol Dweck's work on beliefs about intelligence. Topics include classroom management to engage students, problems that stem from students' worry about what others think about them such as cheating and lack of participation, and teacher-student communication about self-efficacy.
Nazareno, L., & Krafel, A. (2017). Taking care of ourselves and others. Phi Delta Kappan, 98(6).
Not all schools are obsessed with ensuring high test scores for students. Some schools have designed themselves around a priority of creating safe, empathetic learning environments. The Chrysalis Charter School in Palo Cedro, Calif., has a mission of developing a culture of kindness. The Minnesota New Country School in Henderson, Minn., has embraced mindfulness practices as a strategy for defusing the emphasis on competition and helping students tune into their own learning and behavior.
Pink, D.H. (2011). Drive: The surprising truth about what motivates us. New York, NY: Penguin Publishing Group.
From Daniel H. Pink, the author of the groundbreaking bestseller, A Whole New Mind, comes his next big idea book: a paradigm- changing examination of what truly motivates us and how to harness that knowledge to find greater satisfaction in our lives and our work.
Schaps, E. (2009). Creating caring school communities. Leadership, 38(4), 8.
The article discusses the promotion of building students' connectedness or sense of community in school. The author explains that community building in schools can help character education, social and emotional learning, bullying and violence-prevention programs. He explains that the focus of a high-community school is respectful, supportive relationships among and between students.
Social emotional learning. (2016). Curriculum Review, 55(5), 8.
The article discusses social emotional learning (SEL) at U.S. schools. Topics discussed include a study that found that SEL led to a reduction in conduct problems, increased pro-social behaviors and resulted in an 11-percentile improvement in academic performance. Also mentioned are self-awareness, self-management and social awareness as among the five SEL core competencies as well as to incorporate SEL into school environments.
Sparks, S. D. (2013). Social-emotional learning. Education Week, 33(3), 5.
The article discusses the impact of student-teacher relationships and school environment on children's cognitive development, according to the 2013 article "Preschool Classroom Processes as Predictors of Children's Cognitive Self-Regulation Skills Development" in the "School Psychology Quarterly."
Sparks, S. D. (2013). Students' social, emotional needs entwined with learning, security. Education Week, 32(16), 16.
The article examines research on the importance of social support services in the academic achievement of U.S. students. It states that neuroscience and cognitive psychology research has led education officials to prioritize school climates and improving school life. Information is provided on programs aimed at improving trust and self-control among students from disadvantaged backgrounds, the benefit of student involvement in school policy-making, and student collaboration in problem solving.