She’s done a masterful job of explaining a fairly undecipherable study Hattie and a colleague wrote last year (undecipherable, that is, to those of us not familiar with academic jargon). I wrote about that report when it came out highlighting its most useful part – a great list of learning strategies (see Monster Study On Learning Strategies Released).
Katrina has combined her willingness to dig into the report with her presence at a recent Hattie presentation where he discussed its findings.
Her entire piece is worth reading. After she reviewed Hattie’s “learning model,” though, I was particularly struck by how enthusiastically he endorsed the jigsaw instructional strategy, which is one that I use often. Here’s that portion:
It shares research, and interesting stories, of how thinking about the impact of our effort and success could have others enhances our motivation.
I’m thinking that one way to use this idea in the classroom is just to ask students to list the people they know who would be pleased and/or inspired by their academic success – and why. Maybe following that up with creating posters or writing a short essay?
I’ve also been a critique of those, like NY Times columnist David Brooks, who promote what I call “The Let Them Eat Character” strategy by suggesting that all people have to do is develop some of those SEL skills, like grit and self-control in order to escape poverty (see The Best Resources Showing Social Emotional Learning Isn’t Enough).
Ben Carson, Secretary of the Department of Housing and Urban Development, became the latest person parroting that line this week saying that people in poverty just have “the wrong mind-set.”
Today, The New York Times published a response to his comments, and it’s the best rebuttal imaginable. Columnist Emily Badger basically took all the research you can find in my “Best” list and summarized it succinctly. In the future, you won’t have to bother reviewing all those links – just reader her column, Does ‘Wrong Mind-Set’ Cause Poverty or Vice Versa?
The report seems to offer some good suggestions on how to promote the development of those qualities, though I don’t think there are any new ones that many don’t already know. But a report from the National Academies of Sciences is always nice to quote when trying to convince your administrator that time devoted to SEL skills is important.
A new study has just come out on resilience and “at risk students.”
It’s useful because it’s not behind a paywall and I think it contains good summaries of past research on different aspects of social emotional learning. I have to admit, though, that what they actually did in the research and they way they write their conclusions seems a bit all over the place.
The other important report released today came from The National Center For Education Statistics. They published their massive annual Condition of Education publication, which has all the data you could want about the nation’s schools and a whole lot that you probably didn’t want, too.
My eyes glazed over when I first downloaded the almost 400 page report, but I found searching the PDF for “English Language Learner” was useful, particularly for charts.