Tag Archives: classroom management

The Marriage of SEL and PBL

Social Emotional Learning and Project Based Learning are two of the hottest trends in education right now. Their popularity is due to the pendulum swinging back from the previous obsession with standardization and assessment dictated by NCLB and RTTT to more holistic education. Yet neither SEL nor PBL should be seen as fads, but as necessary and permanent shifts in pedagogy.

SEL is constantly happening in every classroom but is often part of the hidden curriculum. Teachers need to make SEL visible and intentional. Many schools are implementing specific plans for SEL as a stand alone curriculum. But as Frey, Fisher, and Smith advocate in All learning is Social and Emotional,

“What’s needed, and what’s far less common, is for schools to amplify the principles SEL programs introduce to make them the fabric of the school itself. In order for SEL to have a lasting and sustained effect, it needs to be integrated into the academic mainstream rather than remain on the periphery.”

SEL should not be another thing added onto teachers’ plates, but rather is most effective when integrated into classroom culture and routines.

PBL experts have long advocated that students should be learning skills in the classroom simultaneously with content knowledge. There are many labels for these skills:

SEL is the best terminology and framework for the set of skills that PBL experts agree should be integrated into projects. The following table shows how CASEL’s SEL Competencies can be naturally embedded into High Quality PBL.

Self-Awareness

Self-Awareness is accurately perceiving who you are as a person and developing confidence based on your individual strengths. Many students lack a belief in their abilities or have skills that are not emphasized in traditional classrooms. Project Based Learning gives all students the opportunity to gain confidence by creating meaningful work.

PBL honors each student’s unique characteristics. Through voice and choice, students recognize and use their strengths in what products they create and how they demonstrate their learning. Students build confidence by choosing group roles based on their strengths. PBL is built upon a growth mindset. Students use design thinking protocols to plan solutions, creating a culture of failing forward through iterative stages. They learn that mistakes are not permanent, but part of the routines of working toward success.

Reflection throughout the project process helps students see their progress and personal growth. Public presentation of their work encourages students and creates a positive self-perception. Students learn to advocate for themselves in PBL by requesting workshops from the teacher when needed. Most importantly the PBL framework teaches students how to learn, so they develop the skills to pursue any topic that they are passionate about on their own.

Social Awareness

Social Awareness is considering others’ perspectives and having empathy for people from diverse backgrounds and viewpoints. Today’s world has become polarized with people talking over each other, rather than listening and working towards compromise. High quality PBL forces students to consider multiple perspectives before working toward solutions.

Every teacher begins the year by establishing classroom norms. In PBL these norms are focused on respecting each other, even when we disagree and on how to function well in a group. Since students spend a majority of their day working together, they will consistently have different opinions. These are opportunities for them to learn how to navigate conflict peacefully. Each student’s voice should be heard and respected throughout the project.

Projects start with a Driving Question (DQ) to engage students and frame the anticipated learning. Students should be investigating multiple viewpoints before coming to any conclusions. Community members from a wide variety of backgrounds and experiences should be embedded into the process. Students should see that complex problems in society do not have simplistic, one-sided answers.

A project on stewardship of the environment, for example, would consider not only the negative effects of industrial pollution and land development, but the positive effects of jobs and economic benefits created by businesses. Students would be challenged to hear all sides and balance the needs of everyone in their final solutions.

Responsible Decision Making

Responsible Decision Making is making positive choices based on ethics, safety, and norms. The SEL framework emphasizes student behavior in the classroom, whereas PBL applies it more globally to issues outside of themselves. But the skills are the same in each case, with PBL using Social Awareness to drive this decision making.

The Driving Question launches a project with a focus on an authentic problem. Students then generate a list of “Need to Know’s” (N2K’s) of information and skills necessary to generate a solution. From the N2K’s, students with the guidance of the teacher plan “Next Steps” of how they will conduct research into the problem. This whole process requires identifying and analyzing problems at a deep level.

Since PBL is student-driven, continuous inquiry is embedded as students evaluate both resources and the Driving Question at every stage. Students engage in feedback and revision protocols such as gallery walks and the tuning protocol as they evaluate each other’s work. This peer feedback leads to exemplary products in their final solutions to the Driving Question.

In PBL, students reflect on both the skills that they are learning and their behaviors in their groups. There are “teachable moments” to talk about ethical responsibility on a daily basis. Taking ethics to the next level, service projects give students the chance to make a positive impact in the community. PBL creates a strong connection for students between personal and civic responsibility in their neighborhoods and beyond.

Self Management

Self Management is regulating oneself to manage and achieve goals. Project management is a key skillset in PBL within which self management is practiced and attained. The teacher creates a climate for students to manage themselves with the norms and routines mentioned under Social Awareness. Students become self-motivated when they exercise their voice to direct their learning as they explore their passions in the N2K’s and Next Steps protocols.

The classroom should be a safe space for students to develop project management skills. In PBL, students organize their groups through contracts that define appropriate behavior and define work roles. They can use tools such as scrum boards and team calendars. Students should set goals as a team and learn to hold each other accountable for completion. Older students can use online tools such as Trello to organize and younger students can use posters or bulletin boards for the same purpose.

Students also learn self-management by choosing the appropriate scaffolding and tools that they need to complete their work. Teachers can give menus of options and students can choose what works for them. Finally, a key element of PBL is self assessment through reflection. Students can compare their work to rubric descriptions and exemplars. They should be reflecting on their content learning and the SEL skills that they are developing throughout the PBL process.

Relationship Skills

Relationship Skills are the ability to maintain healthy relationships with diverse people through communication and cooperation. Since PBL involves significant time spent working in groups, it is the perfect structure to develop Relationship Skills

Communication is one of the most fundamental skills developed in PBL. In traditional classrooms, students often sit passively listening most of the time. In PBL, not only are students constantly communicating in their groups, but they give professional presentations to their class and the community. Community experts are brought in and students collaborate with them to develop solutions to the DQ.

As mentioned previously, group contracts and student roles help students learn how to interact with each other in productive ways and invoke teamwork for successful completion of their goals. Feedback and revision protocols teach students to both give and accept peer feedback on their products. Reflection throughout the project on their group dynamics gives students opportunities to identify and solve relationship challenges.

Conclusion

SEL should not be another add-on program in schools. PBL is the perfect framework to teach SEL competencies seamlessly. This student-centered approach allows students to develop their skills in a safe environment under the reflective guidance of their teacher. SEL and PBL -the perfect marriage ’til death do they part.

Questions? Interested in SEL and PBL Consulting?  Connect with me at michaelkaechele.com or @mikekaechele onTwitter.

PBL isn’t Chaos

Illustrated by James Fester

Control Continuum

Who controls most classrooms? Whose voice dominates? Who decides what is learned, how it is learned, and with whom? Who determines the assessments and what they look like?

When first learning about Project Based Learning, many teachers skeptically ask me “How do I keep kids on task?” or “How do I ensure that students learn all of my content standards?” Often what they are actually questioning is “Does PBL lead to classroom chaos?”

Anarchy

Behind these questions is a fear of losing control. Educators worry that if they allow student voice and choice, their well managed class will turn into a free for all. They don’t say it out loud, but these teachers fear Anarchy as seen on the left hand extreme of the Control Continuum with students having one hundred percent control and the teacher exerting none.

They imagine students doing whatever they feel like with the teacher asserting zero input. When educators think about inquiry based or student driven work, they wonder, “What is the teacher is doing? Just sitting back reading a book or playing a game on their phone?” They picture the teacher as a clueless babysitter ignoring a mob of spoiled rotten children. They imagine poor substitute teachers that they have observed and think “No way!”

But this is a straw man argument and one of the biggest myths about PBL. No one is advocating for Anarchy in the classroom!

Tyranny

To demonstrate how ridiculous this fear is, I want to consider the opposite extreme: Tyranny. On the right side of the Control Continuum, the teacher has one hundred percent control and the students have zero.

At this logical extreme, the teacher commands every student action. The teacher is a military dictator controlling every thought through power and fear. Students are marionettes, powerless to think or react without permission. Relationships, feelings, and emotions are irrelevant as the supreme leader dictates content into the brains of his subjects. They will obey, and they will learn at his command.

Absurdity

Just as the metaphor of teacher as all powerful dictator is absurd, so is the teacher as powerless babysitter. Student centered inquiry is NOT a free for all. It is NOT students doing whatever they feel like, whenever they feel like doing it. These analogies are a thought exercise to show that both extremes of the Control Continuum are equally absurd. No one is advocating for the style of teaching at either end. Both are straw man arguments that if they did exist somewhere would warrant firing the teacher.

But educators rarely question the right side of the continuum. What if the teacher has too much control? Does the climate of many classrooms stifle creativity and actual learning? There is not the same fear associated with the right end of the Control Continuum as with the left. A strong classroom leader (but not to the dictator extreme) was the model that many teachers experienced when they were in school and is their comfort zone.

Implicit Bias

A further danger of the fear of student voice and choice is that some teachers don’t believe that “their students” can handle self directed learning. Sometimes this is because of the age of the children or maybe their socio-economic background. This is dangerous thinking. We know that students will rise to meet expectations and vise versa (The Power of Expectations). We also know that implicit bias can prevent our students of color from being pushed as much as they should be. ALL STUDENTS can self direct their learning with proper scaffolding and support. Never sell your students short of what they can become or do!

PBL as Framework

PBL is actually the opposite of Anarchy. It is a framework, a structure, a design process for student centered learning for both the teacher and the kids. PBL has protocols to guide students through content standards while giving them voice in what and how they learn.

We will explore the what the middle of the Control Continuum looks like in a future post and reflect on where the ideal spot is for both teachers and students. But for now, can we all agree that the fear of PBL leading to chaos is a misguided myth? Don’t go to the straw man extreme of Anarchy as an excuse not to try PBL. Give it a shot and you will learn to love the process and students will excel beyond your wildest imagination!