I'm an Imagineer. I am unstoppable.
I take charge and I will achieve!
I'm an Imagineer. I am unstoppable.
I-imagine, I-can, I-do... I believe!
What if you come across a STOP sign?
I will pick myself up, I will not whine!
What if it's too hard or you're scared? (Boo!)
I will take small steps, I will be prepared (Woo-hoo!).
Because
I'm an Imagineer. I am unstoppable.
I take charge and I will achieve!
I'm an Imagineer. I am unstoppable.
I-imagine, I-can, I-do... I believe!
What if someone puts you down?
I will not give up, I will not frown!
Whoops! What if you make a mistake?
I will learn from it, I will not break!
Because
I'm an Imagineer. I am unstoppable.
I take charge and I will achieve!
I'm an Imagineer. I am unstoppable.
I-imagine, I-can, I-do... I believe!
Lyrics of Imagineerz song:
I'm an Imagineer. I am unstoppable.
I take charge and I will achieve!
I'm an Imagineer. I am unstoppable.
I-imagine, I-can, I-do... I believe!
What if you come across a STOP sign?
I will pick myself up, I will not whine!
What if it's too hard or you're scared? (Boo!)
I will take small steps, I will be prepared (Woo-hoo!)
Because
I'm an Imagineer. I am unstoppable.
I take charge and I will achieve!
I'm an Imagineer. I am unstoppable.
I-imagine, I-can, I-do... I believe!
What if someone puts you down?
I will not give up, I will not frown!
Whoops! What if you make a mistake?
I will learn from it, I will not break!
Because
I'm an Imagineer. I am unstoppable.
I take charge and I will achieve!
I'm an Imagineer. I am unstoppable.
I-imagine, I-can, I-do... I believe!
Ways to Integrate SEL
“Integrating social emotional learning into classroom practices encourages students to develop self-awareness, empathy, and practical communication skills.” @techysewell@edutopia
“Engineering is a creative subject where thinkers who can look at problems from different angles and those who can produce imaginative solutions are welcome.” @edutopia
“The Power of Yeti,” written by Rebecca Van Slyke and illustrated by G. Brian Karas, tells the story of a young boy who feels frustrated when he struggles to keep up with his friends. Whether it’s tying his shoes, scoring goals in soccer, or counting backward from 100, he finds himself falling short. One day, a Yeti appears and offers to help by sharing his power with the boy.
The Yeti introduces the boy to a new way of thinking, suggesting that instead of saying, “I can’t,” he should say, “I can’t, Yeti.” With this small change, the boy begins to feel more confident and starts practicing the things that once frustrated him. Over time, with patience and guidance from the Yeti and other big-footed creatures, the boy learns to tie his shoes, score a soccer goal, and realize his own potential.
Through this story, the boy discovers that even though he may not be as big or strong as others, he has the power within himself to overcome challenges with persistence, belief, and practice.
Comprehension Questions
Six questions aligned to Bloom’s taxonomy for teacher’s to evaluate students’ comprehension
Remembering: What does the Yeti tell the boy to say instead of “I can’t”?
Understanding: How does the boy feel when he can’t tie his shoes or score a goal at the beginning of the story?
Applying: If you had the “power of Yeti,” how would you use it to help you with something you find difficult?
Analyzing: What are the key differences between the Yeti and the boy, and how do they help each other?
Evaluating: How effective is the Yeti’s advice in helping the boy believe in himself? Give examples from the story.
Creating: Imagine you meet a Yeti like the boy did. Write a short story about a new challenge the Yeti helps you overcome and how you feel afterward.
CASEL Discussion Questions
Five questions aligned to the CASEL competencies for teachers to foster an engaging discussion and foster social-emotional learning
Self-Awareness: How did the boy’s feelings about himself change after the Yeti shared his power with him?
Self-Management: What strategies did the boy use to stay determined when practicing how to tie his shoes or score a goal?
Social Awareness: How did the Yeti understand the boy’s struggles, and how did he offer help that made the boy feel supported?
Relationship Skills: What did the Yeti do to build a trusting relationship with the boy and encourage him to keep trying?
Responsible Decision-Making: What other strategies could the boy have used to face his challenges, and what might have been the results of those choices?
Design Thinking Challenge
Take students’ learning even further by incorporating the Imagineerz design thinking framework
Design a Safe Haven for Swimmy and His Friends
Understand
Begin by reading The Power of Yeti by Rebecca Van Slyke. Discuss the main challenges the boy faces, including his frustration when he can’t do things like tying his shoes or scoring a goal. Focus on how the Yeti’s encouragement helps the boy believe in himself and overcome his struggles.
Initiate a class discussion on the book’s themes, such as perseverance, self-belief, and asking for help when needed. Explore questions like: What made the boy feel like he wasn’t good enough at the beginning of the story? How did using the “power of Yeti” change his outlook? How does the Yeti’s advice about practice and patience apply to everyday challenges?
Ideate
Encourage students to brainstorm ideas for a “Power of Yeti” Adventure Park, where kids can practice skills they find difficult and build their confidence. Prompt them to think about areas of the park that would symbolize different parts of the boy’s journey, such as a shoelace-tying station, a soccer goal-scoring challenge, and a backward counting game.
Ask students to think of features that could help visitors feel motivated and confident, such as interactive encouragement from a “Yeti” character, practice stations with step-by-step instructions, or rewards for completing tasks after persistent effort.
Prototype
In small groups or individually, students will create a prototype of their “Power of Yeti” Adventure Park using classroom materials such as cardboard, clay, and markers. Their designs should reflect the boy’s journey of overcoming challenges with the Yeti’s help, and include multiple areas where visitors can practice skills while receiving positive encouragement.
Encourage creativity in constructing the park, such as designing fun, visual ways to represent practice and progress (e.g., giant shoes to practice tying laces or a scoreboard to track goals). Include motivational signs or banners with quotes from the story, like “I can’t, Yeti!” to remind visitors to keep trying.
Test
Students will present their adventure park prototypes to the class, explaining how each station is designed to help kids practice and build their confidence. They will demonstrate how visitors would navigate the park, using the “power of Yeti” to stay motivated.
Gather feedback from classmates and teachers: Are the stations engaging and helpful for practicing different skills? Is the park fun and easy to navigate? What improvements could make the adventure park more motivational or better reflect the themes of the story?
Read Aloud
If you appreciated getting to read this book with your class, you might also want to share this book with them!
Students will become robotics engineers, tasked with designing a robot that can stand on its own legs and then kick a paper ball.
Constraints and Success Criteria
The robot must be able to stand independently and kick a ball made out of paper. The robot must also fit within a 12×12 inch base. Teams will be given two class periods to build and test their robots.
In the final tournament, each team’s robot will take turns acting as both a kicker and a goalie. The robot must be able to kick the ball accurately toward a goal. Finally, when in the goalie role, it must be placed in front of the goal to block shots.
Materials
Set Up
Prepare Materials: Ensure you have all the necessary materials ready beforehand and organize them so that they are easily accessible to students. Students should use no more than five of any one material per creation! For example, a student can use five straws and five pieces of paper, but not ten straws. If you provide aluminum foil, no more than one arm’s length piece for each student!
Provide Guidelines and Constraints: Reiterate the challenge to students, as needed. Building time is 45 minutes!
Model the Design Process: Before students begin, demonstrate the design process by going through the steps yourself. Discuss how to brainstorm ideas, create prototypes, test them, and make iterations based on the results, as needed.
Encourage Collaboration: Foster a collaborative environment where students can work together in pairs. Encourage them to share ideas, help each other troubleshoot challenges, and provide constructive feedback throughout the process. But no groups of three!
Support Adaptation: Encourage students to embrace the mindset of adaptation and problem-solving. Help them see that setbacks and failures are opportunities to learn and make improvements. Guide them in identifying areas for adaptation and brainstorming alternative solutions.
Facilitate Reflection: Set aside time for students to reflect on their design process and decision-making. Ask questions that prompt them to think critically about their choices, challenges they faced, and what they learned from the experience. Students can reflect individually, in pairs, or as a whole-class discussion.
Celebrate and Showcase: Celebrate students’ efforts and showcase their work.
In what ways did you show empathy towards your teammates during the robot challenge, especially if someone’s idea was not used?
Can you describe a moment when you noticed a teammate feeling frustrated or excited during the build? How did you respond to support them in that moment?
What strategies did your team use to resolve any disagreements or conflicts that came up while designing or testing the robot?
How did you ensure that the tasks of building, testing, and refining the robot were fairly and evenly distributed among all team members?
Can you share an example of how you encouraged a teammate who was struggling with their part of the project or felt uncertain about the robot’s design?
With Halloween just around the corner, it’s a perfect opportunity to bring the fun and excitement of the holiday into your classroom while helping students develop essential social-emotional learning skills. By making connections between Halloween themes and SEL, teachers can foster creativity, empathy, and teamwork in a festive and engaging way. Here are some actionable strategies to integrate Halloween-inspired SEL lessons into your classroom.
Highlight the Value of Creativity and Self-Expression
Halloween is a time when students get to dress up as their favorite characters or in costumes that express their creativity. Use this opportunity to discuss how expressing ourselves through costumes or art helps us understand and celebrate our unique identities. Encourage students to share what their costumes represent and how they reflect their personalities or interests.
How to do it:
Materials: Art supplies, costume images, discussion prompts.
Instructions: Start by asking students about their Halloween costume ideas or favorite past costumes. Discuss how their choices allow them to express themselves creatively. Create a classroom activity where students can design their dream costumes or decorations for a Halloween party. Allow time for sharing and discussing the inspiration behind each design, fostering a sense of self-awareness and appreciation for individual expression.
Create a “Halloween Helpers” Teamwork Challenge
Organize a series of Halloween-themed activities that require students to work together and solve challenges. Whether it’s creating spooky decorations for the classroom or planning a class Halloween party, these activities promote teamwork, communication, and problem-solving skills.
Instructions: Divide the class into teams and give each group a Halloween-themed task, such as designing a haunted house corner or working together to solve a Halloween puzzle. Encourage them to communicate and assign roles within their teams. Afterward, have a reflection session where students discuss how they worked together, what they learned, and how collaboration helped them succeed.
Teach Empathy Through Halloween Stories
Use Halloween-themed books or storytelling sessions to teach empathy by discussing how characters in spooky or magical situations might feel. You can highlight how people might react to fear or how they support one another during challenging or scary moments, building students’ understanding of others’ emotions.
Instructions: Read a Halloween story that explores emotions like fear, friendship, or bravery. Ask questions like: “How do you think the characters felt when they were scared?” and “What helped them feel better?” Engage students in discussions about how they can support their friends when they feel scared or nervous, both in Halloween situations and everyday life. This fosters empathy and social awareness.
Foster Responsible Decision-Making with Trick-or-Treating Scenarios
Trick-or-treating is a big part of Halloween, and it offers a chance to discuss making responsible choices. Talk to students about safety and respect, such as staying with a group, being polite to others, and not taking more candy than what’s offered.
Instructions: Present students with different trick-or-treating scenarios where they need to make responsible choices, such as what to do if they get lost or how to respond if a peer pressures them to do something unsafe. Have them role-play their responses to practice problem-solving and making decisions that are safe and respectful.
Celebrate Inclusion with Halloween Traditions
Halloween is celebrated in various ways across different cultures, which makes it a great time to teach students about inclusion and respecting others’ traditions. Explore how Halloween or similar festivals are celebrated around the world and discuss the importance of including everyone in holiday celebrations, regardless of their background.
How to do it:
Materials: Information on global Halloween traditions, maps, student interviews.
Instructions: Introduce students to different Halloween customs from around the world, such as Día de los Muertos or the Chinese Hungry Ghost Festival. Create a classroom display or activity where students share their own family traditions or holidays. This promotes an inclusive environment where students learn to appreciate diversity and respect one another’s cultures.
In Conclusion
Incorporating Halloween-themed activities into your classroom is a fun and meaningful way to promote social-emotional learning. By emphasizing creativity, empathy, teamwork, and responsible decision-making, you help students develop SEL skills in an engaging and festive environment. Try these strategies to make the most of the Halloween season while fostering a classroom community where every student feels valued and included. If you found this content helpful, explore other Imagineerz blog posts for more ideas on fostering SEL in your classroom!
When students are nervous about speaking in class, breathing exercises and vocal warm-ups can help! ⭐ ️ Discover how to boost confidence with techniques borrowed from stage actors: https://t.co/IGeeA0uydC
Teachers need not be solely responsible for their own wellness. Excited & honored to have an article published by @edutopia that shares a few strategies for how #edtech#coaches can support teachers. https://t.co/nGAnij7rYj
— Meredith Masar Boullion (@realtechfored) July 10, 2024
Remember: Sensitivity Is a Good Thing
Make sure you notice some of the positive impacts of your child’s sensitive nature rather than only focusing on the negative impacts.
Are Some Children Really More Sensitive? Research Says Yes, But It Varies By Situationhttps://t.co/H1yyTqxNKV
“Swimmy,” written and illustrated by Leo Lionni, tells the story of a unique little fish who stands out from his school of red fish because he is black. One day, a hungry tuna fish gobbles up all of Swimmy’s companions, leaving him alone and frightened. As he swims through the ocean, he encounters many marvelous creatures, such as a rainbow jellyfish, a mechanical lobster, and a forest of seaweeds. These wonders of the sea help him feel happy again despite his loneliness.
Eventually, Swimmy discovers another school of red fish hiding in the shadows, afraid to venture out because of the big fish that might eat them. Determined to help, he devises a clever plan: teaching the little fish to swim together in the shape of a giant fish to scare away their predators. He takes his place as the eye of this giant fish, and together they explore the ocean safely. Through this story, he demonstrates creativity, courage, and the power of teamwork.
Comprehension Questions
Six questions aligned to Bloom’s taxonomy for teacher’s to evaluate students’ comprehension
Remembering: What color was Swimmy compared to the other fish in his school?
Understanding: How did Swimmy feel after he lost his family?
Applying: If you were Swimmy, what other ways could you think of to stay safe from big fish?
Analyzing: What are the main differences between Swimmy and the other little red fish?
Evaluating: How effective was Swimmy in teaching the little fish to overcome their fear? Provide reasons for your answer.
Creating: Create a short story about Swimmy meeting another fish who is different from the others. How do they help each other?
CASEL Discussion Questions
Five questions aligned to the CASEL competencies for teachers to foster an engaging discussion and foster social-emotional learning
Self-Awareness: How did Swimmy’s feelings change as he explored the ocean and saw different creatures?
Self-Management: What strategies did Swimmy use to stay calm and focused while teaching the little fish to swim together?
Social Awareness: How did Swimmy understand and respond to the fears of the little red fish he found hiding?
Relationship Skills: What did Swimmy do to build trust with the new school of little fish?
Responsible Decision Making: What other choices could Swimmy have made, and what might have been the outcomes of those choices?
Design Thinking Challenge
Take students’ learning even further by incorporating the Imagineerz design thinking framework
Design a Safe Haven for Swimmy and His Friends
Understand
Begin by reading “Swimmy” by Leo Lionni. Discuss the main issues Swimmy faces, including his feelings of loneliness and his journey to find a new school of fish. Focus on how Swimmy’s experiences and the support from his new friends lead to finding a sense of belonging and purpose.
Initiate a class discussion on the themes of the book, such as teamwork, resilience, and creativity. Explore questions like: What made Swimmy feel sad and lonely at the beginning of the story? How did Swimmy’s exploration of the ocean change his perspective? How did Swimmy help the little fish overcome their fear of big fish?
Ideate
Encourage students to brainstorm ideas for a safe haven where Swimmy and his friends can live and play safely. Prompt them to think about various areas and features that could symbolize different parts of Swimmy’s adventure, such as a play area for different sea creatures he met, a safe hiding spot from predators, and an educational zone to learn about ocean life.
Ask students to consider additional features that might help keep the fish safe and happy, such as protective barriers, food sources, and interactive elements that teach visitors about the sea creatures.
Prototype
In small groups or individually, students will create a prototype of their “Safe Haven for Swimmy” using classroom materials such as cardboard, clay, markers, and any other craft supplies. They should design their haven to include various areas that reflect Swimmy’s journey, ensuring that each section is both safe and fun.
Encourage creativity in constructing the haven, including elements that could symbolically represent Swimmy’s journey of teamwork and exploration, such as informational signs about the sea creatures, signs with motivational quotes from the story, or badges for visitors who complete certain activities.
Test
Students will present their prototypes to the class, explaining their design process, how their safe haven works, and its intended benefits for Swimmy and his friends. Demonstrate the haven’s functionality by showing how Swimmy and his friends would navigate through the different areas and what they would learn at each stop.
Gather feedback from classmates and teachers: Does the safe haven include engaging and educational areas? Is it easy to navigate and safe for Swimmy and his friends? What improvements could enhance its functionality or make it more effective for teaching visitors about teamwork and the ocean?
Read Aloud
If you appreciated getting to read this book with your class, you might also want to share this book with them!
Students embark on a journey into the human brain, becoming theme park designers to build a brain-themed amusement park. Inspired by lessons on brain anatomy and the concepts of “Whoops, How, and Yet,” students create a 3D diorama or model showcasing the amygdala, prefrontal cortex, and these key concepts.
Constraints and Success Criteria
The park must include areas for the amygdala and prefrontal cortex, and at least three rides representing Whoops, How, and Yet. The diorama or model should fit within a 12×12 inch base and use only provided materials. Each section must be clearly labeled. The project should be completed in two class periods, be creative, visually appealing, and neatly constructed. Students must explain their design and its connections to the brain and concepts in a class presentation.
Materials
Set Up
Prepare Materials: Ensure you have all the necessary materials ready beforehand and organize them so that they are easily accessible to students. Students should use no more than five of any one material per creation! For example, a student can use five straws and five pieces of paper, but not ten straws. If you provide aluminum foil, no more than one arm’s length piece for each student!
Provide Guidelines and Constraints: Reiterate the challenge to students, as needed. Building time is 45 minutes!
Model the Design Process: Before students begin, demonstrate the design process by going through the steps yourself. Discuss how to brainstorm ideas, create prototypes, test them, and make iterations based on the results, as needed.
Encourage Collaboration: Foster a collaborative environment where students can work together in pairs. Encourage them to share ideas, help each other troubleshoot challenges, and provide constructive feedback throughout the process. But no groups of three!
Support Adaptation: Encourage students to embrace the mindset of adaptation and problem-solving. Help them see that setbacks and failures are opportunities to learn and make improvements. Guide them in identifying areas for adaptation and brainstorming alternative solutions.
Facilitate Reflection: Set aside time for students to reflect on their design process and decision-making. Ask questions that prompt them to think critically about their choices, challenges they faced, and what they learned from the experience. This reflection can be done individually, in pairs, or as a whole-class discussion.
Celebrate and Showcase: Celebrate students’ efforts and showcase their work.
In what ways did you show empathy towards your teammates during the project, especially if someone’s idea was not included?
Can you describe a moment when you noticed a classmate feeling frustrated or excited? How did you respond to support them?
What strategies did you use to resolve any disagreements or conflicts that arose during the project?
How did you ensure that the tasks were evenly distributed among team members?
Can you give an example of how you encouraged a teammate who was struggling with their part of the project?
With the 2024 Paris Olympics captivating audiences worldwide, it’s an ideal time to bring the spirit of the games into your classroom. By making summer Olympics connections, teachers can help students develop essential social-emotional learning skills through teamwork and collaboration. Here are some actionable strategies to integrate Olympic-inspired teamwork lessons into your classroom.
Highlight Olympic Team Sports
Introduce students to different Olympic team sports such as soccer, basketball, volleyball, and relay races. Discuss how athletes work together to achieve a common goal and how each team member’s role is crucial to the team’s success.
How to do it:
Materials: Videos of Olympic team sports, pictures of athletes, information about the sports.
Instructions: Show clips of Olympic team sports and pause to discuss key moments of teamwork and collaboration. Create a bulletin board with pictures of different team sports and information about the athletes. Encourage students to share their favorite team sports and discuss what they admire about the teamwork involved.
Create a Classroom Olympic Games
Organize a mini-Olympics event in your classroom where students participate in various team activities and games. This can help them experience the joy of collaboration and the importance of working together to achieve a goal.
How to do it:
Materials: Sports equipment (balls, cones, ropes), team jerseys or colored bands, scorecards.
Instructions: Plan a day of team-based activities such as relay races, tug-of-war, and team-building challenges. Divide students into teams and assign roles to ensure everyone participates. Emphasize the importance of encouraging each other and working together. After the event, have a reflection session where students share their experiences and what they learned about teamwork.
Teach the Value of Roles in Teams
Use examples from Olympic sports to explain the different roles within a team and how each role contributes to the team’s success. Help students understand that every role is important, whether they are leading or supporting.
How to do it:
Materials: Role cards, examples of Olympic team sports.
Instructions: Create role cards that describe different positions in a team sport (e.g., striker, defender, goalkeeper in soccer). Discuss how each role contributes to the team’s overall performance. Assign roles to students in group activities and rotate them to ensure everyone experiences different responsibilities. Encourage students to reflect on how they felt in each role and what they learned about their strengths and the strengths of others.
Foster Communication and Problem-Solving Skills
Highlight how Olympic teams communicate and solve problems on the field or court. Use these examples to teach students effective communication techniques and problem-solving strategies.
How to do it:
Materials: Videos of Olympic teams strategizing, communication skill worksheets.
Instructions: Show clips of Olympic athletes communicating during games. Discuss the importance of clear and respectful communication. Provide worksheets with communication techniques such as active listening, speaking clearly, and using positive language. Create scenarios where students must work together to solve a problem, emphasizing the use of these communication skills.
Celebrate Diversity and Inclusion
The Olympics bring together athletes from diverse backgrounds and cultures. Use this opportunity to teach students about the value of diversity and inclusion in teamwork.
How to do it:
Materials: Stories of diverse Olympic athletes, cultural artifacts, world map.
Instructions: Share stories of Olympic athletes from different countries and backgrounds. Discuss how diversity enhances team performance and creativity. Create a world map where students can mark the countries represented by Olympic athletes they admire. Encourage students to share something unique about their own cultures and how it contributes to a rich and diverse classroom environment.
In Conclusion
Incorporating Olympic-inspired teamwork lessons into your classroom can significantly enhance students’ social-emotional learning. By emphasizing collaboration, communication, and inclusion, you help students develop skills that will benefit them throughout their lives. Embrace these strategies to create a dynamic and supportive learning environment where every student can thrive. If you found this content helpful, check out other Imagineerz blog posts for more ideas on fostering SEL in your classroom.
Many great classroom managers use a particular tone of voice. Here’s what it sounds like—and why “the teachers who get the best responses from kids are the ones that have mastered it.”
As someone who has taught 3- and 4-year-olds recently, I have noticed their self-regulating ability is worsening. This piece offers great suggestions for helping our youngest students regulate their emotions and gain self-awareness. https://t.co/UKiovXYonw via @edutopia
“Sticks” by Diane Alter begins on a hot summer day, a popsicle melts into a sad little stick. Feeling useless, the stick laments its fate until Twig, a friendly voice from a tree, encourages it. Twig reminds Stick that it was once part of a tree and introduces it to Pencil and Brush, who share their transformations from plain sticks to creative tools.
Despite their encouragement, Stick feels untalented. Twig spots a tiny stick house in a tree and suggests it might be Stick’s new home. A bluebird helps Stick reach the house, where Stick finds joy in creating art. Stick learns that it’s never too late for a fresh start and feels happy and content in its new home.
Comprehension Questions
Six questions aligned to Bloom’s taxonomy for teacher’s to evaluate students’ comprehension
Remembering: What did Twig, Pencil, and Brush have in common before they found their new roles?
Understanding: How did Twig, Pencil, and Brush help Stick understand its potential?
Applying: Can you think of a time when you felt like Stick but later found a new purpose or talent?
Analyzing: What are the different emotions Stick experienced throughout the story, and what caused each one?
Evaluating: What do you think is the most important lesson Stick learned?
Creating: Imagine Stick decided to take up a different hobby instead of making art in the tree. What might it have done?
CASEL Discussion Questions
Five questions aligned to the CASEL competencies for teachers to foster an engaging discussion and foster social-emotional learning
Self-Awareness: Can you describe a time when you felt like Stick, thinking you had no purpose?
Self-Management: What actions did Stick take to find its new purpose?
Social Awareness: Why was it important for Stick to meet Twig, Pencil, and Brush?
Relationship Skills: How did Stick’s interactions with its friends demonstrate good friendship and support?
Responsible Decision Making: What could have happened if Stick had decided not to listen to its new friends?
Design Thinking Challenge
Take students’ learning even further by incorporating the Imagineerz design thinking framework
Build a Multi-Purpose Stick Tool Kit
Understand
Begin by reading “Sticks” by Diane Alba. Discuss the main issues Stick faces, especially its feelings of uselessness and its journey to discover new purposes. Focus on how Stick’s transformation and the encouragement from friends lead to Stick finding a place and purpose.
Initiate a class discussion on the themes of the book, such as self-discovery, transformation, and the importance of support from friends. Explore questions like: What caused Stick to feel sad and useless? How did meeting Twig, Pencil, and Brush change Stick’s perspective? How did Stick find a new purpose?
Ideate
Encourage students to brainstorm ideas for a practical and creative toolkit that could help Stick and other items like it (e.g., other sticks or objects) find new purposes. Prompt them to think about various tools and materials that could be included in the kit to help transform or repair objects, and give them new functions.
Ask students to consider additional features that might help the objects stay organized and ready for their new roles, such as compartments for different tools, labels for each section, or a small guidebook with creative ideas and instructions.
Prototype
In small groups or individually, students will create a prototype of their “Multi-Purpose Stick Tool Kit” using classroom materials such as cardboard, popsicle sticks, tape, fabric, and any other craft supplies. They should design their kit to include various tools and compartments that Stick and other items might need for transformation or repair.
Encourage creativity in constructing the kits, including elements that could symbolically represent Stick’s journey of transformation, such as inspirational quotes, drawings of Stick’s new roles, or small badges for completed transformations.
Test
Students will present their prototypes to the class, explaining their design process, how their toolkit works, and its intended benefits for Stick and similar items. Demonstrate the kit’s functionality by showing how it could be used to transform or repair a simple object.
Gather feedback from classmates and teachers: Does the toolkit include all necessary tools for Stick’s tasks? Is it easy for Stick to stay organized and find new purposes? What improvements could enhance its functionality or make it more effective for Stick’s needs?
Students embark on an imaginative journey back to 1955 to the grand opening of Disneyland, where they meet Walt Disney, the visionary behind the iconic theme park. Inspired by Disney’s story of perseverance and innovation, students must build a unique amusement park ride using simple machines.
Constraints and Success Criteria
The ride must incorporate simple machines and ensure that the rider, represented by a ping-pong ball, smoothly travels through the entire ride. The challenge is to create an innovative, engaging, and functional ride that has never been seen before.
Materials
You need a ping pong ball as a tester for this challenge.
Set Up
Prepare Materials: Ensure you have all the necessary materials ready beforehand and organize them so that they are easily accessible to students. Students should use no more than five of any one material per creation! For example, a student can use five straws and five pieces of paper, but not ten straws. If you provide aluminum foil, no more than one arm’s length piece for each student!
Provide Guidelines and Constraints: Reiterate the challenge to students, as needed. Building time is 45 minutes!
Model the Design Process: Before students begin, demonstrate the design process by going through the steps yourself. Discuss how to brainstorm ideas, create prototypes, test them, and make iterations based on the results, as needed.
Encourage Collaboration: Foster a collaborative environment where students can work together in pairs. Encourage them to share ideas, help each other troubleshoot challenges, and provide constructive feedback throughout the process. But no groups of three!
Support Adaptation: Encourage students to embrace the mindset of adaptation and problem-solving. Help them see that setbacks and failures are opportunities to learn and make improvements. Guide them in identifying areas for adaptation and brainstorming alternative solutions.
Facilitate Reflection: Set aside time for students to reflect on their design process and decision-making. Ask questions that prompt them to think critically about their choices, challenges they faced, and what they learned from the experience. This reflection can be done individually, in pairs, or as a whole-class discussion.
Celebrate and Showcase: Celebrate students’ efforts and showcase their work.
How do you think Walt Disney felt before announcing his grand idea to the public? How would you have felt in his place?
Imagine you are a rider on your newly designed amusement park ride. What emotions would you experience? How can understanding these emotions help you design a safer and more enjoyable ride?
How might people from different cultures or backgrounds react to riding your amusement park ride? How can you design the ride to be inclusive and considerate of diverse perspectives?
How did you recognize when a teammate needed help or encouragement? What actions did you take to support them?
What did you learn about your teammates during this project that you didn’t know before? How can this new understanding improve your future collaborations?
As summer approaches, it’s the perfect time for teachers to rethink their classroom layouts and organization to better support social-emotional learning for the upcoming school year. By creating a space that promotes SEL, you can help students feel safe, connected, and ready to learn. Here are some strategies to consider as you prepare for a summer classroom makeover, with detailed suggestions to make these ideas actionable.
Create a Welcoming Entryway
Your classroom entrance sets the tone for the day. A welcoming entryway can help students transition from home to school with ease and positivity.
How to do it:
Materials: Bright posters, welcome signs, student name tags.
Instructions: Decorate the entrance with welcoming signs such as “Welcome to Our Class!” and “We’re Glad You’re Here!” You can also use posters with positive messages like “Every Day is a New Beginning” or “You Belong Here.” Add a space where students can place their personal items, such as cubbies or hooks with their names. Greet each student personally as they enter to make them feel valued.
Designate a Calm Down Corner
A Calm Down Corner is a safe space where students can go to regulate their emotions and practice self-management skills.
Instructions: Set up a cozy corner in the classroom with calming tools like stress balls, fidget spinners, and coloring books. Use visual aids such as posters with deep breathing exercises or pictures of nature scenes. Teach students how to use this space effectively and allow them to visit as needed. Include instructions like “Take three deep breaths” or “Count to ten slowly” to guide students in calming down.
Organize Collaborative Work Areas
Group work is essential for developing relationship skills and social awareness. Design your classroom to facilitate collaboration and communication.
How to do it:
Materials: Group tables or desks, shared supplies (markers, paper, scissors).
Instructions: Arrange desks or tables in clusters to encourage group work. Provide bins or caddies with shared supplies like markers, paper, and scissors at each group station. Establish norms for group work with posters stating “Listen to Others,” “Take Turns Speaking,” and “Respect Everyone’s Ideas.” Encourage students to use these norms during group activities.
Display an Emotion Chart
An emotion chart helps students identify and express their feelings, a key aspect of self-awareness and self-management.
How to do it:
Materials: Emotion chart, magnets or sticky notes.
Instructions: Place the emotion chart in a visible area. Each morning, have students check in by placing a magnet or sticky note next to the emotion they are feeling, such as happy, sad, angry, or excited. Use this as a conversation starter to help students articulate their emotions. You can also add a “Feelings Wheel” to help students identify more specific emotions.
Incorporate a Goal-Setting Wall
A goal-setting wall encourages students to set, track, and achieve their personal and academic goals, fostering a growth mindset.
How to do it:
Materials: Bulletin board, index cards, markers, pins.
Instructions: Create a space where students can write their goals on index cards and pin them to the board. Periodically review and update goals, celebrating achievements and discussing next steps. Add motivational posters around the goal-setting wall with quotes like “Believe You Can and You’re Halfway There” or “Dream Big, Work Hard.”
Set Up a SEL Library
A well-stocked SEL library can provide resources for students to learn about emotions, relationships, and decision-making.
How to do it:
Materials: SEL books, posters, comfy seating.
Instructions: Curate a collection of books that focus on SEL themes. Arrange them in a dedicated area with comfortable seating like bean bags or floor cushions. Some excellent books to include are:
“The Color Monster” by Anna Llenas
“Have You Filled a Bucket Today?” by Carol McCloud
“The Invisible Boy” by Trudy Ludwig
“What Should Danny Do?” by Ganit & Adir Levy
“My Mouth is a Volcano!” by Julia Cook Encourage students to read and discuss these books as part of your SEL curriculum.
Implement Flexible Seating
Flexible seating options can help meet diverse student needs and preferences, promoting comfort and engagement.
How to do it:
Materials: Various seating options (yoga balls, standing desks, cushions).
Instructions: Offer a range of seating choices like yoga balls, standing desks, and floor cushions. Allow students to select what works best for them. Rotate seating arrangements regularly to keep the environment dynamic and inclusive. Establish guidelines for using flexible seating respectfully and responsibly.
Share These Tips with Fellow Teachers As you prepare your classroom, consider sharing these SEL-focused strategies with your colleagues. Collaboration and shared practices can create a more cohesive and supportive school environment.
In Conclusion
Organizing your classroom with SEL in mind can significantly impact your students’ emotional and academic success. By creating a space that promotes self-awareness, self-management, and social skills, you help students feel more connected and ready to learn. Embrace these changes over the summer to foster a positive and nurturing classroom environment for the next school year.
Kids were more likely to forgive others when the apology was sincere, when they thought of the other child as part of their group or team, and when they had more advanced theory of mind skills.
We all mess up. But many of us would rather not do it in front of everyone else! By normalizing and even embracing mistakes in your classroom, you can help students overcome their fears and grow their confidence. https://t.co/40xz1DGYRw
“Busy Beaver” by Nicholas Oldland tells the story of a beaver whose carelessness causes chaos in the forest. His hasty work leaves dams leaking, trees half-chewed, and results in accidents with other animals. After being injured by a falling tree, he realizes the damage he’s caused and commits to changing his ways. He makes amends by rebuilding the forest, apologizing to his friends, and ensuring no animals are harmed. As he restores the forest, he learns the importance of balance and dreams of future plans that include both work and rest.
Comprehension Questions
Six questions aligned to Bloom’s taxonomy for teacher’s to evaluate students’ comprehension
Remembering: What injuries did the beaver sustain from the falling tree?
Understanding: Why did the beaver’s friends initially worry about his return to the forest?
Applying: In what ways did the beaver ensure the safety of other animals when he returned to work?
Analyzing: What factors contributed to the beaver’s successful rehabilitation and change in behavior?
Evaluating: Do you believe the beaver will continue his careful behavior in the future? Explain your reasoning.
Creating: Write an alternate ending where the beaver doesn’t learn his lesson. What happens to him and the forest?
CASEL Discussion Questions
Five questions aligned to the CASEL competencies for teachers to foster an engaging discussion and foster social-emotional learning
Self-Awareness: Why was it important for the beaver to recognize his own carelessness?
Self-Management: How did the beaver demonstrate persistence in his rehabilitation process?
Social Awareness: How did the beaver show empathy towards the family of homeless birds?
Relationship Skills: How did the beaver apologize to his friends and make amends for his mistakes?
Responsible Decision Making: What steps did the beaver take to correct his past mistakes and prevent new ones?
Design Thinking Challenge
Take students’ learning even further by incorporating the Imagineerz design thinking framework
Build a Beaver Dam Repair Kit
Understand
Begin by reading “Busy Beaver” by Nicholas Oldland. Discuss the main issues the beaver faces, particularly his carelessness and the consequences it brings to the forest and himself. Focus on how the beaver’s actions lead to physical injuries and a need for rehabilitation and repair.
Initiate a class discussion on the themes of the book, such as responsibility, the importance of careful work, and how the beaver learns to fix his mistakes. Explore questions like: What causes the beaver to become injured? How does his carelessness affect his environment and the other animals? How does he begin to make amends and repair the damage?
Ideate
Encourage students to brainstorm ideas for a practical kit that could help the beaver repair the dams and clean up the forest effectively and safely. Prompt them to think about tools and materials that would be useful for the beaver to carry out his repair work.
Ask students to consider additional features that might help the beaver stay organized and work carefully, such as a checklist for safety steps, compartments for different tools, or labels to remind the beaver of careful practices.
Prototype
In small groups or individually, students will create a prototype of their “Beaver Dam Repair Kit” using classroom materials such as cardboard, popsicle sticks, tape, and fabric. They should design their kit to include various tools and compartments that the beaver would need for fixing dams and cleaning up the forest.
Encourage creativity in constructing the kits, including elements that could symbolically represent the beaver’s commitment to careful work and responsibility, such as badges for completed repairs or a journal for noting improvements and reflections.
Test
Students will present their prototypes to the class, explaining their design process, how their repair kit works, and its intended benefits for the beaver both physically and in terms of promoting careful, responsible work. Demonstrate the kit’s functionality by showing how it could be used to fix a miniature dam or clean up a small mess.
Gather feedback from classmates and teachers: Does the repair kit include all necessary tools for the beaver’s tasks? Is it easy for the beaver to stay organized and follow safety steps? What improvements could enhance its functionality or make it more effective for the beaver’s needs?
Read Aloud
If you appreciated getting to read this book with your class, you might also want to share this book with them!
Students embark on an imaginative journey back to the Crystal Palace Convention in 1853 in New York City, where they meet Elisha Otis, the innovative mind behind the safety elevator. Inspired by Otis’s groundbreaking invention and engineering, students must build a drop tower ride using the principles of the pulley system that Otis applied.
Constraints and Success Criteria
The ride must incorporate a pulley system, essential for lifting and dropping the rider. The challenge is to construct a ride that can raise and drop a rider, represented by a ping-pong ball, three times without the rider falling out of their seat.
Materials
You need a ping pong ball as a tester for this challenge.
Set Up
Prepare Materials: Ensure you have all the necessary materials ready beforehand and organize them so that they are easily accessible to students. Students should use no more than five of any one material per creation! For example, a student can use five straws and five pieces of paper, but not ten straws. If you provide aluminum foil, no more than one arm’s length piece for each student!
Provide Guidelines and Constraints: Reiterate the challenge to students, as needed. Building time is 45 minutes!
Model the Design Process: Before students begin, demonstrate the design process by going through the steps yourself. Discuss how to brainstorm ideas, create prototypes, test them, and make iterations based on the results, as needed.
Encourage Collaboration: Foster a collaborative environment where students can work together in pairs. Encourage them to share ideas, help each other troubleshoot challenges, and provide constructive feedback throughout the process. But no groups of three!
Support Adaptation: Encourage students to embrace the mindset of adaptation and problem-solving. Help them see that setbacks and failures are opportunities to learn and make improvements. Guide them in identifying areas for adaptation and brainstorming alternative solutions.
Facilitate Reflection: Set aside time for students to reflect on their design process and decision-making. Ask questions that prompt them to think critically about their choices, challenges they faced, and what they learned from the experience. This reflection can be done individually, in pairs, or as a whole-class discussion.
Celebrate and Showcase: Celebrate students’ efforts and showcase their work.
How do you think Elisha Otis felt before announcing his invention to the public? How would you have felt in his place?
Imagine you are a rider on the drop tower ride. What emotions would you experience? How can understanding these emotions help you design a safer and more enjoyable ride?
How might people from different cultures or backgrounds react to riding a drop tower? How can you design the ride to be inclusive and considerate of diverse perspectives?
How did you recognize when a teammate needed help or encouragement? What actions did you take to support them?
What did you learn about your teammates during this project that you didn’t know before? How can this new understanding improve your future collaborations?
As the school year comes to a close, it’s important to help students maintain their social-emotional learning (SEL) skills over the summer. While they won’t have the same classroom structure, they can still practice these skills with their families and friends. Here are a few straightforward yet powerful ways your students and their families can keep SEL skills sharp in the summer:
1. Daily Gratitude Journals
Encourage students to keep a daily gratitude journal. This simple practice helps them focus on the positive aspects of their day and can improve their overall mood and outlook.
How to do it:
Materials: A notebook and a pen.
Instructions: Each evening, write down three things you are grateful for. These can be as simple as enjoying a sunny day, having a fun playdate, or eating a favorite meal.
2. Mindful Breathing Exercises
Mindfulness can help students manage stress and remain calm. Teaching them mindful breathing exercises they can practice on their own is a great way to keep them centered.
How to do it:
Materials: None required.
Instructions: Sit or lie down in a comfortable position. Take a deep breath in through your nose for four counts, hold it for four counts, and then breathe out through your mouth for four counts. Repeat this for a few minutes each day, especially when feeling overwhelmed or anxious.
3. Emotion Check-ins
Understanding and expressing emotions is key to SEL. Encourage students to have regular check-ins about how they’re feeling.
How to do it:
Materials: Emotion chart (optional).
Instructions: Each day, take a moment to identify how you’re feeling. Share your feelings with a family member or write them down. Use an emotion chart if needed to help identify specific feelings.
4. Acts of Kindness
Promoting kindness helps students build empathy and strengthen their relationships with others. Challenge them to perform daily acts of kindness.
How to do it:
Materials: None required.
Instructions: Each day, perform one kind act for someone else. This could be helping a sibling with chores, writing a thank-you note to a neighbor, or sharing a toy with a friend.
5. Goal Setting
Setting and working towards goals can help students build resilience and a growth mindset. Encourage them to set small, achievable goals over the summer.
How to do it:
Materials: A notebook and a pen.
Instructions: At the start of the summer, set a few personal goals. These could be reading a certain number of books, learning a new skill, or improving at a favorite hobby. Track progress and celebrate when each goal is achieved.
6. Problem-Solving Discussions
Help students practice problem-solving by discussing potential challenges they might face and brainstorming solutions.
How to do it:
Materials: None required.
Instructions: When a problem arises, take a moment to discuss it with a family member or friend. Talk about possible solutions and choose one to try. Reflect on what worked and what didn’t.
Share These Tips with Families
As the school year winds down, consider sharing these SEL practices with your students’ families. Provide them with a simple handout or email outlining these activities. By encouraging students to practice these skills over the summer, you’ll help them continue their social-emotional development and return to school ready to learn and grow.
In Conclusion
Maintaining SEL skills during the summer is crucial for students’ continued growth and development. These straightforward practices can help students and their families keep these skills sharp, ensuring they are ready for the challenges and opportunities of the next school year. Encourage your students to embrace these activities and enjoy a summer filled with learning and personal growth.
“Taco Falls Apart” by Brenda S. Miles delves into the struggles of Taco, who feels overwhelmed by expectations to always be perfect. Taco reaches his breaking point, falling apart both literally and emotionally, reflecting the pressure he feels to maintain composure. Through the support of his food friends, Taco learns about the “Think-Feel-Do” cycle, which helps him understand how his negative thoughts intensify his distress. Guided by Nacho and other ingredients, Taco learns to shift his mindset to focus on his strengths, ultimately helping him to reassemble both his confidence and his structure. The story teaches children about resilience, the power of positive thinking, and the importance of emotional support from friends.
Comprehension Questions
Six questions aligned to Bloom’s taxonomy for teacher’s to evaluate students’ comprehension
Remembering: What does Taco do when he feels overwhelmed and falls apart?
Understanding: Explain what the “Think-Feel-Do” cycle means according to Nacho.
Applying: How would you use the “Think-Feel-Do” cycle to help a friend who is feeling down?
Analyzing: Discuss the role of support from friends in Taco’s journey to feeling better. How essential is it?
Evaluating: Decide if the ending of the story provides a long-term solution for Taco’s problem or just a temporary fix.
Creating: Design a new character who could be introduced in the story to provide additional support to Taco.
CASEL Discussion Questions
Five questions aligned to the CASEL competencies for teachers to foster an engaging discussion and foster social-emotional learning
Self-Awareness: How does Taco realize his own feelings and thoughts are affecting his behavior?
Self-Management: Can you identify a time when Taco could have used a different strategy to manage his stress better?
Social Awareness: What could Taco learn about the needs and feelings of others from this experience?
Relationship Skills: How might Taco’s relationships with his friends change after this experience?
Responsible Decision Making: How does Taco evaluate each option given to him by his friends before acting?
Design Thinking Challenge
Take students’ learning even further by incorporating the Imagineerz design thinking framework
Create a Taco Stabilizer
Understand
Begin by reading “Taco Falls Apart” by Brenda S. Miles. Discuss the main issues Taco faces, particularly his physical instability that leads to emotional distress. Focus on how Taco’s tendency to fall apart symbolizes his emotional breakdowns.
Initiate a class discussion on the metaphors used in the book and how they relate to Taco’s feelings of inadequacy and frustration. Explore questions like: What causes Taco to fall apart both literally and figuratively? How do his friends help him regain his stability and confidence?
Ideate
Encourage students to brainstorm ideas for a practical device that could help Taco maintain his stability, prevent falling apart, or easily reassemble if he does fall apart. Prompt them to think about simple mechanical solutions like a taco holder or balancer that could physically support Taco in moments of instability.
Ask students to consider additional features that might symbolically boost Taco’s confidence, such as a mirror to reflect his ‘best self’ or a compartment for motivational notes.
Prototype
In small groups or individually, students will create a prototype of their “Taco Stabilizer” using classroom materials such as cardboard, popsicle sticks, rubber bands, and fabrics. They should design their device to physically support a taco-shaped object and include elements that could metaphorically represent emotional support.
Encourage creativity in constructing devices that not only prevent Taco from tipping over but also offer interactive features to engage users in positive self-reflection.
Test
Students will present their prototypes to the class, explaining their design process, how their stabilizer works, and its intended benefits for Taco both physically and emotionally. Demonstrate the device’s functionality by testing it with an actual taco or a taco-shaped model to see if it can effectively prevent it from falling or help it easily stand back up after tipping over.
Gather feedback from classmates and teachers: Does the stabilizer effectively prevent the taco from falling? Is it easy to use? What improvements could enhance its functionality or make it more supportive for Taco’s emotional well-being?
Read Aloud
If you appreciated getting to read this book with your class, you might also want to share this book with them!
Students embark on an imaginative journey back to the World’s Columbian Exposition of 1893 in Chicago, where they meet George Ferris, the brilliant mind behind the original Ferris wheel. Inspired by Ferris’s innovative design and engineering, students must build a Ferris Wheel using the principles of wheel and axle that Ferris applied.
Constraints and Success Criteria
The ride must incorporate wheels and axles, crucial to ensuring that the structure can rotate. The challenge is to construct a ride that can spin a rider, represented by a ping-pong ball, at least three times with a single push before it comes to a stop.
Materials
You need a ping pong ball as a tester for this challenge.
Set Up
Prepare Materials: Ensure you have all the necessary materials ready beforehand and organize them so that they are easily accessible to students. Students should use no more than five of any one material per creation! For example, a student can use five straws and five pieces of paper, but not ten straws. If you provide aluminum foil, no more than one arm’s length piece for each student!
Provide Guidelines and Constraints: Reiterate the challenge to students, as needed. Building time is 45 minutes!
Model the Design Process: Before students begin, demonstrate the design process by going through the steps yourself. Discuss how to brainstorm ideas, create prototypes, test them, and make iterations based on the results, as needed.
Encourage Collaboration: Foster a collaborative environment where students can work together in pairs. Encourage them to share ideas, help each other troubleshoot challenges, and provide constructive feedback throughout the process. But no groups of three!
Support Adaptation: Encourage students to embrace the mindset of adaptation and problem-solving. Help them see that setbacks and failures are opportunities to learn and make improvements. Guide them in identifying areas for adaptation and brainstorming alternative solutions.
Facilitate Reflection: Set aside time for students to reflect on their design process and decision-making. Ask questions that prompt them to think critically about their choices, challenges they faced, and what they learned from the experience. This reflection can be done individually, in pairs, or as a whole-class discussion.
Celebrate and Showcase: Celebrate students’ efforts and showcase their work.
What did you learn from your teammates’ approaches to building the ride that you hadn’t considered?
How did you ensure that everyone in your group had a chance to share their ideas about the wheel and axle design?
Describe a moment when your group disagreed on the design of the ride. How did you resolve it?
How did you support a teammate who was struggling with the design or construction of the ride?
If you were to tackle this challenge again, what would you and your group do differently?
As the school year comes to a close, schools burst into a whirlwind of activities. There’s field trips, graduation ceremonies, and spring concerts, just to name a few. These events offer a unique opportunity to integrate social-emotional learning into the celebrations and transitions. Here are some ideas to incorporate SEL into spring events, ensuring students not only celebrate their achievements but also enhance their emotional and social competencies.
Any Spring Event
Responsible Decision-Making: Across all events, encourage students to engage in responsible decision-making. Prompt them to consider the consequences of their actions during these social activities and discuss as a group afterwards about what decisions were made and why. Questions like “What impact did your choices have on others?” can guide these reflections.
Field Trips
Empathy in Action: Use field trips as a chance to practice empathy. Before visiting a museum, historical site, or even a local park, engage students in discussions about the perspectives and experiences of people associated with the site. After the visit, reflect as a group on how seeing things from another’s viewpoint changed their experience.
Spring Concerts
Teamwork and Appreciation: Spring concerts are perfect for highlighting the power of collaboration. After performances, have students share appreciations for their peers’ efforts, focusing on specific attributes like dedication or creativity. This not only fosters a sense of community but also helps students recognize and articulate the value of working together.
Spring Open Houses
Showcase SEL Skills: Turn spring open houses into showcases of SEL skills. Have students create displays or presentations on projects that required critical SEL skills such as problem-solving, teamwork, or empathy. This allows parents and community members to see firsthand how SEL is integrated into academic and social activities.
School Picnics
Gratitude and Reflection: Utilize relaxed, informal settings like school picnics to encourage students to share what they’re grateful for. This could be structured as a group activity where students and teachers exchange notes or share out loud.
Graduation Ceremonies
Celebrating Growth: During graduation ceremonies, encourage students to reflect on their personal growth alongside their academic achievements. A short speech or a visual presentation that includes challenges they’ve overcome can make the celebration more meaningful and underscore the importance of resilience and perseverance.
In Conclusion
By weaving these SEL-focused activities into the fabric of end-of-year events, educators can provide students with practical applications of their emotional and social learning, reinforcing these essential skills just in time for summer and the upcoming school year. These integrations not only enrich the students’ experiences but also set a profound precedent for how they view and handle future transitions and celebrations.
At @dgrock’s middle school, school-wide meetings let students discuss the issues they care about—from field trips to cell phone policies. “From there, a togetherness begins, and it nurtures the kind of community where people feel safe, valued, and heard.” https://t.co/1nKUPcsOzX
A high school teacher found he could build a stronger classroom community in less than one minute each day—with a simple activity called Daily Dedications. pic.twitter.com/qYuzFU9dl8
“The Unbudgeable Curmudgeon” by Matthew Burgess explores whimsical strategies for dealing with stubbornly grouchy characters. The narrative suggests various techniques, from asking, distracting, and offering treats, to more drastic measures like getting them in trouble or even considering a “humongous nudge.” Yet, the book warns against actions that might worsen the curmudgeon’s mood, like the potential effects of sugar or the futility of joining their grouchiness. Solutions such as trading places, giving hugs, reading together, or playing a favorite song are also offered as ways to soften the curmudgeon’s stubborn stance.
Comprehension Questions
Six questions aligned to Bloom’s taxonomy for teacher’s to evaluate students’ comprehension
Remembering: What are some of the things offered to the curmudgeon to make him budge?
Understanding: Interpret the meaning of “if you can’t budge ’em, join ’em.”
Applying: Choose a strategy from the book and explain how you would implement it in real life.
Analyzing: Differentiate between actions that could worsen the curmudgeon’s mood and those that might improve it.
Evaluating: Judge the morality of trying to change someone’s mood against their will, even if they’re being a curmudgeon.
Creating: Invent a story where a new character successfully budges a curmudgeon using an unmentioned strategy.
CASEL Discussion Questions
Five questions aligned to the CASEL competencies for teachers to foster an engaging discussion and foster social-emotional learning
Self-Awareness: What can the curmudgeon learn about himself through the attempts of others to budge him?
Self-Management: What strategies could the curmudgeon use to manage his mood or openness to change?
Social Awareness: Why is it important to consider the curmudgeon’s perspective before trying to budge him?
Relationship Skills: What does the book suggest about the importance of communication in relationships, even with a curmudgeon?
Responsible Decision Making: When choosing how to interact with the curmudgeon, how can you make decisions that respect both your needs and his?
Design Thinking Challenge
Take students’ learning even further by incorporating the Imagineerz design thinking framework
Create a Mood Improvement Machine for the Curmudgeon
Understand
Begin by reading “The Unbudgeable Curmudgeon” by Matthew Burgess. Discuss the concept of a curmudgeon and what might cause someone to become unbudgeable.
Initiate a class discussion on the emotions and situations depicted in the book. Explore questions like: What do you think makes the curmudgeon unbudgeable? How do different approaches affect his mood? What might make him feel better or more willing to engage?
Ideate
Encourage students to brainstorm ideas for a machine or tool that could help improve the curmudgeon’s mood or make him more budgeable. Prompt them to think about the needs of someone who is feeling grumpy or unwilling to change: What kind of mood improvement or engagement strategies would be effective? How can simple machines, sensory items, or technology assist in uplifting someone’s spirits?
Ask students to consider different aspects that can influence mood, such as environment, activities, and interactions.
Prototype
In small groups or individually, students will craft a prototype of their mood improvement machine using classroom materials like cardboard, paper, fabric, and recyclables. They should focus on how their invention can positively affect someone’s mood, taking into account safety, comfort, and the specific indications of feeling unbudgeable.
Encourage creativity in how these machines provide comfort, entertainment, relaxation, or engagement.
Test
Students will present their prototypes to the class, explaining their design process, how their machine works, and how it intends to improve the mood of someone like the curmudgeon in the book. They could demonstrate its function using a figure or by showing how they imagine it would interact with a person.
Gather feedback from classmates and teachers: Is the machine considerate of the curmudgeon’s feelings? Does it offer a gentle and effective method for mood improvement? What enhancements could make it more comforting or engaging?
Read Aloud
If you appreciated getting to read this book with your class, you might also want to share this book with them!
Students go on a time-traveling adventure to ancient Mesopotamia, circa 3500 B.C.E., where they meet Nasaba, an innovator who revolutionized pottery making with the world’s first wheel and axle. They must build a merry-go-round using the principles of the wheel and axle introduced by Nasaba.
Constraints and Success Criteria
The constructed merry-go-round must use a wheel and axle and be capable of spinning at least three times with a single push, without any additional force.
The success of the merry-go-around will be determined by its ability to spin freely at least three times after being given a push, showcasing the effective use of the wheel and axle design.
Materials
You do not need any testers for this challenge.
Set Up
Prepare Materials: Ensure you have all the necessary materials ready beforehand and organize them so that they are easily accessible to students. Students should use no more than five of any one material per creation! For example, a student can use five straws and five pieces of paper, but not ten straws. If you provide aluminum foil, no more than one arm’s length piece for each student!
Provide Guidelines and Constraints: Reiterate the challenge to students, as needed. Building time is 45 minutes!
Model the Design Process: Before students begin, demonstrate the design process by going through the steps yourself. Discuss how to brainstorm ideas, create prototypes, test them, and make iterations based on the results, as needed.
Encourage Collaboration: Foster a collaborative environment where students can work together in pairs. Encourage them to share ideas, help each other troubleshoot challenges, and provide constructive feedback throughout the process. But no groups of three!
Support Adaptation: Encourage students to embrace the mindset of adaptation and problem-solving. Help them see that setbacks and failures are opportunities to learn and make improvements. Guide them in identifying areas for adaptation and brainstorming alternative solutions.
Facilitate Reflection: Set aside time for students to reflect on their design process and decision-making. Ask questions that prompt them to think critically about their choices, challenges they faced, and what they learned from the experience. This reflection can be done individually, in pairs, or as a whole-class discussion.
Celebrate and Showcase: Celebrate students’ efforts and showcase their work.
Discuss the importance of respecting and acknowledging contributions from diverse cultures to our current knowledge base. How does this foster social awareness?
How might Nasaba have felt introducing her invention to others? Why is it important to recognize the feelings and achievements of those who came before us?
How can we apply the principle of reducing friction in relationships, similar to how it benefits the wheel and axle?
Discuss the significance of inventions in bringing communities together or driving them apart. Can you think of a modern example?
Nasaba was initially dismissive of Special Agent L. What could this tell us about the importance of patience and open-mindedness in our interactions?
As the academic year winds down, the importance of consolidating students’ social-emotional learning skills becomes crucial. If you haven’t had the chance to prioritize certain SEL activities, it’s not too late to ensure your students are not only academically prepared for the next grade but are also emotionally and socially equipped. Here’s an SEL to-do list for the end of the school year.
Reflection on Growth and Challenges
Encourage students to reflect on their growth over the year, not just academically but also personally. Have them consider questions like, “What was one challenge I overcame?” and “How did I grow from this experience?” This can help students recognize their resilience and adaptability.
Setting Goals for the Future
Guide students in setting personal and academic goals for the upcoming year. This activity fosters a forward-looking mindset and helps students to understand the value of setting achievable objectives. Incorporate lessons on breaking down larger goals into smaller, manageable steps.
Practicing Gratitude
Introduce or reinforce the practice of gratitude. Encourage students to write letters of thanks to someone in the school community or to share what they’re grateful for about their school year. This activity promotes positivity and helps build a supportive classroom environment.
Team Building for Stronger Relationships
Organize team-building activities that encourage collaboration and strengthen relationships among students. This could include problem-solving challenges, group projects, or outdoor team games. These activities reinforce the importance of teamwork and mutual support.
Developing Empathy Through Storytelling
Share stories or have students share their own stories that evoke empathy and understanding of diverse perspectives. Discussing these narratives can enhance students’ ability to empathize with others, a key component of SEL.
Mindfulness and Stress Management
As students prepare for the transition to the next grade or the start of their summer break, teaching mindfulness and stress management techniques can be incredibly beneficial. Simple breathing exercises or guided imagery sessions can equip students with tools to manage stress independently.
Celebrating Achievement
End the year on a high note by celebrating each student’s achievements. This could be through an awards ceremony, a showcase of student work, or a class party. Celebrating successes, big or small, boosts self-esteem and acknowledges the hard work students have put in throughout the year.
In Conclusion
Focusing on these SEL activities before the year concludes ensures that students leave your classroom not just with academic knowledge, but with the emotional and social skills necessary to navigate the world confidently. Keep this SEL to-do list for the end of the school year in mind during these last two months. By prioritizing reflection, goal setting, gratitude, teamwork, empathy, mindfulness, and celebration, you help create well-rounded individuals ready to tackle the challenges ahead.
Really enjoyed chatting with @AdamMGrant for @edutopia about the things schools can do to identify and nurture students who don’t always display early academic success, but who have tons of hidden potential just waiting to be tapped into. https://t.co/8vgbjgozLt
Kids were more likely to forgive others when the apology was sincere, when they thought of the other child as part of their group or team, and when they had more advanced theory of mind skills.
“Fauja Singh Keeps Going: The True Story of the Oldest Person to Ever Run a Marathon” by Simian Feet Singh tells the remarkable life journey of Fauja Singh, who became the oldest marathon runner at the age of 100. Born in Punjab, India, with physical challenges that led many to believe he would never walk, Fauja’s unyielding spirit and determination pushed him to defy these expectations, learning to walk at five years old and eventually taking up running later in life. Despite facing loneliness and a sense of displacement after moving to England at 81, Fauja found solace and joy in running, which rekindled his zest for life. His story, spanning over a century, is a testament to the power of self-belief, resilience, and the pursuit of personal goals, irrespective of age or physical limitations, encouraging readers of all ages to challenge themselves and never give up on their dreams.
Comprehension Questions
Six questions aligned to Bloom’s taxonomy for teacher’s to evaluate students’ comprehension
Remembering: What were some of the challenges Fauja faced in his early life?
Understanding: Explain how Fauja Singh’s childhood experiences influenced his later achievements.
Applying: If Fauja Singh decided to run a marathon in your community, what steps could you take to support him?
Analyzing: Compare and contrast the challenges Fauja Singh faced in his youth with those he faced as an older adult.
Evaluating: Do you think Fauja Singh’s story would have been as inspirational if he had started running marathons at a younger age? Why or why not?
Creating: Design a motivational campaign inspired by Fauja Singh’s life story to encourage elderly people in your community to stay active.
CASEL Discussion Questions
Five questions aligned to the CASEL competencies for teachers to foster an engaging discussion and foster social-emotional learning
Self-Awareness: What feelings did Fauja Singh’s story evoke in you? Were you inspired, motivated, surprised? Why?
Self-Management: Imagine you are preparing for a challenging task, similar to running a marathon. What steps would you take to ensure you remain focused and motivated?
Social Awareness: Fauja Singh moved to a new country in his later years, facing not only the challenge of age but also cultural differences. How can we show empathy and support to people who are adjusting to a new environment or culture?
Relationship Skills: Reflect on Fauja Singh’s relationships with his coach, family, and community. How did these relationships contribute to his success?
Responsible Decision Making: Discuss a time when you had to make a decision that was unpopular or unconventional. What was the outcome, and what did you learn from that experience?
Design Thinking Challenge
Take students’ learning even further by incorporating the Imagineerz design thinking framework
Create a Marathon Support Device for Fauja Singh
Understand
Begin by reading “Fauja Singh Keeps Going: The True Story of the Oldest Person to Ever Run a Marathon” by Simran Jeet Singh.
Initiate a class discussion on Fauja Singh’s perseverance and challenges. Explore questions like: What obstacles did Fauja Singh overcome to start running marathons? How did his physical condition and age affect his running? What support might have made his marathon experiences better or easier?
Ideate
Encourage students to brainstorm ideas for a device or tool that could support Fauja Singh or someone similar in completing a marathon. Prompt them to think about the unique needs of an elderly runner: What kind of support or enhancements would be beneficial? How can technology or simple machines assist in improving endurance, stability, or motivation?
Prototype
In small groups or individually, students will craft a prototype of their marathon support device using classroom materials such as cardboard, elastic bands, straws, fabric, and recyclables. They should consider how their invention aids in marathon running, focusing on practicality, safety, and the specific needs of an elderly athlete.
Test
Students will present their prototypes to the class, explaining their design process, how their device works, and how it supports a marathon runner like Fauja Singh. They could simulate its function using a small figure or by demonstrating its features themselves.
Gather feedback from classmates and teachers: Is the device user-friendly for an elderly runner? Does it address the specific challenges faced by Fauja Singh? What improvements could make it more effective?
Read Aloud
If you appreciated getting to read this book with your class, you might also want to share this book with them!
Students embark on a journey to ancient Rome to explore how Claudius, the inventor of the aqueduct. He famously solved the city’s water shortage problem using gravity. Inspired by Claudius’s innovative solution to control the water’s flow into Rome, they must build mini aqueducts. The challenge requires students to apply their understanding of inclined planes to design a system that can transport a ping pong ball using only gravity.
Constraints and Success Criteria
The mini aqueducts must solely rely on gravity for movement and include at least two turns to simulate the winding path of Claudius’s aqueducts.
The mini aqueducts are successful if the ping pong balls, when placed at the top of the aqueducts, travel through the system and complete at least three spins before coming to a stop, demonstrating the effective use of gravity and the importance of design in controlling the ball’s speed and direction.
Materials
You need ping pong balls as testers for this challenge.
Set Up
Prepare Materials: Ensure you have all the necessary materials ready beforehand and organize them so that they are easily accessible to students. Students should use no more than five of any one material per creation! For example, a student can use five straws and five pieces of paper, but not ten straws. If you provide aluminum foil, no more than one arm’s length piece for each student!
Provide Guidelines and Constraints: Reiterate the challenge to students, as needed. Building time is 45 minutes!
Model the Design Process: Before students begin, demonstrate the design processby going through the steps yourself. Discuss how to brainstorm ideas, create prototypes, test them, and make iterations based on the results, as needed.
Encourage Collaboration: Foster a collaborative environment where students can work together in pairs. Encourage them to share ideas, help each other troubleshoot challenges, and provide constructive feedback throughout the process. But no groups of three!
Support Adaptation: Encourage students to embrace the mindset of adaptation and problem-solving. Help them see that setbacks and failures are opportunities to learn and make improvements. Guide them in identifying areas for adaptation and brainstorming alternative solutions.
Facilitate Reflection: Set aside time for students to reflect on their design process and decision-making. Ask questions that prompt them to think critically about their choices, challenges they faced, and what they learned from the experience. This reflection can be done individually, in pairs, or as a whole-class discussion.
Celebrate and Showcase: Celebrate students’ efforts and showcase their work.
How do you think people in ancient Rome felt before the aqueducts were built, and how did their feelings change after they had access to water?
How did Claudius’ invention of the aqueduct demonstrate an understanding of his community’s needs?
How can working with someone who has different ideas or perspectives enhance the design of your mini aqueduct?
When faced with a challenge like the water moving too fast, Claudius adapted his plan. How did you apply this mindset to any difficulties you encounter while building your aqueduct?
Discuss the importance of community projects like the aqueduct in bringing people together. How does working on a common goal foster a sense of community?
As we approach standardized testing season, the pressure to ensure our students perform well academically is at the forefront. However, integrating social-emotional learning into test preparation can play a pivotal role in not only boosting academic performance but also in fostering well-rounded, resilient students. Here’s how you can enhance test prep with SEL, focusing on emotional regulation, growth mindset, problem-solving, brain science, resilience, and collaboration.
Understanding the Role of SEL in Test Prep
Recognizing the importance of SEL in academic contexts enriches students’ learning experiences and prepares them for the challenges of testing. Incorporating SEL strategies such as emotional regulation and growth mindset into test prep sessions can have many benefits. You can help reduce anxiety, improve focus, and enhance problem-solving skills, leading to better outcomes and a more positive testing experience.
Strategies for Integrating SEL into Test Prep
Emotional Regulation
Strategy: Teach students breathing exercises or mindfulness techniques before starting test prep activities. This helps them learn how to calm their nerves and approach testing with a clear, focused mind. Check out our video on using Brahmari!
Application: Before practice tests, spend a few minutes on a calming activity, such as deep breathing or visualization of a peaceful scene. This will help set a serene tone.
Application: After a practice test, instead of focusing solely on scores, highlight the effort put into studying and understanding the material. Discuss how challenges faced during the test can be steps towards improvement.
Problem-Solving
Strategy: Foster problem-solving skills by presenting challenges that require students to think critically and creatively. Encourage them to come up with multiple solutions or pathways. Check out our video on taking Small Steps!
Application: Create group activities where students work together to solve complex problems or puzzles related to test content. This will promote discussion and diverse thinking strategies.
Application: Share simple explanations of how stress affects the brain and how positive affirmations can help manage stress. Encourage students to create their own positive affirmations related to test-taking.
Application: After a particularly difficult practice test, discuss as a class what was challenging and how those challenges can be approached differently in the future. This will reinforce the idea that resilience can lead to success.
Collaboration
Strategy: Promote collaborative learning where students can support each other in understanding content and developing test-taking strategies. Check out our video on perspective taking!
Application: Organize study groups or peer teaching sessions where students can ask questions, share tips, and encourage each other. This will build a sense of community and shared purpose in test preparation.
In Conclusion
Incorporating SEL into standardized test prep enriches the learning experience It equips students with not just the academic skills needed to succeed but also a range of emotional and social competencies. By focusing on emotional regulation, growth mindset, problem-solving, brain science, resilience, and collaboration, we prepare our students for testing and beyond, ensuring they are ready to face challenges with confidence and grace.
When one educator combined stories about social skills with robotics instruction, her special ed students learned important lessons about friendship and tech. https://t.co/SFLa1So3i0
“Flight School” by Lita Judge is a heartwarming tale about a determined penguin who believes he has the soul of an eagle and dreams of flying. Despite the obvious challenge – penguins are not built to fly – the protagonist enrolls in flight school, holding onto his ambition with unwavering faith. The story unfolds with the penguin participating in flight classes alongside birds who are naturally equipped for flying. After several attempts and failures, the penguin’s teachers, a teacher bird and a flamingo, come up with a creative solution to help him achieve his dream. This uplifting story not only highlights the importance of perseverance and believing in oneself but also the value of support and innovation in helping others realize their dreams. It’s a delightful read for young students, encouraging them to dream big and never give up, despite the challenges they might face.
Comprehension Questions
Six questions aligned to Bloom’s taxonomy for teacher’s to evaluate students’ comprehension
Remembering: What kind of bird is the main character in “Flight School”?
Understanding: Can you explain why the penguin wanted to go to flight school?
Applying: Imagine you are a teacher at the flight school. What new activities would you plan for the penguin?
Analyzing: Compare and contrast the penguin’s abilities with those of his classmates at the flight school.
Evaluating: Assess the role of the penguin’s teachers. Were they effective in supporting him? How could they have improved?
Creating: Design a new invention to help the penguin fly better. Explain how it would work.
CASEL Discussion Questions
Five questions aligned to the CASEL competencies for teachers to foster an engaging discussion and foster social-emotional learning
Self-Awareness: What strengths does the penguin show in the story, aside from trying to fly?
Self-Management: What goal did the penguin set for himself? How did he work towards achieving it?
Social Awareness: The penguin is different from his classmates. How were his differences respected and celebrated in the story?
Relationship Skills: How did the penguin communicate his dream to his teachers? Was it effective?
Responsible Decision Making: Was it a good decision for the penguin to attend flight school? Why?
Design Thinking Challenge
Take students’ learning even further by incorporating the Imagineerz design thinking framework
Create a Flying Machine for Penguin
Understand
Begin by reading “Flight School” by Lita Judge.
Engage in a class discussion about the main character’s journey. How did the penguin feel about his inability to fly, and how did he handle these challenges? What features would a flying machine need to help someone like the penguin?
Ideate
Encourage students to brainstorm ideas for a flying machine that could help the penguin fly. Consider the limitations of a penguin’s body and how different designs could accommodate these. What materials would be practical and safe for such a device?
Prototype
In small groups or individually, students will create a model of their flying machine using classroom materials like cardboard, paper, tape, and string. They should think about how their design supports the penguin’s need to fly and stays attached to him.
Test
Students will present their flying machine models and explain how they work. They could demonstrate with a small toy penguin or a similar object. Ask for feedback from classmates: Does the design seem effective? Is it creative and practical? What improvements could be made?
Read Aloud
If you appreciated getting to read this book with your class, you might also want to share this book with them!
Students are transported back to the 1880s to assist Lamarcus Thompson, the inventor of the roller coaster, in overcoming technological limitations to bring his concept to life. Students explore the potential of simple machines and must build inclined planes to create movement and acceleration using only gravity.
Constraints and Success Criteria
The system must start behind a designated line and hit targets at varying distances without any manual push, flick, or additional force besides gravity. The design must effectively utilize inclined planes to control the direction and acceleration of the ball.
Success is measured by the ability of the designed system to direct the ball towards and successfully hit the designated targets in order, demonstrating how inclined planes can be used to create a thrilling motion similar to a roller coaster without advanced technology.
Materials
You need ping pong ball as testers for this challenge.
Set Up
Prepare Materials: Ensure you have all the necessary materials ready beforehand and organize them so that they are easily accessible to students. Students should use no more than five of any one material per creation! For example, a student can use five straws and five pieces of paper, but not ten straws. If you provide aluminum foil, no more than one arm’s length piece for each student!
Provide Guidelines and Constraints: Reiterate the challenge to students, as needed. Building time is 45 minutes!
Model the Design Process: Before students begin, demonstrate the design processby going through the steps yourself. Discuss how to brainstorm ideas, create prototypes, test them, and make iterations based on the results, as needed.
Encourage Collaboration: Foster a collaborative environment where students can work together in pairs. Encourage them to share ideas, help each other troubleshoot challenges, and provide constructive feedback throughout the process. But no groups of three!
Support Adaptation: Encourage students to embrace the mindset of adaptation and problem-solving. Help them see that setbacks and failures are opportunities to learn and make improvements. Guide them in identifying areas for adaptation and brainstorming alternative solutions.
Facilitate Reflection: Set aside time for students to reflect on their design process and decision-making. Ask questions that prompt them to think critically about their choices, challenges they faced, and what they learned from the experience. This reflection can be done individually, in pairs, or as a whole-class discussion.
Celebrate and Showcase: Celebrate students’ efforts and showcase their work.
How do you think Lamarcus Thompson felt when he believed his idea wasn’t possible? Have you ever felt this way about an idea you had?
Why is it important to respect Lamarcus Thompson’s dream even if it seems impossible at first? How can we show respect to others’ ideas and dreams?
How would you explain the concept of inclined planes to Lamarcus in a way he would understand, considering he’s from the 1880s?
How did you work together with your classmates to improve your designs? What roles will each of you play in this collaboration?
If your group was struggling with a part of the challenge, who could you have asked for help, and how could you have asked?
Early in the new year, teachers may be deep in the process of writing progress reports. This time presents a unique opportunity to communicate not just academic progress but also the growth in social-emotional learning that students have achieved. SEL has become a crucial part of elementary education. It focuses on the development of important life skills alongside traditional subjects. Here are some ways to write SEL report card comments.
Understanding the Importance of SEL in Report Cards
First, it’s essential to recognize the value of SEL in the overall development of a child. Comments on report cards are a powerful tool to acknowledge and reinforce the progress students make in areas like empathy, self-awareness, and resilience. These insights can be incredibly affirming for students and informative for parents.
On the Rise: Cultivating Inclusive and Diverse Perspectives
As the educational landscape evolves, there is a noticeable rise in the emphasis on cultivating inclusive and diverse perspectives within SEL curricula. The traditional, one-size-fits-all approach is giving way to a more nuanced understanding that recognizes the unique social and emotional needs of each student.
Educators are incorporating diverse cultural references, narratives, and perspectives into their SEL lessons. This not only helps students develop a broader worldview but also fosters empathy and understanding for the experiences of others. Schools are increasingly recognizing the importance of acknowledging and celebrating diversity as an integral part of SEL, contributing to the development of socially aware and culturally competent individuals.
Tips for Writing SEL-Focused Comments
Be Specific: Instead of vague comments like “Shows good social skills,” specify instances or behaviors, e.g., “Shows empathy by comforting peers when they are upset.”
Link to Academic Skills: Where possible, connect SEL skills to academic achievements. For example, “Uses strong self-regulation skills during challenging math problems, leading to improved focus and performance.”
Use Growth Mindset Language: Encourage a growth mindset by focusing on effort and progress rather than innate ability. For instance, “Has shown impressive growth in collaborating effectively in group projects, contributing thoughtful ideas and actively listening to others.”
Highlight Individual Strengths: Tailor your comments to reflect each student’s unique SEL strengths. Recognize a student’s specific achievements, like “Demonstrates outstanding conflict resolution skills during group activities.”
Provide Constructive Feedback: Offer gentle guidance on areas for improvement in a positive tone, such as, “Continuing to develop strategies for managing frustration will further enhance learning experiences.”
Celebrate Progress: Acknowledge and celebrate improvements, no matter how small. Phrases like “Has made notable progress in expressing emotions in a healthy way” can boost a student’s confidence.
Include Actionable Steps: Where appropriate, suggest next steps or strategies that can support further SEL development, both at school and at home.
The Impact of SEL-Focused Report Card Comments
By incorporating these elements into report card comments, educators not only provide a comprehensive view of a student’s progress but also reinforce the importance of SEL skills. This approach helps in fostering a holistic educational environment where emotional and social development is valued as much as academic achievements.
In Conclusion
As educators navigate the challenge of report card season, remembering to include thoughtful, specific comments about students’ social-emotional learning can make a significant impact. It’s an opportunity to acknowledge the strides made in these vital areas, encouraging students to continue developing skills that will serve them throughout their lives.
Can you really tackle social and emotional learning *while* you teach math at the elementary level? These 3 activities help you do both seamlessly. pic.twitter.com/d5S0oYyro3
Help your class discussions engage *every* learner. Hand gestures can be a fun and captivating way to make participation more accessible to students who prefer nonverbal communication, educator @KacLLL shares. https://t.co/cenoUyCUyX
Teachers can use conferences with parents and guardians to reclaim the narrative on learning. Here are four ideas to shift the focus from grades to growth. @edutopiahttps://t.co/tvYlVb9ft7
Utah requires ed tech companies to train teachers on their products and obligates the businesses to credit the state if the licenses are never used.@syodertweets@hechingerreport
“Elephants Cannot Dance!” by Mo Willems is a heartwarming and humorous story about Gerald the elephant, who initially believes that elephants cannot dance. The story unfolds as Gerald’s friends encourage him to give dancing a try despite his doubts. The friends embark on a dance journey together, attempting various moves and having fun along the way. Despite Gerald’s initial struggles, the story takes an uplifting turn as his friends express a desire to learn the elephant dance, emphasizing the importance of encouragement, perseverance, and embracing one’s unique qualities. Through Gerald’s experience, the book imparts valuable lessons about resilience, trying new things, and the joy of self-expression.
Comprehension Questions
Six questions aligned to Bloom’s taxonomy for teacher’s to evaluate students’ comprehension
Remembering: Can you recall the different dance moves Gerald tries?
Understanding: Why does Gerald initially believe that elephants cannot dance?
Applying: How would you describe Gerald’s feelings throughout the story?
Analyzing: Analyze the role of Piggie and the squirrels in encouraging him to dance.
Evaluating: Assess whether Gerald’s perception of himself changes by the end of the story.
Creating: Design a new character who Piggie might try to teach to dance. What characteristics would this character have?
CASEL Discussion Questions
Five questions aligned to the CASEL competencies for teachers to foster an engaging discussion and foster social-emotional learning
Self-Awareness: How did Gerald feel about his ability to dance in the beginning?
Self-Management: What strategies did Gerald try to use to dance? How did he manage his feelings when he couldn’t dance initially?
Social Awareness: How did Gerald’s friends react when they saw him trying to dance?
Relationship Skills: What qualities do you think make Gerald a good friend?
Responsible Decision Making: What decision did Gerald make when he realized he couldn’t teach his friends to dance?
Design Thinking Challenge
Take students’ learning even further by incorporating the Imagineerz design thinking framework
Create a Dance Routine Just for Gerald
Understand
Begin by reading “Elephants Cannot Dance” by Mo Willems.
Engage in a class discussion about Gerald’s journey in the book. How did he feel about dancing, and how did he overcome challenges? What kind of dance do you think would suit Gerald’s personality?
Ideate
Encourage students to brainstorm different dance moves that could express Gerald’s uniqueness. They might consider the music that would go well with Gerald’s dance. What kind of rhythm or beat would match his character?
Prototype
In small groups, students will choose a few dance moves from your brainstorming session and put them together to form a short routine. They might experiment with the sequence and timing of the dance moves.
Test
Students will perform their dance routines and observe how well they represent Gerald’s character. They might gather feedback from classmates. What did they like about the dance? Is there anything that could be improved?
Read Aloud
If you appreciated getting to read this book with your class, you might also want to share this book with them!
Students visit to ancient Greece to meet Cynisca, the first woman to win in the Olympic Games. This historical adventure not only highlights a significant figure who overcame gender barriers but also introduces students to the concept of leveraging simple machines in sports. Students must design an original game.
Constraints and Success Criteria
The newly designed game must incorporate at least one lever as a fundamental element of gameplay. Students should be creative in their application of simple machines to sports or games.
Success will be measured through the practical testing of the games. Students are encouraged to challenge themselves, their friends, and even their teachers, to participate in the games, assessing both the functionality and enjoyment factor of their inventions.
Materials
You do not need any testers for this challenge.
Set Up
Prepare Materials: Ensure you have all the necessary materials ready beforehand and organize them so that they are easily accessible to students. Students should use no more than five of any one material per creation! For example, a student can use five straws and five pieces of paper, but not ten straws. If you provide aluminum foil, no more than one arm’s length piece for each student!
Provide Guidelines and Constraints: Reiterate the challenge to students, as needed. Building time is 45 minutes!
Model the Design Process: Before students begin, demonstrate the design processby going through the steps yourself. Discuss how to brainstorm ideas, create prototypes, test them, and make iterations based on the results, as needed.
Encourage Collaboration: Foster a collaborative environment where students can work together in pairs. Encourage them to share ideas, help each other troubleshoot challenges, and provide constructive feedback throughout the process. But no groups of three!
Support Adaptation: Encourage students to embrace the mindset of adaptation and problem-solving. Help them see that setbacks and failures are opportunities to learn and make improvements. Guide them in identifying areas for adaptation and brainstorming alternative solutions.
Facilitate Reflection: Set aside time for students to reflect on their design process and decision-making. Ask questions that prompt them to think critically about their choices, challenges they faced, and what they learned from the experience. This reflection can be done individually, in pairs, or as a whole-class discussion.
Celebrate and Showcase: Celebrate students’ efforts and showcase their games. Provide a platform for them to demonstrate their levers, if possible.
How did considering the perspectives of others contribute to the success of your design?
In what ways did you show empathy towards the needs and preferences of potential users?
If you worked with a partner, describe a situation where effective communication was crucial. How did you navigate and overcome any challenges?
If you worked with a partner, reflect on a moment when conflict arose. How was it resolved, and what did you learn from the experience?
If you worked with a partner, reflect on a time when you had to articulate your ideas persuasively. What strategies did you use to convey your thoughts?
Social-emotional learning has become key in elementary education. It highlights crucial life skills beyond just academics. Educators work to boost SEL’s effectiveness. New trends are appearing as old ones fade. These changes better meet the needs of today’s students. We’re assessing the SEL landscape.
Out with the Old: Isolated SEL Lessons
Gone are the days when SEL was treated as a standalone subject, confined to specific lessons or programs. The shift away from isolated SEL sessions is noticeable as educators recognize the importance of integrating social and emotional skills seamlessly into the fabric of everyday learning. The traditional approach, characterized by designated time slots for SEL activities, is losing favor in light of a more holistic and continuous approach.
Educators are now weaving SEL principles into regular classroom activities, making it a natural part of the students’ daily experiences. This shift acknowledges that social and emotional skills are not standalone competencies but rather essential components that enhance overall learning and personal development.
On the Rise: Cultivating Inclusive and Diverse Perspectives
As the educational landscape evolves, there is a noticeable rise in the emphasis on cultivating inclusive and diverse perspectives within SEL curricula. The traditional, one-size-fits-all approach is giving way to a more nuanced understanding that recognizes the unique social and emotional needs of each student.
Educators are incorporating diverse cultural references, narratives, and perspectives into their SEL lessons. This not only helps students develop a broader worldview but also fosters empathy and understanding for the experiences of others. Schools are increasingly recognizing the importance of acknowledging and celebrating diversity as an integral part of SEL, contributing to the development of socially aware and culturally competent individuals.
Out with the Old: Passive Learning Models
Another trend that is losing ground is the reliance on passive learning models within SEL programs. The traditional approach often involved delivering information to students through lectures or presentations. However, research is showing that active, experiential learning is far more effective in developing social and emotional skills.
Teachers are replacing passive models with interactive and participatory methods where students engage in activities that require problem-solving, collaboration, and critical thinking. These experiential learning opportunities not only enhance the acquisition of social and emotional skills but also provide students with the tools to navigate real-world challenges effectively.
On the Rise: Digital and Technology Integration
In the ever-evolving landscape of education, the integration of technology into SEL programs is gaining traction. With the rise of digital natives, educators are leveraging technology to make SEL engaging and relevant to today’s students. Interactive apps, online platforms, and virtual reality experiences are being used to create immersive and impactful SEL learning environments.
This trend aligns with the technological preferences of contemporary students. It also opens up new possibilities for personalized learning experiences. Digital tools are being harnessed to facilitate self-reflection, collaboration, and the development of essential skills in ways. These resonate with the tech-savvy generation.
In Conclusion
The landscape of elementary school SEL is witnessing a dynamic shift. Trends that are fading away are making room for approaches that align more closely with the evolving needs of students and the broader educational context. As educators continue to explore innovative strategies, the future of SEL in elementary schools holds the promise of cultivating emotionally intelligent, socially aware, and resilient individuals prepared for the challenges of the 21st century.
Enhance collaborative conversations in your classroom with this self-monitoring bingo card! Keep your students focused and engaged while promoting active listening and participation
Imagine teenagers getting so amped up about math and physics that they cheer and shout! For these high school students, a design challenge that leads to a model car derby does the trick. pic.twitter.com/tRO3sXOTLc
“Stuck” by Oliver Jeffers begins with Floyd’s kite getting stuck in a tree. As he tries to retrieve it, things escalate when his shoe, and later another, get stuck as well. In a chain reaction of throwing objects to dislodge the stuck items, everything ends up lodged in the tree. Floyd’s attempts involve a ladder, paint, and a series of increasingly absurd items, leading to an ever-growing entanglement. Eventually, even a fire engine and firefighters get themselves stuck. Facing the consequences of the chaos, Floyd throws a songbook into the mix, and the crowded tree becomes so full that the kite falls free. In the end, Floyd, exhausted and relieved, enjoys the rest of his day.
Comprehension Questions
Six questions aligned to Bloom’s taxonomy for teacher’s to evaluate students’ comprehension
Remembering: What did Floyd throw to try to dislodge his shoe?
Understanding: Can you explain why Floyd thought throwing a ladder would help?
Applying: How might Floyd have approached the situation differently to avoid everything getting stuck?
Analyzing: What was the turning point that led to the resolution of the situation?
Evaluating: What consequences did Floyd face as a result of his actions?
Creating: Imagine you are one of the characters stuck in the tree. How would you feel and what would you say to Floyd?
CASEL Discussion Questions
Five questions aligned to the CASEL competencies for teachers to foster an engaging discussion and foster social-emotional learning
Self-Awareness: Can you identify a moment when Floyd demonstrated self-awareness about the consequences of his actions?
Self-Management: How did Floyd’s impulsive actions contribute to the escalating problem?
Social Awareness: How did Floyd’s actions impact the people around him, such as the milkman and the firemen?
Relationship Skills: How might Floyd have collaborated with others to solve the problem more effectively?
Responsible Decision Making: Assess the responsibility of Floyd’s decisions throughout the story. Were they wise or impulsive?
Design Thinking Challenge
Take students’ learning even further by incorporating the Imagineerz design thinking framework
The Great Unsticking Mission
Understand
Begin by reading “Stuck” by Oliver Jeffers.
Engage in a class discussion about the challenges faced by Floyd in the story. Discuss the importance of identifying the root cause of a problem. Encourage students to reflect on the characters’ decision-making process and how they respond to setbacks.
Ideate
Encourage students to brainstorm creative solutions for unsticking objects in the tree. Emphasize the importance of generating a variety of ideas, even if they seem unconventional.
Prototype
In small groups, students will choose one solution from their ideation phase and create a prototype using simple materials. The prototype should represent their chosen solution for unsticking objects.
Test
Students will test their prototypes by presenting them to the class or other groups. They will explain how their solution works and its potential effectiveness. After testing, discuss what worked well and what modifications could enhance their prototypes.
Read Aloud
If you appreciated getting to read this book with your class, you might also want to share this book with them!
Students embark on a mission to design rides for Bill Marriott’s amusement park by learning from historical inventors. They travel to 405 B.C.E. to meet Dionysius the Elder, a Greek tyrant who innovated warfare with a lever-based boulder launcher. Dionysius shares his invention’s mechanism, highlighting the lever’s parts: beam, fulcrum, and load. He explains how adjusting the beam length affects the force needed and the distance the load travels. Students must build levers to launch balls at targets, inspired by Dionysius’s boulder launcher.
Constraints and Success Criteria
The device must accurately launch balls into a series of targets. It cannot cross the starting line during the test.
Success is measured by the ability to hit targets at varying distances, demonstrating understanding of the lever’s mechanics and strategic placement of the fulcrum for optimal force application and distance.
Materials
You need ping pong balls as testers for this challenge.
Set Up
Prepare Materials: Ensure you have all the necessary materials ready beforehand and organize them so that they are easily accessible to students. Students should use no more than five of any one material per creation! For example, a student can use five straws and five pieces of paper, but not ten straws. If you provide aluminum foil, no more than one arm’s length piece for each student!
Provide Guidelines and Constraints: Reiterate the challenge to students, as needed. Building time is 45 minutes!
Model the Design Process: Before students begin, demonstrate the design processby going through the steps yourself. Discuss how to brainstorm ideas, create prototypes, test them, and make iterations based on the results, as needed.
Encourage Collaboration: Foster a collaborative environment where students can work together in pairs. Encourage them to share ideas, help each other troubleshoot challenges, and provide constructive feedback throughout the process. But no groups of three!
Support Adaptation: Encourage students to embrace the mindset of adaptation and problem-solving. Help them see that setbacks and failures are opportunities to learn and make improvements. Guide them in identifying areas for adaptation and brainstorming alternative solutions.
Facilitate Reflection: Set aside time for students to reflect on their design process and decision-making. Ask questions that prompt them to think critically about their choices, challenges they faced, and what they learned from the experience. This reflection can be done individually, in pairs, or as a whole-class discussion.
Celebrate and Showcase: Celebrate students’ efforts and showcase their work.
How might Dionysius the Elder’s invention, the lever, have required collaboration and positive relationships to refine and implement effectively?
Considering the lever’s components (beam, fulcrum, and load), how can effective teamwork enhance the design and construction of a lever for launching a ball?
How might collective problem-solving foster a sense of unity and collaboration among team members?
In what ways can open communication and mutual support contribute to overcoming obstacles in the team challenge?
As teams successfully launch balls using their levers, how can celebrating each other’s achievements contribute to a positive and supportive learning environment?
As the holiday season approaches, elementary teachers often find themselves navigating the delicate balance between festive excitement and maintaining a focused learning environment. Special events, concerts, and class parties create a buzz of anticipation, making it challenging to keep students engaged in traditional lessons. Fear not, dear educators! Imagineerz is here with some tips to help you engage students before holiday breaks.
Countdown Calendars
Transform the excitement of counting down to the holiday break into a learning opportunity. Create a visual countdown calendar where each day reveals a new educational challenge or fun activity. This not only builds anticipation but also maintains a structured routine with a dash of holiday magic.
Hands-On Projects
Capitalize on the enthusiasm by incorporating hands-on projects that channel creativity. Imagineerz believes in the power of hands-on learning, allowing students to build, create, and explore. Engage them in design challenges related to the holiday season, encouraging teamwork, and critical thinking.
Themed Read Alouds
Set aside time for special holiday-themed read alouds. Select books that not only entertain but also impart valuable lessons. Follow up with discussions or creative writing activities to reinforce comprehension skills and keep the learning momentum going.
Reflective Journaling
Encourage students to reflect on the year gone by and set goals for the upcoming one. This reflective journaling activity not only engages them in meaningful introspection but also helps in developing their writing skills. It’s an excellent way to blend the festive spirit with a focus on personal growth.
Celebrate Achievements
Recognize and celebrate the achievements of the students. Whether big or small, acknowledging their efforts can foster a positive learning environment. Consider creating a festive bulletin board where you showcase their accomplishments, fostering a sense of pride and motivation.
In Conclusion
Embracing the holiday spirit in the classroom doesn’t mean sacrificing valuable learning time. You can create a festive-yet-focused atmosphere that encourages active participation and growth. By blending the magic of the season with engaging educational activities, you’ll ensure that your students stay excited and involved until the much-anticipated holiday break arrives. Happy teaching and happy holidays!
Students worked with a partner to design, build, & test a tilt maze. They used cardboard, @Makedo scrus, scru-drivers, rubber bands, a ruler, and a marble. The maze had to include a start , a finish , and three 2-D shapes. A final sketch & written reflection followed. #STEMpic.twitter.com/ukrCtixPmX
By exhibiting photos of your students in the classroom, you send a message: they belong, they are important, and their achievements are significant. Learn more about the power of carefully selected “family photos.”https://t.co/8PJia7y7vd
“Sam & Dave Dig a Hole” by Mac Barnett follows the adventures of Sam and Dave, who are determined to discover something spectacular as they dig a hole. As they encounter various challenges and change their plans, readers learn the valuable lesson that persistence and perseverance are key in achieving extraordinary outcomes. The book beautifully captures the essence of never giving up, even when faced with setbacks, showcasing the magic that can emerge from unexpected journeys and unyielding determination.
Comprehension Questions
Six questions aligned to Bloom’s taxonomy for teacher’s to evaluate students’ comprehension
Remembering: How many objects do Sam and Dave narrowly avoid by changing their strategy?
Understanding: Can you explain the reasons why Sam and Dave decide to change their digging direction in the story?
Applying: Can you propose an alternative plan that Sam and Dave could have implemented to achieve their goal more efficiently?
Analyzing: What clues in the text suggest that Sam and Dave’s journey will lead them to something spectacular?
Evaluating: What lessons can readers learn from the experiences of Sam and Dave in the story?
Creating: How could the story have been enhanced to emphasize the value of teamwork and collaboration during challenging situations?
CASEL Discussion Questions
Five questions aligned to the CASEL competencies for teachers to foster an engaging discussion and foster social-emotional learning
Self-Awareness: What emotions do the characters experience during their journey, and how does this impact their choices?
Self-Management: What strategies do the characters use to manage their emotions during challenging situations in the story?
Social Awareness: How do the characters demonstrate empathy and understanding towards each other in the story?
Relationship Skills: How do the characters demonstrate effective communication and collaboration during their mission?
Responsible Decision Making: Can you identify instances where the characters consider the consequences of their actions before making choices?
Design Thinking Challenge
Take students’ learning even further by incorporating the Imagineerz design thinking framework
Show how to turn persevere after a series of setbacks.
Understand
Begin by reading “Sam & Dave Dig a Hole” by Mac Barnett, focusing on the themes of perseverance, resilience, and determination in the face of challenges during the characters’ digging journey.
Engage in a class discussion about the different obstacles encountered by Sam and Dave throughout their digging adventure and the emotions they experience along the way.
Encourage students to reflect on the characters’ decision-making process and how they respond to setbacks.
Ideate
In small groups, have students brainstorm real-life scenarios where they have faced challenges or obstacles that required perseverance. These situations can include overcoming academic struggles, navigating interpersonal conflicts, or achieving personal goals.
Encourage students to generate innovative solutions and strategies inspired by the perseverance of Sam and Dave in the story. Emphasize the importance of resilience and determination in the face of adversity and the role of creative problem-solving.
Prototype
Each group should select one of the brainstormed scenarios and create a visual representation (such as a storyboard, comic strip, or multimedia presentation) that showcases the process of overcoming challenges using perseverance and resilience, drawing inspiration from the experiences of Sam and Dave.
In their designs, students should integrate key elements from the book, such as the characters’ teamwork, adaptability, and unwavering commitment to their goal. Encourage them to incorporate creative solutions and depict the importance of never giving up.
Test
Groups should present their prototypes to the class, explaining their thought process and the strategies used in their designs to overcome challenges.
Facilitate a class discussion where students analyze how the presented prototypes align with the themes of the book. Encourage them to discuss the practical applications of the strategies depicted in the prototypes and how they can apply similar approaches in their own lives.
Conclude the challenge with a reflection on the significance of perseverance and resilience, drawing parallels between the experiences of the characters in the story and the students’ own journeys.
Read Aloud
If you appreciated getting to read this book with your class, you might also want to share this book with them!
On the opening day of Great America, an amusement park in California, Bill Marriott faces a crisis. His mascot has been scared away, and the park’s supply of churros has been devoured. Enter Special Agent L and team, tasked with creating a new mascot for the park. Students must design a mascot that embodies the spirit of fun, capable of standing tall and firm without wobbling.
Constraints and Success Criteria
The mascot’s legs must not be thicker than one thumb. It must also be able to stand on its own, embodying both stability and the park’s adventurous spirit.
Success is measured by the ability to stand tall and firm without wobbling. The design should reflect the fun and excitement of the amusement park.
Materials
You do not need any testers for this challenge.
Set Up
Prepare Materials: Ensure you have all the necessary materials ready beforehand and organize them so that they are easily accessible to students. Students should use no more than five of any one material per creation! For example, a student can use five straws and five pieces of paper, but not ten straws. If you provide aluminum foil, no more than one arm’s length piece for each student!
Provide Guidelines and Constraints: Reiterate the challenge to students, as needed. Building time is 45 minutes!
Model the Design Process: Before students begin, demonstrate the design processby going through the steps yourself. Discuss how to brainstorm ideas, create prototypes, test them, and make iterations based on the results, as needed.
Encourage Collaboration: Foster a collaborative environment where students can work together in pairs. Encourage them to share ideas, help each other troubleshoot challenges, and provide constructive feedback throughout the process. But no groups of three!
Support Adaptation: Encourage students to embrace the mindset of adaptation and problem-solving. Help them see that setbacks and failures are opportunities to learn and make improvements. Guide them in identifying areas for adaptation and brainstorming alternative solutions.
Facilitate Reflection: Set aside time for students to reflect on their design process and decision-making. Ask questions that prompt them to think critically about their choices, challenges they faced, and what they learned from the experience. This reflection can be done individually, in pairs, or as a whole-class discussion.
Celebrate and Showcase: Celebrate students’ efforts and showcase their amusement park mascots. Provide a platform for them to explain their design rationale, if possible.
How might the design of the mascot reflect the values and themes of the amusement park to create a cohesive and engaging experience for visitors?
What steps can the team take to ensure that the mascot design is inclusive and appealing to a diverse range of park visitors, considering different cultural backgrounds and preferences?
What strategies can the team employ to understand and address any potential concerns or fears that visitors may have, ensuring that the mascot’s presence enhances the overall park experience?
What measures can the team implement to promote a sense of respect and appreciation for the diverse perspectives and ideas that each team member brings to the mascot design process?
What actions can the team take to establish and maintain positive and supportive relationships with both park staff and visitors, ensuring that the mascot serves as a symbol of warmth and welcome for all?
With the holiday season fast approaching, teachers have the perfect opportunity to discuss cultural and religious diversity. It can also be challenging for teachers to create an inclusive environment while acknowledging various cultural and religious beliefs. At Imagineerz, we value the importance of fostering an environment that celebrates diversity and promotes respect for all. Let’s explore effective strategies for navigating cultural sensitivities during holidays, ensuring inclusivity and respect for diverse beliefs.
Addressing Sensitive Cultural or Religious Concerns
The holiday season often entails celebrations that may not align with the cultural or religious beliefs of all students. Creating a space where students feel comfortable expressing their concerns is crucial. Encouraging open dialogue about various cultural and religious traditions fosters an environment of respect and understanding. Offering alternative activities or inviting students to share their unique customs can promote inclusivity and reinforce the value of diversity.
Ensuring Inclusivity and Respect for Diverse Beliefs
Building a classroom culture that embraces diversity and fosters respect for all beliefs is fundamental. Educators can introduce lessons or discussions that highlight the significance of different cultural celebrations during the holiday season. Encouraging students to share stories or traditions from their own cultural backgrounds can deepen their understanding and appreciation for diversity. Implementing inclusive and culturally diverse materials within the curriculum can also provide opportunities to learn about new traditions and customs. This ultimately fosters an environment of mutual respect and acceptance.
Promoting Empathy and Understanding
Promoting empathy among students by encouraging them to appreciate and understand the cultural and religious significance of the holiday season is essential. Engaging in activities that encourage students to reflect on the experiences of their peers from different cultural backgrounds can foster a sense of unity and compassion. Encouraging collaborative projects that emphasize the values of tolerance and respect can help students develop a deeper understanding of the importance of embracing diversity within their community and beyond.
Creating a Supportive Learning Environment
Establishing a supportive and inclusive learning environment where students feel safe to express their beliefs and cultural identities is paramount. Educators can provide resources and materials that promote cultural awareness and understanding, fostering an environment that values diversity. Encouraging open communication and active listening among students helps create a respectful and accepting atmosphere where everyone’s beliefs and traditions are celebrated and respected.
In Conclusion
By implementing these strategies, educators can create a classroom environment that not only acknowledges the diverse cultural and religious beliefs of students but also fosters a sense of inclusivity, empathy, and respect. At Imagineerz, we remain committed to supporting teachers in their journey to create a classroom culture that celebrates diversity and encourages students to embrace the richness of cultural traditions and beliefs.
Try these strategies to help students develop the emotional literacy skillset that will allow them to better understand—and react—to their feelings. https://t.co/awiUlwR9gZ
Films can be meaningful for children in these 4 ways:
1️⃣They can fuel social intelligence
2️⃣They are an opportunity to experience (moral) beauty
3️⃣They help children gain insights about life
4️⃣They can inspire children to never give up@GreaterGoodSChttps://t.co/EcG46qnNdH
“The Magical Yet” by Angela DiTerlizzi tells the story of a child who faces various difficulties and setbacks, like not being able to ride a bike. The child is introduced to the concept of “yet,” which is like a magical helper that reminds the child that they may not be able to do something “yet,” but with effort and determination, they can achieve their goals. It emphasizes the power of practice, learning from mistakes, and believing in oneself. It encourages children to keep trying and growing, no matter how big or small the obstacles may be.
Comprehension Questions
Six questions aligned to Bloom’s taxonomy for teacher’s to evaluate students’ comprehension
Remembering: Can you recall a specific example from the book where the main character faces a challenge and uses the concept of “yet” to overcome it?
Understanding: Can you explain in your own words what the term “yet” means in the context of the book?
Applying: Imagine you are a character in the story. How would you use the concept of “yet” to overcome a challenge you face in the book?
Analyzing: How does the author use storytelling and illustrations to convey the idea of “yet” and its transformative power?
Evaluating: Evaluate the effectiveness of the book’s message about growth and learning. Do you think the concept of “yet” is a valuable one for children to learn? Why or why not?
Creating: Imagine you are a character in a similar story. Create your own narrative where you encounter challenges and use the power of “yet” to overcome them. Describe the challenges and how “yet” helps you.
CASEL Discussion Questions
Five questions aligned to the CASEL competencies for teachers to foster an engaging discussion and foster social-emotional learning
Self-Awareness: Can you identify instances in the book where the character’s self-awareness grows as they encounter and overcome challenges?
Self-Management: Describe how the character manages their emotions and perseveres when faced with challenges.
Social Awareness: How does the concept of “yet” relate to building positive relationships with others?
Relationship Skills: Identify moments in the story where the character demonstrates effective communication or collaboration with others.
Responsible Decision Making: Can you think of an example where the character weighs the pros and cons of a decision before taking action?
Design Thinking Challenge
Take students’ learning even further by incorporating the Imagineerz design thinking framework
Show how to turn failure into opportunities for growth.
Understand
Begin by reading “The Magical Yet” by Angela DiTerlizzi, which explores the concept of perseverance and embracing challenges with a growth mindset.
Engage in a class discussion about the emotions and experiences the main character in the book goes through when facing setbacks and how the character uses the power of “yet” to overcome them.
Ideate
As a class or in small groups, brainstorm various scenarios or situations where students might face rejection, setbacks, or challenges in real life. These could include trying a new sport, learning a musical instrument, or tackling a difficult math problem.
Encourage students to think creatively and come up with innovative ways to turn a failure into an opportunity for growth and improvement. Discuss the importance of a growth mindset and how it can lead to success.
Prototype
Each student or group should select one of the scenarios from the brainstorming session. Their task is to create a visual representation (poster, comic strip, or multimedia presentation) that illustrates how someone can navigate rejection and transform it into a positive learning experience, drawing inspiration from “The Magical Yet.”
In their designs, students should include key elements from the book, such as the idea of “yet,” the process of persevering, seeking help, collaborating, and adapting the original approach.
Test
Students should present their prototypes to the class, explaining their thought process and the strategies used in their designs.
Facilitate a class discussion where students analyze how the presented designs align with the themes of the book. Encourage them to discuss how the strategies demonstrated in the prototypes can be applied in real life to overcome challenges and foster growth.
Conclude the challenge with a reflection on the importance of having a growth mindset and embracing “yet” in various aspects of life.
Read Aloud
If you appreciated getting to read this book with your class, you might also want to share this book with them!
Design a Martian model that incorporates at least two vital survival elements: a brain featuring distinct amygdala and pre-frontal cortex sections, and the capability to transport a tank of Martian air (represented by a Wiffle ball).
Constraints and Success Criteria
The Martian must have a clearly labeled amygdala and pre-frontal cortex within its brain structure.
It must be designed to carry a Wiffle ball, symbolizing a tank of Martian air.
The Martian should stand independently without external support.
Materials
You need a Wiffle balls as testers for this challenge.
Set Up
Prepare Materials: Ensure you have all the necessary materials ready beforehand and organize them so that they are easily accessible to students. Students should use no more than five of any one material per creation! For example, a student can use five straws and five pieces of paper, but not ten straws. If you provide aluminum foil, no more than one arm’s length piece for each student!
Set Up Testing Area: Create a designated area where students can test their Martians.
Provide Guidelines and Constraints: Reiterate the challenge to students, as needed. Building time is 45 minutes!
Model the Design Process: Before students begin, demonstrate the design processby going through the steps yourself. Discuss how to brainstorm ideas, create prototypes, test them, and make iterations based on the results, as needed.
Encourage Collaboration: Foster a collaborative environment where students can work together in pairs. Encourage them to share ideas, help each other troubleshoot challenges, and provide constructive feedback throughout the process. But no groups of three!
Support Adaptation: Encourage students to embrace the mindset of adaptation and problem-solving. Help them see that setbacks and failures are opportunities to learn and make improvements. Guide them in identifying areas for adaptation and brainstorming alternative solutions.
Facilitate Reflection: Set aside time for students to reflect on their design process and decision-making. Ask questions that prompt them to think critically about their choices, challenges they faced, and what they learned from the experience. This reflection can be done individually, in pairs, or as a whole-class discussion.
Celebrate and Showcase: Celebrate students’ efforts and showcase their Martian designs. Provide a platform for them to explain their design rationale and play their instrument, if possible.
CASEL Discussion Questions
Five questions aligned to Responsible Decision Making — our focus CASEL competency for Module 3 — for teachers to foster an engaging discussion and social-emotional learning
What ethical considerations should you keep in mind while designing your Martian life form?
How will you make responsible decisions about the materials you use and the design choices you make?
If your team encounters disagreements about design choices, what steps can you take to make decisions that are fair and considerate of everyone’s perspectives?
What safety measures will you implement to ensure that the Martian life form and its components, such as the air tank, do not pose any risks to others?
How will you make choices that prioritize the well-being of the Martian life form, ensuring that it can “survive” on Earth in a humane and responsible way?
Creating a positive and inclusive classroom environment is essential for effective teaching and learning. One powerful way to achieve this is by involving students in the process of crafting classroom agreements or group norms. These agreements set the tone for respectful behavior, collaboration, and mutual understanding.
Start with Open Dialogue
Begin the process by engaging students in an open discussion about what makes a classroom a safe and welcoming space. Encourage them to share their thoughts on respect, kindness, and cooperation. This dialogue sets the stage for understanding the purpose of classroom agreements and their role in fostering a positive atmosphere.
Connect to Values
Guide students to identify and discuss the values they believe are important for creating a supportive learning environment. This could include values such as respect, empathy, active listening, and inclusivity. Help them understand how these values translate into behaviors.
Brainstorm Behaviors
Encourage students to brainstorm specific behaviors that align with the identified values. For example, if respect is a value, students might suggest behaviors like using polite language, taking turns, and valuing others’ opinions. Write down their ideas on a visible chart or board.
Collaborative Process
Emphasize that classroom agreements are a collaborative effort. Students should have a voice in shaping the agreements. Allow them to work in pairs or small groups to refine the list of behaviors they brainstormed. This promotes teamwork and negotiation skills.
Visual Representation
Transform the agreed-upon behaviors into visual representations. This could be through a poster, a mural, or a digital presentation. Visual aids help students easily recall the classroom agreements and serve as a visual reminder of the collective commitment.
Language Matters
Use inclusive and positive language when formulating the agreements. Instead of saying “Don’t interrupt,” rephrase it as “Take turns when speaking.” Positive language focuses on what students should do rather than what they shouldn’t.
Ownership and Signatures
Invite students to take ownership by having them individually sign the visual representation of the agreements. This reinforces their commitment and responsibility to uphold the norms they helped create.
Regular Reflection
Integrate regular reflection sessions where students discuss how well they are adhering to the classroom agreements. Encourage them to share examples of positive interactions that align with the norms.
Problem-Solving Approach
Incorporate the agreements into problem-solving discussions. When conflicts arise, guide students to refer back to the norms and collaboratively find solutions that align with the agreed-upon behaviors.
Continuous Adaptation
Remind students that classroom agreements are not static. As the dynamics of the classroom evolve, agreements may need adjustments. Encourage them to revisit and adapt the agreements as necessary.
In Conclusion
By involving students in the process of developing classroom agreements or group norms, educators empower them to take ownership of their learning environment. These agreements foster a sense of belonging, respect, and shared responsibility. Through open dialogue, collaboration, and a focus on positive behaviors, students develop essential social and emotional skills that contribute to a harmonious classroom culture where everyone can thrive.
Eureka moments are overrated. Effort is underrated.
Data: your first idea is rarely your best idea. The more time you spend brainstorming, the more space you make for divergent thoughts and unexpected connections.
How can you keep track of every student’s strengths and needs to inform your curriculum planning? @JorgeDoesPBL suggests trying a simple visual tool called an empathy map! pic.twitter.com/vDDxsAW48A
A new meta-analysis on SEL reviewed 424 studies conducted between 2008 and 2020 across more than 50 countries and involving more than 500,000 K-12 students. @jillbarshay@hechingerreporthttps://t.co/SqPqcrHRBT
In “A Thousand No’s” by D.J. Corchin, the main character has a great idea but faces numerous rejections. Despite the weight of the “no’s,” her idea evolves and grows as more people contribute their own perspectives. Eventually, on the thousandth “no,” the character realizes that the idea has transformed into something entirely different, and yet, the journey was worth it.
Comprehension Questions
Six questions aligned to Bloom’s taxonomy for teacher’s to evaluate students’ comprehension
Remembering: What happens when the main character receives her first “no”?
Understanding: Why does the main character decide to seek help for her idea?
Applying: Can you think of a time when you faced rejection? How did you handle it?
Analyzing: Why do you think the main character’s idea started to change shape as she received more “no’s”?
Evaluating: What do you think the story is trying to teach you about handling rejection and setbacks?
Creating: If you were to give the main character advice, what would you tell her about facing challenges and embracing change?
CASEL Discussion Questions
Five questions aligned to the CASEL competencies for teachers to foster an engaging discussion and foster social-emotional learning
Self-Awareness: Can you relate to the main character’s emotions of frustration and disappointment? How do you handle such feelings?
Self-Management: What strategies does the main character use to manage her feelings and keep moving forward with her idea?
Social Awareness: How do the reactions of others influence the main character’s perspective on her idea?
Relationship Skills: Can you think of a time when working with others led to a better solution or idea? How did collaboration contribute?
Responsible Decision Making: What decisions does the main character make when facing rejection? How do these decisions impact her journey?
Design Thinking Challenge
Take students’ learning even further by incorporating the Imagineerz design thinking framework
Show how to turn “no’s” into opportunities for growth and innovation.
Understand
Introduce students to the picture book “A Thousand No’s” by D.J. Corchin, along with its main themes of facing rejection, persistence, and adapting to challenges.
Discuss the emotions the main character experiences as she encounters multiple “no’s” and how she responds to them.
Ideate
Brainstorm as a class or in small groups: What are some real-life situations where facing rejection or setbacks is common? (e.g., trying a new sport, learning a musical instrument)
Encourage students to think creatively: How can one turn a “no” into an opportunity for growth and innovation?
Prototype
Have each student or group choose a scenario from the brainstorming session. Their challenge is to design a visual representation (poster, comic strip, etc.) that showcases how someone can navigate rejection and transform it into a positive outcome, inspired by the book.
In their design, students should include key elements from the story: the accumulation of “no’s,” seeking help, collaborating, and adapting the original idea.
Test
Share and present the prototypes to the class, explaining the thought process behind each design.
Facilitate a discussion: How do the presented designs illustrate the themes of the book? How can the strategies demonstrated in the prototypes be applied in real life to overcome challenges?
Read Aloud
If you appreciated getting to read this book with your class, you might also want to share this book with them!
Invent musical instruments for the astronauts, who plan to create a Martian music video using a special orbital camera. This camera, designed to orbit Mars with minimal thrust due to the planet’s weaker gravity, will capture their interstellar jam session.
Constraints and Success Criteria
Instruments must be innovative and suitable for use in a Martian music band.
The design should consider the unique environment of Mars, including its gravity.
The instruments will be featured in a music video, requiring them to be visually interesting as well as functional.
Materials
You do not need any testers for this challenge.
Set Up
Prepare Materials: Ensure you have all the necessary materials ready beforehand and organize them so that they are easily accessible to students. Students should use no more than five of any one material per creation! For example, a student can use five straws and five pieces of paper, but not ten straws. If you provide aluminum foil, no more than one arm’s length piece for each student!
Set Up Testing Area: Create a designated area where students can test their instruments.
Provide Guidelines and Constraints: Reiterate the challenge to students, as needed. Building time is 45 minutes!
Model the Design Process: Before students begin, demonstrate the design processby going through the steps yourself. Discuss how to brainstorm ideas, create prototypes, test them, and make iterations based on the results, as needed.
Encourage Collaboration: Foster a collaborative environment where students can work together in pairs. Encourage them to share ideas, help each other troubleshoot challenges, and provide constructive feedback throughout the process. But no groups of three!
Support Adaptation: Encourage students to embrace the mindset of adaptation and problem-solving. Help them see that setbacks and failures are opportunities to learn and make improvements. Guide them in identifying areas for adaptation and brainstorming alternative solutions.
Facilitate Reflection: Set aside time for students to reflect on their design process and decision-making. Ask questions that prompt them to think critically about their choices, challenges they faced, and what they learned from the experience. This reflection can be done individually, in pairs, or as a whole-class discussion.
Celebrate and Showcase: Celebrate students’ efforts and showcase their instrument designs. Provide a platform for them to explain their design rationale and play their instrument, if possible.
CASEL Discussion Questions
Five questions aligned to Responsible Decision Making — our focus CASEL competency for Module 3 — for teachers to foster an engaging discussion and social-emotional learning
How did you decide which materials to use when building your instrument? Did you consider factors like weight, durability, and sound quality?
What were the potential consequences of your instrument design decisions? How did you consider the impact on the overall sound of the Martian music band?
What role did empathy play in your instrument design? Did you consider how the astronauts would use and play the instruments in the unique environment of Mars?
Can you share a moment when you had to compromise with your team on a design element? How did you balance different ideas and viewpoints to make a responsible decision?
How did you resist any negative peer pressure or external influences that could have steered your instrument design away from the band’s goals? Share how your commitment to responsible design helped you stay on track.
The beginning of the school year holds immense significance as it sets the stage for the educational journey ahead. K-5 educators play a pivotal role in creating a classroom environment that is not only conducive to learning but also nurtures students’ social-emotional growth. Here’s our top suggestions for SEL strategies to start the school year.
Warm Greetings
A genuine and warm greeting is a powerful way to start each day. As students walk through the door, greet them with a smile, a friendly hello, or even a personalized question. These small gestures convey that each student is seen as an individual, fostering a sense of belonging and setting a positive tone for the day.
Inclusive Classroom Setup
The physical environment of your classroom can play a significant role in making students feel included. Decorate the space with diverse and inclusive materials, books, and artwork that represent various cultures, backgrounds, and identities. This not only validates each student’s uniqueness but also creates an atmosphere of acceptance and appreciation for differences.
Clear Expectations
Establishing clear behavioral and academic expectations is essential for a harmonious classroom. Take time to explain these expectations explicitly, discussing with the students why they are important. Clarity about what is expected empowers students to focus on learning and encourages responsible behavior.
Establish Rules and Norms
Involve your students in shaping the classroom rules and norms. Allow them to contribute their thoughts on how they would like the class to run. When students have a say in the rules, they are more likely to take ownership of their behavior and maintain a respectful and cooperative environment.
Ice Breakers
At the start of the school year, use ice-breaker activities to help students get to know one another. Engaging in fun and interactive activities breaks the initial hesitancy and promotes positive interactions. These shared experiences create a foundation for friendships and collaboration.
Classroom Agreements
Go beyond rules by establishing classroom agreements. These are positive statements about how students will treat each other and themselves. By co-creating agreements like “We will listen respectfully,” you encourage empathy, kindness, and a strong sense of community within the class.
Morning Meetings
Initiate each day with a brief morning meeting where students can express their thoughts and feelings. This practice fosters open communication, encourages students to share their experiences, and allows you to address any concerns. Morning meetings also promote a sense of belonging and unity among students.
Behavioral Supports
Implement a system of positive behavioral supports. Acknowledge and celebrate students’ positive behaviors, effort, and contributions. Use a reward system that reinforces desired behavior and highlights students’ achievements. Positive reinforcement creates a supportive classroom atmosphere that nurtures self-esteem and cooperation.
In Conclusion
Creating a welcoming and supportive classroom environment is at the heart of K-5 education. By incorporating strategies such as warm greetings, an inclusive classroom setup, clear expectations, collaborative rule-setting, ice breakers, classroom agreements, morning meetings, and behavioral supports, educators can cultivate an environment where students thrive academically and socially. As teachers, you have the remarkable opportunity to shape not only students’ academic growth but also their character development and overall well-being. Embrace these strategies, and watch your classroom evolve into a space where every student feels valued, respected, and ready to succeed.
When you need help, it’s better to ping one person than a group.
Data: messages to multiple recipients get fewer and less helpful replies. Diffusion of responsibility kicks in: “I’m not needed—someone else will do it!”
“The Day You Begin” by Jacqueline Woodson celebrates the journey of finding one’s voice and belonging in a world where no one else is quite like you. It explores moments of self-discovery, connecting with others through shared experiences and unique differences, ultimately embracing the power of individuality.
Comprehension Questions
Six questions aligned to Bloom’s taxonomy for teacher’s to evaluate students’ comprehension
Remembering: What is the name of the main character in the story?
Understanding: Why does the main character wonder if her own experiences are as exciting as others’ travels?
Applying: How would you comfort a friend who feels like they don’t belong?
Analyzing: What are some examples of how the main character shows bravery and resilience in the story?
Evaluating: How does the main character’s realization about shared experiences and differences impact her sense of belonging?
Creating:
Write a short story about a new student who feels like an outsider and how they find a place of belonging.
CASEL Discussion Questions
Five questions aligned to the CASEL competencies for teachers to foster an engaging discussion and foster social-emotional learning
Self-Awareness: Have you ever felt like an outsider in a new environment? How did you cope with those feelings?
Self-Management: How can we learn to manage our emotions when we encounter unfamiliar situations?
Social Awareness: How did the other students’ reactions to the main character’s experiences affect her feelings of belonging?
Relationship Skills: How can we foster positive relationships with new students or individuals from diverse backgrounds?
Responsible Decision Making: What are some responsible ways we can respond when someone makes fun of our cultural background or traditions?
Design Thinking Challenge
Take students’ learning even further by incorporating the Imagineerz design thinking framework
Design and create a welcoming and inclusive classroom community.
Understand
Read the book “The Day You Begin” by Jacqueline Woodson together as a class or in small groups.
Engage in a class discussion to explore the emotions and experiences of the main character and the other students.
Reflect on times when they felt different or like an outsider and discuss how they managed those feelings.
Ideate
Divide students into small groups or pairs.
Encourage students to share their unique stories and experiences with each other within their groups.
Brainstorm ideas on how to make everyone feel included and celebrated in the classroom, considering cultural backgrounds, interests, and strengths.
Prototype
Provide art supplies such as paper, markers, colored pencils, and craft materials.
Each group or pair will create a prototype of their idea, which can be in the form of a poster, collage, or 3D model.
The prototype should include ways to embrace diversity, promote empathy, and celebrate each student’s unique story.
Test
Each group or pair will present their prototype to the class, explaining the rationale behind their design choices.
The class will discuss the potential impact of each idea on promoting inclusivity and social-emotional learning.
Collectively, decide on one or more ideas to implement in the classroom to create a more welcoming and inclusive environment.
Read Aloud
If you appreciated getting to read this book with your class, you might also want to share this book with them!
Design Martian backpacks equipped with tools essential for exploring Mars’s diverse landscape. You’ll be exploring caves and mountains in search of water, life, and potentially, fossils!
Constraints and Success Criteria
The backpack must include a minimum of three tools designed specifically for Martian exploration.
The tools should focus on the Martian environment, aiding in the search for water, evidence of life, or fossils.
The backpack, with all tools inside, must be wearable, emphasizing practicality and weight management.
Materials
You do not need any testers for this challenge.
Set Up
Prepare Materials: Ensure you have all the necessary materials ready beforehand and organize them so that they are easily accessible to students. Students should use no more than five of any one material per creation! For example, a student can use five straws and five pieces of paper, but not ten straws. If you provide aluminum foil, no more than one arm’s length piece for each student!
Set Up Testing Area: Create a designated area where students can test their backpack designs to ensure they can wear them comfortably and carry all the essential tools effectively.
Provide Guidelines and Constraints: Reiterate the challenge and the constraints to students as needed. Building time is 45 minutes!
Model the Design Process: Before students begin, demonstrate the design processby going through the steps yourself. Discuss how to brainstorm ideas, create prototypes, test them, and make iterations based on the results, as needed.
Encourage Collaboration: Foster a collaborative environment where students can work together in pairs. Encourage them to share ideas, help each other troubleshoot challenges, and provide constructive feedback throughout the process. But no groups of three!
Support Adaptation: Encourage students to embrace the mindset of adaptation and problem-solving. Help them see that setbacks and failures are opportunities to learn and make improvements. Guide them in identifying areas for adaptation and brainstorming alternative solutions.
Facilitate Reflection: Set aside time for students to reflect on their design process and decision-making. Ask questions that prompt them to think critically about their choices, challenges they faced, and what they learned from the experience. This reflection can be done individually, in pairs, or as a whole-class discussion.
Celebrate and Showcase: Celebrate students’ efforts and showcase their backpack designs. Provide a platform for them to explain their design rationale and how they envision their backpacks supporting the Martian exploration mission.
CASEL Discussion Questions
Five questions aligned to Responsible Decision Making — our focus CASEL competency for Module 3 — for teachers to foster an engaging discussion and social-emotional learning
How will you decide which tools are essential for the astronauts’ exploration and survival in the extreme Martian environment?
What considerations will you take into account to ensure that the backpack is lightweight and easy to carry during the exploration?
How will you evaluate the effectiveness of each tool in meeting the astronauts’ needs and making informed decisions about their final inclusion in the backpack?
What ethical considerations will you address when choosing tools that align with environmental protection and respect for the Martian ecosystem?
How will you ensure that the final decision on the tools reflects the collective values, vision, and mission of the Martian exploration team?
Summer break offers an opportunity for students to relax, explore new interests, and spend quality time with their families. However, for teachers, there’s a critical aspect to consider during this time: how to support and nurture students’ social-emotional development during the summer months. Engaging parents during the summer can play a crucial role in maintaining and enhancing the social-emotional well-being of young learners.
Foster Communication and Connection
Before the summer break begins, teachers can establish open lines of communication with parents and caregivers. Sending out personalized messages that acknowledge the growth and achievements of their children during the school year can set a positive tone. Teachers can also express their excitement about working together to support students’ social-emotional development during the summer. This communication can occur through emails, newsletters, or even virtual meetings.
Provide Resources and Activities
Offer parents and caregivers resources and activities that promote social-emotional learning and development. Share suggestions for age-appropriate books, videos, or online platforms that focus on emotional intelligence, empathy, and self-awareness. Encourage families to engage in activities that promote communication, collaboration, and problem-solving, such as cooking together, creating art projects, or participating in nature walks.
Create a Summer Journal
Encourage parents and students to create a summer journal that captures their experiences, feelings, and thoughts throughout the break. Journals can become a safe space for children to express their emotions, reflect on their experiences, and explore their interests. Teachers can provide journal prompts or questions to guide the writing process and stimulate meaningful discussions within families.
Virtual Social-Emotional Workshops
Organize virtual workshops or webinars for parents and caregivers focused on supporting children’s social-emotional development. These sessions can cover topics such as effective communication, promoting emotional intelligence, and strategies for managing stress and anxiety. Inviting guest speakers, such as child psychologists or social workers, can provide valuable insights and expertise.
Prioritize Rest and Sleep
Teaching is a demanding profession that can often lead to exhaustion. Use the summer break as an opportunity to establish a healthy sleep routine and prioritize adequate rest. Create a calming bedtime ritual, ensure your sleeping environment is conducive to quality sleep, and allow yourself the luxury of waking up naturally without an alarm clock.
Encourage Play and Imagination
Emphasize the importance of play and imagination in nurturing social-emotional skills. Encourage parents to create opportunities for unstructured playtime, both indoors and outdoors. Play allows children to express themselves, develop problem-solving abilities, and build relationships with others. Suggest setting up playdates with friends or engaging in virtual play sessions to maintain connections with peers.
Set Weekly Goals
Work with parents to establish weekly social-emotional goals for their children. These goals can focus on developing specific skills, such as active listening, emotional regulation, or conflict resolution. Parents can track their child’s progress and celebrate their achievements together. Setting achievable goals helps children stay motivated and engaged in their emotional growth.
Emphasize Empathy and Service
Encourage acts of kindness and community service during the summer break. Parents can guide their children in volunteering for local organizations, helping neighbors, or participating in community events. Engaging in acts of kindness fosters empathy and reinforces the importance of being socially responsible members of their community.
In Conclusion
The summer break presents an opportune time for teachers to collaborate with parents and caregivers in supporting students’ social-emotional development. By fostering communication, providing resources, and encouraging activities that nurture emotional growth, teachers can ensure that the social-emotional learning journey continues beyond the classroom. Engaged parents can play an essential role in helping children develop emotional intelligence, resilience, and empathy, preparing them to thrive academically and socially when they return to school. Together, teachers and parents can create a supportive and emotionally enriching summer experience for young learners, setting the stage for their overall well-being and success in the upcoming school year.
At Imagineerz, we believe that in order for teachers to successfully facilitate social-emotional learning with students, they must first participate in those same learning experiences. The following is an activity principals can facilitate during a staff meeting that teachers can modify to use with their students.
Building strong relationships and fostering empathy among teachers is essential for creating a positive and supportive school culture. One powerful activity that principals can facilitate to achieve these goals is the Inside-Outside Circle.
Instructions
Divide the staff members into two equal-sized groups: an inside circle and an outside circle. If there are an odd number of participants, the principal can join in.
Have the inside circle face outward, and the outside circle face inward, so that each person is paired up with someone from the opposite circle.
Pose a thought-provoking question related to personal or professional growth. For example, “What is one valuable lesson you have learned during your teaching career?”
Give the pairs a designated time (e.g., 1-2 minutes) to share their response to the question with their partner. Encourage active listening and open dialogue.
After the time is up, the principal can signal for the outside circle to rotate one position to the right, creating new pairs with different partners. Repeat steps 3-5 with a new question.
Continue rotating and discussing different questions for several rounds, allowing staff members to interact with various colleagues.
Benefits
Implementing the Inside-Outside Circle yields several valuable benefits for teachers and the overall school community:
Building trust and connection: By sharing personal experiences, teachers develop a deeper understanding and appreciation for one another. This cultivates trust, strengthens relationships, and enhances collaboration within the school community.
Fostering empathy and understanding: The activity provides an opportunity for teachers to gain insights into each other’s perspectives, challenges, and triumphs. This fosters empathy, which can positively impact classroom dynamics and student-teacher relationships.
Enhancing professional growth: Engaging in reflective discussions and actively listening to colleagues’ experiences can lead to professional growth and the exchange of effective teaching strategies. Teachers can learn from one another, enhancing their instructional practices and ultimately benefiting students.
Creating a positive school culture: The Inside-Outside Circle promotes a sense of belonging, empathy, and understanding within the school community. This contributes to a positive school culture where teachers feel supported, valued, and motivated to collaborate and strive for excellence.
Keep This in Mind
To effectively implement the Inside-Outside Circle activity, principals can consider the following advice:
Create a safe and inclusive environment: Establish clear guidelines for respectful communication, confidentiality, and active listening. Emphasize that all participants’ experiences and perspectives are valuable and should be treated with empathy and respect.
Set aside dedicated time: Prioritize the activity by scheduling it during professional development days or dedicated staff meetings. Ensure there is sufficient time for meaningful sharing and reflection.
Model vulnerability: As a principal, lead by example and share your own experiences and reflections during the activity. This helps create a sense of trust and encourages teachers to open up.
Provide clear guidelines and prompts: Offer specific prompts or questions that prompt personal reflection and meaningful discussion. These can focus on personal values, experiences, or challenges related to teaching and working with students.
CASEL-Aligned Questions for Teachers
Self-Awareness:
What are three strengths you bring to your role as a teacher?
What are you grateful for in your teaching journey?
Self-Management:
What strategies do you use to maintain a healthy work-life balance?
How do you foster a calm and positive learning environment amidst emotional situations?
Social Awareness:
How do you demonstrate empathy and understanding towards your colleagues?
How do you embrace diverse perspectives and value individual differences in your school?
Relationship Skills:
How do you build positive and supportive relationships with your colleagues?
How do you effectively communicate and resolve conflicts with parents or colleagues?
Responsible Decision-Making:
How do you involve your colleagues in the decision-making process?
How do you ensure ethical considerations in your professional choices?
Classroom Modifications
Simplify the instructions: Use age-appropriate language and provide clear, concise instructions that are easy for young students to understand.
Adapt the questions: Frame the questions in a way that is relevant and relatable to elementary students. Use prompts that encourage self-reflection, empathy, and social awareness.
Incorporate visuals: Include visual aids such as pictures or illustrations to help young students understand and engage with the questions more effectively.
Provide scaffolding: Offer sentence starters or sentence frames to support students in expressing their thoughts and ideas. This can help younger students who may struggle with articulating their responses independently.
Encourage creativity: Allow students to express their answers through drawings, collages, or other creative means. This can enhance their engagement and self-expression.
Offer choices: Provide a set of question options and let students choose the ones they feel most comfortable answering. This promotes autonomy and ownership of the activity.
Provide guidance and support: Offer guidance and encouragement throughout the activity, ensuring that students feel comfortable sharing their thoughts and ideas. Create a safe and inclusive environment where all students’ voices are valued.
Connect to real-life examples: Relate the questions to real-life situations that elementary students can understand and relate to. This helps them make meaningful connections and apply their learning outside of the activity.
Remember to adjust the duration of the activity to align with the attention span and energy levels of elementary students. Overall, the goal is to make the activity interactive, engaging, and developmentally appropriate for younger learners.
CASEL-Aligned Questions for Students
Self-Awareness:
What are some things that make you happy or excited?
What are you grateful for in your life and school?
Self-Management:
How do you calm yourself down when you’re feeling upset or angry?
How do you stay focused and complete your tasks?
Social Awareness:
How do you show kindness and respect to your classmates and friends?
How do you listen to and respect different opinions and ideas?
Relationship Skills:
How do you make new friends and include others in your activities?
How do you resolve conflicts or disagreements with your classmates?
Responsible Decision-Making:
How do you make good choices that keep you safe and healthy?
How do you think about the consequences of your actions before making a decision?
There’s no doubt that many students covet being chosen by their teachers to receive an award. While it feels great to win an award at any time during the school year, what are students really learning from the awards they receive? @teacherperoff@edutopiahttps://t.co/UqPtAWrR3b
In “Giraffes Can’t Dance” by Giles Andreae, Gerald is a tall giraffe with crooked knees, thin legs — and no confidence in his dancing abilities. Every year, the animals from al over gather for the jungle dance, and Gerald feels sad. The other animals mock him, and Gerald walks away feeling useless and alone. However, he stumbles upon a wise cricket who tells him that everyone can dance when they find the music they love. Inspired by the beautiful moon and the music of nature, Gerald discovers his own unique dance moves and surprises everyone with his talent. The animals are amazed, and Gerald teaches them that dancing is for everyone, regardless of their differences.
Comprehension Questions
Six questions aligned to Bloom’s taxonomy for teacher’s to evaluate students’ comprehension
Remembering: What do the other animals say about Gerald’s dancing?
Understanding: How does Gerald’s perspective change after his encounter with the cricket?
Applying: Imagine you are one of the animals at the jungle dance. How would you have reacted to Gerald’s dancing?
Analyzing: How does Gerald’s self-perception change throughout the story?
Evaluating: How does the author use illustrations and descriptive language to convey Gerald’s emotions and transformation?
Creating: Create a new ending to the story where Gerald helps another animal discover their hidden talent. Describe the animal, their talent, and how Gerald supports them.
CASEL Discussion Questions
Five questions aligned to the CASEL competencies for teachers to foster an engaging discussion and foster social-emotional learning
Self-Awareness: Can you think of a time when you were self-aware of your strengths and weaknesses? How did this self-awareness help you navigate a situation?
Self-Management: How does Gerald demonstrate self-management when he decides to walk away from the dance floor?
Social Awareness: Why is it important for individuals to be aware of and show empathy towards others’ feelings and experiences?
Relationship Skills: How do the other animals’ reactions to Gerald change once they see him dancing? How does this relate to building positive relationships?
Responsible Decision Making: What risks and benefits did Gerald consider before deciding to embrace his unique dancing style?
Design Thinking Challenge
Take students’ learning even further by incorporating the Imagineerz design thinking framework
Design and create a dance party experience specifically tailored for Gerald.
Understand
Read aloud the book “Giraffes Can’t Dance” to students, and facilitate a class discussion about the story, emphasizing the themes of celebrating individuality, embracing differences, and finding joy in self-expression.
Divide students into small groups and assign each group an animal character from the book. In their groups, have students research and discuss the unique characteristics, movements, and preferences of their assigned animal. Encourage them to think about how their assigned animal would want to experience and participate in a dance party.
Ideate
Have students brainstorm ideas and sketch their dance party designs, considering the dance floor, decorations, music, lighting, and ways to engage all the animal characters.
Prototype
Provide art supplies and craft materials for students to create small-scale models or drawings of their dance party designs.
Test
Each group presents their dance party design to the class, explaining how their design celebrates individuality and promotes inclusivity.
After each presentation, encourage the class to ask questions and provide constructive feedback to further develop the designs.
Facilitate a whole-class discussion where students reflect on the design process, sharing their challenges, successes, and lessons learned.
Read Aloud
If you appreciated getting to read this book with your class, you might also want to share this book with them!
Design a Martian sport that capitalizes on the planet’s reduced gravity, enabling lighter movements and higher jumps.
Constraints and Success Criteria
The sport must be playable under Martian conditions, emphasizing Mars’ lower gravity.
Creativity in utilizing the Martian environment’s unique aspects is encouraged.
Materials
You do not need any testers for this challenge.
Set Up
Prepare Materials: Ensure you have all the necessary materials ready beforehand and organize them so that they are easily accessible to students. Students should use no more than five of any one material per creation! For example, a student can use five straws and five pieces of paper, but not ten straws. If you provide aluminum foil, no more than one arm’s length piece for each student!
Set Up Testing Area: Create a designated areas where students can test their games.
Provide Guidelines and Constraints: Reiterate the challenge and the constraints to students, such as the effects of Mars’ weak gravity, as needed. Building time is 45 minutes!
Model the Design Process: Before students begin, demonstrate the design processby going through the steps yourself. Discuss how to brainstorm ideas, create prototypes, test them, and make iterations based on the results, as needed.
Encourage Collaboration: Foster a collaborative environment where students can work together in pairs. Encourage them to share ideas, help each other troubleshoot challenges, and provide constructive feedback throughout the process. But no groups of three!
Support Adaptation: Encourage students to embrace the mindset of adaptation and problem-solving. Help them see that setbacks and failures are opportunities to learn and make improvements. Guide them in identifying areas for adaptation and brainstorming alternative solutions.
Facilitate Reflection: Set aside time for students to reflect on their design process and decision-making. Ask questions that prompt them to think critically about their choices, challenges they faced, and what they learned from the experience. This reflection can be done individually, in pairs, or as a whole-class discussion.
Celebrate and Showcase: Once students have completed their games, celebrate their efforts and showcase their designs. Provide opportunities for students to share their experiences, explain their design choices, and reflect on the overall learning journey.
CASEL Discussion Questions
Five questions aligned to Responsible Decision Making — our focus CASEL competency for Module 3 — for teachers to foster an engaging discussion and social-emotional learning
What decisions did you make during the design process for your Martian sport? How did you consider the impact of those decisions on others?
How did you ensure fairness and inclusivity in the rules and gameplay of your Martian sport? Did you consider the varying abilities and interests of potential players?
Reflect on the consequences of your decisions. How did your choices impact the overall enjoyment and safety of participants? What adjustments would you make to improve the experience?
How did you incorporate sustainability and resourcefulness into your game design? Did you consider the limitations and available resources on Mars? Explain your approach.
If you worked with a partner, how did you collaborate and communicate to make informed choices together? How did you manage disagreements or conflicting ideas?
As the school year comes to a close, teachers often find themselves in need of some well-deserved rest and rejuvenation. The months before the September presents an excellent opportunity for educators to prioritize wellness this summer and recharge for the upcoming academic year.
Unplug and Disconnect
Teachers are constantly connected in the digital world through emails, lesson planning, and online interactions. During the summer break, it is crucial to unplug from work-related activities and give yourself a digital detox. Set boundaries by turning off work notifications and resisting the urge to check emails. Embrace the freedom of being disconnected and allow your mind to truly relax.
Engage in Mindful Activities
Summer break offers an abundance of opportunities to engage in activities that promote mindfulness and relaxation. Explore hobbies that bring you joy and allow you to disconnect from work-related stress. Whether it’s reading, painting, gardening, or practicing yoga, find activities that nourish your soul and help you stay present in the moment.
Stress About Summer Plans
Students may experience stress if they have uncertainties or limited plans for the summer break. Teachers can guide students in creating a list of enjoyable and engaging activities that are also local and low-cost. Encouraging them to explore local museums, read books, or learn new skills can provide a sense of purpose and excitement for the summer, alleviating stress and promoting personal growth.
Connect with Nature
Spending time outdoors and connecting with nature can have a profound impact on mental wellbeing. Take advantage of the warm weather and beautiful surroundings by going for walks, hikes, or picnics in nature. Engaging with the natural world can reduce stress, increase creativity, and provide a sense of tranquility.
Prioritize Rest and Sleep
Teaching is a demanding profession that can often lead to exhaustion. Use the summer break as an opportunity to establish a healthy sleep routine and prioritize adequate rest. Create a calming bedtime ritual, ensure your sleeping environment is conducive to quality sleep, and allow yourself the luxury of waking up naturally without an alarm clock.
Practice Self-Reflection and Goal Setting
Summer break is an ideal time for self-reflection and setting intentions for personal and professional growth. Take time to assess your achievements, challenges, and areas for improvement from the past school year. Set meaningful goals for the upcoming year, both in terms of teaching and personal development. Reflecting on your teaching practices and setting intentions can help you start the new academic year with clarity and purpose.
Nurture Social Connections
While summer break offers solitude, it is equally important to nurture social connections. Schedule quality time with friends, family, and colleagues who uplift and support you. Engage in meaningful conversations, share experiences, and find comfort in a strong support network. Social connections can provide a sense of belonging and foster positive mental wellbeing.
In Conclusion
Teachers play a crucial role in shaping young minds, and their wellbeing is paramount for a thriving educational environment. Embracing self-care and prioritizing mental wellness during the summer break is essential for teachers to recharge, renew their passion, and cultivate a positive mindset. By unplugging, engaging in mindful activities, connecting with nature, prioritizing rest, reflecting on personal growth, and nurturing social connections, teachers can return to the classroom rejuvenated, energized, and ready to make a lasting impact on their students’ lives. Remember, taking care of yourself is a vital component of being an effective educator.
The Yale Center for Emotional Intelligence developed a framework for SEL called RULER. One of its core tools, the Mood Meter, which helps students answer the question, “How are you feeling?” has become a common phrase in education. @edutopiahttps://t.co/V1QtPyLXY9
In “The Dot” by Peter H. Reynolds, Vashti overcomes her belief that she can’t draw with encouragement from her art teacher, who suggests she start with a single dot. Surprised to see her dot framed in class the next day, Vashti is inspired to explore her creativity further, experimenting with colors and patterns. Her newfound confidence leads to her artwork being showcased at the school’s art show, where she inspires a young boy with doubts about his own abilities. Through Vashti’s journey, she discovers her artistic voice and learns the power of inspiring others to embrace their creativity and unique talents.
Comprehension Questions
Six questions aligned to Bloom’s taxonomy for teacher’s to evaluate students’ comprehension
Remembering: Can you recall how Vashti feels about her drawing abilities at the beginning of the story?
Understanding: Why does Vashti feel frustrated when faced with a blank sheet of paper?
Applying: How would you describe Vashti’s dot at the beginning of the story? How does it change and evolve later?
Analyzing: Why do you think Vashti’s art teacher asked her to start with a simple dot?
Evaluating: How did Vashti’s artwork impact the young boy who admired her dot at the art show? Why was he inspired?
Creating: Can you create your own artwork inspired by Vashti’s journey in the story? How would you represent your own growth and self-expression?
CASEL Discussion Questions
Five questions aligned to the CASEL competencies for teachers to foster an engaging discussion and foster social-emotional learning
Self-Awareness: Can you think of a time when you felt frustrated or doubted your own abilities? How did you overcome those feelings?
Self-Management: What strategies does Vashti’s art teacher use to help her manage her frustration and self-doubt?
Social Awareness: How does Vashti’s art teacher create a supportive and encouraging environment for her students? Can you think of other ways to support and uplift others in their creative pursuits?
Relationship Skills: How does Vashti’s journey demonstrate the importance of sharing and celebrating each other’s talents and accomplishments?
Responsible Decision Making: How can embracing mistakes and taking risks, like Vashti does in her art, contribute to personal growth and learning?
Design Thinking Challenge
Take students’ learning even further by incorporating the Imagineerz design thinking framework
Design and create a collaborative mural that celebrates individuality and self-expression.
Understand
Engage students in a discussion about the importance of self-expression and individuality, drawing on the themes of “The Dot.” Encourage them to share their thoughts and experiences related to self-expression.
Ideate
Brainstorm ideas for a collaborative mural that represents their individuality and celebrates diversity. Discuss what elements, symbols, and colors could be incorporated into the mural to convey these concepts.
Generate multiple ideas for the design of the mural. Encourage students to think creatively and consider different materials, techniques, and visual elements they could use to bring their ideas to life.
Prototype
Divide the class into groups and assign each group a section of the mural. Provide art supplies for students to create prototypes of their design ideas on a smaller scale.
Experiment with different designs, colors, and textures to refine their ideas. Gather feedback from peers and make adjustments based on the input received.
Test
Create the final mural by transferring the refined designs onto a larger canvas or wall. Ensure that all the sections come together cohesively to form a unified mural that represents the diverse and unique qualities of each student.
Share the final mural with the class and reflect on the process. Discuss how the mural celebrates individuality and self-expression, and how it reflects the themes of “The Dot.”
Read Aloud
If you appreciated getting to read this book with your class, you might also want to share this book with them!
Design a parachute to safely slow down a landing capsule, ensuring a gentle and upright touchdown on Mars.
Constraints and Success Criteria
The landing system must effectively decelerate a Dixie cup, symbolizing the landing capsule, from a considerable height.
The capsule must land vertically without tipping over or landing too harshly.
Materials
This challenge requires 3 oz. Dixie cups, twine, and both tools. You may use as many other builders as you have access to. You do not need any testers for this challenge.
Set Up
Prepare Materials: Ensure you have all the necessary materials ready beforehand and organize them so that they are easily accessible to students. Students should use no more than five of any one material per creation! For example, a student can use five straws and five pieces of paper, but not ten straws. If you provide aluminum foil, no more than one arm’s length piece for each student!
Set Up Testing Area: Create a designated area where students can test their parachutes. Clear a space with enough height for students to drop their creations safely. Consider using a table or a raised platform as a starting point for consistent testing.
Provide Guidelines and Constraints: Reiterate the challenge and the constraints to students, such as the requirement for a gentle and vertical landing, as needed. Emphasize the importance of following safety guidelines and considering the constraints, while designing their parachutes. Building time is 45 minutes!
Model the Design Process: Before students begin, demonstrate the design processby going through the steps yourself. Discuss how to brainstorm ideas, create prototypes, test them, and make iterations based on the results, as needed.
Encourage Collaboration: Foster a collaborative environment where students can work together in pairs. Encourage them to share ideas, help each other troubleshoot challenges, and provide constructive feedback throughout the process. But no groups of three!
Support Adaptation: Encourage students to embrace the mindset of adaptation and problem-solving. Help them see that setbacks and failures are opportunities to learn and make improvements. Guide them in identifying areas for adaptation and brainstorming alternative solutions.
Facilitate Reflection: Set aside time for students to reflect on their design process and decision-making. Ask questions that prompt them to think critically about their choices, challenges they faced, and what they learned from the experience. This reflection can be done individually, in pairs, or as a whole-class discussion.
Celebrate and Showcase: Once students have completed the challenge, celebrate their efforts and showcase their parachute designs. Provide opportunities for students to share their experiences, explain their design choices, and reflect on the overall learning journey.
CASEL Discussion Questions
Five questions aligned to Responsible Decision Making — our focus CASEL competency for Module 3 — for teachers to foster an engaging discussion and social-emotional learning
How did you consider the potential risks and consequences when designing and testing your parachute for the astronauts’ landing on Mars?
What factors did you take into account when making decisions about the materials and design of your parachute? How did you prioritize safety and effectiveness?
How did you demonstrate integrity and accountability in your decision-making process? How did you ensure that your actions aligned with your goals and values?
Did you encounter any conflicts or disagreements within your team during the design challenge? How did you handle those situations in a responsible and respectful manner?
Reflecting on the design challenge, what did you learn about the importance of responsible decision-making in solving complex problems? How can you apply these lessons to real-life situations where responsible decision-making is crucial?
As the school year draws to a close, K-5 teachers must be ready to offer support students struggling with the transition to summer and the next grade level. It’s essential for educators to recognize these challenges and equip their students with social-emotional learning strategies to navigate them successfully. In this blog post, we will share our advice for navigating end-of-year issues.
Saying Goodbye
The end of the school year can evoke feelings of sadness as students bid farewell to their teachers and classmates. Teachers can help students by encouraging them to express their emotions through meaningful activities. Writing letters to classmates or creating a memory book together can provide a cathartic outlet for students to share their thoughts and memories, fostering a sense of closure and appreciation for the time spent together.
Anxiety About Moving Up in the Grades
Moving up to a new grade, especially into a new school, can be a source of anxiety for students. To alleviate this concern, teachers can offer information and resources about what to expect in the upcoming grade. Organizing a school visit or facilitating connections with students in the next grade can help demystify a new environment.
Stress About Summer Plans
Students may experience stress if they have uncertainties or limited plans for the summer break. Teachers can guide students in creating a list of enjoyable and engaging activities that are also local and low-cost. Encouraging them to explore local museums, read books, or learn new skills can provide a sense of purpose and excitement for the summer.
Concerns About Academic Performance
As the school year nears its end, students may become concerned about their academic performance and grades. Teachers can support students by offering additional academic assistance, providing opportunities for feedback, and highlighting their strengths and accomplishments. By focusing on growth and progress, rather than on grades, teachers can boost students’ confidence and motivate them to finish strong.
Fear of Change
Transitioning to a new teacher, new classmates, or a new school can be intimidating for students. Teachers can address this fear by providing reassurance and emphasizing the positive aspects of change. Creating opportunities for familiarization, such as classroom visits or virtual meet-ups with the new teacher or classmates, can help students become more comfortable. Encouraging discussions about the exciting possibilities that change brings can foster a sense of optimism and resilience.
In Conclusion
As elementary teachers approach the end of the school, it’s crucial to acknowledge and address the dilemmas that students often face during this transition. By integrating SEL strategies into their classroom practices, teachers can empower students to overcome challenges and transition smoothly into the next grade level.
One reason for conflicting evidence is that growth mindset scores, which researchers use to prove their theories, may greatly depend on semantics and be unreliable. @jillbarshay@hechingerreporthttps://t.co/ltePoBdS6d
In “Not Yet” by Lisa Cox and Lori Hockema, Lorisa contextualizes her successes and failures with her future aspirations. She notices patterns and draws connections between what she can (and can’t) do right now and how her experiences prepare her to do more as she grows. Climbing a rock wall will enable her to climb a mountain someday. Facing her fear of swimming will prepare her to sail on the ocean down the road. She reflects on how words, reminders, and dreams keep her motivated to keep going.
Comprehension Questions
Six questions aligned to Bloom’s taxonomy for teacher’s to evaluate students’ comprehension
Remembering: What does Lorisa’s mom tell her when she makes mistakes?
Understanding: What does “Not Yet” mean to Lorisa?
Applying: How would you encourage a friend who is feeling discouraged about not being able to do something?
Analyzing: How do Lorisa’s actions reflect her belief in the power of “yet”?
Evaluating: How would you assess the role of Lorisa’s mom in supporting her mindset and growth?
Creating: Write a short story about a new challenge Lorisa faces and how she overcomes it using the “Not Yet” mindset.
CASEL Discussion Questions
Five questions aligned to the CASEL competencies for teachers to foster an engaging discussion and foster social-emotional learning
Self-Awareness: In what moments does Lorisa demonstrate an understanding of her strengths and areas for growth?
Self-Management: How does Lorisa manage her feelings when she faces challenges or makes mistakes?
Social Awareness: Discuss how the story illustrates the importance of supporting and encouraging others in their pursuits.
Relationship Skills: How can sharing your dreams and challenges help build stronger relationships?
Responsible Decision Making: Discuss a decision Larissa makes in the story that reflects her understanding of the “Not Yet” mindset.
Design Thinking Challenge
Take students’ learning even further by incorporating the Imagineerz design thinking framework
Design and create a “not yet” invention.
Understand
Start by engaging students in a conversation about growth mindset and perseverance, drawing from Lorisa’s experiences in “Not Yet.” Discuss the meaning of “not yet” and how it applies to learning new skills and overcoming challenges.
Ideate
Brainstorm ideas for an invention that represents the concept of “not yet” – something that symbolizes growth, progress, or the journey toward achieving a goal.
Encourage students to think of inventions that could help someone achieve a dream or overcome an obstacle, reflecting Lorisa’s journey and ambitions.
Prototype
In small groups or individually, have students sketch and then create a simple prototype of their invention using classroom materials like cardboard, craft supplies, and recyclable objects. They should focus on how their invention embodies the growth mindset and supports someone in their journey of learning or growth.
Test
Have students present their inventions to the class, explaining the purpose of their invention, how it works, and how it encourages the growth mindset.
You could also have them role-play scenarios where their invention helps someone overcome a “not yet” moment, demonstrating its practicality and emotional support.
Read Aloud
If you appreciated getting to read this book with your class, you might also want to share this book with them!
Create connected bio bubbles linked by airtight pathways. The design must allow an astronaut, represented by a Wiffle ball, to traverse between bubbles without external exposure, simulating a safeguard against the inhospitable Martian air.
Constraints and Success Criteria
The bio bubbles and connecting pathways must be completely sealed, preventing any air or gases from entering or escaping.
The design must accommodate the movement of a Wiffle ball, serving as the astronaut, through the pathway from one bio bubble to another.
Materials
You need a Wiffle balls as testers for this challenge.
Logistics
Prepare Materials: Ensure you have all the necessary materials ready beforehand and organize them so that they are easily accessible to students. Students should use no more than five of any one material per creation! For example, a student can use five straws and five pieces of paper, but not ten straws. If you provide aluminum foil, no more than one arm’s length piece for each student!
Set Up Testing Area: Create a designated area where students can test their bio bubbles.
Provide Guidelines and Constraints: Reiterate the challenge and the constraints to students as needed. Emphasize the importance of following safety guidelines and considering the constraints, while designing their bio bubbles. Building time is 45 minutes!
Model the Design Process: Before students begin, demonstrate the design processby going through the steps yourself. Discuss how to brainstorm ideas, create prototypes, test them, and make iterations based on the results, as needed.
Encourage Collaboration: Foster a collaborative environment where students can work together in pairs. Encourage them to share ideas, help each other troubleshoot challenges, and provide constructive feedback throughout the process. But no groups of three!
Support Adaptation: Encourage students to embrace the mindset of adaptation and problem-solving. Help them see that setbacks and failures are opportunities to learn and make improvements. Guide them in identifying areas for adaptation and brainstorming alternative solutions.
Facilitate Reflection: Set aside time for students to reflect on their design process and decision-making. Ask questions that prompt them to think critically about their choices, challenges they faced, and what they learned from the experience. This reflection can be done individually, in pairs, or as a whole-class discussion.
Celebrate and Showcase: Once students have completed the challenge, celebrate their efforts and showcase their work. Provide opportunities for students to share their experiences, explain their design choices, and reflect on the overall learning journey.
CASEL Discussion Questions
Five questions aligned to Responsible Decision Making — our focus CASEL competency for Module 3 — for teachers to foster an engaging discussion and social-emotional learning
What factors did you consider when designing your bio bubble to ensure it was hermetically-sealed?
How did you make decisions about the size of the bio bubble and the pathway to ensure the astronaut can move around comfortably?
How did you prioritize the safety of the astronauts in your design decisions? What steps did you take to minimize the risk of exposure to the Martian air?
What responsible decision-making skills did you use during this design challenge? How did you weigh different options and choose the best course of action?
Reflecting on your final design, what improvements or modifications would you make if you had more time or resources? How would these changes enhance the safety and functionality of the bio bubble?
“Everyone Can Learn to Ride a Bicycle” by Chris Raschka is written in a style accessible to readers who might also be learning to ride a bicycle for the first time. In the story, a little girl works with her grandfather to learn to ride a bike. Their process spans her becoming interested to taking ownership to trying and failing to experiencing success — with plenty of small details and in-between steps reminding experienced readers and riders of all that might be involved from beginning to end.
Comprehension Questions
Six questions aligned to Bloom’s taxonomy for teacher’s to evaluate students’ comprehension
Remembering: How many steps were mentioned in learning to ride a bicycle? Did you learn of any new possible steps in this book?
Understanding: At the beginning, the little girl saw many different people riding bikes. How do you think their learning journeys may have been similar and different than hers?
Applying: If you were to teach a younger sibling to ride a bike, which step would you start with?
Analyzing: How many times did the little girl fall down? Do you think it was worth that trouble? Would it still have been worth it if required her falling one more time?
Evaluating: What kinds of skills do we hold on to even if we don’t use them a lot? What skills do we need to practice a lot to maintain?
Creating: Create a storyboard that depicts another challenging skill and the steps to master it, inspired by the book.
CASEL Discussion Questions
Five questions aligned to the CASEL competencies for teachers to foster an engaging discussion and foster social-emotional learning
Self-Awareness: Can you identify a moment when the little girl had to confront her fear of falling?
Self-Management: How did the little girl manage her frustration or fear during the learning process?
Social Awareness: Discuss how understanding the little girl’s struggles could help someone be more empathetic towards learners.
Relationship Skills: How important is support from others in achieving personal goals, based on the little girl’s experience?
Responsible Decision Making: What decisions did the little girl make to ensure her safety while learning to ride the bike?
Design Thinking Challenge
Take students’ learning even further by incorporating the Imagineerz design thinking framework
Design and create a “Bicycle Buddy.”
Understand
Kick off with a discussion inspired by “Everyone Can Learn to Ride a Bicycle,” focusing on the journey of learning to ride a bike. Explore the feelings associated with trying something new, the role of persistence, and how encouragement from others helps overcome challenges.
Ideate
Encourage students to brainstorm ideas for a “Bicycle Buddy,” an invention that helps new riders learn how to ride a bike. This could be a tool, device, or even a supportive character that provides balance, encouragement, or makes learning more fun. Think about what features would have helped the little girl in the story and how those features can assist future bicycle riders.
Prototype
In groups or individually, students sketch their “Bicycle Buddy” idea, then create a prototype using classroom materials like cardboard, rubber bands, paper, and anything else that sparks creativity. The prototype should focus on functionality—how it helps with balance, confidence, or motivation for someone learning to ride.
Test
Students present their “Bicycle Buddy” inventions, explaining how they work and how they address the challenges of learning to ride a bicycle.
Optionally, create a scenario or role-play where the Bicycle Buddy is used by someone learning to ride, showcasing how it makes the process easier, safer, or more enjoyable.
Read Aloud
If you appreciated getting to read this book with your class, you might also want to share this book with them!
Create a bio bubble. The bio bubble must be large enough for astronauts to comfortably move around in and include entry and exit points for transitioning between different activity bubbles.
Constraints and Success Criteria
The shelter must be hermetically-sealed.
Must accommodate sleeping, eating, and recreational activities.
Requires entry and exit points for movement between bubbles.
Success will be measured through a testing phase where the bio bubbles are subjected to an air tightness test. This involves placing the model in a testing tub and covering it with beans or beads to simulate Martian dust. If any particles penetrate the shelter, it fails the test, indicating it is not hermetically-sealed.
Materials
You need a container and beans or beads as testers for this challenge.
Logistics
Prepare Materials: Ensure you have all the necessary materials ready beforehand and organize them so that they are easily accessible to students. Students should use no more than five of any one material per creation! For example, a student can use five straws and five pieces of paper, but not ten straws. If you provide aluminum foil, no more than one arm’s length piece for each student!
Set Up Testing Area: Create a designated area where students can test their bio bubbles.
Provide Guidelines and Constraints: Reiterate the challenge and the constraints to students as needed. Emphasize the importance of following safety guidelines and considering the constraints, while designing their bio bubbles. Building time is 45 minutes!
Model the Design Process: Before students begin, demonstrate the design processby going through the steps yourself. Discuss how to brainstorm ideas, create prototypes, test them, and make iterations based on the results, as needed.
Encourage Collaboration: Foster a collaborative environment where students can work together in pairs. Encourage them to share ideas, help each other troubleshoot challenges, and provide constructive feedback throughout the process. But no groups of three!
Support Adaptation: Encourage students to embrace the mindset of adaptation and problem-solving. Help them see that setbacks and failures are opportunities to learn and make improvements. Guide them in identifying areas for adaptation and brainstorming alternative solutions.
Facilitate Reflection: Set aside time for students to reflect on their design process and decision-making. Ask questions that prompt them to think critically about their choices, challenges they faced, and what they learned from the experience. This reflection can be done individually, in pairs, or as a whole-class discussion.
Celebrate and Showcase: Once students have completed the challenge, celebrate their efforts and showcase their work. Provide opportunities for students to share their experiences, explain their design choices, and reflect on the overall learning journey.
CASEL Discussion Questions
Five questions aligned to Responsible Decision Making — our focus CASEL competency for Module 3 — for teachers to foster an engaging discussion and social-emotional learning
How can you demonstrate responsibility in the ideate and prototype steps of your bio bubble design?
How can you use the results from the air tightness test to make improvements to your bio bubble?
How do you prioritize the features of your bio bubble to meet the basic needs of astronauts while considering resource limitations?
In what ways does collaborating with teammates on the bio bubble project help in making better decisions?
What steps can you take to ensure that your bio bubble design decisions are sustainable and do not negatively impact the Martian environment?
Schools may think they want me to present on “bullying,” but after we talk, they get why that’s too narrow. To change kids’ behavior, we 1st need to normalize social churn, demystify popularity, operationalize kindness, help them assume good intent, & ID when & why they’re mean.
“Brave Irene” by William Steig begins with Irene’s mother, a dress maker for the Duchess, falling sick the day of the royal ball. Little Irene volunteers to deliver her dress to the palace. Before leaving, Irene tends to her sick mother and carefully packages the dress with tissue paper in a large yellow box. There is a winter storm outside, and Irene must walk for hours in strong winds and deep snow, up and down wooded hills, while facing even more physical and mentalal obstacles along the way. Still, she pushes onward, and her bravery is rewarded with a night — and morning — Irene will surely remember.
Comprehension Questions
Six questions aligned to Bloom’s taxonomy for teacher’s to evaluate students’ comprehension
Remembering: How many distinct challenges did Irene contend with during her journey to the palace?
Understanding: Why did Irene insist on delivering the gown despite the snowstorm?
Applying: Imagine you had to deliver something important in bad weather. What steps would you take to ensure it arrives safely?
Analyzing: What role does the wind play in Irene’s journey? Consider it as a character.
Evaluating: Consider the risks Irene faced. Were they worth taking for the sake of delivering a gown?
Creating: Write a dialogue between Irene and her mother after her return, discussing what they learned from the experience.
CASEL Discussion Questions
Five questions aligned to the CASEL competencies for teachers to foster an engaging discussion and foster social-emotional learning
Self-Awareness: How does Irene feel about taking on the challenge of delivering the gown despite the storm, and what does this tell us about her self-awareness?
Self-Management: How does Irene deal with the frustration and physical pain during her mission? What does this tell us about her ability to regulate her emotions and behaviors?
Social Awareness: How does Irene demonstrate empathy towards her mother and the Duchess through her actions?
Relationship Skills: Reflect on Irene’s interactions with the Duchess and the servants. How do these interactions demonstrate effective relationship skills?
Responsible Decision Making: How does Irene assess the risks and benefits of her actions during her journey? Discuss how this capability is an important part of responsible decision-making.
Design Thinking Challenge
Take students’ learning even further by incorporating the Imagineerz design thinking framework
Creating warmth and safety in a storm
Understand
Begin with a group discussion about “Brave Irene” by William Steig. Talk about the challenges Irene faces and how she deals with the harsh winter storm to deliver her mother’s gown.
Ask students to consider the importance of determination, courage, and the ways to stay safe and warm in extreme weather.
Ideate
Prompt students to brainstorm ideas for inventions that could have helped Irene on her journey. They should think about tools or items that could keep her warm, help her navigate through the snow, or make her journey easier and safer. Encourage creativity and out-of-the-box thinking.
Prototype
In small groups or individually, students will create a prototype of their invention using classroom materials such as cardboard, fabric, pipe cleaners, and other craft supplies. They should focus on practicality and how their invention would specifically aid someone like Irene in a snowstorm.
Test
Have students present their inventions to the class, explaining how it works and discussing how it would have supported Irene.
Consider creating a simulated scenario or obstacle course that mimics Irene’s journey, and see how well the inventions perform.
Gather feedback from peers on the effectiveness and creativity of the solutions.
Read Aloud
If you appreciated getting to read this book with your class, you might also want to share this book with them!
Build a rocket ship that can withstand the tricks of the Blame, Complain, and Give-Up Trolls and successfully launch into orbit.
Constraints and Success Criteria
The rocket must be designed to resist sabotage attempts by the trolls, such as obstructions in rocket boosters or walkways.
It should include features or systems that counteract the trolls’ interference.
The design should consider the rocket’s durability, stability, and the safety of its passengers.
Materials
You do not need any testers for this challenge.
Logistics
Prepare Materials: Ensure you have all the necessary materials ready beforehand and organize them so that they are easily accessible to students. Students should use no more than five of any one material per creation! For example, a student can use five straws and five pieces of paper, but not ten straws. If you provide aluminum foil, no more than one arm’s length piece for each student!
Set Up Testing Area: Create a designated area where students can test their bio bubbles.
Provide Guidelines and Constraints: Reiterate the challenge and the constraints to students as needed. Emphasize the importance of following safety guidelines and considering the constraints, while designing their bio bubbles. Building time is 45 minutes!
Model the Design Process: Before students begin, demonstrate the design processby going through the steps yourself. Discuss how to brainstorm ideas, create prototypes, test them, and make iterations based on the results, as needed.
Encourage Collaboration: Foster a collaborative environment where students can work together in pairs. Encourage them to share ideas, help each other troubleshoot challenges, and provide constructive feedback throughout the process. But no groups of three!
Support Adaptation: Encourage students to embrace the mindset of adaptation and problem-solving. Help them see that setbacks and failures are opportunities to learn and make improvements. Guide them in identifying areas for adaptation and brainstorming alternative solutions.
Facilitate Reflection: Set aside time for students to reflect on their design process and decision-making. Ask questions that prompt them to think critically about their choices, challenges they faced, and what they learned from the experience. This reflection can be done individually, in pairs, or as a whole-class discussion.
Celebrate and Showcase: Once students have completed the challenge, celebrate their efforts and showcase their work. Provide opportunities for students to share their experiences, explain their design choices, and reflect on the overall learning journey.
CASEL Discussion Questions
Five questions aligned to Responsible Decision Making — our focus CASEL competency for Module 3 — for teachers to foster an engaging discussion and social-emotional learning
How can we make decisions about our rocket ship design that reflect both the need for innovation and the importance of safety?
In what ways can we anticipate the trolls’ actions and preemptively design our rocket to avoid or minimize their impact?
What steps can we take to ensure that our rocket ship design is adaptable and can be modified in response to new information or changing conditions?
How can we responsibly test our rocket ship design to ensure it meets our safety and performance criteria before attempting a launch?
In what ways can we document and learn from the decisions made during the rocket ship design process to improve future projects and decision-making skills?
Seattle Public Schools Sues to Protect Students’ Mental Health
According to the lawsuit, social media companies have “exploited the vulnerable brains of youth, hooking tens of millions of students across the country into positive feedback loops of excessive use and abuse.” @MaryRanYanghttps://t.co/jbQTXcoko3
In “Anything Is Possible” by Giulia Belloni, a sheep observes a flock of birds flying overhead and is inspired to create a flying machine in order to see the world the way they do. She approaches her friend, a wolf, to help. He is initially skeptical that it can be done, but ultimately agrees to help her. They work together to develop the sheep’s plan and test multiple prototypes, until they finally create one that works.
Comprehension Questions
Six questions aligned to Bloom’s taxonomy for teacher’s to evaluate students’ comprehension
Remembering: What did the sheep and the wolf gather to build their flying machine?
Understanding: Why do you think the book is written from the sheep’s perspective?
Applying: If you had to suggest another material for the flying machine, what would it be based on the story’s challenges?
Analyzing: What changes did the sheep and the wolf make between their first and last attempt to fly?
Evaluating: Do you believe that anything is possible? If not, where you do draw the line between what is impossible and what is simply really really really hard to do?
Creating: Create a new character to join the sheep and the wolf on their next adventure. What unique skills or ideas does this character bring to the team?
CASEL Discussion Questions
Five questions aligned to the CASEL competencies for teachers to foster an engaging discussion and foster social-emotional learning
Self-Awareness: Discuss a time when, like the wolf, you were skeptical about an idea but decided to support it anyway. How did your feelings change throughout the experience?
Self-Management: After their initial attempts failed, the sheep suggested trying again with a new idea. How do you decide when to keep pushing through a challenge versus when to try a different approach?
Social Awareness: The story implies a message of hope and dreams. How can listening to others’ hopes and dreams help us understand them better?
Relationship Skills: Conflict resolution is a theme in the story, as they had to overcome disagreements on their attempts. How do you resolve conflicts within a team or a friendship?
Responsible Decision Making: The story ends with them achieving their goal. Reflect on a decision you made that led to a positive outcome. What factors did you consider?
Design Thinking Challenge
Take students’ learning even further by incorporating the Imagineerz design thinking framework
Create your own flying machine
Understand
Begin with a discussion on the themes of perseverance, collaboration, and innovation found in “Anything is Possible” by Giulia Belloni.
Talk about the sheep and the wolf’s journey to achieve their dream of flying. Ask students to reflect on their own dreams and the challenges they might face in pursuing them.
Ideate
Invite students to brainstorm ideas for their own flying machines. Encourage them to think creatively about what their machine would do, how it would look, and what problems it might solve. Have them consider the sheep and wolf’s approach to trying different methods and materials.
Prototype
Students will then work in pairs or small groups to design and build a model of their flying machines using classroom materials like cardboard, paper, straws, balloons, fabric, and tape. Emphasize the importance of experimenting with different designs and materials, just like the characters in the book.
Test
Each group will present their flying machine to the class, explaining their design process, how their machine works, and how it embodies the concept of “anything is possible.”
If possible, create a simple testing zone where the machines can be gently launched to see if they can glide or float, even just for a short distance.
After all presentations, lead a class discussion on what was learned from the activity. Ask students to share how they overcame challenges during the building process and how working with others helped them achieve their goal. Highlight the importance of persistence, teamwork, and believing in oneself, drawing parallels to the sheep and wolf’s experience.
Read Aloud
If you appreciated getting to read this book with your class, you might also want to share this book with them!
Build a calming space helmet equipped with 3-5 calming activities. These activities should be easily accessible to astronauts in moments of stress, to help them regain their composure and focus on their mission.
Constraints and Success Criteria
The helmet must fit completely over the head, ensuring it is both practical and safe for space.
Include 3-5 integrated activities designed to promote calmness and emotional regulation.
Activities should be executable within the confines of a space helmet, considering the unique environment of space.
Materials
You do not need any testers for this challenge.
Logistics
Prepare Materials: Ensure you have all the necessary materials ready beforehand and organize them so that they are easily accessible to students. Students should use no more than five of any one material per creation! For example, a student can use five straws and five pieces of paper, but not ten straws. If you provide aluminum foil, no more than one arm’s length piece for each student!
Set Up Testing Area: Create a designated area where students can test their bio bubbles.
Provide Guidelines and Constraints: Reiterate the challenge and the constraints to students as needed. Emphasize the importance of following safety guidelines and considering the constraints, while designing their bio bubbles. Building time is 45 minutes!
Model the Design Process: Before students begin, demonstrate the design processby going through the steps yourself. Discuss how to brainstorm ideas, create prototypes, test them, and make iterations based on the results, as needed.
Encourage Collaboration: Foster a collaborative environment where students can work together in pairs. Encourage them to share ideas, help each other troubleshoot challenges, and provide constructive feedback throughout the process. But no groups of three!
Support Adaptation: Encourage students to embrace the mindset of adaptation and problem-solving. Help them see that setbacks and failures are opportunities to learn and make improvements. Guide them in identifying areas for adaptation and brainstorming alternative solutions.
Facilitate Reflection: Set aside time for students to reflect on their design process and decision-making. Ask questions that prompt them to think critically about their choices, challenges they faced, and what they learned from the experience. This reflection can be done individually, in pairs, or as a whole-class discussion.
Celebrate and Showcase: Once students have completed the challenge, celebrate their efforts and showcase their work. Provide opportunities for students to share their experiences, explain their design choices, and reflect on the overall learning journey.
CASEL Discussion Questions
Five questions aligned to Responsible Decision Making — our focus CASEL competency for Module 3 — for teachers to foster an engaging discussion and social-emotional learning
How can understanding astronauts’ feelings help in designing effective calming activities for the space helmet?
When deciding on activities for the helmet, how could we have considered the different ways astronauts might experience stress or conflict in space?
What specific calming activities did you decide to include? Why did you think those would be effective for astronauts?
How does recognizing the importance of safety in space affect the decisions we make about what activities to include in the helmet?
How might consulting with experts in astronaut psychology or space missions have influenced our choices of calming activities?
It’s assumed that the “best” participants in classroom discussions are those who speak the most and that a successful conversation is one in which everyone speaks. But what are the implications of valuing speaking over listening? @edutopiahttps://t.co/Fqwl2ajSSp
The book “It’s Okay to Make Mistakes” by Todd Parr is a perfect SEL read aloud for younger readers. It presents a dozen scenarios in which children (and even some grown ups) may feel embarrassed or ashamed with reassurance that these things are “okay”; they can ultimately be fixed, allow you to learn, or maybe even lead to things better than you thought were possible. It’s a great reminder that many of the things we say we don’t want to do (e.g. fall down) allow us to practice the things we want to do most of all (e.g. learn how to get back up).
Comprehension Questions
Six questions aligned to Bloom’s taxonomy for teacher’s to evaluate students’ comprehension
Remembering: What is one activity mentioned that you can still enjoy even if you’re clumsy?
Understanding: How does making mistakes help us, according to the book?
Applying: How might you apply the idea of “it’s okay to make mistakes” in your own life?
Analyzing: What patterns do you notice in the ways the book suggests handling mistakes or challenges?
Evaluating: Assess the book’s suggestion that it’s okay to change your mind. Do you agree? Why or why not?
Creating: Create a scenario where making a mistake leads to a positive outcome, inspired by the book.
CASEL Discussion Questions
Five questions aligned to the CASEL competencies for teachers to foster an engaging discussion and foster social-emotional learning
Self-Awareness: How can admitting you don’t know the answer and asking questions improve your self-confidence and self-understanding?
Self-Management: What strategies does the book suggest for managing feelings of upset or frustration?
Social Awareness: How does the book’s message about wearing two different socks and potentially inspiring others demonstrate understanding and empathy towards diverse perspectives?
Relationship Skills: How can admitting mistakes and learning from them improve relationships with peers and adults?
Responsible Decision Making: How does changing your mind, as the book suggests, relate to making thoughtful, informed decisions?
Design Thinking Challenge
Take students’ learning even further by incorporating the Imagineerz design thinking framework
Create an “oops-a-daisy” convertor
Understand
Begin by revisiting “It’s Okay to Make Mistakes” by Todd Parr, focusing on instances where mistakes lead to unexpected discoveries or happy accidents.
Lead a discussion on how mistakes are often viewed negatively and ask students to think about tools or devices that could turn mistakes into something positive or funny.
Ideate
Challenge students to come up with ideas for an “oops-a-daisy” converter, a fictional device that transforms everyday mistakes into amusing or positive outcomes. For example, a spill might become a cool design, or tripping could activate a funny sound effect.
Encourage creativity and out-of-the-box thinking about how these devices can make light of common mishaps, using simple mechanisms or technology.
Prototype
Divide students into small groups and have them select their favorite “oops-a-daisy” converter idea to prototype. They should sketch their design, considering how it would work, what materials they need, and how it transforms a mistake.
Provide a variety of materials for prototyping, such as cardboard, tape, rubber bands, or springs.
Test
Organize a classroom showcase where each group demonstrates their “oops-a-daisy” converter. Have them explain the mistake it addresses and demonstrate how the device transforms it into a positive or humorous outcome.
Encourage the audience to provide feedback on the effectiveness of the transformation, the creativity of the solution, and suggestions for improvement.
Reflect on the process of designing and creating devices that embrace mistakes. Discuss what students learned about viewing mistakes through a positive lens and how their devices could change perceptions of mistakes in real life.
Read Aloud
If you appreciated getting to read this book with your class, you might also want to share this book with them!
Design unique space aliens to help Captain Smith’s crew acclimate to extraterrestrial beings. These aliens must be capable of standing independently on legs that are thinner than two fingers.
Constraints and Success Criteria
The aliens designed must be stable enough to stand on their own, with legs no thicker than two fingers.
Creativity and originality in the design of the aliens are encouraged, with the goal of making them “epic, crazy, never-before-seen.”
Materials
You do not need any testers for this challenge.
Logistics
Prepare Materials: Ensure you have all the necessary materials ready beforehand and organize them so that they are easily accessible to students. Students should use no more than five of any one material per creation! For example, a student can use five straws and five pieces of paper, but not ten straws. If you provide aluminum foil, no more than one arm’s length piece for each student!
Set Up Testing Area: Create a designated area where students can test their bio bubbles.
Provide Guidelines and Constraints: Reiterate the challenge and the constraints to students as needed. Emphasize the importance of following safety guidelines and considering the constraints, while designing their bio bubbles. Building time is 45 minutes!
Model the Design Process: Before students begin, demonstrate the design processby going through the steps yourself. Discuss how to brainstorm ideas, create prototypes, test them, and make iterations based on the results, as needed.
Encourage Collaboration: Foster a collaborative environment where students can work together in pairs. Encourage them to share ideas, help each other troubleshoot challenges, and provide constructive feedback throughout the process. But no groups of three!
Support Adaptation: Encourage students to embrace the mindset of adaptation and problem-solving. Help them see that setbacks and failures are opportunities to learn and make improvements. Guide them in identifying areas for adaptation and brainstorming alternative solutions.
Facilitate Reflection: Set aside time for students to reflect on their design process and decision-making. Ask questions that prompt them to think critically about their choices, challenges they faced, and what they learned from the experience. This reflection can be done individually, in pairs, or as a whole-class discussion.
Celebrate and Showcase: Once students have completed the challenge, celebrate their efforts and showcase their work. Provide opportunities for students to share their experiences, explain their design choices, and reflect on the overall learning journey.
CASEL Discussion Questions
Five questions aligned to Responsible Decision Making — our focus CASEL competency for Module 3 — for teachers to foster an engaging discussion and social-emotional learning
How did you determine what features your alien needed to be considered “epic, crazy, never-before-seen” by Captain Smith’s crew?
Before choosing materials for your alien, what potential consequences did you consider for its stability and appearance?
How did you solve the problem of keeping the alien standing on thin legs? What creative solutions did you come up with?
How did working with your team influence the decision-making process in designing your alien? Were there any compromises made?
Can you describe the steps you took in deciding on the final design of your alien? How did you prioritize different features?
We are scientific creatures at our core, but students who struggle in STEM often believe they’re not “smart enough.” @NimahGobirhttps://t.co/e00wAtLDFa
In “The Book of Mistakes” by Corinna Luyken, a girl draws a picture — first of a girl, then of her immediate surroundings, and eventually of her entire world. She reflects on every step along her artistic journey. These include the things that go according to her plan, her mistakes, and even her attempts to correct for those mistakes that always obscure her errors and sometimes even produce “good ideas.” You struggle to see her initial mistakes as her drawing progresses. By the end, you wonder whether any of them were truly mistakes if they served a purpose larger than drawing something perfectly in line with her own expectations.
Comprehension Questions
Six questions aligned to Bloom’s taxonomy for teacher’s to evaluate students’ comprehension
Remembering: What was the first mistake mentioned in the story?
Understanding: Describe how the illustrator turned mistakes into creative ideas.
Applying: Demonstrate another way to turn an ink smudge into an intentional part of a drawing.
Analyzing: Compare the feelings before and after the mistakes were transformed into positive attributes.
Evaluating: Judge whether the “mistakes” actually enhanced the final artwork. Provide reasons for your opinion.
Creating: Invent an alternative ending where another “mistake” appears and propose how the character or illustrator might resolve it creatively.
CASEL Discussion Questions
Five questions aligned to the CASEL competencies for teachers to foster an engaging discussion and foster social-emotional learning
Self-Awareness: Can you recall a time when you turned a mistake into an opportunity for learning or creativity? How did that experience change your perception of yourself?
Self-Management: Discuss the importance of patience and persistence in turning mistakes into successes. Provide an example from your life or someone you know.
Social Awareness: Discuss the impact of peer reactions to mistakes. How can positive reinforcement from friends or classmates encourage creativity and risk-taking?
Relationship Skills: Discuss how asking for help when you’ve made a mistake can strengthen your connections with others.
Responsible Decision Making: Discuss the decision-making process behind whether to correct a mistake or incorporate it into your work. How do you decide which path to take?
Design Thinking Challenge
Take students’ learning even further by incorporating the Imagineerz design thinking framework
Create a mistake masterpiece
Understand
Start by discussing “The Book of Mistakes” by Corinna Luyken, focusing on how each mistake in the book evolves into a unique and unexpected artistic creation. Explore the concept of mistakes as opportunities for creativity and innovation rather than failures.
Engage students in reflecting on their personal experiences with mistakes that led to creative outcomes or new ideas.
Ideate
Challenge students to brainstorm ideas for mistake masterpieces, art projects or inventions that begin with an intentional or accidental mistake. Examples might include turning a paint spill into a part of a painting or transforming a torn piece of paper into an element of a collage.
Encourage them to think about various artistic mediums and materials they could use to turn different kinds of “mistakes” into art.
Prototype
In groups or individually, students will choose one of their mistake masterpieces ideas to develop further. They should start by creating a small-scale model or sketch to plan their project, considering the materials they will need and how they will incorporate their initial “mistake” into the final piece.
Provide a variety of art supplies for prototyping, including items that can mimic potential mistakes (e.g., smudged ink, uneven cuts, etc.).
Test
Organize a gallery walk where each student or group presents their mistake masterpiece. They should explain the original “mistake” and show how it was transformed into an integral part of their artwork.
Ask viewers to provide feedback on the creativity of the transformation, the integration of the mistake into the final piece, and any suggestions they might have for exploring other mistakes.
Conclude with a reflection on the process of turning mistakes into art. Discuss what students learned about the creative process, how their perspective on mistakes changed, and how this project might influence their approach to future challenges and “mistakes” they encounter.
Read Aloud
If you appreciated getting to read this book with your class, you might also want to share this book with them!
The mayor has unveiled a challenge posed by the persistent Traffic Jam Trolls, who symbolize the negative habits of blaming, complaining, and giving up. These trolls are metaphors for the obstacles we face daily and our reactions to them. The challenge is to recognize these moments as opportunities to exercise our “superpower” of choosing positive action over negative reactions.
Students must superhero-size yourself. These superhero figures must include a secret compartment designed to hold a representation of their unique troll-dodging superpower. This superpower symbolizes the positive actions students can take when faced with challenges or negativity.
Constraints and Success Criteria
The superhero must visually represent the student or an aspect of their personality or strengths.
Each superhero prototype must include a secret compartment that can securely hold a small item or note representing the student’s chosen superpower against negativity.
Materials
You do not need any testers for this challenge.
Logistics
Prepare Materials: Ensure you have all the necessary materials ready beforehand and organize them so that they are easily accessible to students. Students should use no more than five of any one material per creation! For example, a student can use five straws and five pieces of paper, but not ten straws. If you provide aluminum foil, no more than one arm’s length piece for each student!
Set Up Testing Area: Create a designated area where students can test their bio bubbles.
Provide Guidelines and Constraints: Reiterate the challenge and the constraints to students as needed. Emphasize the importance of following safety guidelines and considering the constraints, while designing their bio bubbles. Building time is 45 minutes!
Model the Design Process: Before students begin, demonstrate the design processby going through the steps yourself. Discuss how to brainstorm ideas, create prototypes, test them, and make iterations based on the results, as needed.
Encourage Collaboration: Foster a collaborative environment where students can work together in pairs. Encourage them to share ideas, help each other troubleshoot challenges, and provide constructive feedback throughout the process. But no groups of three!
Support Adaptation: Encourage students to embrace the mindset of adaptation and problem-solving. Help them see that setbacks and failures are opportunities to learn and make improvements. Guide them in identifying areas for adaptation and brainstorming alternative solutions.
Facilitate Reflection: Set aside time for students to reflect on their design process and decision-making. Ask questions that prompt them to think critically about their choices, challenges they faced, and what they learned from the experience. This reflection can be done individually, in pairs, or as a whole-class discussion.
Celebrate and Showcase: Once students have completed the challenge, celebrate their efforts and showcase their work. Provide opportunities for students to share their experiences, explain their design choices, and reflect on the overall learning journey.
CASEL Discussion Questions
Five questions aligned to Self-Awareness and Self-Management — our focus CASEL competencies for Module 1 — for teachers to foster an engaging discussion and social-emotional learning
What personal strengths or positive traits did you choose to represent in your superhero, and why?
Can you describe a situation where you successfully managed your emotions by taking positive action, similar to dodging a troll in the challenge?
How did the process of identifying and creating a representation of your superpower improve your self-awareness about how you handle challenges?
In what ways did designing your superhero allow you to think about how you see yourself and how you want to be seen by others?
How do you plan to apply your troll-dodging superpower outside of this challenge to manage stress or frustration in your daily life?
Although its core concepts have been around nearly as long as public education itself, social-emotional learning is emerging as the latest lightning rod in the battles over what gets taught in schools nationwide. @meg_andershttps://t.co/vqNsVTimA7
“The Bad Seed” by Jory John is the story of a sunflower seed, who has come to see himself as a bad seed. He does all kinds of things — big and small — that annoy and inconvenience other the seeds. They talk about him behind his back, and he knows it. He used to be a pleasant seed, but was scarred after a series of negative experiences. That was when his bad behaviors started and he began to look at himself differently. He decides to change, but it’s a long, difficult process. He’s starting to do some good behaviors, but he can’t completely stop doing his bad ones — at least not all of the time. He gradually begins to have a new self image, and the other seeds take notice too.
Comprehension Questions
Six questions aligned to Bloom’s taxonomy for teacher’s to evaluate students’ comprehension
Remembering: Name two behaviors that show the Bad Seed is trying to change.
Understanding: Explain what the Bad Seed means when he says he feels “kind of good, sort of a mix.”
Applying: What are some ways the Bad Seed can continue to show he is trying to be better?
Analyzing: Discuss the challenges the Bad Seed faces in trying to be good.
Evaluating: Would you consider the Bad Seed successful in his quest to be better? Why or why not?
Creating: Imagine a day in the life of the Bad Seed after the story ends and write a short narrative.
CASEL Discussion Questions
Five questions aligned to the CASEL competencies for teachers to foster an engaging discussion and foster social-emotional learning
Self-Awareness: Can you identify a time when, like the Bad Seed, you realized something about yourself that you wanted to change? How did you feel?
Self-Management: The Bad Seed takes it “one day at a time” to improve himself. Why do you think setting small, daily goals is effective for self-improvement?
Social Awareness: The story shows that the Bad Seed heard others calling him “bad.” How do you think this affected him, and why is it important to be kind in our words?
Relationship Skills: How might the Bad Seed start building positive relationships with the other seeds after deciding to change? Discuss steps he could take.
Responsible Decision Making: Reflect on a decision you made that had a positive impact on others. How did you decide what to do, and what did you learn from that experience?
Design Thinking Challenge
Take students’ learning even further by incorporating the Imagineerz design thinking framework
Create a “change for the better” journal
Understand
Start with a reading and discussion of “The Bad Seed” by Jory John, focusing on the seed’s journey from being labeled as “bad” to making efforts to change. Discuss the concept of personal growth and how everyone has the capacity to change over time.
Ideate
Challenge students to brainstorm ideas for a “change for the better” journal that they can use to document their own journeys of personal growth, much like the Bad Seed did. They should consider what sections they might include, such as daily reflections, goals, achievements, and moments of kindness.
Prototype
Students will design and create a prototype of their journal using paper, art supplies, and other materials available in the classroom. They should think about how to organize the journal to encourage regular reflection and self-improvement, including spaces for drawings, photos, or other creative expressions of their journey.
Test
Students will share their “change for the better” journal prototypes with the class or in small groups, explaining how each section will be used and how they envision the journal supporting their growth. Encourage feedback from peers on the journal’s layout, design, and potential effectiveness in tracking personal change.
Conclude with a reflection session where students discuss how the process of creating their journal has influenced their understanding of personal growth. Talk about the importance of acknowledging progress, no matter how small, and how this journal could serve as a reminder that everyone is capable of change, just like the Bad Seed.
Read Aloud
If you appreciated getting to read this book with your class, you might also want to share this book with them!
Platinum Patroller, known for his incredible weight, desires to sleep on the top bunk without endangering Arachnikid, who sleeps below. This presents a significant challenge that requires innovative architectural solutions to prevent any accidents.
Construct a bunkbed that can support Platinum Patroller’s weight on the top bunk without collapsing onto Arachnikid below. The bunkbed must be structurally sound, safe, and able to hold a substantial amount of weight without any risk of causing harm.
Constraints and Success Criteria
The bunkbed must be stable enough to support Platinum Patroller’s weight on the top bunk.
The design should utilize the architectural techniques learned, focusing on strength, balance, and safety.
Materials
You do not need any testers for this challenge.
Logistics
Prepare Materials: Ensure you have all the necessary materials ready beforehand and organize them so that they are easily accessible to students. Students should use no more than five of any one material per creation! For example, a student can use five straws and five pieces of paper, but not ten straws. If you provide aluminum foil, no more than one arm’s length piece for each student!
Set Up Testing Area: Create a designated area where students can test their bio bubbles.
Provide Guidelines and Constraints: Reiterate the challenge and the constraints to students as needed. Emphasize the importance of following safety guidelines and considering the constraints, while designing their bio bubbles. Building time is 45 minutes!
Model the Design Process: Before students begin, demonstrate the design processby going through the steps yourself. Discuss how to brainstorm ideas, create prototypes, test them, and make iterations based on the results, as needed.
Encourage Collaboration: Foster a collaborative environment where students can work together in pairs. Encourage them to share ideas, help each other troubleshoot challenges, and provide constructive feedback throughout the process. But no groups of three!
Support Adaptation: Encourage students to embrace the mindset of adaptation and problem-solving. Help them see that setbacks and failures are opportunities to learn and make improvements. Guide them in identifying areas for adaptation and brainstorming alternative solutions.
Facilitate Reflection: Set aside time for students to reflect on their design process and decision-making. Ask questions that prompt them to think critically about their choices, challenges they faced, and what they learned from the experience. This reflection can be done individually, in pairs, or as a whole-class discussion.
Celebrate and Showcase: Once students have completed the challenge, celebrate their efforts and showcase their work. Provide opportunities for students to share their experiences, explain their design choices, and reflect on the overall learning journey.
CASEL Discussion Questions
Five questions aligned to Self-Awareness and Self-Management — our focus CASEL competencies for Module 1 — for teachers to foster an engaging discussion and social-emotional learning
Can you think of a time when you had to be aware of your own capabilities or emotions in a group project or team activity? How did it affect the outcome?
How does acknowledging our individual differences contribute to successful teamwork?
What strategies could Platinum Patroller use to manage his concern for ArachniKid’s safety while still meeting his own needs?
In working on a project like building the bunkbed, how important is it to set personal goals? What might those goals look like for both Platinum Patroller and Arachnikid?
How can practicing self-control improve our interactions and relationships with others, especially when working closely as a team or living in close quarters, similar to Platinum Patroller and Arachnikid’s situation?
These are good ideas for grouping on non-lab days. For high schoolers, I will have to make sure they are keeping the groups random by taking the time during the 1st few minutes of class to assemble groups, make sure no cards are being switched.https://t.co/csIfTqevGS
A simple poster can invite questions from students and pave the way to a generative conversation about mental health. @KaraNewhousehttps://t.co/rk7NCTDvZI
In “Jabari Jumps” by Gaia Cornwall, after a series of swimming lessons, Jabari goes to the swimming pool with his dad and sister and tells them he is finally ready to jump off the diving board. Walking towards the diving board and climbing the first rungs of the ladder, Jabari shows and voices hesitation. With support from his dad, he decides to take a tiny rest with some stretches and deep breaths. With his dad’s help, he reframes his fear as a surprise — something he loves. After a successful first splash, Jabari immediately returns to the top of the board to attempt a more ambitious jump.
Comprehension Questions
Six questions aligned to Bloom’s taxonomy for teacher’s to evaluate students’ comprehension
Remembering: How does Jabari feel about jumping off the diving board initially?
Understanding: Why does Jabari decide to let someone else go ahead of him on the ladder?
Applying: How might Jabari prepare differently for his next jump based on this experience?
Analyzing: What are the signs that Jabari is nervous about jumping?
Evaluating: Was Jabari’s method of overcoming his fear effective? Why or why not?
Creating: Design a new jump for Jabari to try. Describe it.
CASEL Discussion Questions
Five questions aligned to the CASEL competencies for teachers to foster an engaging discussion and foster social-emotional learning
Self-Awareness: Can you share a time when you felt like Jabari, wanting to try something but also feeling scared?
Self-Management: Discuss a situation where you had to use self-control or patience to achieve a goal, like Jabari waiting for the right moment to jump.
Social Awareness: What role does empathy play in overcoming personal challenges, as seen in Jabari’s interaction with his dad?
Relationship Skills: Discuss how communication between Jabari and his dad helped Jabari feel ready to take the jump. How can we apply this in our relationships?
Responsible Decision Making: In what ways can we responsibly encourage ourselves and others to face fears without pushing too hard?
Design Thinking Challenge
Take students’ learning even further by incorporating the Imagineerz design thinking framework
Create a courageous leap platform for Jabari
Understand
After reading “Jabari Jumps” by Gaia Cornwall, focus on Jabari’s emotions and steps he took to conquer his fear of diving. Discuss with students the importance of overcoming fears and the role of physical and emotional preparation in facing challenges.
Ideate
Invite students to brainstorm ideas for a courageous leap platform, a physical model that represents the diving board Jabari faces. This model should symbolize overcoming fears and taking leaps of faith in life. Consider features that could represent preparation stages, such as steps for deep breathing, visualization, and positive affirmation.
Prototype
Students will use recycled materials (cardboard, paper tubes, fabric scraps, etc.) to build their courageous leap platforms. They should incorporate elements that symbolize different aspects of preparing to take a leap, like a ladder to represent steps of preparation and a platform for taking the final leap. Encourage creativity in how these elements are represented.
Test
Have students present their courageous leap platforms, explaining how each part symbolizes steps to overcome fears and prepare for challenges. Each student should demonstrate how one might “use” their platform, explaining the preparation stages and the “leap.”
Gather feedback from peers on the design’s symbolism, functionality, and creativity. Discuss what features they found most representative of overcoming a challenge and which aspects could be improved or added.
End with a reflection on the role of preparation and courage in overcoming personal challenges. Discuss how creating the courageous leap platforms helped students understand Jabari’s journey and how they can apply these lessons in their own lives when facing their fears.
Read Aloud
If you appreciated getting to read this book with your class, you might also want to share this book with them!
Evil villains Evil Egghead, Sir Ion, and Magnidude have united to wreak havoc on Superhero Metropolis by launching trolls into playgrounds using their nefarious Troll-Flinger 5000. This has led to the destruction of playgrounds, depriving children of safe play spaces.
Create playground structures that can endure the onslaught of the Troll-Flinger 5000. Each structure should not only be robust and troll-resistant but also inspire the imagination, embodying the spirit of superhero resilience and adventure.
Constraints and Success Criteria
Structures must be designed with durability in mind to withstand simulated troll attacks.
Designs should be superhero-themed, appealing to the children of Superhero Metropolis.
Materials
You do not need any testers for this challenge.
Logistics
Prepare Materials: Ensure you have all the necessary materials ready beforehand and organize them so that they are easily accessible to students. Students should use no more than five of any one material per creation! For example, a student can use five straws and five pieces of paper, but not ten straws. If you provide aluminum foil, no more than one arm’s length piece for each student!
Set Up Testing Area: Create a designated area where students can test their bio bubbles.
Provide Guidelines and Constraints: Reiterate the challenge and the constraints to students as needed. Emphasize the importance of following safety guidelines and considering the constraints, while designing their bio bubbles. Building time is 45 minutes!
Model the Design Process: Before students begin, demonstrate the design processby going through the steps yourself. Discuss how to brainstorm ideas, create prototypes, test them, and make iterations based on the results, as needed.
Encourage Collaboration: Foster a collaborative environment where students can work together in pairs. Encourage them to share ideas, help each other troubleshoot challenges, and provide constructive feedback throughout the process. But no groups of three!
Support Adaptation: Encourage students to embrace the mindset of adaptation and problem-solving. Help them see that setbacks and failures are opportunities to learn and make improvements. Guide them in identifying areas for adaptation and brainstorming alternative solutions.
Facilitate Reflection: Set aside time for students to reflect on their design process and decision-making. Ask questions that prompt them to think critically about their choices, challenges they faced, and what they learned from the experience. This reflection can be done individually, in pairs, or as a whole-class discussion.
Celebrate and Showcase: Once students have completed the challenge, celebrate their efforts and showcase their work. Provide opportunities for students to share their experiences, explain their design choices, and reflect on the overall learning journey.
CASEL Discussion Questions
Five questions aligned to Self-Awareness and Self-Management — our focus CASEL competencies for Module 1 — for teachers to foster an engaging discussion and social-emotional learning
How can you identify your feelings when working on a difficult project like designing a playground structure?
What strategies can you use to stay focused and manage your time effectively while completing your playground design?
If you start feeling frustrated with your design process, how can you calm yourself down?
How would you adjust your plan if the materials you wanted to use were not available or didn’t work as expected?
How can you recognize when you need to ask for help or collaborate with others on your design?
Thinking Routine Toolbox
I didn’t know about this resource, so dropping it here for others who didn’t either!!! TONS of discussion protocols!! https://t.co/fjt262jMwI
One of the most powerful creativity drugs is the smell of cinnamon.
Well, not exactly. Folks were told to smell a vial of cinnamon & 50% were told it was a creativity drug. The placebo boosted creativity! Why? People needed permission to be creative & reasons to feel competent pic.twitter.com/5RpNLgiAGu
In “My Strong Mind” by Neils van Hove, some things come easily for Kate, but she can’t help but focus on the things that are hard, such as getting ready for school on time, doing cartwheels with her friends, and speaking in front of her class. They are even harder because Kate ends up making her parents upset or getting teased by her friends, creating a vicious cycle that leaves her feeling grumpy.
After reading a book about “smart minds,” Kate learns several strategies for approaching difficult situations, and the next day she tries them out. She is much more successful as she makes a task list, accepts failure, visualizes success, counts to ten, tries her best, takes slow deep breaths, and shares gratitudes. Things don’t go perfectly, but she feels a greater sense of control and peace.
Comprehension Questions
Six questions aligned to Bloom’s taxonomy for teacher’s to evaluate students’ comprehension
Remembering: What daily challenges does Kate face?
Understanding: Describe how Kate’s mindset changes her approach to doing cartwheels.
Applying: How would Kate’s approach to using a task list help someone be on time for school?
Analyzing: What is the effect of Kate counting to ten when she’s angry?
Evaluating: Which of Kate’s strategies for overcoming challenges would work best for you? Why?
Creating: Imagine a sequel to “My Strong Mind.” Outline a story where Kate teaches a friend to develop their own strong mind.
CASEL Discussion Questions
Five questions aligned to the CASEL competencies for teachers to foster an engaging discussion and foster social-emotional learning
Self-Awareness: In what ways did acknowledging her fears help Kate overcome them?
Self-Management: Reflect on a situation where you, like Kate, had to persist through difficulty. What strategies did you use to manage your emotions and keep trying?
Social Awareness: Kate’s dad listening to her after putting his phone away shows the value of giving undivided attention. Why is this important in understanding others’ needs?
Relationship Skills: Kate communicating calmly with her friends when they were mean is a key aspect of healthy relationships. Discuss how communication skills are important in resolving conflicts.
Responsible Decision Making: Discuss how Kate’s decision to try the cartwheels, despite her fear, demonstrates responsible decision-making.
Design Thinking Challenge
Take students’ learning even further by incorporating the Imagineerz design thinking framework
Build a sinful obstacle course
Understand
After reading “My Strong Mind” by Niels van Hove, discuss with students how Kate used her mental strength to overcome everyday challenges. Explore the concept of mental strength and how one can train their mind to tackle obstacles positively and constructively.
Ideate
Encourage students to brainstorm ideas for a mindful obstacle course, a series of stations or challenges that represent common obstacles children might face (e.g., fear of failing, dealing with negative emotions, or facing a new challenge). Each station should require participants to use a mental strength skill (e.g., positive self-talk, visualization, breaking tasks into steps) to move to the next challenge.
Prototype
In groups, students will design and create prototypes of their Mindful Obstacle Course using classroom materials. They might create mini-models of each station with explanations of how it works and what mental strength skill it aims to develop. Encourage them to be creative in representing mental challenges physically and consider how participants will engage with each station.
Test
Have a class session where each group presents their mindful obstacle course model. Let them explain the purpose of each station, the mental strength skill it represents, and how it helps overcome the obstacle. Invite feedback from peers on how effectively each station encourages the development of mental strength and any suggestions for improvement.
Wrap up with a reflection on how creating the obstacle course helped them understand the importance of mental strength and the various ways one can develop it. Discuss how they can apply these skills in their own lives when facing difficulties, drawing parallels between the obstacle course challenges and real-life situations.
Read Aloud
If you appreciated getting to read this book with your class, you might also want to share this book with them!
Superhero Metropolis is under siege by MagniDude, a villain causing devastating earthquakes. Teamed up with the troublesome traffic-jam trolls — Blame Troll, Complain Troll, and Give-Up Troll — they’ve destroyed the city’s beloved statues. These villains bring chaos and despair, with MagniDude shaking the ground and the trolls spreading negativity with their broccoli smell and sticky, clawed fingers.
Create earthquake-proof statues for Superhero Metropolis.
Constraints and Success Criteria
The statues should be as tall as possible, embodying the towering strength and indomitable spirit of Superhero Metropolis. Their construction must be sturdy enough to resist the quake forces unleashed by MagniDude.
Materials
You do not need any testers for this challenge.
Logistics
Prepare Materials: Ensure you have all the necessary materials ready beforehand and organize them so that they are easily accessible to students. Students should use no more than five of any one material per creation! For example, a student can use five straws and five pieces of paper, but not ten straws. If you provide aluminum foil, no more than one arm’s length piece for each student!
Set Up Testing Area: Create a designated area where students can test their bio bubbles.
Provide Guidelines and Constraints: Reiterate the challenge and the constraints to students as needed. Emphasize the importance of following safety guidelines and considering the constraints, while designing their bio bubbles. Building time is 45 minutes!
Model the Design Process: Before students begin, demonstrate the design processby going through the steps yourself. Discuss how to brainstorm ideas, create prototypes, test them, and make iterations based on the results, as needed.
Encourage Collaboration: Foster a collaborative environment where students can work together in pairs. Encourage them to share ideas, help each other troubleshoot challenges, and provide constructive feedback throughout the process. But no groups of three!
Support Adaptation: Encourage students to embrace the mindset of adaptation and problem-solving. Help them see that setbacks and failures are opportunities to learn and make improvements. Guide them in identifying areas for adaptation and brainstorming alternative solutions.
Facilitate Reflection: Set aside time for students to reflect on their design process and decision-making. Ask questions that prompt them to think critically about their choices, challenges they faced, and what they learned from the experience. This reflection can be done individually, in pairs, or as a whole-class discussion.
Celebrate and Showcase: Once students have completed the challenge, celebrate their efforts and showcase their work. Provide opportunities for students to share their experiences, explain their design choices, and reflect on the overall learning journey.
CASEL Discussion Questions
Five questions aligned to Self-Awareness and Self-Management — our focus CASEL competencies for Module 1 — for teachers to foster an engaging discussion and social-emotional learning
What feelings arise when you think about your statue standing up to an “earthquake”? How can understanding these feelings help you approach challenges more effectively?
Reflect on a time you felt resilient, like your statue. What strategies did you use to overcome that challenge?
If your statue did not withstand the “earthquake,” what thoughts went through your mind, and how did you manage them?
How does preparing and building your statue relate to preparing for challenges in your own life? Can you think of a personal example?
Consider a part of the statue you worked on that was particularly challenging. How did you keep yourself motivated to continue working on it?
In “A Splash of Red” by Jen Bryant, Horace Pippin was a boy with big hands who loved to make art. Because he was so big and strong, he had many responsibilities in his family, but he drew pictures whenever free time he had. His classmates loved his artwork, and he even won a magazine contest for his drawings.
When Horace was in middle school, his father left their family, he had to work even harder to support his mother, brothers, and sisters, until he was called to fight in a war overseas as a young man. Just like when he was a boy, family, friends, and even his fellow soldiers encouraged him to draw more pictures.
But during the war, Horace was shot in his right arm, leaving him unable to do either manual labor or draw — a major change from his life before the war. As a married man, Horace was forced to do different kinds of work.
He longed to draw the way he did when he was younger, until one day when he decided to use his left hand to guide his right hand. As he practiced, he got better, and in middle age, his artwork finally caught the attention of the art world.
Comprehension Questions
Six questions aligned to Bloom’s taxonomy for teacher’s to evaluate students’ comprehension
Remembering: Where did Horace Pippin and his family move when he was three?
Understanding: How did Horace Pippin’s injury affect his ability to create art?
Applying: What strategies did Horace Pippin use to overcome the challenge of his injured arm to continue painting?
Analyzing: Discuss the significance of Horace Pippin adding a “splash of red” in his paintings.
Evaluating: Consider the factors that led to Horace Pippin’s recognition in the art world. Which do you think were most crucial?
Creating: If you were to design an art exhibition showcasing Horace Pippin’s work, how would you organize it to tell his story?
CASEL Discussion Questions
Five questions aligned to the CASEL competencies for teachers to foster an engaging discussion and foster social-emotional learning
Self-Awareness: Reflect on a time when you discovered a personal strength during a difficult situation. How does Horace Pippin’s story inspire you to view your challenges differently?
Self-Management: Horace worked on his paintings every day and late into the night, demonstrating strong self-discipline. Share an example of a goal you are working towards with persistence.
Social Awareness: Discuss the importance of community support in Horace Pippin’s journey to becoming a recognized artist. How can communities support emerging talents today?
Relationship Skills: Horace’s ability to express himself through art likely impacted his relationships. How can sharing our personal passions and interests help build deeper connections with others?
Responsible Decision Making: Horace’s decision to join the army and later to focus on his art had significant impacts on his life and work. How can reflecting on potential outcomes guide our decision-making processes?
Design Thinking Challenge
Take students’ learning even further by incorporating the Imagineerz design thinking framework
Create Horace Pippin’s art easel
Understand
Begin by exploring “A Splash of Red: The Life and Art of Horace Pippin” with your students. Discuss Horace Pippin’s journey as an artist, focusing on his perseverance, creativity, and how he overcame obstacles to pursue his passion for painting, even after his injury. Highlight the significance of his self-made tools and techniques that enabled him to create art again.
Ideate
Challenge students to think about how Horace Pippin might have created his artwork with limited resources and one functioning arm. Ask them to brainstorm ideas for designing an art easel that could have helped Horace paint more comfortably or efficiently, considering his physical challenges. Encourage them to think about the materials he had access to and how he adapted his methods.
Prototype
Using recycled materials (cardboard boxes, fabric scraps, plastic bottles, etc.), students will construct a prototype of their innovative art easel design. This easel should reflect the constraints Horace faced and offer a creative solution that would have supported his artistic process. Encourage students to incorporate features that adjust for height or angle, considering Horace’s need to paint with one hand.
Test
Have students present their art easel prototypes to the class, explaining how their design addresses Horace Pippin’s needs and how it would assist him or any artist with similar challenges today. Discuss the functionality of each easel, focusing on its stability, adjustability, and how well it might accommodate an artist working with limited mobility.
Read Aloud
If you appreciated getting to read this book with your class, you might also want to share this book with them!
Superhero Metropolis has a new hero, ArachniKid, known for her unique ability to swing between skyscrapers with bubblegum strands. However, she faces a significant challenge in her quest to protect the city: the lack of skyscrapers prevents her from effectively catching villains like the elusive Windsurfer. The city needs innovative architects to design skyscrapers that will not only enhance its skyline but also aid ArachniKid in her heroic endeavors.
Construct sturdy skyscrapers for Superhero Metropolis that are both “totally sweet” and sturdy. These skyscrapers should be capable of supporting Arachnikid’s bubblegum-swinging activities, allowing her to navigate the cityscape swiftly and catch criminals more efficiently.
Constraints and Success Criteria
The skyscrapers must stand on their own and be tall enough to simulate a cityscape conducive to ArachniKid’s mode of transportation.
Each skyscraper will undergo a stability test to ensure it can stand independently without collapsing.
Materials
You do not need any testers for this challenge.
Logistics
Prepare Materials: Ensure you have all the necessary materials ready beforehand and organize them so that they are easily accessible to students. Students should use no more than five of any one material per creation! For example, a student can use five straws and five pieces of paper, but not ten straws. If you provide aluminum foil, no more than one arm’s length piece for each student!
Set Up Testing Area: Create a designated area where students can test their bio bubbles.
Provide Guidelines and Constraints: Reiterate the challenge and the constraints to students as needed. Emphasize the importance of following safety guidelines and considering the constraints, while designing their bio bubbles. Building time is 45 minutes!
Model the Design Process: Before students begin, demonstrate the design processby going through the steps yourself. Discuss how to brainstorm ideas, create prototypes, test them, and make iterations based on the results, as needed.
Encourage Collaboration: Foster a collaborative environment where students can work together in pairs. Encourage them to share ideas, help each other troubleshoot challenges, and provide constructive feedback throughout the process. But no groups of three!
Support Adaptation: Encourage students to embrace the mindset of adaptation and problem-solving. Help them see that setbacks and failures are opportunities to learn and make improvements. Guide them in identifying areas for adaptation and brainstorming alternative solutions.
Facilitate Reflection: Set aside time for students to reflect on their design process and decision-making. Ask questions that prompt them to think critically about their choices, challenges they faced, and what they learned from the experience. This reflection can be done individually, in pairs, or as a whole-class discussion.
Celebrate and Showcase: Once students have completed the challenge, celebrate their efforts and showcase their work. Provide opportunities for students to share their experiences, explain their design choices, and reflect on the overall learning journey.
CASEL Discussion Questions
Five questions aligned to Self-Awareness and Self-Management — our focus CASEL competencies for Module 1 — for teachers to foster an engaging discussion and social-emotional learning
How did you decide on the design of your skyscraper? What personal interests or ideas influenced your decision?
Describe a moment during this project when you felt particularly proud of your work. What about it made you feel this way?
Did you encounter any frustrations while building your skyscraper? How did you manage these feelings and keep going?
How did you manage your time and resources during the project? Would you do anything differently next time?
After testing the stability of your skyscraper, how did you feel about your ability to meet the challenge’s requirements? If you were disappointed or surprised, how did you handle that?
“I’m done!” and “I’m not done yet!” are two of the most common things you’ll hear during building time. We’ve got you covered with ways to respond to tricky student language that you always seem to hear just as building time is starting or right before it’s over.
“I’m Done!”
If one of your students completes a challenge and is able to pass the test before building time is over, it’s time to level up!
First givespecific praise and expressgenuine curiosity about their creation:
“I like howyou _____.”
“Your creation reminds me of _____ because _____.”
“I think [another student] might enjoy seeing your creation because _____.”
Then challenge them with a question:
“How can you make it look less like [materials] and more like a [creation]?”
“Your creation is currently at a level [low number]. How can you level it up all the way to level 10?”
“Wow, I like how you _____! It’s now at level [slightly higher number]! What elsecan you do to reach level 10?”
“I’m Not Done Yet!”
Students often get upset when they’re unable to complete a challenge in the allotted time. Assure them that you’d love to see their completed creations and help them brainstorm how they might finish.
“What’s something quick you can do to finish your creation in the next few minutes?”
“If there’s no time to do it now, what are some other times you could finish your creation?”
“If we can’t finish the creation at school, where elsecould you finish?”
Students will often say that they don’t have materials at home. You can allow them to pick a few materials to take home so they can complete their creation. The constraint of using limited materials at home sometimes spurs innovation!
Get ready for a laugh-filled Module 5 preview — all through hilarious GIFs taken straight from our video lessons! From brilliant ideas to delightful mishaps, we’ll show you the ups and downs of creativity and problem-solving. Whether you’re a student, educator, or just here for the fun, let’s dive into the fun side of innovation!
1. IMAGI-NATION!
2. Welcome Teams!
3. Teams that work well together will dominate this competition.
4. Dude! Are you trying to get us disqualified?!
5. Karen’s Family Construction
6. The coolest Gube Goldberg machine yet!
7. Mind Blown
8. Remember, sometimes it works. Sometimes… YOU LEARN!
9. Go forth and design!
10. Thanks Half-A-Scissor!
Still want to learn more about Module 5?
Module 5 of Imagineerz@School presents an unparalleled adventure where advanced physics meets the essentials of teamwork, guiding students through the most challenging and engaging challenges yet. Imagineerz-in-training harness the formidable power of machines, utilizing wheels, pulleys, gears, and the intricacies of Rube Goldberg machines to solve real-world problems with inventive solutions and ingenious designs. But the journey doesn’t stop at STEM objectives; it intertwines with crucial social-emotional strategies, like Perspective, i-Power, Break the Circle, and All-Win, ensuring teams work synergistically, embracing each other’s viewpoints, solving problems with autonomy, maintaining calm in the face of tension, and discovering inclusive solutions.
This module is designed not only to deepen students’ understanding of physics concepts such as friction and traction, pulley systems, and gears but also to foster a spirit of collaboration and innovation. By integrating advanced scientific principles with essential life skills, Imagineerz-in-training learn to operate like a well-oiled machine, achieving seemingly daunting goals with ease. The combination of creative thinking, inspirational design skills, and the application of our i-Can! teamwork strategies prepares students to tackle and triumph over the module’s challenges.
Useful paper for teaching & learning. Tell students: “Your goal is to feel awkward and uncomfortable.”
Giving an explicit goal of aiming to feel uncomfortable in order to grow makes folks persist in classes, write better, seek out more info & learn more from political opponents. pic.twitter.com/d827MIvxuP
In “After the Fall by Dan Santat, Humpty Dumpty goes into greater detail about the emotional toll his accident had on him long after the king’s men were able to physically restore him. He wasn’t the same at his fall. He was too scared to return to the wall where he once watched birds, and he couldn’t even do simple things, like go grocery shopping, without getting triggered by his fear of heights.
In order to feel closer to his old life, he works hard to build a paper airplane resembling the birds he was now forced to watch from the ground. He flies it through the air and experiences some of the thrills he used to have, but inevitably another accident happens. This time, his plane flies over the wall.
Humpty Dumpty must decide whether to climb the ladder and risk falling again or continue prioritizing his fear over his happiness. As he begins to climb the ladder, readers notice his shell starting to crack, revealing something underneath. At the top, he sees everything again, and his shell falls away entirely. He is a bird who can fly the skies himself, totally free from his fear of falling.
Comprehension Questions
Six questions aligned to Bloom’s taxonomy for teacher’s to evaluate students’ comprehension
Remembering: What hobby did Humpty Dumpty take up after his fall?
Understanding: How did Humpty Dumpty’s fall affect his daily activities?
Applying: Describe a situation where Humpty Dumpty had to make a tough decision after his accident.
Analyzing: Analyze the significance of the ladder and wall in Humpty Dumpty’s recovery process.
Evaluating: Reflect on the story’s message about overcoming fears. Do you think the story provides a realistic portrayal of facing and overcoming personal challenges?
Creating: Design a new hobby for Humpty Dumpty that could help him overcome his fear without risking another fall.
CASEL Discussion Questions
Five questions aligned to the CASEL competencies for teachers to foster an engaging discussion and foster social-emotional learning
Self-Awareness: How do you think Humpty Dumpty felt after his fall, and how did his feelings change throughout the story? Discuss how our emotions can affect our actions and decisions.
Self-Management: Discuss the importance of setting goals, like Humpty Dumpty’s goal to fly again, in managing our behavior and emotions. How can goals help us stay focused and motivated?
Social Awareness: Humpty Dumpty’s story can inspire empathy and understanding in others. How can sharing personal challenges and achievements with friends or family help build stronger, more empathetic relationships?
Relationship Skills: Consider Humpty Dumpty’s fear of heights. How can we respectfully encourage someone to face their fears without pushing them too hard?
Responsible Decision Making: Discuss a time when you had to make a difficult decision that involved weighing fears against rewards. How did you ensure you made a responsible choice?
Design Thinking Challenge
Take students’ learning even further by incorporating the Imagineerz design thinking framework
Create a Fear-Conquering Machine
Understand
Begin with a group reading of “After the Fall” by Dan Santat, focusing on Humpty Dumpty’s journey of overcoming his fear of heights after his great fall. Initiate a discussion about fear and resilience: What fears does Humpty experience, and how does he confront them? Encourage students to share personal stories of fears they’ve faced or are facing, emphasizing the emotions involved and the steps taken to overcome those fears.
Ideate
Prompt students to brainstorm designs for a “Fear-Conquering Machine” that could help someone like Humpty Dumpty overcome a fear. Encourage creative thinking: What features would such a machine have? How could it help build confidence and resilience? Students should think about elements that provide comfort, encouragement, and gradual challenges to help overcome fears, taking inspiration from Humpty Dumpty’s own strategies for facing his fear of heights.
Prototype
Students will use classroom materials—such as cardboard, paper, fabric, and recyclables—to create their “Fear-Conquering Machine.” Each prototype should aim to embody a process or activity that encourages facing and overcoming fears, much like Humpty’s approach to climbing the wall again. Encourage students to think about how their machine uses gradual steps, positive reinforcement, or other methods to help users conquer their fears.
Test
Students will present their prototypes to the class, describing their design inspiration from “After the Fall,” how their machine is intended to work, and how it specifically aims to help someone overcome fear. They could demonstrate its use through role-play or by explaining the intended interaction with the user.
Collect feedback from peers and teachers on aspects such as the machine’s empathy towards the user’s feelings, its potential effectiveness in helping overcome fears, and suggestions for improvement. Discuss how this project might relate to real-life strategies for confronting and overcoming personal fears, drawing parallels to Humpty Dumpty’s story of resilience and recovery.
Read Aloud
If you appreciated getting to read this book with your class, you might also want to share this book with them!
A unique challenge has arisen with the Platinum Patroller’s arrival in Superhero Metropolis. The Platinum Patroller is a superhero known not only by his heroic deeds but also for the extraordinary weight of his platinum suit. In fact, all that weight has started causing problems. A bridge just collapsed under the weight of his landing. This event has sparked a critical mission for the residents: to engineer a solution that prevents such mishaps in the future and ensures the city’s infrastructure can withstand the extraordinary demands of housing this superhero.
Buildbridges that incorporate robust trusses capable of supporting the significant weight and impact of the Platinum Patroller’s landings.
Constraints and Success Criteria
The bridges must feature a comprehensive truss system to distribute and support the weight of the Platinum Patroller’s landings effectively.
Materials
You do not need any testers for this challenge.
Logistics
Prepare Materials: Ensure you have all the necessary materials ready beforehand and organize them so that they are easily accessible to students. Students should use no more than five of any one material per creation! For example, a student can use five straws and five pieces of paper, but not ten straws. If you provide aluminum foil, no more than one arm’s length piece for each student!
Set Up Testing Area: Create a designated area where students can test their bio bubbles.
Provide Guidelines and Constraints: Reiterate the challenge and the constraints to students as needed. Emphasize the importance of following safety guidelines and considering the constraints, while designing their bio bubbles. Building time is 45 minutes!
Model the Design Process: Before students begin, demonstrate the design processby going through the steps yourself. Discuss how to brainstorm ideas, create prototypes, test them, and make iterations based on the results, as needed.
Encourage Collaboration: Foster a collaborative environment where students can work together in pairs. Encourage them to share ideas, help each other troubleshoot challenges, and provide constructive feedback throughout the process. But no groups of three!
Support Adaptation: Encourage students to embrace the mindset of adaptation and problem-solving. Help them see that setbacks and failures are opportunities to learn and make improvements. Guide them in identifying areas for adaptation and brainstorming alternative solutions.
Facilitate Reflection: Set aside time for students to reflect on their design process and decision-making. Ask questions that prompt them to think critically about their choices, challenges they faced, and what they learned from the experience. This reflection can be done individually, in pairs, or as a whole-class discussion.
Celebrate and Showcase: Once students have completed the challenge, celebrate their efforts and showcase their work. Provide opportunities for students to share their experiences, explain their design choices, and reflect on the overall learning journey.
CASEL Discussion Questions
Five questions aligned to Self-Awareness and Self-Management — our focus CASEL competencies for Module 1 — for teachers to foster an engaging discussion and social-emotional learning
Reflecting on the challenge, how did your understanding of your own strengths and limitations in engineering and teamwork contribute to your strategy for building the bridge?
Can you describe a moment during the challenge when you felt stressed or overwhelmed? How did you manage those feelings to ensure they didn’t impede your progress?
How did you ensure your bridge design balanced both the need for strength to support Platinum Patroller and the aesthetic or functional requirements of the task?
In what ways did maintaining a positive attitude and perseverance impact your team’s ability to meet the challenge? Provide an example of how you motivated yourself or others.
After completing the bridge, how did you evaluate its success in terms of meeting the requirements and your personal standards? How did this reflection help you understand your growth in problem-solving and creativity?
