Teaching Strategies

Integrating the ABC’s of Learning

Students are more likely to engage in learning within classrooms that foster the ABCs of student motivation: Autonomy, Belonging, and Competence (Deci & Flaste, 1995). Autonomy refers to acting with self-direction – an established protective factor that boosts resiliency and reduces the likelihood of risky behavior (Benard, 1991 & 2004). When autonomous, we are fully willing to do what we are doing and pursue an activity with interest, focused attention, and perseverance.

Students are given opportunities to exercise autonomy throughout the curriculum with activities that offer them 'voice and choice.' In Think-Pair-Shares, they consider how they think and/or feel about a question or prompt, share their response with another student and then discuss/contrast different viewpoints with the larger class. In project-based learning (PBL) at the end of each module students choose topics related to the module theme, research/explore the topic, and present their findings to the larger group. Emphasizing student autonomy is a student-centered approach to learning in contrast to a didactic approach emphasizing teacher knowledge and direct instruction.

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Learning itself is considered a social process. Students learn best in collaboration with teachers and peers rather than in isolation. They also benefit from the support of their families. When students know one another more personally and enjoy a rapport with their teacher, they tend to feel safe and supported in class. Research that correlates' school connectedness' (a sense of belonging in school), with reduced risk behavior and increased academic motivation/achievement underscores the social foundation of learning (Bradley, et al., 2021; Niehaus, et al., 2012; Learning First Alliance, 2001; Resnick, et al., 1997). This is why our curriculum is named School-Connect and why the first module (School-Connect Foundations) takes time to develop the attitudes, skills, and behaviors that lead students to experience a sense of belonging.

Just as learning is social in nature, it is also an emotional process within the individual. As students develop a growing sense of social, emotional, and academic competence, they gain a greater sense of self-efficacy, believing they can positively affect their lives and the lives of others. Their improving skills help motivate them to seek challenges, persevere in the face of obstacles and find interest and joy in discovery and achievement. When students repeatedly display these attributes, it is more likely that they will become self-directed, lifelong learners (Dweck, 1999, 2006).

Actively Engaging Students

In addition to creating the conditions for learning, School-Connect uses learning strategies (Link to Learning Strategies page) that actively engage students on many levels. Each lesson engages students visually with a slideshow presentation and brief videos that pull them in further. A typical lesson keeps students moving, relating, and reflecting. Each lesson begins with a Get Started activity, which they individually complete during the first minutes of class. They become acquainted with the lesson's goals through Essential Questions, which are then explored through interactive activities, many of which get them up and out of their seats and changing partners and/or groups. The Wrap Up leads back to the Essential Questions and a Reflection/Application activity asks students to apply learning to their own lives.

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Interacting with different classmates allows students to share experiences and discover what they have in common, helping to increase empathy and break down labels and stereotypes. The program also encourages teachers to share their own life experiences, which helps students learn to meet new challenges and adjust to school. These simple strategies have a dynamic effect on classroom climate. Teachers report that School-Connect helped them become better listeners and develop closer relationships with their students. This is critically important, as research indicates that students benefit greatly from having at least one caring adult advocate at school (Benard, 1991; 2004).

The curriculum further aims to create connections between school and home, and between students and their families. Many of the homework assignments involve students in activities with a parent or other family member. Additionally, the EQ @ Home or School lesson series includes family discussion questions and activities for every lesson.

Facilitating Interactive Learning

In contrast to a business-as-usual approach, School-Connect aims to change the classroom environment by creating reciprocal exchanges among teachers and students and by increasing the skill level of all class members, including the teachers. In this approach, teachers become facilitators of learning and students become active participants in classroom processes.

Because School-Connect requires a new way of teaching and interacting with students, the program offers guidance to school administrators in selecting teachers for the course based on their experience and comfort level with SEL concepts and strategies. Program presenters should hold and reflect the belief that social and emotional learning is a worthwhile and lifelong process. It is beneficial if the teachers also possess humility, a sense of humor, and an openness to change. Administrators should select presenters on this basis, rather than on what teachers are available to teach the course.

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