The Heart and Science of Teaching: Transformative Applications That Integrate Academic and Social-Emotional Learning PDF
Preview The Heart and Science of Teaching: Transformative Applications That Integrate Academic and Social-Emotional Learning
The Heart and Science of Teaching The Heart and Science of Teaching Transformative Applications That Integrate Academic and Social-Emotional Learning C. BOBBI HANSEN Published by Teachers College Press, 1234 Amsterdam Avenue, New York, NY 10027 Copyright © 2019 by Teachers College, Columbia University Cover art and design by Jeremy Fink. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, or any information storage and retrieval system, without permission from the publisher. For reprint permission and other subsidiary rights requests, please contact Teachers College Press, Rights Dept.: [email protected] Library of Congress Cataloging-in-Publication Data Names: Hansen, C. Bobbi, author. Title: The heart and science of teaching : powerful applications to link academic and social-emotional learning, K–12 / C. Bobbi Hansen. Description: New York, NY : Teachers College Press, [2019] | Includes bibliographical references and index. | Identifiers: LCCN 2018038806 (print) | LCCN 2018040359 (ebook) | ISBN 9780807777497 (ebook) | ISBN 9780807759516 (pbk.) | ISBN 9780807777497 (ebk.) Subjects: LCSH: Affective education. | Social learning. | Academic achievement—Psychological aspects. | Emotions and cognition. | Student teachers—Training of. Classification: LCC LB1072 (ebook) | LCC LB1072 H38 2019 (print) | DDC 370.15/34—dc23 LC record available at https://lccn.loc.gov/2018038806 ISBN 978-0-80775951-6 (paper) ISBN 978-0-80777749-7 (ebook) This book is dedicated to my love, David, who is extraordinary and the Heart of my life! Without your inspiration, this book would never have come to be. And, to my two children, Randy and Holly, from whom I have learned so much as I watched you grow into amazing, heart-centered humans! And, to my sister, Karin, with whom I share magical genes! You all light up my life! Contents Acknowledgments Introduction Evidence-Based Instruction The Heart of Teaching: Social–Emotional Factors of Learning PART I: THE HEART OF TEACHING 1. Social–Emotional Learning How Much Do You Know About Social–Emotional Learning? The What: The Time Has Come for Social-Emotional Learning The Why: Just How Important Is the Teacher? The How: Connecting SEL to Standards-based Curriculum The Where: Resources for Social–Emotional Learning 2. Cooperative/Collaborative Learning The What: Tenets of Cooperative Learning The Why: Benefits of Cooperative/Collaborative Learning The How: Cooperative Learning Supports Social–Emotional Growth The Where: Resources for Cooperative/Collaborative Learning 3. Teachers as Changemakers The What: How Service Builds Social and Emotional Skills The Why: Evidence-Based Outcomes The How: Instituting a Culture of Service The Where: Resources for Changemaking and Service Learning 4. Creating Emotionally Safe Classrooms The What: Restorative Justice The Why: Brain Research Support for Restorative Practices The How: Building Student Relationships Through ?Restorative Practices The Where: Resources for Creating Restorative Practices PART II: THE SCIENCE OF TEACHING 5. Brain Science 101: What Teachers Need to Know The What: What the Brain Can Tell Us The Why: The Expanding Role of Cognitive Science in Classroom Practice The How: Brainy Teaching The Where: Resources for Brainy Teaching 6. Evidence-Based Instruction The What: Evidence-based Teaching Strategies The Why: Where’s the Evidence? The How: Teaching Smarter The Where: Resources for Evidence-based Teaching Strategies PART III: TOOLS FOR THE 21st CENTURY 7. Project-Based Learning The What: Project-Based Learning for the 21st Century The Why: The Power of Project-Based Learning The How: Classroom Integration of Project-Based Learning The Where: Resources for Project-Based Learning 8. The Digital Revolution in Education The What: Blended Learning Pedagogies The Why: What is the Evidence for Digital Learning? The How: Employing Digital Tools in the Classroom The Where: Resources for Digital Learning Conclusion Regarding the Heart of Teaching Regarding the Science of Teaching Regarding Your Ability to Make a Difference References Index About the Author Acknowledgements I am grateful to all who helped bring this book to life. This includes the very fine staff at Teachers College Press, beginning with Regina Ward, consulting senior acquisitions editor. I am supremely grateful for her perceptions and support of my vision for this book; she is a pleasure to work with and a constant source of optimism. Also I thank Lori Tate, senior production editor, whose professionalism and leadership helped oversee and guide the book to the final stages, and Kathy Caveney, who copyedited the manuscript and whose astute, meticulous eye helped get the text in the form needed for publication. And to all others who assisted in the process, know that I very much appreciate the integral role you played in the production of this book. Next, I would like to acknowledge the dozens of researchers and writers whose work has been mentioned in this book. Thank you for the wisdom you have shared with us all on your own educational journey. I would next like to acknowledge David, my love and life partner. You inspired me to pursue my dream (and also to write simply and from the heart). Excellent advice, indeed. Finally, thank you to all the students I have ever taught. May you all know that you have taught me more about teaching than any book I could have read. Introduction In the field of education, the phrase “art and science of teaching” is quite familiar. Over the last 4 decades there have been many books and articles written with variations of that title (e.g., Caputi, 2010; Elton, 2007; Galbraith & Jones, 2006; Giordano, 1975; Marzano, 2007). In each of these the act of teaching has been examined through the joint lenses of science and natural ability. That is, researchers have investigated what effective teachers do and also the inborn talent, or natural artistry, a teacher brings to the classroom. The question posed is usually something like this: “Are good teachers born or made?” This book is both similar to and different from these others. It is similar in that there is an emerging science of teaching that points to particular evidence-based teaching practices that have been found to strongly affect student learning. It is also different because the analogy of teacher-as-artist is no longer justifiable for the 21st century. There now exists an abundance of scientific evidence to support relationship-based teaching’s positive effect on academic achievement. This research is not well-known to the average educator—and it needs to be! Not since Aspy and Roebuck’s (1977) best-selling and heavily cited book Kids Don’t Learn from People They Don’t Like has there been such a concerted effort to attend to the overwhelming body of evidence that has clearly revealed that an emotionally supportive classroom environment makes a positive difference in student learning. This difference is achieved by a teacher’s unflinching commitment to addressing critical social–emotional factors in the classroom. The pages you are about to read blend the latest research in education, neuroscience, and cognitive psychology into a dynamic and vibrant ensemble that explores the multidimensional connections between evidence-based instructional strategies and the essential social–emotional factors that enhance learning for all students. EVIDENCE-BASED INSTRUCTION In 2001 the No Child Left Behind Act (NCLB) was implemented in the United States. The major focus of NCLB was to close student achievement gaps by providing all children with a fair, equal, and significant opportunity to obtain a
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