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Network Summit

Prosocial and Active Learning (PAL) Classrooms

Change display time — Currently: Central Daylight Time (CDT) (Event time)
Location: La Nouvelle Ballroom, Table 19
Experience live: All-Access Package

Participate and share : Poster

Jennifer Foster  
Nikki Schwartz  

Prosocial and Active Learning (PAL) Classrooms is a federally funded education, innovation and research grant designed to help classroom teachers support social-emotional learning (SEL) as they engage learners in active, problem-based learning experiences that require collaboration and teamwork.

Audience: Principals/head teachers, Teachers
Skill level: Beginner
Attendee devices: Devices not needed
Topic: Social emotional learning
Grade level: PK-12
Subject area: Math, Science
ISTE Standards: For Educators:
  • Create experiences for learners to make positive, socially responsible contributions and exhibit empathetic behavior online that build relationships and community.
  • Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning.
Additional detail: ISTE author presentation

Proposal summary

Purpose & objective

Participants will...
- Engage in an audience check-in (2-3 min)
-- Participants will engage in an audience poll to gauge emotional state.
- Gain an understanding of the Prosocial and Active Learning (PAL) Classrooms Project (5-7 min)
-- Participants will uses Slides Q&A to ask questions throughout the presentation
- Define prosocial education (2-3 min)
-- Participants will turn and talk to others around them to share how this definition connects to their prior knowledge of SEL practices
- Learn the importance of prosocial skills in education (5-7 min)
-- Participants will use interactive collaborative tools to share ideas
- Understand how prosocial education supports happier, healthier students (5-7 min)
-- Participants will use Slides Q&A to share additional thoughts and ideas.
- Understand how prosocial education reduces teacher stress and burnout (5-7 min)
-- Participants will turn and talk to others to discuss how prosocial education might positively impact their educational situation.
- Q&A (3-5 min)
-- Partcipants will engage in open discussion.

Supporting research

- Bergin, C. (2014). Educating Students to be Prosocial at School. In L. M. Padilla-Walker & G.Carlo (Eds.), Prosocial development: A multidimensional approach
(pp. 279-301): Oxford University Press.
- Bergin, C., Wang, Z., & Bergin, D. (2013, April). Prosocial Behavior and Engagement in Fourthto Twelfth Grade Classrooms
. Paper presented at the American Educational ResearchAssociation, San Francisco.
- Brown, P. M., Corrigan, M. W., & Higgins-D'Alessandro, A. (Eds.). (2012).
Handbook of Prosocial EducationLanham, MD: Rowman & Littlefield.
- Friedlaender, D., Burns, D., Lewis-Charp, H., Cook-Harvey, C. M., & Darling-Hammond, L.(2014). Student-Centered Schools: Closing the Opportunity Gap. Stanford Center for Opportunity Policy in Education.
- Goodnough, K., & Cashion, M. (2010). Exploring problem-based learning in the context of high school science: Design and implementation issues.
School Science and Mathematics,106 (7), 280-295.
- Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational psychology review, 16 (3), 235-266.

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Jennifer Foster, eMINTS National Center

Jen is an instructional specialist for the eMINTS National Center as part of the University of Missouri's College of Education and Human Development. She has worked to support educators across the country for 10+ years to implement best practices in education and utilizing technology to enhance learning.

Nikki Schwartz, eMINTS National Center

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