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Prosocial and Active Learning Classrooms: Using Engagement to Grow Kindness

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Pennsylvania Convention Center, Terrace Ballroom Lobby, Table 23

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Presenters

Haylee Anderson

Instructional Specialist

eMINTS
@Mrs_HAnderson
@andersonh92

Haylee Anderson is a(n), in order of occurrence: daughter, individual, learner, friend, creator, Spanish-speaker, teammate, athlete, reader, world-traveler, published writer, cat mom, college graduate, 7th grade ELA educator, Master of Education, high school Spanish educator, fiancée, dog mom, high school English educator, wife, Specialist in Teacher Leadership, Instructional Specialist. She is constantly in the process of becoming and creating who she was meant to be, and she believes that her purpose in life is to make it less difficult for others.

Jennifer Foster

Senior Program / Project Coordinator

eMINTS National Center
@j_rae_foster

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

Educational Program Coordinator

eMINTS National Center
@NSchwartzTech
@NSchwartzTech

Nikki Schwartz is an Educational Program Coordinator for eMINTS National Center. Nikki started her career in education in 2006 as an eMINTS teacher in 3rd grade. Through her time in education, she worked as a 3rd, 4th, and 5th grade teacher. After receiving her Masters in Educational Technology from the University of Missouri, she served as an instructional technology coach and a library media specialist. Nikki is excited about the opportunities to work with teachers and students, focusing on high-quality lesson plans in collaborative and technology-enhanced classrooms.

Session description

Learn about Prosocial and Active Learning (PAL) Classrooms, a federally funded Education Innovation, and Research (EIR) grant designed to help classroom teachers support social-emotional learning (SEL) in the form of building prosocial behaviors through engaging learners in active, problem-based learning experiences that require collaboration and teamwork.

Purpose & objective

Participants will:
- Explain how prosocial education helps to enhance the learning environment
- Understand how a variety of technology tools can be used to support collaboration in professional development as well as in the classroom.
- Describe the findings of the research evaluation.

Participants will:
- Explain the concept of prosocial education.
- Relate the concept of prosocial education to their educational setting.
- Discover research-based strategies to support prosocial and active learning.
- Consider how these practices could be used to transform their educational setting.

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Outline

- Large poster with project details will be displayed throughout the presentation.
- A supporting slideshow will be on continuous display to provide additional, in-depth information regarding all elements of the project including but not limited to the program overview, competencies, and outcomes; research-based strategies; evaluation results; and future research implications.
- Three project staff will continuously greet participants and share a project overview and answer questions.
- QR codes will be on display for participants to scan with their mobile devices to easily access all program information.

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Supporting research

- https://wwnorton.com/books/Designing-a-Prosocial-Classroom
- 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 Fourth to Twelfth Grade Classroom. (Paper presented at the American Educational Research Association, San Fransisco).
- Brown, P.M., Corrigan, M.W., & Higgins-D'Alessandro, A. (Eds.). (2012). Handbook of Prosocial Education. Lanham, MD: Rowan & 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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Session specifications

Topic:

Social emotional learning

Skill level:

Beginner

Audience:

Principals/head teachers, Teachers, Teacher education/higher ed faculty

Attendee devices:

Devices useful

Attendee device specification:

Smartphone: Android, iOS, Windows
Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows

Participant accounts, software and other materials:

Internet access

ISTE Standards:

For Educators:
Learner

Stay current with research that supports improved student learning outcomes, including findings from the learning sciences.

Citizen

Create experiences for learners to make positive, socially responsible contributions and exhibit empathetic behavior online that build relationships and community.

Collaborator

Use collaborative tools to expand students' authentic, real-world learning experiences by engaging virtually with experts, teams and students, locally and globally.

Prosocial and Active Learning Classrooms: Using Engagement to Grow Kindness

, Pennsylvania Convention Center, Terrace Ballroom Lobby, Table 23

Presenters

Session description

Purpose & objective

Outline

Supporting research

Session specifications

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Pennsylvania Convention Center, Terrace Ballroom Lobby, Table 23