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https://www.teacherspayteachers.com/Product/SEL-Social-and-Emotional-Learning-Digital-Lesson-Bundle-Volume-Six-Distance-Ed-5763952

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SEL Digital Interactive Notebook Volume Seven

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SEL Digital Interactive Notebook Volume Seven

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This SEL Digital Interactive Notebook has all of the digital lessons from SEL- Social and Emotional Learning Digital Lessons Bundle Volume Seven packaged into one interactive notebook! This Interactive Notebook format is great for distance learning. Perfect for grades 3 to 6! In addition to all of the activities contained in the lesson bundle volume seven this DINB also has a Discussion Board, a Free Write Activity, and an SEL Vocabulary Word Scramble.

16 Pages total

This digital interactive notebook contains the following activities:

All About Me Organizer

More About Me Dbt House

Home and School Goals

Coping Skills Drag and Drop

What Pushes My Buttons?

Cool Off Plan

Coping Skills Practice

My Social Circle

My Boundaries and Personal Space

Personal Space Practice

SEL Vocabulary Word Scramble

Free Write

Coping Skills Digital Discussion Board

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SEL Social and Emotional Learning Digital Interactive Notebook Volume Seven

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This SEL Digital Interactive Notebook has all of the digital lessons from SEL- Social and Emotional Learning Digital Lessons Bundle Volume Seven packaged into one interactive notebook! This Interactive Notebook format is great for distance learning. Perfect for grades 3 to 6! In addition to all of ...

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https://www.teacherspayteachers.com/Product/SEL-Social-and-Emotional-Learning-Digital-Lessons-Bundle-Volume-One-Distance-Ed-5657830

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SEL Digital Interactive Notebook Volume Two

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SEL Digital Interactive Notebook Volume Two

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https://www.teacherspayteachers.com/Product/SEL-Social-and-Emotional-Learning-Digital-Interactive-Notebook-Volume-Two--5734894

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All the research you might want #EDTECH #PERSONALIZED LEARNING #SEL 

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All the research you might want #EDTECH #PERSONALIZED LEARNING #SEL 

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https://1drv.ms/u/s!AtBoqjSbfEtHouwKo2ZBWd1mzRG6wg?e=VTbOTz

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Born This Way (Gaga Foundation) research

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Last year, we commissioned a study from the Benenson Strategy Group. Surveying over 3,000 young people between the ages 15-24 and over 1,000 parents, we gathered critical insight about youth mental health, digital habits, and overall wellness. We've distilled some of that wisdom in our Kind Communities survey. Now, we're using that data to explore how a young person's mental wellness is impacted by their online behavior. The result is this report on Digital Communities: Youth Mental Health and Online Behavior.

In addition to examining the correlation between social media use and mental wellness, the survey sought to better understand how youth - including those who identify as LGBT+ - perceive their digital communities and how they use online resources to better understand and manage their mental health.

Some of our key findings include:

* Overall, regular social media use does not appear to impact mental health. The survey found little difference in mental health among those who post daily on social media, with 61% having high mental health scores and 57% having low mental health scores. This suggests that the relationship between social media use and mental health is more nuanced than often assumed.

* A significant plurality of young people say that their online community is a source of comfort, especially young men and LGBT+ youth. Among respondents, half of all men and 40% of women say that their online community is a source of comfort, while 52% of LGBT+ youth say that their online community is a source of comfort compared to 45% of non LGBT+ youth.

* Young men and LGBT+ youth are more likely to say they go online to find relatable people because it's hard to do so in daily life. The survey found that nearly half (48%) of young men say that they go online to find related people because it's hard to do so in daily life compared to 39% of women. The gap is even larger for LGBT+ youth, with 62% saying that they go online to find relatable people because it's hard to do so in daily life compared to 40% of non LGBT+ youth.

You can read the full report below. We hope it sparks a conversation and we hope you'll be inspired to join us in our mission to make a kinder, braver world.

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Digital Communities: Youth Mental Health + Online Behavior - Born This Way Foundation

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Last year, we commissioned a study from the Benenson Strategy Group. Surveying over 3,000 young people between the ages 15-24 and over 1,000 parents, we gathered critical insight about youth mental health, digital habits, and overall wellness. We've distilled some of that wisdom in our Kind Communities survey.

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Curated, collected and cared for resources for K-12

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Dan Gilbert: The surprising science of happiness

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Dan Gilbert, author of "Stumbling on Happiness," challenges the idea that we'll be miserable if we don't get what we want. Our "psychological immune system" lets us feel truly happy even when things don't go as planned.

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Shawn Achor: The happy secret to better work | TED Talk

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We believe we should work hard in order to be happy, but could we be thinking about things backwards? In this fast-moving and very funny talk, psychologist Shawn Achor argues that, actually, happiness inspires us to be more productive.

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refugee crisis; immersive minds; pay it forward; minecraft; stephen reid;

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We have produced a Minecraft map that invites learners to experience war, and particularly the aspect of having to flee for safety from the perspective of a family in the UK. The underlying theme for this map is 'In their Shoes', focusing on decision-making under pressure.

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The World Food Programme can always be found saving lives by stopping hunger on the frontlines. Whether the cause be conflict, natural disaster or poverty WFP will get food to those left furthest behind, in the most remote corners of the earth. Now you too can experience what WFP staff live and see on a daily basis in places like Yemen, north eastern Nigeria, and Iraq.

Episode 1: What is WFP doing in the war against ISIS in Iraq? Join, WFP video producer, Marco Frattini as he shows you what's happening in a community that has been held captive by insurgents for 2 years.

Episode 2: Yemen has been on the brink of famine for years. Desperately poor with most of its food imported. Now fighting has tightened the noose of hunger around the most vulnerable. WFP Regional Director, Muhannad Hadi, gives us a personal account of what is happening to the people if Yemen.

Episode 3: How do displaced people in northeastern Nigeria survive after having fled Boko Haram with only the clothes on their backs? WFP's Head of TV, Jonathan Dumont, takes us into camps for a firsthand look at the humanitarian response to this crises.

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The World Food Programme can always be found saving lives by stopping hunger on the frontlines. Whether the cause be conflict, natural disaster or poverty WFP will get food to those left furthest behind, in the most remote corners of the earth.

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Orange Frog Happiness Approach video interview with superintendent Chicago

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Orange Frog Happiness Approach video interview with superintendent Chicago

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Orange Frog Workshop based on Shawn Achor's Happiness Advantage

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Usable Minute: Social Emotional Learning

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Uploaded by HarvardEducation on 2016-08-19.

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What 3 things can educators do to help the class of 2030 succe

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What 3 things can educators do to help the class of 2030 succe

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By Laura Ascione, Managing Editor, Content Services, @eSN_Laura

The class of 2030 faces a very different future--but some key changes can position students for success

About Us

Contact Us

Social Media

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3 changes that can help the class of 2030 succeed

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Today's kindergartners are the class of 2030, and by the time they enter the workforce, it will look vastly different. Occupations will need expertise, creativity, grit, and, most importantly...

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Why we cant afford to whitewash social and emotional learning

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Why we cant afford to whitewash social and emotional learning

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Research Says Kindness Can Make You a Better Leader. Here Are 3 Reasons Why

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How you impact people depends on how you treat them.

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Social and Emotional Learning

Social and emotional learning is more than a side curriculum-it should be woven into everyday activities throughout the school day.

As a new teacher nearly a decade ago, I was handed a curriculum for social and emotional learning (SEL) and instructed to teach it twice a week during advisory. I did so as best I could. My middle school students were ethnically diverse, but in ways that didn't match the students in the videos. My students dealt with very different racially charged terms, being that we're in Hawai'i. We had been given a research-based curriculum to combat a rise in complaints of bullying, but the curriculum was not culturally relevant to our students.

It was only when I was brave enough to go off-script and engage with my students about the terms they heard thrown about at recess, the insults they endured, and the cutting remarks they admitted to saying about one another that we were able to stare directly into our own biases and grow our own social awareness.

I began to wonder what could I do in my content classroom to promote relationship building and responsible decision-making. Middle level students need to practice these skills more often than twice a week.

Since then I've learned that SEL is ideally more than a curriculum-it's a set of thoughtful strategies embedded into everyday classroom activities and norms. In the best-case scenario, students should be given multiple opportunities throughout the school day for practicing self-awareness and self-management, increasing social awareness, building relationship skills, and making responsible decisions.

SEL is not the practices themselves-the connected practices collectively build and contribute to SEL skills. SEL is ideally interwoven into classroom practices such that it would be hard to tell SEL activities apart from other routines. I'm currently an assistant principal, but I used several practices in the classroom to achieve this interweaving, and I'll use them again next fall when I go back into the classroom.

5 Ways to Seamlessly Incorporate SEL in Class

Paper tweets: I used a paper and pencil version of Twitter in class, an exercise in which students would initially connect with a friend, an acquaintance, and a classmate with whom they rarely spoke. Sometimes I used this for formative assessment, but it also worked as an SEL break-students wrote and discussed anything they wanted with their peers. I didn't read or assess this writing-it was solely for students.

I often had students write whatever they wanted as their initial "tweet," and then respond to the three peers they were "following." Sometimes I had them respond to as many peers as they wanted. One of their favorite steps was adding heart stickers to their favorite comments.

I also created my own profile, which students could use to ask me questions, which I would answer aloud. This was a comfortable form of engagement for introverted students.

Check in before you check out exit passes: Last year, I starting using exit tickets daily to ask students questions like: How are you feeling? What's new with you? What do you want to share with me? I was surprised by how many students wrote that they were sad, bored, or upset when they seemed engaged and outwardly happy, but at least asking these questions allowed me to address their emotional needs more quickly and more often.

After doing this for just a few weeks, I got to know my students really well, much faster than I had in previous years. Several students wrote to say that their favorite thing about my class was that I checked in with them every day and they were able to tell me how they were feeling.

Group one-pagers: In groups of four to six, students would create a sheet called a one-pager with their team name, group favorites such as food and movies (or any other favorites you'd like to ask them about), and a symbol to represent each member of the group. They also listed their favorite meme.

I had students do this on large poster paper, and it served as a kind of group flag. I would take a picture of each poster and post them around the room-the posters themselves would have taken up too much space, but it's very important to give students in the middle grades a sense of identity and belonging.

Relationship-building one-pagers: Students also created one-pagers about one of their peers or an adult on campus. On a piece of white printer paper, they would draw an image of the person and write their name, and then ask three peers for positive quotes about that person. Next they would draw three funny or meaningful images, and share two inside jokes or memories of the person. Then they would write a thoughtful, made-up definition of the person's name. Finally, they created a border in writing around the page with three or four adjectives to describe the person.

Observing my students creating these one-pagers was simply exquisite. Some of them selected security guards, others picked educational assistants, and of course, many chose their peers. At the end of the assignment, students delivered their one-pagers to the person who inspired them. It was touching to see the many tears from adults who were surprised that students appreciated them.

Student-led end-of-quarter celebrations: I gave students the freedom to create class-bonding celebrations. They selected themes, created potluck sign-ups, made invitations, and set up activities like a cupcake-decorating challenge or group craft projects. Some of the most memorable activities were a karaoke party with a strobe light, a fashion runway walk-off using materials like garbage bags and paper bags, a school-wide scavenger hunt, an escape room challenge, and a blindfolded makeup challenge.

This was an assignment, not just a party. I gave my students a rubric and examples of successful celebrations. I made clear that I expected them to create a bonding activity in which all class members would want to participate, and from start to finish the celebration could take up no more than 30 minutes. If we had a lot of time to plan, we would also invite other teachers and even the principal to celebrate with us.

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5 Ways to Incorporate SEL in Middle School

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Social and Emotional Learning Social and emotional learning is more than a side curriculum-it should be woven into everyday activities throughout the school day. As a new teacher nearly a decade ago, I was handed a curriculum for social and emotional learning (SEL) and instructed to teach it twice a week during advisory.

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Teach Social and Emotional Skills- The useable minute 

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Teach Social and Emotional Skills- The useable minute 

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Usable Minute: Social Emotional Learning

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visualize and compare SEL frameworks (Research)

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visualize and compare SEL frameworks (Research)

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http://exploresel.gse.harvard.edu/

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Researchers, educators, employers, and parents agree that social and emotional learning (SEL) and non-academic skills matter for success in school and life, but it can be difficult to decide which skills to focus on - let alone how best to promote and measure them. Learn More.

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Navigate the complex field of social and emotional learning.

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Emotion and Cognition in the Age of AI (Research)

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Emotion and Cognition in the Age of AI (Research)

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Seven years ago, the United Nations declared March 20 th the International Day of Happiness to encourage countries around the globe to take concrete steps to cultivate happiness and well-being in people's lives.

Today, I am super excited to help celebrate by releasing new global research on the topic of "Emotion and Cognition in the Age of AI." Conducted by The Economist Intelligence Unit (EIU) and supported by Microsoft, the research explores what educators and school systems can do to help students thrive in our rapidly changing world, and how technology can help.

Our findings spotlight the vital importance of helping students cultivate a sense of happiness and well-being, so they can thrive in school and in life. We listened to more than 760 educators in 15 countries, interviewed leading experts and reviewed 90 pieces of original research.

There are currently 1.5 billion students around the world. Educating them is one of society's most urgent priorities. At the same time, the world is changing faster than ever, which has a massive impact on the skills that students will need when they graduate into the professional world.

In our work on the Class of 2030, we heard from educators and experts that the future of education will be profoundly personalized, socially embedded and amplified by technology.

Higher-order cognitive skills will remain vital, but advanced social-emotional skills are increasingly critical. Social-emotional skills are fundamental to well-being, which we know is a key predictor of academic and employment success.

In this latest research, 80% of educators confirmed that well-being is critical for academic success and developing essential communication and collaboration skills.

We also heard that three areas of technology are particularly important: immersive experiences, which can help students develop empathy by experiencing the world from someone else's perspective; collaboration tools that enable students to work together and with their teachers in new ways; and data and analytics that can help schools better understand students' needs and how to support them.

These are areas we're emphasizing in our products-from Minecraft Education edition to Flipgrid, Teams with OneNote Class Notebooks, DataSense and Azure-and we have compelling evidence our solutions are having a positive impact on key academic outcomes.

We also found promising trends in Latin America. Our research suggests that countries there are leading the way with approaches to well-being, with more teachers fully incorporating the development of emotional literacy in classrooms.

Find out how important motivation and emotions are to achieve independent learners http://aka.ms/HappinessResearch #SEL #InternationalDayofHappiness #SEL Click To Tweet

We also studied schools where well-being is especially strong in order to look for common threads. We heard that these "leader schools" tend to:

Have a formal plan to promote well-being

Measure and monitor well-being as well as academic achievement

Support inclusive classroom practices that amplify student voices

Engage purposefully with the community

Take a whole-school approach to professional learning

I invite you to review the full report and share it widely with anyone interested in shaping the education system of the future.

We also have several other announcements to help celebrate the International Day of Happiness:

The Salzburg Global Seminar today released a formal statement that highlights the promise of social-emotional learning to help build more inclusive communities and more vibrant economies. Microsoft signed a memorandum of understanding with the Salzburg Global Seminar last December to signal our support for this important work, and we are proud to be signatories to the declaration.

We have launched a free webinar series on Teaching Happiness, which provides a broader exploration of things educators can do to cultivate the skills that empower students to lead happy and fulfilling lives. You can get the full infographic on the research here: ms/wellbeinginfographic

We are sponsoring a free, online event today, hosted by Education Week, on Social Emotional Learning in Schools. The two-hour event will feature EdWeek journalists speaking with teachers, researchers and school leaders about the latest efforts to advance social-emotional learning at district, school and classroom levels. If you can't participate real-time, the content will be available on-demand for future viewing.

We are releasing a new Skype in the Classroom activity plan with a specific focus on social-emotional skills. This includes a guide for teachers and scripts that will help them encourage these skills in students when they participate in Skype sessions. Access the guide here https://aka.ms/SITCactivityplans

Once you've reviewed some (or hopefully all!) of these materials, we encourage you to share your thoughts. Join our global #MSFTEduChat TweetMeet on Tuesday, April 16 to discuss the incredibly important topic of Teaching Happiness with teachers and leaders from all over the world. Starting time for this multilingual Twitter event is 10am PDT. Check your local event times and stay tuned for our announcement.

We sit at an amazing crossroads where the complexity of the world's problems continues to accelerate, but so too does the ability of technologies like artificial intelligence to help solve them.

But AI alone will never be enough. To maximize the potential of tech tools, we need to apply our uniquely human emotional intelligence. When the best of technology and the best of humanity come together-when the power of AI and EI converge-breakthroughs are possible.

We are excited to be on this journey together with all of you, to learn from you and to contribute our insights and our technologies to help every student on the planet achieve more.

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Happy International Day of Happiness: New Research Suggests Happy Students Achieve More |

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Seven years ago, the United Nations declared March 20th the International Day of Happiness to encourage countries around the globe to take concrete steps to cultivate happiness and well-being in people's lives. Today, I am super excited to help celebrate by releasing new global research on the topic of "Emotion and Cognition in the Age of AI."

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Aspen Institute National Commission Report on Social-Emotional Skills and Academic Achievement 2019

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Aspen Institute National Commission Report on Social-Emotional Skills and Academic Achievement 2019

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[replace] enter keywords for search engines here.

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Advancing Achievement and Equity in Education

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Personalized Learning Initiative's and Microsoft Education

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funny video social emotional skills - Bing video

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Social Emotional Skills Cartoon Characters Social Emotional Strategies Importance of Social Skills Social Emotional Skills for Preschoolers Emotional Intelligence Social Skills Worksheets for Adults Social Emotional Assessment Social Emotional Learning Social Skills Activities Emotional Literacy Social Competence Communication Skills

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Today's students will graduate into a world that will be dramatically different - and changing faster than ever. They will enter a workforce where job functions, roles and even categories will be significantly altered, and will face social and global challenges beyond what we can imagine today.

Research recently conducted by Microsoft - "The class of 2030 and life-ready learning: The technology imperative" - concluded that student-centric approaches will be critical. Personalized learning, supported by technology, will help students develop strong social-emotional and advanced cognitive skills - both needed to be prepared for work and life.

At the heart of the Fresno story is a journey undertaken by inspired leaders and innovative teachers to unlock the limitless potential of all their students, through an intentional personalized learning initiative (PLI). They understood what needed to change to best prepare their students for the increasingly creative, collaborative, digitally-infused world they will enter as adults.

To move the needle on student outcomes and deepen learning, Fresno Unified School District knew it had to do more than simply improve access to computers. The district developed a Personalized Learning Initiative (PLI) - a shared pedagogical model centered on student voice, choice, and collaboration, combined with the intentional deployment of technology for every student. The district also supported educators by providing up to 30 hours of training on how to leverage technology to support their teaching, and instituted communities of practice to help teachers learn from each other and continuously improve the initiative.

District leadership understood early on that data would be critical to measure progress and continuously improve the initiative: data about student progress, data about how teachers and students use technology and collaborate, and data about how teachers provide feedback.

Fresno Unified partnered with Microsoft Education to understand how the PLI was impacting student learning and teacher practice.

Fresno's Personalized Learning Initiative is making a big difference where it matters most: measurable student achievement. Students in the classroom of PLI teachers achieved higher English language arts (ELA) scores on the district's spring assessment, and exciting outcomes in the California end-of-year state assessments, including increased collaboration with digital tools. Students who had teachers involved in the PLI showed statistically significant differences, performing better in six out of ten subjects compared to those whose teachers were not involved in the PLI in The California Department of Education spring 2017 scores on the Smarter Balanced Assessment Consortium (SBAC) tests.

Pedagogy combined with technology accelerates personalized learning

As the fourth largest district in California, Fresno Unified supports 75,000 students. A majority come from low income households, and 22 percent are English learners. The district represents some of the country's most economically disadvantaged students.
The Fresno Personalized Learning Initiative (PLI) began in the 2016-17 school year with an initial cohort of 220 teachers representing 12,000 students in 89 schools, chosen by lottery from 440 volunteers.
Key to the success has been the following approaches:

Establishing a pedagogical model to foster a culture where students collaborate and take ownership over their learning.

Increasing access to technology for students and teachers.

Providing professional learning and technology specific training.

Establishing an online community of practice.

Significant improvements in Math and English

According to the latest insights, the Fresno PLI is helping students across all ethnic backgrounds achieve higher scores in standardized tests of English Language Arts and Math. And students who participated in the PLI were 25 percent more likely than their peers to meet or exceed California standards in English and Math.

Looking across a mix of student populations broken down by ethnic group, subject, and grade level, students who participated in the PLI achieved statistically significant gains in six of ten subject-area/grade-level combinations analyzed. The initiative is helping students across all backgrounds achieve higher scores in standardized tests of English Language Arts and Math.
'Looking across a mix of student populations broken down by ethnic group, subject, and grade level, students who participated in the PLI achieved statistically significant gains in six of ten subject-area/grade-level combinations analyzed.' Click To Tweet
Building future-ready skills

The top priority of Fresno Unified School District's PLI is their students. The district is helping its students achieve strong academic outcomes and develop five essential social-emotional skills

Adaptive and creative problem solving

Creativity

Communications and collaboration

Digital literacy

Responsible and ethical decision making

Students of teachers involved in the PLI noted a shift in social and emotional skills. By encouraging greater collaboration through digital tools, the initiative is helping students improve growth mindset, self-efficacy, self-management, and social awareness.
'After one year of the PLI, students who were part of the initiative were 32 percent more likely to collaborate with their peers on projects...' Click To Tweet
After one year of the PLI, students who were part of the initiative were 32 percent more likely to collaborate with their peers on projects, and teachers in the initiative were 27 percent more likely to digitally collaborate to creatively design their learning activities, providing students with new ways to learn.

The future is bright at Fresno Unified School District

There is much more to learn as Fresno Unified expands its PLI to include more teachers and students, but the results so far are exciting. The data shows that more personalized and collaborative teaching practices are driving better learning outcomes.

In addition, there are some key learnings on how to move to personalized learning:

A student-centric approach supported by the right technologies is critical.

A data and analytic strategy is essential to provide evidence and insights.

View transformative educational change as a journey of continuous improvement rather than a one-time event.

Establish long-term relationships with partners who are specialists in critical areas.

To learn more about Fresno's Personalized Learning Initiative and to dive deeper into the analytics from the first year of implementation, sign-up for the full report or access the infographic [PDF].
To learn more about Microsoft Education and our tools and technology that help foster inclusion and support personalizing learning for every student, click here.
To further explore the critical skills that today's students will require to be ready for learning, work, and life, and the role technology will play in this process, please download The Class of 2030 research.

Read more about the Fresno Unified School District here.

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Fresno Unified School District's personalized learning initiative | Microsoft EDU

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Today's students will graduate into a world that will be dramatically different - and changing faster than ever. They will enter a workforce where job functions, roles and even categories will be significantly altered, and will face social and global challenges beyond what we can imagine today.

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Fostering Social and Emotional Skills through Technology

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Collaborative for Academic, Social, and Emotional Learning (CASEL) 815 West Van Buren St., Suite 210 Chicago, IL 60607-3566 312-226-3770

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Resource e-Book

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Conversation Firestarter's used in the session. People have been asking where they can get these from 

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Conversation Firestarter's used in the session. People have been asking where they can get these from 

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School Leader Conversation Fire Starters (Full Version)

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Are you leading a gathering of administrators/ school leaders or aspiring leaders and need to inject some energy into the session? Over 15 years I have gathered 30 awesome conversation fire-starters which never fail to get people talking about themselves, their

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Girls Learning STEM and Computer Science | Microsoft

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See how girls with an interest in STEM and computer science can excel in learning more about subjects like science, technology, engineering & mathematics

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3D Curriculum

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Australian Institute Teaching and School Leadership

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australian institute teaching school leadership

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Australian Institute for Teaching and School Leadership

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AITSL provides national leadership for the Australian State and Territories in promoting excellence in the profession of teaching and school leadership

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How Minecraft supports social and emotional skills

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How Minecraft supports social and emotional skills

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Findings and Research paper

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Schools and districts across the globe are embracing social and emotional learning (SEL), an approach that builds skills and competencies that will help students be successful in school, work, and life.

In an increasingly multicultural world with rapidly-changing technologies, students who can apply the knowledge, attitudes and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions are poised for greater success. (In fact, research shows that they are more likely to graduate high school, and are better prepared to pursue college degrees and to become engaged citizens.)

Preparing today's students for this brave new world-and a host of jobs that don't yet exist-has encouraged a pedagogical shift toward a more holistic approach to teaching and learning. SEL emphasizes adaptability while also being about learning to build relationships and interact effectively with others. Integrating it into one's teaching is, of course, another story.

It's a complicated task, and one that has benefited from the use of specific technologies. In particular, many K-12 educators have enthusiastically embraced gaming as a means for building SEL skills. Due to its ubiquitous popularity outside the classroom and its versatility in terms of subject matter, Minecraft: Education Edition has been sought out by teachers in a variety of disciplines.

How would it be received when incorporated into lessons and graded assignments, and in what ways could it possibly improve SEL outcomes? That remained to be seen.

To investigate further, the Getting Smart team partnered with Microsoft on a project exploring the potential connections between classroom use of Minecraft and K-12 students' SEL outcomes.

Through interviews, a global survey and several case studies, we gained an inside view of what is currently happening on this front in K-12 education on four continents. The report also provides helpful insights for those who may be interested in supporting an SEL program within their school.

We also spoke with several educators and experts in K-12 education to learn how gaming-which can often seem more isolating than interactive-could actually boost social and emotional outcomes for students as young as those in kindergarten. Their observations make a powerful argument for the ways in which Minecraft specifically creates opportunities for transformational learning experiences.

We invite you to read our full report, How Minecraft Supports Social and Emotional Learning in K-12 Education , and look forward to hearing your thoughts both in the comments section of this post and on social media.

This report and blog are part of a research project made possible with support from Microsoft. The statements made and views expressed are solely the responsibility and opinions of Getting Smart and the interviewees featured.

For more, see:

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How Minecraft Supports Social and Emotional Learning in K-12 Education

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Many K-12 educators have enthusiastically embraced gaming as a means for building SEL skills, and Minecraft is one of the most popular options. In this publication, we explore the potential connections between classroom use of Minecraft and K-12 students' SEL outcomes.

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Raising graduation rates with whole student approach and predictive analytics

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Tacoma Public Schools Uses PowerBI and CRM to Create a Better Student Experience

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The following story comes from Alberto Herráez Velázquez (@alberto_hv) and Mario Herraez Velazquez (@mmarioherraez), two educators who took inspiration from a field trip to go big with a fun project that spanned several schools, classes and two language. A note from Alberto: I was born in Salamanca, a beautiful city in the west of Spain, in 1993. Currently, I live in... Read more

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The following story comes from Alberto Herráez Velázquez (@alberto_hv) and Mario Herraez Velazquez (@mmarioherraez), two educators who took inspiration from a field trip to go big with a fun project that spanned several schools, classes and two language. A note from Alberto: I was born in Salamanca, a beautiful city in the west of Spain, in 1993.

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Explore emotion recognition

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Emotion API - Emotion Detector | Microsoft Azure

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Build smarter applications with the Emotion API from Microsoft Azure. Recognize facial emotions in images based on universal facial expressions.

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 How virtual reality can create the ultimate empathy machine

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 How virtual reality can create the ultimate empathy machine

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Chris Milk:

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Chris Milk: How virtual reality can create the ultimate empathy machine

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The power of empathy through augmented reality: ViaOpta Simulator app

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Personal and Social Capabilities

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Double-click in a blank space

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Measure Innovative Teaching and Learning and Student Centric Approaches

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21st century learning design: Course 1 - introducing 21CLD

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This course gives an overview of the key 21st century skills of; collaboration, knowledge construction, self-regulation, problem-solving and innovation, information and communications technology (ICT) for learning, and skilled communication. It explores what learning looks like in the 21st century and how innovative teaching practices can support student learning to develop these skills.

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10 Minute Countdown Timer - Motion Background

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Our world is changing faster than ever. What skills will today's kindergarteners need to be life-ready by the time they graduate as the class of 2030? How can technology support their educational journey?

To answer these critical questions, we launched a key piece of research: "The class of 2030 and life-ready learning: The technology imperative." Today, I am super excited to share that the full report is now available.

To conduct our research, we listened to 70 thought leaders around the world, reviewed 150 pieces of existing research, and surveyed 2,000 teachers and 2,000 students across Canada, Singapore, the United Kingdom and the United States.

Most importantly, we focused on the needs and aspirations of our subjects: the young people who make up the class of 2030 and those closest to understanding their world.

Within that context, we found 2 core themes: social emotional skills and personalized learning. Whilst not new in education, these are newly important for more people. Employers are placing a premium on social skills and emotional literacy with up to 40% of future jobs requiring explicit social emotional skills. Academics are noting their impact on deep learning and the students themselves recognize these skills are critical for success. The research highlighted personalized learning as an approach which supports skill development - both cognitive and social and emotional by guiding students towards greater autonomy and control.

The students were clear: they want to develop these skills to navigate their own learning - to explore and make choices that unlock their curiosity and potential and they want teachers who know and understand them as individuals.

Three technologies were highlighted in the research as showing great promise to support social and emotional skill development and personalized learning approaches; collaborative platforms, mixed reality and analytics powered by AI.

Students across the four surveyed countries prioritized a range of social-emotional and higher-order skills; notably, students valued digital skills, creativity and problem solving higher than teachers.

The students were clear: they want to develop the skills to navigate their own learning - to explore and make choices that unlock their curiosity and potential. Click To Tweet

While not new in education, these skills are newly important to more people and are taking center stage alongside deeper cognitive skills and content knowledge in the classroom and in the workforce. By 2030, it is predicted that between 30 to 40 percent of jobs will require explicit social-emotional skills.

While the need for social-emotional skills is clear, our research highlighted differences between the specific skills that students and teachers prioritize and how well-equipped teachers feel to teach these skills. This variation was mirrored in how both groups described their experiences of social-emotional skills as part of the learning program.

Students already place a strong emphasis on social-emotional skills based on the results of our survey, which you can explore below.

Personalized learning, which is a student centered approach, emerged as one of the most promising ways to develop social-emotional and deeper cognitive skills.

The students we surveyed said they want to have greater control over their learning and not just automation of content delivery. The students wanted personalization involving control over pacing, content and assessment. 70 percent of the students felt their mastery of content would be better with greater control. Quality feedback is critical for personalized learning. Only 40 percent of students we surveyed felt they receive feedback that was personalized; yet 60 percent of teachers felt they were providing personalized feedback.

Teachers have long endorsed personalized learning but have cited a lack of time and resources as obstacles. In our survey, nearly 70 percent of teachers cited time constraints as their biggest hurdle to providing more personalized content to their students. Our research revealed technology can help clear away those obstacles by freeing up as much as 30 percent of teachers' time, so they can spend more time responding to individual and group needs.

Our research identified other important differences in perspectives between students and teachers about the extent of personalization in their current education. Explore the data, below.

Three types of technology show especially strong promise for advancing socially embedded and personalized learning, and more immersive learning experiences: collaboration platforms, artificial intelligence, and mixed reality. You can find out more about the current and emerging opportunities in the full report and in the papers and case studies being published across 2018.

The class of 2030 and future generations will face social and global problems beyond what we can imagine. They will learn and engage with each other, with technology and with information in entirely new ways. And they will enter a workforce where job functions and roles will be dramatically different from today.

We hope our research will advance all of our efforts to help the class of 2030 be ready to succeed in work and life.

I encourage you to request our full report and share it widely with anyone interested in shaping the education system of the future.

I look forward to continuing to engage with you about these crucial topics in the weeks and months ahead.

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How can technology empower the Class of 2030? |

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Our world is changing faster than ever. What skills will today's kindergarteners need to be life-ready by the time they graduate as the class of 2030? How can technology support their educational journey? To answer these critical questions, we launched a key piece of research: "The class of 2030 and life-ready learning: The technology imperative."

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C2030 Infographic

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Sign up to receive the C2030 research

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Read the study from Microsoft and McKinsey & Co

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Personal and Social Capabilities Continuum