Positive psychology meets K-12 pedagogy. This course explores key ideas of positive psychology and shows how great teachers apply those lessons to maximize student engagement and accomplishment. Through lectures, discussions, interviews and footage of great educators in action, you’ll learn how to integrate character-based objectives into your own teaching.
Macro Structure Case Study: Silver
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来自 若雷教育学院 的课程
性格教育和创建积极课堂
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从本节课中
Macro Structures
Create a plan for teaching character and then work every day to make it happen.
与讲师见面
Dave LevinCo-Founder, KIPP; Co-Founder, Relay GSE
[BLANK_AUDIO]
Now that we've introduced macro structures and
defined their four elements, let's watch classroom example.
This school calls this macro structure trust circles.
Other schools call it advisory and sometimes, leadership class.
The footage we're going to watch comes from Silver's fifth grade class.
Silver, thank you so much for hosting us.
Now this macrostructure's primary purpose is the development of character.
Of course, Silver will be looking for academic tie
ins, but his school has made a strategic decision.
This 30 minute macrostructure will allow them to more fully leverage the
other 1500 minutes or so that students are in class throughout the week.
Let's remember what Dr. Seligman taught us earlier.
Each attribute of perma affects the others.
Positive emotions, relationship engagement.
They all promote achievement and vice versa.
Let's watch a few minutes of the class,
followed by an excerpt of Silver and my discussion.
Please pay attention to the norms Silver sets up and how his students use them.
>> This, this, this is how trust circles is going to go today.
>> [UNKNOWN]
>> Excellent work in math class this morning, by the way.
Give yourselves two snaps.
>> [SOUND] >> Two snaps.
[SOUND] There you go.
So, we're going to have a cocktail conversation to start.
Just a quick reminder about norms with cocktail conversations.
One mic.
Raise your hand if you can explain to your team and family what that means.
Kenise.
>> One mic is when one person is just speaking.
It's not both of you speaking at the same time.
>> Do you all agree or disagree, yeah, people agree, good.
Thank you, Canise.
Listen actively, what does that mean?
Omey. >> That
you just listen without like, anyone telling you to.
You just do it automatically.
>> Great, so this is going to be the
topic that people are going to discuss during today's cocktail conversation.
So there are a couple of questions.
First question, is, are you american? Okay?
You don't have to give an opinion now,
or an answer. Just, think about it.
Second question, how do you know?
So if the answer is yes, how do you know you are?
And if the answer is no, how do you know your not?
Okay?
Third question is, are the people in your family American.
Nod your head if you understand. Go ahead and stand behind the chair.
[SOUND] And begin walking safely around the room.
[INAUDIBLE]
>> Are you, are you American? >> no, I'm not.
>> How do you know?
no, I'm not. >> How do you know?
>> Because, the thing is, that my mom, my dad's side of the family is Dominican.
My mom's side of the family is American. I was born, I mean my mom's side
of the family is Puerto Rican, and I was born in America.
[NOISE]
>> They, like, cook weird foods that I really like.
It tastes, like, really good.
So, like, they, they cook sometimes Spanish food, which is,
like, plantains, but we cook it a different way here.
>> And half of my dad's family is French, and Espanol.
And half of my mom's family is
Espanol, and that's it.
>> [SOUND] >> [INAUDIBLE]
>> So raise your hand if you want to share your
answer to the questions that we had up on the board?
Kaylee?
Everyone turn and track Kaylee? >> I told.
I told Alex that I'm partly American because,
I am born in America, I live in America.
And I am
also part of other different Hispanic cultures, like Puerto Rican and Dominican.
I'm like a mix of three different types.
>> Yeah, yeah.
Raise your hand if you kind of associate with what Kali said also.
[CROSSTALK] Okay. Good, great.
Give Kali one clap [SOUND] Okay.
From my, from my experience, this, the, the
kids just that have been most successful getting
to college and going through are the, keeps us with the strongest sense of self.
>> Right.
>> Right?
So, yes, academic achievement,
intellectual habits are incredibly important.
But having this strong sense of self.
Your cultural self... >> Yeah.
>> You know?
All of the aspects that, that identity encompass are super important.
And so, I wanted to make sure that we, hit that in the space of
trust circles and, and start, start having
the conversation to develop their sense of self.
>> I mean, this was awesome, like this is
what, I mean, when you think of a macro structure.
>> uh-huh.
>> When you think of, extra trust circles
is a macro structure that allows you to engage.
yeah, I mean I would put this in the top five of ones I've seen too.
So now that students have warmed up by
discussing the prompt, there's a pop culture connection.
This is where Silver makes a strategic decision to play a video
of a young boy singing the national anthem at a basketball game.
There was some controversy on social media following his performance.
As they discuss the controversy, please listen for
the character behavior language that the students use.
Then we'll close with an excerpt from Silver and my conservation.
[BLANK_AUDIO]
>> The Golden Voice, please welcome 11 year
old San Antonio native, Sebastian De la Cruz.
>> [MUSIC]
[MUSIC]
[SOUND] [SOUND]
Kay? So that was kind of awesome right?
There was, lots of reaction to him singing the national anthem on Twitter.
Twitter is like a place where people can
send messages and other people can read it.
So, this guy said, Devan, can you read what this guy wrote?
>> What's
up with this little Mexican kid, kid singing the anthem at the Heat game?
>> Okay.
And, Emilio can you sing, can you read what Grace Kelly wrote?
>> I'm highly upset that this kid is singing the United States national anthem.
Clearly from Mexico.
>> By the way, I don't know if y'all caught it, but they
said in the beginning of the video that he was a San Antonio native.
Raise your hand if you know what that means.
Ashley.
>> That he's, like, he's from Texas. >> Yeah, he was born in Texas, right?
He was born in San Antonio.
But what character behavior would y'all encourage him to show?
Umm Emilio.
>> Optimism, umm, at least effort will improve
his or her future because like the comments
are just like, they're just trying to make him upset and like, so he could quit,
but if you believe in yourself like you won't quit or you won't give up.
>> Mm hm.
Great. Thank you.
Alex.
>> I would say, he needs to show self-control.
Keep his or her temper in check.
Because if he let that get in his nerves,
like, it might turn out to be something really bad.
>> Candace?
>> Grit, independently works with focus, because he's actually working
hard with, with people hating on him, and like, saying all these bad things.
He's working to make himself more like, open.
>> I love that the students are using
the language around character strengths and character behaviors.
>> Yep.
They're, they're using the language that, that we've been introducing,
that we've been working with. >> Yeah, yep.
>> And they're applying it to this sort of third person scenario.
>> Yeah. >> I love that.
You know, I love that they're, it's making a, making it real for the students.
>> Yep.
>> It's something that happened in social media.
>> Yeah.
>> And so, I thought it was very appropriate.
>> Yup.
>> And I thought it was, it was very, rigorous and, as far as like, them,
you know, taking it to the next level, using the characters' strengths that way.
>> I thought the way that, you know, I mean, I agree.
That they beha-, that they, and it was clear, like, when you watched it, it was
clear they weren't, it wasn't, you know, they
don't have the behavior language in front of them.
I kept looking to see, like, they had no,
they had no sheets with, they had clearly internalized,
>> Right.
>> What the language was. >> Right.
>> And that's incredible.
I mean, that is totally, incredible. So, the three kids had three different
character strengths. >> Yes.
So what did you want the class to take away from that?
>> So, I, I wanted.
I wanted the class to, to, to be able to apply the character strengths...
>> Yeah.
>> And the character behaviors to this sort of
third person in the world, situation that happen currently.
>> Yep.
>> And then, hopefully, apply it to their
own lives so that they can use those character strengths of
optimism, social intelligence, grit and be able to pride themselves Right.
>> their own sort of obstacles.
>> Yep.
There wasn't a moment where you can conne-, made
that thought you just said to me, to them.
>> Yeah.
>> And you didn't, and you didn't ask them to make it.
So, you know, they gave three different character strengths.
>> Mm-hm.
>> And so, even if you then go off and have them do it, at some
point, coming back to that fact and saying,
okay, so here he showed all these strengths.
So what does that mean about the way the character behaviors fit together?
OK.
>> And then hopefully the kids, so you know trying to get them, trying
to help either they do the heavy lifting, get them to do the synthesis.
[CROSSTALK] >> Yes.
>> And if they don't get it, then [LAUGH] at the end
at least tell them [CROSSTALK] You know the point you just made.
