I was always looking forward to coming to your school, thank you for teaching your students the way they wanted to learn.
As part of its #EducationIsOpen campaign, Out Teach has upgraded our Coaching Center so that it better serves teachers and parents looking to balance screen time with hands-on outdoor learning.
Now, both teachers and parents can use the Google Workbench system to assign Out Teach’s engaging outdoor lessons to students at home. Teachers using Google Classroom or Clever can now automatically sync their student rosters into the system and track student progress. Parents, and teachers using other learning management systems, such as Canvas or Schoology, can copy and paste the URL of any of our lessons into emails or their systems to assign.
- Teachers and parents can join Out Teach to assign student lessons here.
- To protect student privacy, parents and teachers must also verify their permissions here
- To learn more about your new permissions and capabilities, please review this tutorial, or this webinar from the Florida Dept. of Education.
Out Teach stands with teachers and parents during these unprecedented times to provide critical support. Please share the outdoor lessons you lead on social media with the hashtag #EducationIsOpen so we can celebrate your success.
Out Teach launches #EducationIsOpen
a National Campaign to Support Distance Learning Through COVID and Beyond
— Schools may be closed, but together we can ensure that #EducationIsOpen —
To support teachers, parents, and students struggling to create effective learning experiences at home during the COVID-19 crisis, national nonprofit Out Teach has launched #EducationIsOpen (educationisopen.org), a campaign to keep children learning while schools are closed by providing engaging hands-on outdoor lessons.
Out Teach is a nonprofit transforming education by empowering elementary teachers to use hands-on outdoor lessons to make instruction more effective and engaging, particularly for students in under-served communities.
Researchers predict that children missing weeks of instructional time due to this crisis will face a 40% loss in reading progress and a 54% loss in math. And that’s for the average student. Students in under-served communities are at risk of sliding even further behind.
To help halt this COVID-slide, #EducationIsOpen is providing free lessons for students, teachers and parents that support hands-on outdoor learning and training for teachers to integrate hands-on learning into their virtual instruction to promote deeper student learning. This support ensures that students aren’t losing the engaging learning experiences they need to succeed in the future, and that teachers have the personalized professional development they need to navigate this crisis.
Out Teach’s free online lessons and educational resources balance screen-time and real-world learning. In particular, the site offers hands-on Science and STEM content to help ensure students are still learning both scientific content and skills.
Teachers and parents alike can find free interactive lesson plans and resources on educationisopen.org, and they can get started sharing these lessons to their students and customize and create their own at bit.ly/OutTeachJoin.
Out Teach is encouraging teachers to not only use the resources, but to share their #EducationIsOpen experiences on social media, so that success stories and pictures of amazing student work can inspire others to follow suit, creating even more hands-on outdoor learning opportunities for even more students.
This level of support ensures that students aren’t deprived of the deep and engaging learning experiences that get them excited about learning, especially about Science, and puts them on the path to success in school and in life.
Jeanne McCarty, CEO of Out Teach said “Education today equals opportunity tomorrow. By making all of our outdoor experiential lessons and resources free for teachers and parents, and creating new resources and training opportunities for teachers, we can help keep the learning opportunity gap from growing during this crisis, and keep students interested in Science and STEM during the critical early years. And when teachers embrace the power of experiential learning outdoors, they’ll be able to unlock student performance for years to come. We’ll keep providing #EducationIsOpen resources through the months and years to come so that every child has access to the kind of transformative real-world learning experiences that can change their lives.”
#EducationIsOpen is made possible in part by Sprouts Farmers Markets
In case you missed it, Out Teach CEO Jeanne McCarty joined Prince George’s County Public Schools CEO, Dr. Monica Goldson, and Justina Schlund from CASEL (Collaborative for Academic, Social, and Emotional Learning) to discuss the importance of STEM and SEL skills for children in under-served communities, and to share how these two skill sets are deeply inter-related. Hank Harris from Human Capital Enterprises moderated the panel.
In particular, Jeanne shared how outdoor experiential learning empowered teachers to build both sets of skills at once. You can watch the presentation here, or read the transcript and view the accompanying slides below.
Sure. Hi everyone. I’m Justina Schlund, I’m the director of field learning for the collaborative for academic, social and emotional learning. CASEL
Good morning. My name is Monica Goldson. I’m the chief executive officer for Prince George’s County public schools. The same as superintendent. unless you’re just counting. We are all in is right outside of Washington DC in Virginia. I have 206 schools, 136,000 students in 20 2008 by voting.
I’m Jeanne McCarty and I’m the CEO of an education nonprofit go out teach and we partner with school districts to improve science learning specifically for elementary students.
Okay. Thank you. Thank you panelists. Uh, and I’m Hank Harris. my background is as a teacher principal and a HR director, uh, primarily in the Pacific Northwest. And for the last uh, eight, nine years I’ve been focusing on, uh, supporting school districts with HR, strategic consulting and also executive search, finding great leaders for great school districts. But my connection to this work is a proud of member of the board of directors for three years for out teach. So, I wear a couple of different hats from the HR hat. I’m also connected to this work, because there is actually a pretty direct connection between social, social, SEL, social, emotional learning and STEM and HR. If we go to that next slide. so in the HR world, it’s, it’s, you probably are all familiar with SHRM society for human resources management and as an HR guy I try to keep on top of trends in the HR world and SHRM as we call it, is a kind of the governing entity if you’re not familiar with them, but that kind of oversees how a workplace is a pro ball being developed and they put out a report annually.
Uh, it’s called the state of the workplace and this is some data from the 2019 state of the workplace. They are asking employers, they get tens of thousands of responses. Uh, [inaudible] is a data that I think are, that are worth looking at, are right up there in terms of the top three missing soft skills that employers report and the top three missing technical skills that employers report. And it might not surprise you that the top three missing soft skills right now are, uh, number one, this is combined problem solving, critical thinking, innovation and creativity as a, as a single miss. the second one is adaptability, flexibility, ability to change gears and handle the risk. It’s also paraphrase as the ability to deal with complexity and ambiguity. So that’s a second soft skill that’s missing. I’m at all surprised to see the third one, which is communication. As we bring in a new generation of folks who are far more in tune to text message each other, then use their mouth to communicate. That is a missing skill as well. Employers report that the three top three missing technical skills are trade skills such as property, dream, plumbing, day analysis, and science, engineering and medical.
And you’ll see in the next slide of that, uh, also I don’t think these are terribly surprising, but same report reported that 13 of the 20 fastest growing industries in the country are STEM-related. I actually thought it might even be higher, but 13 of the top 20 fastest growing industries are STEM-related. And that next orange box indicates that employers report that social and emotional skills are both the most important to yield success in the workplace and are also the hardest to find. And we as educators are probably not terribly surprised with some of these findings. if we move to that next slide, we’ll see that. uh, so, so there’s a, there’s a, there’s certainly a possibility as we think about how we invest our school dollars into whether we think of sociol emotional learning or whether we think about technical and we often think about those as two completely separate notions.
In other words, if we invest heavily in STEM, what we are going to afford our young people the opportunity to find those jobs in STEM, we know that they’re out there waiting for kids and we want to make sure that they have that technical skill. And then another part of the organization might be charged with thinking about if we just make sure our kids have a really rich SEL and 21st century skill development, they’re going to go out there and have those soft skills to also be successful. But the work that our analysts have really come to understand and are going to talk to us about today is that they think of those in silos. It’s not, it’s, there’s a little bit of myopia and thinking about those soft skills and those technical skills as separate and actually that these skills can be intricately connected and learning, not only in terms of efficiency, but just in terms of the richness of what that develops in terms of kids’ ability to grow and learn across these, as the work of CASEL.
And, uh, we’re going to learn that. let’s go back just one side again, as the work of CASEL indicates there’s just an interplay between the associate, so the social, emotional, I’m sorry to keep dripping on that word, the social, emotional and the STEM and that they build upon each other for greater levels of evolution and sophistication for our young people as they develop these skills. So, before I talk any more about kind of the HR world, really, we’re here to learn about education. And so I would like to, uh, ask our first question, uh, to our, uh, panelists from, uh, from CASEL. Uh, let me start with a big picture question. So Justina, you’ve been in this field for 25 years. I’ve been talking to a lot of district leaders and they, they are wondering about sci because a lot of talk and discussion about SEL. Can you give us a big picture overview of social emotional learning and why you should be important to districts and what’s happening nationally and where are you seeing successes and where are you seeing gaps?
Great. Thank you so much. Hank. hi everyone, I’m Justina Schlund, the director of field learning for CASEL. CASEL, if you’re not familiar, is a field building organization where the folks who defined SEL 25 years ago are affects familiar. Can you raise your hand if you’ve seen this graphic on the screen? Great. So about half of us. So most people, when they think about SEL, if they’ve been exposed to it or have seen kind of the inner circle of this graphic, which is the five core competencies that CASEL has defined as being instrumental to students, lifelong success and helping them to meaningfully contribute to their families, their workplaces, schools, et cetera. These five core competencies involve my understanding of myself. So who am I? What are my emotions with my cultural, social identity? All of that comes into play as well as how do I manage my behaviors and express my agency and my voice, which is self management as well as how do I relate to others.
So do I understand kind of the diverse cultures and backgrounds and experiences of other folks and perspectives of other people? And I met able to build relationships across differences, resolve conflicts, et cetera. And then am I able to make responsible decisions, such as setting goals for myself and pushing myself past struggles to achieve those goals. Now, the way that CASEL defines social emotional learning though is not whether I possess or through not possess these five core competencies, but rather a lifelong process of learning that starts from infancy and goes all the way through adulthood. So we really think of SEL as something that occurs through every interaction that you’re having with people as you move through every context, whether you’re a child or an adult. Outside of this, outside the five core competencies kind of demonstrate the ecosystem for children, which is as I moved through my classrooms, how do I, I develop these competencies in my relationships of how I’m being instructed at the same thing as I need throughout every part of the school building as well as through find homes and communities.
The other thing I think is important when we talk about the definition of SEL, I think you used the term Hank soft skills. And there’s some folks I think who think of SEL as sort of a nice soft wishy washy part of education. and the work that we’ve done is to show that there is a strong and rigorous research base for social emotional learning spanning 25 years. It’s research that has been done with randomized control trials and has been replicated over and over and over. In kind of the 2011 landmark study on SEL and booked across 213 different studies that involved 270,000 students across the nation from pre K through 12th grade. We found that social, emotional learning, high quality evidence-based SEL programs not only led to what you might expect at increased social emotional competence, decrease behavior problems, better behaviors overall, but it translated into an 11 percentage point gain in academic achievement. So on math and reading test scores. So there’s a direct connection to academics.
Years later we did a followup study to that 2011 study that found that these gains not only occur the year of the program and the year after, but they were long last name and they translated into longterm outcomes like high school graduation, like employment rate, decreased criminal activity, et cetera. And so it’s no surprise that that followup research, that found that there is a strong return on investment for SEL programs that for every dollar you spend on SEL as a society, we get a lot intolerance return on investment. so, so I think, you know, many of you may be familiar with when some of this research and some of the talk about SEL because I think when your questions about the national trend, right, is that we have seen overwhelmingly in the last few years, there’s been kind of a nationwide SEL movement where nearly every school and nearly every district in the country at least know or have her or has some awareness of what SEL is.
I, I think your question around what are the gaps and challenges right now. one I I think, although we know when it is, what we’re hearing over and over is people are still kind of grasping at, you know, is this, how does this relate to trauma? How’s this relate to restorative practices? How does this relate to my school and what do I actually do to implement SEL? so a couple pieces that I know we’ll talk about today that I think are really critical for us to focus on is one, how does SEL integrate into everything else that we’re doing as educators statically? So within the school, during out of school time, in outdoor spaces, et cetera. as well as how are we developing the robust and professional learning and continuous support for educators to be able to implement SEL well
uh, let’s turn it over to Monica and get a district’s perspective. So Monica, what brought you here to the panel today and why are you making STEM and SEL and 21st century skills a priority for your district
Dr. Monica Goldson
thank you. Good morning.
So for me, I’m in a district that is predominantly African American students. 90% children of color are the students that I serve. But believe it or not, 82,000 students are on free and reduced meals in my district, even though we are considered to be one of the most affluent African American community in the country. And so for me in Prince George’s County, there is a true disparity on what we offer our students. And to begin to tackle that equity question has allowed me to really look at what we have to do in our school district to make sure we begin to level that playing field. we are guilty of being one of those districts that tried to look at SEL separately from curriculum. I will admit that we figured, okay, let’s, you know, we’ve done curriculum we think we do that well, SEL is here now let’s figure out what we have to do and do we have time in the schedule.
It’s often to those skills. and we really honestly truly had to have a conversation with our educators, professional development team to talk about how we can begin to integrate those experiences. And one of those ways to do that was through STEM because it is an area where we did not have a large number of females, that we were providing exposure to as well as many of our African American students. Even though we are a school district that represents 90% children of color. honestly when we began to desegregate our data, we were only really filtering in certain types of students into that program. And so we had to have a very hard look at where we were. and to begin to level that playing field, we realized that we had to create educational experiences at an early age in order to make sure that our students were exposed to experiences around STEM and, and in project based learning that allowed them to be leaders to trust in their decision making and to be able to present that information in a way that they could convince their peers and their teachers that they actually understood the content and knew what it was that they really, truly believed in.
And when you go back and you look at the soft skills that Hank showed early on the slide, when you begin to tackle that in your classroom experiences, you two were addressing some of those skills that many of our businesses, our business partners told us our kids were lacking. So we were preparing them in many of our science and technology programs. but we had not met their need in terms of providing those SEL competencies that we thought we were doing. And so we had a hard look at ourselves about what we could do to provide those experiences. And then we had some very true conversations about pockets of students within parts of our district. Their parents had the financial capacity to provide them experiences during the summer that could meet their STEM SEL needs. But once again, as I said, I have an 82,000 students whose parents could not afford those summer experiences. And so for me to begin to level that, I had to offer it during the school day. because many times in our communities they were staying home during the summer and then not going to those experiences. And so we had to have some true conversations about how we could begin to put that as part of our everyday experiences for students.
So Jeanne, we’ve heard some of the research from CASEL, the district perspective from Prince George County. So I would teach, brings on the ground perspective through the partnership with school districts and as close to working with teachers around the private country organization, coaches, teachers with hands on science instruction. So how did you begin integrating SEL and 21st century skills into the STEM work?
Thanks for asking. Because our journey has been quite different. we are focused on improving teacher practice and we partner with school districts to do it. We’re a very proud partner of Prince George’s County schools. But you know, the two biggest in school factors for student success are teacher effectiveness and student engagement. So when we designed and built Out Teach , we built it to support both of those through experiential learning because experiential learning is proven to accelerate learning for all students of all backgrounds and learning styles. And it also engages students deeply in learning. So that is the pedagogy that we were using. We also focused on outdoors settings because that’s where students are really engaged, they’re engaged when things are real world, not just hands on, but when you immerse them in an environment that’s real, they, their engagement goes up. So Out Teach coaches, teachers on very specific targeted student, targeted teacher practices.
And we bring together, experiential learning and other frameworks like Danielson’s, uh, and 3D learning. So, what we zoomed in on was what we thought was good teaching. And so we even joked around as our staff, like, this is just good teaching. So let’s put the practices together. And then let’s also give teachers a new tool, which is simply the outdoors.
And so what does good teaching look like in our outdoor partner schools? And so this is, this is how we have designed our program, but in outreach partner schools, teachers are facilitators and students direct learning more. There’s more autonomy. Instruction is anchored in the real world outdoor phenomenon that’s happening every day. Anytime you walk out outside there, these experiences are really easy to find and students grab the relevance of why they’re learning. Instruction becomes more cross curricular. So while we focus on science, we also do really work hard to coach teachers to integrate math and language arts into that.
And then students are often working collaboratively and they’re building positive relationships with each other. While they’re engaging in the real world learning and the problem solving. so in building our coaching program, we were aware that we were supporting more than just academic learning, but we didn’t put a name on it and no, that time I think we were talking about pro social skills. And so, we didn’t set out to integrate SEL and it happened as a result of just focusing on good strong teacher practices and then also moving the classroom from that traditional classroom setting where students are seated and working at desks or tables to an outward more freely moving around.
We also, we’re measuring our impact on teacher practice, but we weren’t measuring SEL outcomes when we initially started. But in the open ended con comments that teachers were leaving over and over and over again, they would talk about what was SEL outcome.
So teachers would say, my students are collaborating like I’ve never seen before. They’re offering really creative and exciting solutions to problems. I’ve never seen them as thoughtful and considerate of each other. And then what we saw just across every state that we were working in is that those students that teachers would say that students that indoors were more isolated when you move them outdoors. They were often actually leading, they weren’t just working with their peers but they were leading. So once all of this happened, we decided to get much more intentional about what we were doing. And at that point we looked at different frameworks. We brought in CASEL into our teacher practice rubric. We brought in very specific 21st century skills into the rubric and all of you have that. And we handed it out to look at the teacher practices that we are, that we’re targeting.
Another really interesting thing that has come up now when we put together cohorts of teachers that launch our coaching program, we asked them what are the practices out of numbers that we named, you know, which ones do you want to work on specifically. And from that we are seeing more and more that teachers are asking for support in SEL in 21st century learning in addition to science. So it’s naturally becoming much more integrated. So that’s why we’re here today. Hank. I mean we came at this in a different direction, but integrating SEL 21st century learning in science and putting it into a new setting and context is good teaching and we are excited to be here.
Thank you for sharing. So, Justina, your organization CASEL is one of the driving forces on the National Commission on Social, Emotional, and Academic Development , which published “A Nation at Hope,” which provided some really compelling evidence that SEL was causal to academic learning with caused districts to launch SEL programs. Monica program as highlighted by the mission districts. Districts have got to go beyond adding a layer of SEL and truly integrate SEL into academics. Why integrate so called “soft skills” into academic instruction and how do you integrate them? What are the implementation gaps that you see?
Sure. That’s a big question. so, so yeah, so the national commission on social emotional and academic development kind of brought together educators, scientists, policy makers across the country really to align on what has the research told us, not just from the SEL field, but from brain science, psychology and, and all these related fields. Right. And what we found, uh, or, or what we kind of came to consensus on that we know to be true. It’s very simply that no deep learning can occur unless a teacher is paying attention to the environment and to the way that students are engaging socially and emotionally. Right? And, and what that means simply is that learning deep learning is not occurring if you have students sitting at desks individually being lectured to by a teacher. And we all probably know this as educators to be true. I think if you were in Linda darling Hammond’s keynote this morning, she referenced a lot of her work on the national commission and she talked about some of the research about how students have trouble learning just from videos, right? They need a human interaction, right? And I think, I think especially when we’re talking about the STEM fields where we’re talking about things that are inquiry based and requires kind of pushing through struggles and challenges, we know this to be true is that number one, students need a relationship to be there. And in order for them to be able to push through those challenges, to be able to ask the deep questions, to be able to receive feedback as they’re going through that process. And number two, that students have a deeply emotional connection to their content. And when they don’t, and when that’s not paid attention to you, right? They are tuning you out, they are zoning out, they’re not learning. and so what does all this mean for teachers and, and how do we actually implement this in the classroom?
I think there’s a couple of different ways to conceptualize. So the academic and SEL integration at CASEL, we’ve tried to kind of simplify it into three in or related buckets. One is, what do students believe about themselves be true? So academic mindsets related to play belong to this school or classroom community. Like lead that with effort. I can grow and succeed and does this work of meaning to me? Right? and, and I think when we think about, STEM fields, I don’t know about you, but when I was growing up, right, and I sat in a calculus class and I, I was taught different formulas and ways to approach those problems. It didn’t relate to my lived experience. I didn’t see the relevance to, uh, you know, my daily life. And what I would do in the future. And I think you all know that to be true as well for students.
If they can’t see that connection or if they believe that they’ve been sent messages based on their gender or their race or other factors that they are not a math person or they’re not a science person, that automatically right is going to limit the amount of learning that they can do in the classroom. but we also think about what students learn. So the actual content that they’re engaging in, for the objectives. And I think, the way you can see this right is if you think about a science or math objective, you can think about all the different types of skills that students might need in education that is not just, do I know the formula or do I know, do I know I have kind of a periodic table, right? Like, am I able to collaborate with a peer and, work on a problem together? I may able to present that idea in front of the classroom. So all those soft skills are part of that objective. and then thirdly, perhaps most importantly, social emotional learning also involves not just what we teach, right? But how we teach it. So, so again, this notion that students aren’t learning deeply when they’re sitting at a table in rows without interacting with others. we know that deep learning occurs when they have opportunities to interact with other, with other peers, to explore their ideas to lead the discussions to reflect and spend time on their own and thinking about how this connects to their experiences, their community, et cetera.
and so, so all of this is part of, kind of what we see as a high quality SEL learning experience for students. So, along with the integration of SEL and academic instruction, we think about how the environment is shaped to support that student and as well as how are they explicitly having opportunities to practice and develop their social emotional competencies, using a program or a curriculum or practices that are evidence-based. so I think in terms of, kind of the challenges that we see, again, you know, I think, I think like we frequently hear are top challenges as time and funding those kinds of things, but really over and over. but it really comes down to is having a way for educators to really be able to start this in the classroom. I think when educators see a clear path to how you do this work and how you are able to teach it on a daily basis, that’s when the time becomes apparent, right? That’s when the resources become apparent to help support that as well.
Thank you. Thank you. Monica. I’ve got a few questions for you. Uh, so what other instructional efforts are you trying in order to integrate STEM and SEL and what are you seeing other districts use and how does outdoor experiential work care and the, what are the gaps and hurdles you’re facing?
Dr. Monica Goldson
Sure. So let me start with, where we are in terms of outdoor experiential learning. We have an outdoor educational center that solely focuses on science and we provide that experience for all of our first graders who we host a day trip there at our educational center. And then all of our fifth graders have an overnight experience. we call it camp Schmidt, students by far love it. but at the same time, notice I said first and fifth. So that means that there’s a big gap that exists, in between that and we acknowledge that, which is why the Out Teach component piece was so important to us because it is school based and anytime you’re going through issues financially in a district, the very first thing folks begin to look at is, okay, well limit your experiences because we have to transport students across the district to camp Schmidt. And so very quickly that is the one area.
And so as we started to begin to look at how we can begin to close that gap, we knew that really to make a difference, it has to be at each school, at our elementary schools. And that’s how we started the conversation. With Out Teach , I have 120 elementary schools and we don’t have it at every elementary. So as we’re working to do that, and we knew that this was one of the ways we could do that, I think we’re exceptionally successful when it comes to high school level. So I say we have a elementary program and then we skip all the way to high school. And so we offer at the high school level, a program called Pathways to Technology. And we’re acronym driven County. So P tech, and students focus on two areas, health and technology and hospitality and management. And they’re working as high school students towards getting their associate’s both at the same time. And we have several programs like that extremely popular. the professors actually come to the schools to work with them in those areas. by their junior year, they are transported to the community college for those experiences along with other community college students. They have mentors from the world of work in the technology industry. those mentors do, are committed to doing internships with those students in the summer, very public program and are extremely committed to once they get affirmed their associate’s degree and bringing them on to their work experience. And so that’s one program that has really helped propel us at the high school level. And then we are this fall of 2020 launching a three dimensional education experience with junior achievement, which will be in one of our low achieving high schools where we’re calling as a wall to wall Academy starting in grade nine. and students will have experiential unit, six of them throughout the year that are driven by a business organization.
And for us we are strategically targeting organizations in the area of science, technology and mathematics so that we can expose for us children of color to problem real world problem based issues that that company has. students have to do a presentation to solve that problem. They get rated by their peers, the top six presentations, then go to the business organization and present their solution to the problem in front of, in front of their executive panel. And then that one team that wins actually is up to us to begin to provide them with a center for prize, et cetera. And more importantly, bragging rights because that’s free. And so, we’re beginning to have those programs that help to foster leadership skills and for our students to be able to see themselves in roles that they had never been in before. So most recently I had a conversation with a group of students, and as we were talking about exposure to careers, it struck me, that one young lady said, I can’t be what I can’t see. And as I left, it was the one thing that resonated for me.
And so when I took it back to my team, we had some very candid conversations about places where we don’t see, African American females, because that’s who said it to me and where we had to strategically block them out ourselves because we had created our own barriers. And so we have begun the process of trying to tackle that. and what you see here that previous I was actually our teachers doing professional development because we then had to have conversations with our own teachers because we realized that we were some of those, we were creating some of those barriers. but as we began to look at what we providing academically for our students, what we found is, is that the earlier that we expose them to STEM experiences, then they’re more likely to go into our high school experiences. And so you’ll see some data here.
in 2016, we decided to eliminate one of those entrance barriers who chose an exam that we had created to block her own kids out. And once we removed that barrier, we create, we allowed students entrance into our science. And technology programs multiple by just using PSAT results at grade eight and their core grades in English, math, science and social studies. And we took the top 100 students. whoever had the highest top 100 scores, you were invited to join any of our science and tech programs. And you can see what happened after we removed that from 17 one, the number of female students has grown versus our male students. And that’s because for when we talk to our students, they said, I didn’t believe I had the ability to. And so once we removed some of that big one of those barriers, they could see, Oh my gosh, I actually can, we don’t force you into it and you can opt decide whether you don’t want to.
But for us what we decided to do was opt them in and then you opt yourself out if you don’t. What we had been doing was opting them out beforehand and we had done that because what we did was offered this exam on a Saturday where parents had to bring them. So already I’ve created a barrier because I’ve told you you can’t get there. And it’s a Saturday and if you don’t have transportation, Oh well and if your parents knows nothing about it, you’re already in the hole and all. If you already thought you couldn’t do anything about it so you’re not great at science or math cause someone told you that then we opted, we created a problem. And so for us this is how we’ll begin to level that equity playing field. We expose them early at elementary level, letting them know an experience that yes you can be a leader in science, you could do it hands on.
You get to go outside. You don’t necessarily have to leave your school. We don’t have to transport you in grade one and grade five, which we still do because if we took away camp Schmidt, my whole community would have a heart attack. Cause this is what elementary kids live to do is this overnight environmental experience. But honest and truly they do still have an outdoor classroom experience at their elementary school that they own, that they cherish and they actually come back and help when they get to middle school and come back and help elementary school students.
Great. Thank you Monica. So Jean, let’s talk about science. So, just the sheer that tackled by on that academic integration with SEL is a key priority, as Monica described propelling us upward upward. And what Out Teach does is it coaches teachers, teachers in a way that integrates SEL and academics. So our panel specifically focused on academic integration, science, why science
So, Justina and Monica have shared a lot of, I mean I think why science, but what I’ll focus on are a couple of things. So one is that I think science is actually the opportunity now for us to do this. since 2013 to present, 84% of our students are in States that have Science standards that are based on the national research council’s framework for science learning. And so whether that’s NGSS or three dimensional learning standards, the standards are there. And so it is an incredible opportunity now for us to look for the points do integrate 21st century skills and SEL. But it’s also a tremendous shift in the way that teachers have taught science. And so I think the shift requires a lot of of attention. it’s more focused on science practice and more field based learning. So science is much more with implementation of 3d standards.
It’s much more active, it’s more collaborative, it’s more real world and it’s more student driven. So students aren’t just learning science, they’re doing science. so you know that, that’s one reason. The other thing I want to just talk about is what it looks like in a classroom. Cause I’m here to kind of bring that teacher perspective on the ground and bridge theory and practice.
So if you, you know, let me just give you an example of a weather lesson that we all know of looking at temperatures. So in a traditional classroom, we have all seen this worksheet. We’ve probably used this worksheet. We have likely done this as a student. But in learning about, temperature, there’s often the thermometer on one side and people dressed in different clothing for different seasons on the other. And students are asked to draw a line and to kind of map what’s what.
So, worksheets like this, they do not promote a peer interaction. They’re not engaging for students, they’re just something to do. They don’t facilitate any deeper learning that Justina has talked about or real engagement with the concepts. So when that standard comes to life, now when it becomes three dimensional, and especially when it moves outdoors and there’s a lot of hands on learning, we can do indoors, but move it outdoors where weather is actually happening real time. An outdoor experiential lesson like that on temperature has, you know, say the students are working together to create a class plan for a shared vegetable garden or vegetable beds. So this gives the opportunities for students now to make observations, to communicate with each other and to debate what’s gonna happen. Where are they gonna plant? What, when are they going to plan it? All of that, the research temperature, they record temperature data at different locations for different times of the day. They can identify patterns in historical data, apply past knowledge that they’ve learned about cooler in warmer areas, applied math skills, generate arguments and use evidence and data to make those arguments and work together to make responsible decisions and efforts. Some decisions they grade teachers will share or not, not good wins but let them make decisions and then they’ll learn when their plants don’t grow and they don’t work together. So it is, it is a lot of opportunity to do. And then in doing our students are developing those 21st century skills and then the SEL skills. So one other point I want to make is why outdoors. So why do people rob banks? it’s where the money is. Outdoors is where the science is and you can’t control it. It’s happening real time. So we take the students outside so they can be immersed in that setting and they can be just observing phenomenon that are occurring on a regular basis. Teachers don’t have to manufacture anything, they don’t have to stay up all night thinking about how to put together a kit. They can take students and put them again, that real world situation. It’s also more flexible. Just practically speaking, there’s more space and kids are able to move around and to work together and they’re not confined to their desk. So science teaching and learning, it actually becomes a lot easier when you move it outdoors.
So our last section is going to be back in implementation. I know that when I wrote conferences and probably the folks in the room, they want to walk away with how to use or what to use and so forth and so let me start with Justina. So how would you recommend, uh, embedding SEL and other classes as well? What do you recommend as an initial steps ?
Sure. CASEL’s been working since 2011 with a number of district partners, uh, call our collaborating districts initiative related to study how they infuse SEL systemically throughout their entire systems. So this involves STEM. It also involves all content areas as well as your central office. your other located, your school buses, your front offices, all of that. and we’ve developed, uh, based on this kind of studying these districts, a theory of action focused around four core focus areas. you, you can click through, I think the key activities next to them or, or having a pop up, you can click through all of them. But, I’ll just briefly touch on these and then tell you where you can find them all. with accompanying resources. So the four core focus areas we’ve identified is number one, that if you want to do SEL, you wanted, well, you’re going to need a foundational level of support, and a high quality, robust plan of implementation.
So what that means is I have to prepare right my entire school or district community, I have people have to know what the SEL is. They have to feel committed to it and understand where we’re going with it. and I need to align in my district or school organizationally and with my resources to be able to support this effort. Number two after I’d done that, right? One of the biggest learnings we’ve had with our districts is that this work of course is for the students and serves the students. But it’s really, really difficult to do SEL well if you have not paid attention to the social emotional learning needs of the adults in your school system. so we have an entire focus area that’s really dedicated to you, not just how you teach adults, to help his skills to implement SEL for students.
But how do you guide adults to reflect on their own social, emotional and cultural competencies? How you create a staff and work environment where adults themselves feel supported and empowered in order to support the students. And then focus area three is really about, how do you actually do this work for students, right? How are we integrating this systemically with academics? So thinking about our academic standards frameworks, how are we developing the partnerships with families and community organizations to really be able to do this well across different contexts? and what type of programs and, and lessons are we pulling in? And then lastly that this entire process is driven by continuous improvement. so am I collecting the types of data that let me know that we’re on the right track and leaning towards student outcomes that we’re trending towards. So where are these mine, all this and the resources to support it. We have a released kind of a number of free resources at CASEL. One is the district resource center and I’m sorry the links not on there, but it’s drc. CASEL.org and it’s a set of resources that we’ve collected across lots of different districts across the country, aligned to the focus areas and the key activities and really support you in implementing and doing this work. Uh, we’ve also been collaborating with AASA to release, a district-wide, uh, SEL essentials tore kit for superintendents that’s newly released at this conference. You’ll find them in, sessions related to SEL, including this afternoon, uh, is session in room one B at three 45. If you want to learn all about this tool kit hosted by my friend Rob, who’s sitting in the audience over there. as well as, we also have a CASEL guide, school wide SEL and a program guide that helps you in selecting a SEL programming. So all of that’s on our website and casel.org.
Great. Thank you so much. Monica. Similar question. What has been your biggest takeaway from your efforts to integrate, uh, these skill development programs, especially outdoors and what’s worked best and what were you most impressed by?
Dr. Monica Goldson
Our biggest takeaway was that you’ve got to make an investment in your teaching force. That’s where the core of your work is. And for my school district, we had five superintendents in 10 years. And so turnover was big. And so for us to honest and truly talk about an initiative in our teacher’s minds, man, okay, this too shall pass. So when we make an investment are the core of our work truly is. And that’s in our teachers and supporting them and next generation science standards and being able to take lessons that they can utilize this still meet those common core standards, had their students experience, experiencial learning as low as beginning to tackle the competencies for social emotional learning. We’re able to get the most bang out of our buck and so I would say to you as you begin to identify dollars to make that investment in your professional development teaching force.
The other thing I will say is we got the biggest bang for our buck is honest and truly lock ourselves in a room and have an honest conversation with each other about where we were. We pulled out every piece of data we could find as it related to science, mathematics, and exposure to engineering programs for our students, what they look like, who they were at what age, and we begin to just have true, honest conversations about where the gaps existed and for us that helped us to lay out a map of what we need to do. Are we there yet? We’re nowhere close. We still, as I said, I have 206 schools. And so in an amazing vision of what I foresee, every school students would have those types of experiences and exposures to STEM that we talked about and having the ability to execute real problem solving leadership skills, justifying their reasoning and rationale for making a decision in their everyday learning experience, not only in science and mathematics, but in every course they experience will becomes part of who they are every day.
And then the competencies for social emotional learning is what our kids experience. And so create that game plan of what that looks like and then put a timeframe on it. we have it on chart paper is in our executive leadership team room. it’s intentional that posted there. We strike through what we’re able to accomplish in my leadership team meetings that I have every Tuesday, every three weeks we circle back to where are we on executing that plan. because in a district that large, we can get caught up on so many other things that we lose of one of the many things that we’re trying to accomplish.
And Jeanne, what’s, what do school leaders need to invest in in order to make these shifts? And if they had to prioritize one thing, what should be that priority?
So if I’m sure I’m going to share three. Okay. So one and you know, just to piggyback on Monica, it is professional learning for teachers. They are your multiplier. If you invest in the right kind of professional learning for them, you will also reduce that teacher turnover. You’ll increase their jobs satisfaction. But when you look at professional learning, make sure that it’s, it’s high quality and it also has, you know, three components that we think are important . So one and it’s ongoing and job in bed. We all know that no profession can grow in its workforce with one and done sessions. So job embedded is really critical for success. And this is a big shift teachers have to make. I mean this is going from teaching knowledge to also science practice is big and so they need support to do it. Relevant, you know, make sure it’s relevant to their day to day, not just kind of the bigger picture that we’re aiming for, but it’s relevant to their day to day frameworks that they’re teaching and what they’re held accountable for.
And I also think, you know, we talked about adult learning and how important it is for teachers to grow their own social emotional learning skills. I also think it’s important for teachers to be, in professional learning programs that honor best practices. So we’re sitting here talking about experiential learning for kids. Let’s make sure our teachers also get that, and then they also were learning in an environment that’s supportive. So coaches provide feedback, but the feedback is for growth and it’s not anything that is not punitive for them. And then the other, other thing I’ve learned recommend and all of all of the professional learning I think about how you use your title funds. So this is doable and you have funding for it. the other is that just as you would invest in any other instructional materials or tools, invest in outdoor learning tools.
So just some very simple things could be simple weather stations. I don’t think these need to be fancy. I think the simpler the better actually. You erosion tables, vegetable beds, water features, simple outdoor seating and whiteboards that things that will draw your teachers outdoors and help them feel comfortable.
And then the third thing that I just want to add is that we also have to give teachers the, the permission to teach science. So our research tells us that on average across the United States, elementary students are getting 18 minutes of science a day because we’re focused on math and ELA, which is great. But let’s also broaden what we’re asking our teachers to do and build it into kind of whatever their performance standards are. Because science is where we can do all of this. Science is what Hank also talked about our business community and is looking for. So somehow our schools, we’ve got to bridge that gap. So invest in science. We can make it all kind of come together.
Thank you so much to the teaching team at Marilyn Miller Elementary for hosting our training session. In case anyone missed it, here’s our own Sammy Wren sharing all of the handheld classroom tools he uses to keep students engaged and learning outdoors.
Based in Atlanta, our Instructional Coach Jarri Goodman recently shared a story from one of our partner schools.
At Out Teach, Science instruction means so much more than children repeating back facts about Earth, Life, and Physical Science phenomena. It’s also about building up their science and engineering skills and practices so that students can apply their knowledge in a meaningful way in real-world situations.
Luckily, experiential outdoor instruction helps students learn facts more deeply and build practices they’ll use for the rest of their lives. It’s also a great way to include different 21st Century and SEL skills into the regular school day.
Children engaging in Science Practice will be:
• Asking Questions
• Developing and Using Models
• Planning and Carrying Out Investigations
• Analyzing and Interpreting Data
• Using Mathematics and Computational Thinking
• Constructing Explanations
• Engaging in Argument from Evidence
• Obtaining, Evaluating, and Communicating Information
Normally at Out Teach, everything we need to teach a lesson is already happening outdoors, making it easy to take lessons outside. The sun is already shining for our Angles of the Sun lesson. Plants, animals and insects are already surviving for our Life cycle and Habitats lessons. The rocks are already, well, being rocky for our lessons on mineral classification. There’s no need for teachers to spend time prepping materials or setting up experiences, they tend to happen naturally.
Except when they don’t.
For a recent lesson on fossils in Georgia, having students find naturally occurring fossils on school grounds is unlikely at best.
But the Georgia Science Standards of Excellence are aimed to eliminate the practice of teaching to the test, and the standards have shifted from merely memorizing scientific facts to actually doing science so that students spend more time posing questions and discovering the answers for themselves.
As an Instructional Coach with Out Teach, my goal is to provide instruction and strategy to combine knowledge with practice. This level of instruction helps students develop their own ideas and evaluate them using scientific principles. Normally, doing real science in the real outdoor world helps with that.
So, for this fossil lesson, a 3rd grade teacher I’d been planning with needed to craft a lesson focused on constructing an argument from observations of fossils, and communicating how they serve as evidence of past organisms and the environment in which they lived.
To get the students excited, the teacher dressed them as paleontologists and placed pictures of fossils in sand. Lots of teachers do something similar, and while it does help make the experience memorable, this isn’t where the real science skill-building comes into play.
After having the students work in groups to dig for the fossil pictures, the teacher had them construct an argument detailing what type of organism they think they’d found fossilized, and what sort of environment that organism might have lived.
Using evidence from the fossils and the outdoor classroom, students used their science mindsets and 21st Century skills to support their arguments.
The teacher modeled how to students should organize their evidence, and helped students construct their arguments by providing sentence stems/frames differentiated to her students different abilities.
Then, and perhaps most importantly, instead of taking on the “Sage on the stage” role, where the teacher has all the answers, the teacher empowered the investigation groups to communicate their arguments and analyze other group’s arguments.
And that’s where the magic happened.
Real scientists investigate, argue, support, challenge, analyze, and engage in critical thinking. That’s the moment those students became real scientists, not when they dressed up like paleontologists.
By giving the students a “real” scientific experience, the teacher was also able to integrate strong English and Language Arts principles, making the lesson even more valuable academically. By having students write argument statements using evidence they observed and collected, the teacher gave them a meaningful experience in how to communicate evidence-based claims, which will come in handy both in school and in life.
This teacher’s ability to shift a lesson from fact memorization to doing science intentionally not only made the lesson more engaging and exciting for the students, deepening learning, recall, and application, but it also saved the teacher time in the short and long term. In addition to keeping students focused and on-task, the integrated lesson allowed the teacher to support Science, Language Arts, and 21st Century skill-building simultaneously, basically tripling the value of that time. And all skill-building helps students succeed and builds a more rewarding classroom environment for everyone.
It was such a delight to see how teachers are making learning more authentic and effective for their students. Just goes to show you that the science can be real, even if the fossils can’t.
Scott Feille, Out Teach’s VP of Programs and a classroom teacher for many years, shared the following with us to kick off the new year.
Science, Emotion, and Performance
When we reflect on our teaching careers, each of us has a class or two that stands out in our memories-a class that gave us that “excellent teaching feeling”. For me that excellent teaching feeling is a rhythm. It’s a sense of unity in our learning when we’re all clicking and growing our knowledge as a team. This kind of learning isn’t just academic, it’s social and emotional as well. It feels good, and once you’ve experienced it, it’s hard to settle for less…
It was the first days of school in the 5th grade. Systems, procedures, establishing a tone-you get the drill. As a teacher who relied on my outdoor learning lab for much of my science instruction it was important for me to begin cultivating a rhythm with my students early in the year so that we could have successful, focused, explorations outdoors. And since student-generated questions are so important for student-directed science instruction, I designed an outdoor learning experience that was designed to 1) introduce students to outdoor procedures 2) hone their observation skills as a pre-requisite to generating questions 3) foster a sense of place and a connection to the biotic and abiotic factors in our schoolyard environment.
The lesson was simple. Find a “little thing” that fits in the palm of your hand and sketch it from three different perspectives (side, top, bottom views, etc.). Label your sketch (to create a diagram) and write a poem about your little thing. I supplied a scaffold for the poem for students who weren’t comfortable generating one out of thin air. The lesson went well.
Students turned in their journals so I could review their work, or as we say in the biz, conduct an informal, formative assessment. As I was reading Christian’s poem about the caterpillar he observed and diagrammed, these words jumped off the page at me, “My little thing is a lot like me because it is probably scared about the future and doesn’t know what it will become…” This was a little unexpected for me. Christian was beloved by his classmates and teachers. He had a glowing personality, an incredible sense of humor, solid academically and just an overall classroom culture booster. I knew him when he was in the earlier grades, and his reputation preceded him! He was last on my list of students who might need special social and emotional support.
I invited Christian to lunch to discuss his work, and he was very open about his poem. He was nervous about growing up. Specifically, he was looking ahead to 6th grade and worried about being a small fish in a big pond. What would happen to his friends? Would they still go to his school? Would they still be tight? What about all the other kids from the other schools? How would that change his existing friendships? Would people still like him? Would he be able to keep up his grades? Would he get along with his teachers? I was taken aback by his openness and vulnerability and in that moment, I gained insight not only into Christian but also into the incredible classroom dynamic that these students, most of whom had attended PK-5 at our small neighborhood school, had developed over the years. It was one of those groups that gave me that “excellent teacher feeling”.
Christian easily overcame his trepidation, and we had an incredible year as a community of learners. I’m sure I learned at least as much as my students! I learned that being an educator is about more than teaching children to read and write and memorize content. I learned that science is a team sport rather than an individual endeavor. I learned that excellent science instruction is more than the transmission of content. And I learned that self-directed, outdoor, experiential learning is a “best practice” in elementary pedagogy, because it has the power to unlock student (and teacher) performance.
Center City Charter Schools, located in Washington, DC, is a unique charter school network focused on continual improvement. Though data-driven, Center City doesn’t set numeric goals for teachers or students, but rather prioritizes long-term growth. This approach has led to increased test scores and student achievement. Much of their success can be attributed to infusing instruction with student-driven learning to help increase critical thinking and problem-solving skills.
Out Teach partners with Center City’s Brightwood Campus which serves Pre-K through Eighth Grade students, half of which are Hispanic, and the other half are African and African American . In total, 53% of the students at Center City Brightwood are English Language Learners.
Assistant Principal Micah Westerman recently joined Out Teach on our first #SaveScience webinar where he expressed the importance of empowering teachers and creating an engaging, challenging, and supportive environment where teachers and students feel welcomed and supported. He also shared some Center City Brightwood’s future goals:
“As a leader, some of the goals for my campus focus on creating an environment of teacher empowerment and increasing academic rigor, both of which would benefit from building a culture of outdoor learning.”
Teachers at Center City Brightwood see their students improving year-after-year with this student-driven and inquiry-based approach. Not only do they develop a scientific mindset, but also build up an enthusiasm for Science. Looking ahead, teachers are looking forward to giving students more project and place-based learning opportunities, which they’ve really enjoyed and have been really effective in terms of comprehension and retention.
Out Teach is proud to partner with Center City Brightwood and we applaud their continued efforts to bring experiential, outdoor learning to their students and teachers. Their successes are inspiring and can serve as a model for campuses who are looking to diversity the ways in which we approach science instruction.
We had such a great month talking to teachers and sharing the stories of how they work to #SaveScience all year long. In particular, Ms. McKay’s Class at Denton Creek Elementary took up our #SaveScience/NOAA Thanksgiving Weather Challenge, using historical weather data to predict what the weather would be on Thanksgiving Day. Thanks to the ever-engaging experiential learning champion Martha Brown for getting them involved!
The challenge itself came to us from our friend Andy Horvitz at NOAA (National Oceanic and Atmospheric Administration). You can read his blog here. He became fascinated with weather and science as a child while spending time outside in a dynamic real-world environment. Though he received no formal instruction in meteorology early on, the ever-changing outdoor environment was captivating and excited his curiosity, fueling self-guided learning.
For the challenge, Ms. McKay’s class did well guessing the daily low, but missed the daily high temperature because historic data doesn’t take current weather trends into account. Rather than get discouraged, Ms. McKay’s class got curious and started looking at the different global phenomena and weather trends that guide professional forecasts.
To further feed their curiosity, and as a special reward for their great work, we’ve arranged to have Ms. McKay’s class interview a local National Weather Service meteorologist! Great job Ms. McKay! And please pass our congratulations along to all of your terrific students. Their work really blew us away!
Check out classroom tweets from their learning journey:
Ms McKay’s Class analyzing historic data
Prediction vs Actual
And watch the forecast video the class created! If only they had a green screen!
Maggie Haag, our Operations and Growth Associate, interviewed Dr. Miracle the other day and created this piece.
#SaveScience blog with Dr. Ted Miracle — Devonshire Elementary, Charlotte-Mecklenburg Schools
As the K-5 Science Lab teacher at Devonshire Elementary School, Dr. Ted Miracle has a very important role…get all teachers and students excited about science! We spoke with Dr. Miracle to hear a little more about his role and how he’s found success boosting student engagement through hands-on learning.
Dr. Miracle became interested in Science at a young age, during countless family camping trips. He fondly remembers having time to explore nature and asking his parents about the different plants, animals, and phenomena he noticed. He also loved to read, and any question his parents couldn’t answer could be found in the right book.
Later, after Dr. Miracle became an assistant principal, he got to meet Wayne Fisher, the very first Elementary Science Director at Charlotte-Mecklenburg Schools. Mr. Fisher encouraged Dr. Miracle to help set up the school’s first Science lab and join Science education groups such as Science Alliance and National Science Teachers Associations. Surrounded by passionate Science teachers, and moved by the dire need for effective early Science instruction Dr. Miracle decided to switch gears and become a teacher.
His love of Science and dedication to bringing hands-on learning to students got him hired at Devonshire Elementary, where he has been working ever since!
Just like our team at Out Teach, Dr. Miracle believes it’s important to get elementary students engaged in Science earlier on. Dr. Miracle says “Igniting students’ natural curiosity and keeping that flame steady, is the best way to set them on a path toward Science mastery and appreciation. When teachers make room for their classes to explore and discover on their own, they empower their students with a scientific lens to view the world. Bringing the class outdoors is a powerful way to do this.”
In addition to getting kids excited about Science, Dr. Miracle has seen the immense value in integrating Science into other subjects, like Math and Language Arts. In fact, he thinks it’s easier to do so! For example, a math concept such as measurement can be taught via a Science. One easy way I integrate science and math is in the study of weather. Precipitation is measured in inches. Air temperature is measured with a thermometer. Another opportunity is in the study of evaporation. Measure two cups of water. Seal one container and do not seal the other. Measure the amount of water left after a few days (or weeks). Then boil two cups of water to show how adding heat speeds up evaporation. Measure the water again. Square foot gardening helps students understand the concept of a square foot.
Science journaling (documenting thought processes, keeping data records, and logging observations) is a great way to bring in Literacy via informational text, and lessons on agriculture tie in Social Studies.
In fact, a few years ago, Dr. Miracle worked with a third-grade class to plant hundreds of seeds to examine which ones would grow, and which wouldn’t. In this cross-curricular lesson, students soaked up all knowledge of seeds and plants and honed science skills such as observation, hypothesizing, and recording data. They also demonstrated empathy toward their plants, wanting to do everything they could to help them grow. This year at open house, a father came up to Dr. Miracle and shared that his daughter had become so enthralled with the lima beans she’d grown in that class, that once her plants grew three years ago, she brought them home and continued to care for them. To this day, the family still has the lima beans and have been replanted them each year so they can eat them as a family, and the daughter is still very interested in Science.
To get additional help training teachers to use the outdoors for Science, Dr. Miracle has worked with Out Teach for the past three years, – and we couldn’t be more thankful for his dedication to Science! Because of teachers like Dr. Miracle, students are engaged in meaningful Science instruction early on, building a host of STEM and 21st Century skills that set them up for academic and career success.