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- Learning Theories & Academic/Research Articles
1) Culturally Responsive Teaching
Theorists: Gloria Ladson-Billings, Geneva Gay, James Banks, Sonia Nieto, Zaretta Lynn Hammond
Ladson-Billings was the first to introduce culturally relevant pedagogy to bring educators’ attention to engaging students whose cultures and experiences are often excluded from the mainstream setting. In this book, Ladson-Billings examines the stories and experiences of eight successful teachers of African American students. Although the eight teachers have diverse teaching styles and methods, they all share a culturally relevant ch that empowers cultural identity in African American children and other ethnically diverse students.
Geneva Gay is one of the main theorists who advocate for culturally responsive teaching. In this book, she addresses the theory, research, and practices of culturally responsive teaching. In her book, Gay encourages educators to utilize culturally responsive teaching to better support underachieved minority students. In this book, culturally responsive teaching is described as a teaching approach that filters teaching practices through students’ cultural experiences and references.
In this article, Geneva Gay discusses some of the major issues and attributes of culturally responsive teaching. Gay describes the approaches that she takes in introducing culturally responsive teaching to readers. She also shares essential actions in implementing culturally responsive teaching such as restructuring teachers’ attitudes towards culturally responsive teaching and shining the light cultures and differences in teaching practices.
Banks is known for introducing multiculturalism in education and he has written many books on the subject of multiculturalism and cultural integration. In this book, Banks describes multiculturalism and what it can mean to pre-service and in-service teachers. Therefore, Banks discusses ways for educators to design and implement strategies that serve ethnic and cultural diversity as he focuses on curriculum and reform.
As the population of students in public schools continues to be more culturally diverse, Sonia Nieto explores teachers’ roles in utilizing culturally responsive teaching. In this book, Nieto interviews 22 teachers with diverse backgrounds to share about how culturally responsive teaching looks like in the real world. The teacher’s stories and experiences carry experiences of success, failure, frustration, and hope and they will provide readers a deep understanding of how to serve underrepresented students.
This journal article describes a qualitative case study conducted in Alabama to examine in-service teachers’ perspectives of the implementation of culturally responsive teaching. The article also addresses possible strategies to utilize culturally responsive teaching in K-12. Samuels also examines some benefits and barriers to facilitate culturally responsive teaching and pedagogical tools to create an inclusive and equitable classroom environment.
Culturally responsive teaching has been a powerful approach to bridge the achievement gap that often appears among culturally and linguistically diverse students. However, the implementation of culturally responsive teaching has been challenging for teachers. In this book, Hammond helps educators by discussing research-based approaches for educators to implement in their practices. Hammond discusses how the brain and culture are interconnected in a way that affects learning. She also addresses approaches to build learners’ autonomy and self-reflection skills.
Sharroky Hollie (2011). Culturally and Linguistically Responsive Teaching and Learning.
In this book, Hollie provides culturally responsive practices and evidence-based teaching strategies for educators of all grade levels. The book holds many valuable tools for teachers to use right away to build a culturally responsive classroom. The pedagogical framework in this book can work for inexperienced and experienced teachers and it also addresses various skills such as academic literacy, academic vocabulary, and classroom management.
In their study, Daniel and Zybina look into culturally responsive teaching from the experiences of refugee youth during the first years of resettlement. In this study, refugee students address their learning style, their perception of instruction in the U.S. and the teacher support that they need. In their study, Daniel and Zybina found that not only teachers have a role in implementing culturally responsive teaching (CRT), but also students have their own roles in the implementation of CRT.
Ford addresses the importance of culturally responsive teaching (CRT) and its possible impact on gifted education. By examining the components of culturally responsive teaching, Ford addresses the roles of CRT philosophy, learning environment, curriculum, instruction and assessment. Ford also addresses the importance of the implementation of CRT as it will provide culturally and linguistically diverse students more opportunities to be recruited in gifted education.
Culturally Responsive Teaching in Special Education for Ethnically Diverse Studdents: Setting the Stage
Two major premises are developed in this discussion. One is that many students of color are disproportionately assigned to special education because educators lack knowledge about or appreciation for their cultural values and socialization, and how these a€ect learning behaviors. The other premise is that the educational quality of students of color in both special and regular education can be improved signi®cantly by using instructional programs and practices that reflect their cultural heritages, experiences, and perspectives.
2) Constructivism (Social constructivism)
Theorists: Jean Piaget, Ernst von Glassersfeld, Richard Milwood, John Dewey, Lev Vygotsky, Maria Montessori, Jerome Bruner
Vygotsky is one of the most prominent theorists on social constructivism. This book highlights his original thinking behind the theory and its implications on education.
Here Jean Piaget, with the assistance of his long-time collaborator Bärbel Inhelder, offers a definitive presentation of the developmental psychology he has elaborated over the last forty years. This comprehensive synthesis traces each stage of the child's cognitive development, over the entire period of childhood, from infancy to adolescence.
Meta-analysis was used to examine social, self-concept, and behavioral effects of peer-assisted learning (PAL) interventions with elementary school students. Results suggest that PAL interventions that focus on academics can also improve social and self-concept outcomes.
From the theory, procedures for the teacher's role in using formal and informal cooperative learning and cooperative base groups have been operationalized. Those procedures are widely used by educators throughout the world. The applications have resulted in revisions of the theory and the generation of new research.
This excerpt explores three approaches to inquiry-based learning: project-based learning, problem-based learning, and learning by design, highlighting key research and unpacking important elements of each approach.
3) Connectivism
Theorist: George Siemens, Stephen Downes
George Siemens, & Gráinne Conole. (2011). Special Issue - Connectivism: Design and Delivery of Social Networked Learning. International Review of Research in Open and Distance Learning, 3.
The authors discuss the range of conversations around the theory of connectivism as it relates to other theories of education. They discuss the various critiques, as well as benefits that implementing connectivism in classrooms seems to have on learning. The purpose of this article is to advance the discussion, to clarify areas of needed research, and to contribute to ongoing debate about the influence of the Internet on teaching and learning.
Utecht, J., & Keller, D. (2019). Becoming Relevant Again: Applying Connectivism Learning Theory to Today’s Classrooms. Critical Questions in Education, 10(2), 107–119.
While the Internet has brought with it the opportunity for a connected, collaborative learning landscape, many classrooms and academic institutions today do not take full advantage of the value this connectedness can have for their learners. Using the eight principles as a frame, this paper will offer concrete techniques for K-12 and higher education institutions to engage their learners in the collaborative learning environment of today’s technologically connected landscape.
Archana Shrivastava. (2018). Using connectivism theory and technology for knowledge creation in cross-cultural communication. Research in Learning Technology, 0, 1.
This study examined the significance of connectivism theory and technology for knowledge creation in cross-cultural communication. The findings rely on the exercise designed and conducted by the facilitators of two different institutions/universities based in two different countries. This exercise was conducted for two intercultural management classes in New Delhi, India and Graz, Austria. This article used student-centric teaching approach and output-oriented methodology based on the principles of connectivism and knowledge creation. It demonstrates how these approaches foster lifelong learning in students.
4) Multiple intelligences
Theorist: Howard Gardner
Gardner, H. G. (1985). Frames of mind: The theory of multiple intelligences. New York, NY: Basic Books.
Gardner's trailblazing book revolutionized the worlds of education and psychology by positing that rather than a single type of intelligence, we have several--most of which are neglected by standard testing and educational methods.
Armstrong, T. (2009) Multiple intelligences in the classroom. Alexandria, VA: Association for supervision & Curriculum Development
This book includes updated information and resources throughout the text to help educators at all levels apply MI theory to curriculum development, lesson planning, assessment, special education, cognitive skills, educational technology, career development, educational policy, and more.
Garnder, H.,& Morgan,S. (2006). The science of multiple intelligences theory: a response to Lynn Waterhouse, Educational Psychologist, 41(4), 227-232.
This response to Lynn Waterhourse’s critiques of the Multiple Intelligences theory(MI) that reorients and clarifies for the reader the usefulness and implications of MI theory with the goal of demonstrating why Waterhouse’s critique misses the mark in a number of respects.
5) Educational Objectives
Theorist: Benjamin Bloom
This journal outlines an introduction of the taxonomy of educational objectives and breaks down the various components of his theory in order to fully understand Benjamin Bloom’s Theory. Bloom was also a head editor of this article and so the information as to the content of this article is accurate to the theory itself.
Ramirez, T. V. (2017). On Pedagogy of Personality Assessment: Application of Bloom’s Taxonomy of Educational Objectives. Journal of Personality Assessment, 99(2), 146–152. https://doi-org.sandiego.idm.oclc.org/10.1080/00223891.2016.1167059
This article explains how the taxonomy can be applied to the teaching of personality assessment and discusses the implications for assessment pedagogy. It provides examples of effective instructional activities, an overview of the signs of learners at each level, and highlights typical errors that students make in their oral and written work. There are also strategies to help learners progress to higher-order thinking are also addressed.
Aviles, C. B. (2000). Teaching and Testing for Critical Thinking with Bloom’s Taxonomy of Educational Objectives
Teaching and testing for critical thinking can be a challenge for new and experienced social work educators because critical thinking has no operational definition. This article uses Bloom's Taxonomy of Educational Objectives as a tool from the wider context of education to assist new and experienced social work educators to think more precisely about what it means to teach and test for critical thinking. Bloom's Taxonomy includes six knowledge levels: knowledge, comprehension, application, analysis, synthesis, and evaluation. This survey paper presents each level along with sample test items. Many of these can be adapted to the K-12 classroom.
Fast, K. V. (1974). Analysis and classification of the ACS-NSTA high school chemistry achievement tests using Bloom’s taxonomy-cognitive. Science Education, 58, 17–21.
Using Bloom’s Taxonomy of Educational objectives as a way of identifying assessments in High school chemistry classes. This article gives an idea about how educators are structuring their assessments and may encourage instructors to be more aware of the types of assessments they give to their students.
Wenjuan Song. (2019). A Study on the Influence of Teachers’ Questioning in High School English Reading Class on Students’ Critical Thinking. Theory & Practice in Language Studies, 9(4), 424.
This article studied whether teachers' questioning has an impact on the critical thinking of high school students in English class. The results showed a certain degree of a positive correlation between the Teachers' questioning and the students' critical thinking scores through the classroom observation record table and the students' reading scores in the test.
6) Scientific pedagogy
Theorist: Maria Montessori
Montessori, M. (1912). The Montessori Method : Scientific pedagogy as applied to child education in “The Children’s Houses” with additions and revisions by the author. By Maria Montessori. Translated from the Italian by Anne E. George. With an introduction by Henry W. Holmes. With 32 illustrations from photographs. New York Rederick A. Stokes Co.
Maria Montessori (1870-1952), the first Italian woman to obtain an MD, was one of the great pioneers in studying the intellectual development of the young child.
Feez, S. (2011). Montessori and early childhood : a guide for students (1st ed.). Los Angeles: Sage.
This book considers the Montessori approach within the context of early childhood education and care and examines it in light of new insights from the fields of neuroscience and child development. By helping the reader understand the influence of Montessori on contemporary early years policy and practice, the book outlines ideas relevant to all early years settings and suggests ways for all early childhood educators to apply these ideas in practice.
American Montessori International of the United States, I. . R. N. (1997). The Relevance of Montessori Today: Meeting Human Needs-Principles to Practice. AMI/USA National Conference (Bellevue, Washington, July 25-28, 1996).
This set of proceedings from the Association Montessori International (AMI/USA) 1996 conference contains the conference schedule and 20 presentations. The conference presentations are focused on Classroom Techniques, Educational Improvement, Educational Research, Elementary Education, and the Montessori method.
7) Critical pedagogy
Theorist: Paulo Freire
Freire, P. (1998). Teachers as cultural workers : letters to those who dare teach (pp. 63–68). Westview Press.
Paulo Freire describes the importance of critical pedagogy in the classroom. Each chapter defines a specific aspect of critical pedagogy that teachers must take into consideration as they take on their roles as educators
Moratilla, N. C. A. (2019). Revisiting Paulo: Critical Pedagogy and Testimonial Narratives as Liberative Spaces in the Philippines’ K-12 Curriculum. Journal for Critical Education Policy Studies (JCEPS), 17(2), 246–278.
The paper includes a survey of studies that foreground the use of testimonios, or testimonial narrative, in education and argues that the same strategy can be used in the Philippines’ new curriculum. The use of testimonios in literature and other disciplines may constitute an attempt at locating alternative knowledge and cultural modalities while surfacing the narratives of Philippine society’s marginalized sectors.
Cortez, F. G. F. (2016). Critical Rethinking of Critical Thinking: A Contribution of Critical Pedagogy in Facing the Challenges of K + 12. Kritike: An Online Journal of Philosophy, 10(1), 315–330
This paper argues that the tradition of critical pedagogy can deepen and sharpen our understanding of critical thinking as one of the manifest aims of the new Philippine educational system (K - 12 system). The paper explains that critical thinking cannot be restricted to a one-dimensional meaning of simply being a set of logical and cognitive skills. Inherent to critical thinking is its political and social dimension.
Wood, B. E., Taylor, R., Atkins, R., & Johnston, M. (2018). Pedagogies for active citizenship: Learning through affective and cognitive domains for deeper democratic engagement. Teaching and Teacher Education, 75, 259–267.
This paper reports on a two-year study that explored teachers' pedagogical approaches when implementing an active citizenship curriculum initiative in New Zealand. Our aim was to identify pedagogies which afforded potential for critical and transformative citizenship learning. The study suggested that citizenship learning through both affective and cognitive domains can provide for deeper opportunities for students to experience critical and transformative democratic engagement.
8) Learning styles
Theorists: Peter Honey and Alan Momford, David Kolb, Neil Fleming
Stevens-Smith, D. A., & Fleming, D. (2016). Learning Preference Changes in the Educational Setting. International Journal of Pedagogy & Curriculum, 23(2), 9–25.
The purpose of this study is to investigate the relationship between the learning preferences of pre-service and experienced elementary educators and the impact they may have on pedagogical knowledge. The study is looking to determine if differences exist in the groups and when/how they occur. It is argued that whatever teaching approach is used, it is important that teachers are aware of the changes that occur and apply these changes to classroom instruction.
Zhang, K., & Bonk, C. J. (2008). Addressing Diverse Learner Preferences and Intelligences with Emerging Technologies: Matching Models to Online Opportunities. Canadian Journal of Learning and Technology, 34(2).
This article offers instructors and instructional designers across educational sectors and situations new ways to think about addressing diverse learner needs, backgrounds, and expectations. The authors argue that learning technologies are important for effective teaching, as are theories and models and theories of learning as well as more immense power can be derived from connections between the theories, models and learning technologies.
Brown, B. L., & ERIC Clearinghouse on Adult, C. and V. E. C. O. (2003). Teaching Style vs. Learning Style. Myths and Realities.
This article talks about when students' learning preferences match their instructor's teaching styles, student motivation and achievement usually improve, but some students may do better with a learning/teaching style mismatch. Learners need to become better all-around learners by adapting their learning style to non-preferred teaching styles. Teachers can become more flexible by being willing to change their view of the role of students.
Hale, J. E. (2016). Learning Styles of African American Children: Instructional Implications. Journal of Curriculum and Teaching, 5(2), 109–118.
This article offers examples of valiant efforts to develop meaningful instructional implications from learning styles scholarship. Additionally, an example is given of an advance in the public policy arena that merges the efforts of psychological scholars with that of lawmakers to apply their research to effect change for children. They provided empirical data that documented that the "separate but equal" doctrine of education was psychologically devastating to African American children. It is recommended that contemporary public policy architects follow in their footsteps.
9) Organizational learning
Theorists: Ikujiro Nonaka and Hirotaka Takeuchi
Ikujiro Nonaka argues that while knowledge is developed by individuals, organization plays a critical role in articulating and amplifying that knowledge.
Juceviciene, P., & Valineviciene, G. (2015). Educational Environments for Students’ Organizational Learning. Social Sciences (1392-0758), 87(1), 64–73.
This paper is a theoretical attempt to investigate the educational environment for students’ organizational learning concept, aiming to substantiate educational environments for organizational learning in university studies. Organizational learning is analyzed in the light of management and educational sciences
10) Situated learning
Theorist: Jean Lave and Etienne Wenger
Jean Lave and Etienne Wenger push forward the notion of situated learning--that learning is fundamentally a social process and not solely in the learner's head. The authors maintain that learning viewed as situated activity has as its central defining characteristic a process they call legitimate peripheral participation. Learners participate in communities of practitioners, moving toward full participation in the sociocultural practices of a community.
Kyratzis, A., & Johnson, S. J. (2017). Multimodal and multilingual resources in children’s framing of situated learning activities: An introduction. Linguistics and Education, 41(1), 1–6.
Building upon traditions of linguistic anthropological research and research on classroom interaction, the authors use ethnography to place local practices within the range of practices that are possible for the particular peer groups, classrooms, and communities studied. The authors also provide an overview of the individual contributions to the issue and the central themes they present.
Bresnen, M., Goussevskaia, A., & Swan, J. (2005). Organizational Routines, Situated Learning and Processes of Change in Project-Based Organizations. Project Management Journal, 36(3), 27–41.
This article discusses how project-based organizations implement enterprise-wide change. It reviews the literature on the nature and dynamics of organizational routines, situated learning, and change-in-routines initiatives; it examines four case studies on implementing change in project-based construction organizations.
Hinck, A., & Tighe, J. (2020). From the other side of the desk: students’ discourses of teaching and learning. Communication Education, 69(1), 1–18.
Through interviews and open-ended, online surveys, we trace how nine different discourses of teaching and learning construct knowledge about learning, the role of education, and the norms and values associated with higher education. Ultimately, these discourses reflect ideologies that socialize students into a community of practice that is characterized by dynamic, affective, and personalized pedagogies, relying on the idiosyncrasies of the people involved rather than generic scripts for best practices.
11) Experiential learning (Project-Based Learning)
Theorist: David Kolb
Kolb, D. A. (1981). Experiential Learning Theory and The Learning Style Inventory: A Reply to Freedman and Stumpf. Academy of Management Review, 6(2), 289–296.
Kolb answers critiques of his experiential learning theory. He addresses concerns about the reliability and adaptability of this theory in practice within the classroom.
Cooper, R., & Murphy, E. (2016). Hacking project based learning: 10 easy steps to PBL and inquiry in the classroom. [Columbus, OH]: Times 10 Publications.
This book gives readers the inside scoop on 10 ways to incorporate PBL and inquiry-based pedagogy in the classroom.
Geier, R., Buumenfield, P.C., Marx, R.W., Krajcik, J.S, Fishman, B., Soloway, E., Clay-CHambers, J. (2008). Standardized test outcomes for students engaged in inquiry-based science curricula in the context of urban reform. Journal of Research in science teaching, 45, 922-939.
An academic research journal that found the inquiry-based curriculum effort succeeds in reducing the gender gap in achievement experienced by urban African-American boys. These findings demonstrate that standards-based, inquiry science curriculum can lead to standardized achievement test gains in historically underserved urban students, when the curriculum is highly specified, developed, and aligned with professional development and administrative support.
Schwartz, K. (2016). Five ways to ensure real learning happens in maker-enhanced projects.
Micheal Stone is an educator of teachers. He advocates that the point of the methodology is to put students in a position where they are solving authentic problems, not to check a box. He gives examples of how teachers can implement Project-Based learning in their classroom and how to do this effectively.
Wolfe, P. (2010). Brain Matters: Translating research into classroom practice (2nd edition). Alexandria, VA: ASCD.
Using Neuroscience back evidence, Wolfe introduces and examines practical classroom applications and brain-compatible teaching strategies that take advantage of simulations, projects, problem-based learning, graphic organizers, music, active engagement, and mnemonics. These strategies are accompanied by actual classroom scenarios--spanning the content areas and grade levels from lower elementary to high school--that help teachers connect theory with practice
Lattimer, H., & Riordan, R. (2011). Project-Based learning engages students in meaningful work: Students at high tech middle engages in project based learning. Middle school journal 43(2), 18-23.
An article that describes how a highschool educator implements PBL in the classroom, the effect it had on student learning and how educators can design effective PBL lessons.
12) Community Service Learning
Theorist: John Dewey
Dewey, J. (1938). Experience and education. New York: Macmillan
His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, one that offers a true learning situation that is both historical and social, both orderly and dynamic.
A philosophical text on the relationship between democracy and education to which Dewey discusses the role of industrialization in forming our educational system. He argues that we must have thinking participants in order to have a working democracy.
Stallworth-Clark, R. (2017). Service-Learning for the Public Good: Educating for Social Justice. Journal of Education & Social Justice, 5(1), 81–93.
Meta-analysis studies show the impact of service-learning programs yielding high mean effects for students’ academic communication, leadership, and problem-solving skills, as well as attitudes toward self, interest in civic engagement, and enhanced social skills. Standards for Quality Service Learning Practice are referenced to show how successful Service Learning programs and projects can be effectively embedded within academic curricula to inform, inspire, and engage students in service to the public good.
Yorio, P. L., & Ye, F. (n.d.). A Meta-Analysis on the Effects of Service-Learning on the Social, Personal, and Cognitive Outcomes of Learning. ACADEMY OF MANAGEMENT LEARNING & EDUCATION, 11(1), 9–27.
Through meta-analytic techniques, we found support for the hypothesis that service-learning has a positive effect on the understanding of social issues. We also found significant moderating evidence for research design, type of reflection, type of measurement, and the service experience as optional or required. We conclude with a discussion of the theoretical and practical implications of these findings along with suggestions for future research.
Frankson, D., & Nevin, A. (2007). What Does the Research Say about Students with Disabilities and Service Learning? Online Submission.
This paper summarizes the research on service-learning pedagogy into the realm of professional practice for students with disabilities. At this point in the development of a research base for service learning, an emerging need for studies is reported. Limited research exists which studies the impact of service-learning activities with respect to the retention of students with disabilities, particularly those who are also African American.
Celio, C. L., Durlak, J., & Dyminicki, A. (2011). A meta-analysis of the impact of service learning on students. Journal of Experiential Education, 34(2), 164 -181.
A meta-analysis finds students participating in service-learning programs demonstrated significant gains in five outcome areas: attitudes toward self, attitudes toward school and learning, civic engagement, social skills, and academic performance.
13) Community of Practice
Theorists: Jean Lave and Etienne Wenger
Lave, J. (1996). Teaching, as Learning, in Practice. Mind, Culture and Activity, 3(3), 149–164.
Lave argues that there needs to be an emphasis on understanding the different theories and ways of understanding learning. He suggests that we must reconsider the way we perceive learning as not an individual, psychological phenomenon, but rather a social, collective activity.
Kopcha, T. (2010). A systems-based approach to technology integration using mentoring and communities of practice. Educational Technology Research and Development, 58(2), 175–190.
Unlike previous mentoring approaches to integrating technology into the classroom, this model culminates with the establishment of a teacher-led community of practice that uses the resources currently available at a school to support and sustain the implementation of the system. Suggestions for implementing the model in a variety of K-12 and higher education settings are discussed.
Hennebry, L. M., Gayton, A., Hu, X. A., & Chen, X. (2019). Transitioning From Master’s Studies to the Classroom: From Theory to Practice. TESOL Quarterly, 53(3), 685–711.
This research outlines the challenges language teachers experience in transitioning between teacher education programs and the classroom, particularly regarding the theory-practice nexus, and emphasizes the professional community's key role in providing mentoring and support.
Bjuland, R., & Jaworski, B. (2009). Teachers’ perspectives on collaboration with didacticians to create an inquiry community. Research in Mathematics Education, 11(1), 21–38.
A report on insights into how teachers thought about the activities of the project and what an inquiry community looks like in terms of the learning of those involved. This is related to the theoretical perspectives of communities of practice and inquiry.
Light, R., & Nash, M. (2006). Learning and identity in overlapping communities of practice: Surf club, school and sports clubs. Australian Educational Researcher, 33(1), 75–94.
Employing the concepts of communities of practice and situated learning, it examines four young people's experiences as members of a surf club as a community of practice. It also compares the experiences of these young people in the surf club with those arising from membership in their schools and sports clubs.
- Changemaking Education, Teaching & Learning
Changemaker Students – Laura Hay – Medium
An article that shed some light on ways that an educator can play a role in encouraging students to be changemakers. It explains the process of introducing changemaking to students through social relationships, passion, problem-solving among other things.
What Kids Need to Learn to Succeed in 2050 – Youth, Now – Medium
The art of reinvention will be the most critical skill of this century. A reflection on what and how kids are learning in the present day and whether they are gaining the skills and knowledge that they may need in the future.
5 Strategies to Teach Social Responsibility | TeachHUB
Social responsibility is an important element that helps students to become changemakers. Here are five strategies that we can use in the classroom to enrich students’ social responsibility.
Can we Help Children Understand ‘Problem Solving’ through Fun?
Considering that problem-solving requires the integration of many skills like self-management, this article gives insights on how to bring it all into practice. By introducing simple steps that parents or teachers can use with children to encourage them to solve their problems.
4 Principles For Creating Change, And 4 Barriers That Make It Harder | Co.Exist | ideas + impact
Finding ways to disrupt society for the better can be difficult, but by avoiding these pitfalls and following these steps, change makers can create real impact.
"Rolling Out" a Game | Edutopia
Engaging your students in a game in a classroom doesn’t only rely on the game itself and its objective. The steps you take to introduce a game are also important and this article gives insights and examples on effective ways to “roll out” a game.
Pauline Roberts7 1/2 Steps to Flatten Your Classroom: Move to Global Collaboration O…
Vicki Davis, a teacher, shares her slide on collaboration and connection in the classroom. She introduces 7 ½ steps towards creating a connection within yourself and your students.
Bringing Design Thinking to Schools Research Report
This study on design thinking in schools was devoted to investigating three main questions. The way that students express understanding during design thinking activities, the impact of affective elements on design thinking in the classroom, and the connection between design thinking, academic standard and content learning in the classroom are the main objectives of this study.
The Future of Education: More Spiders, Fewer Leaves
In this article, Education is described as a spider web as now education has evolved and it is no longer about teachers always teaching in schools. It explains how education serves the industrial revolution and the results of these different types of learning.
César Bona, a Spanish teacher who is known for his interactive and dynamic teaching, shares some insights about things that all teachers should know. He shares how and why he values respect, responsibility, creativity, and interaction among other things.
Changemaker High School
Changemaker High School is partnered with Prescott College and Mexicayotl Academy of Excellence for a joint venture to create an all-inclusive K20 Changemaker Campus in Tucson, Arizona. This model weaves primary, secondary, and higher education together in one location. A duo of videos on building community and curiosity-elementary.
Schools prepare students to be academically college ready; have the emotional intelligence or ‘EQ’; be critical thinkers, and have the skills and desire to be ‘changemakers’ in their communities and the world.
The official twitter account for Ashoka’s Changemaker Schools where you can keep up with changemaker schools
Changemakers Magazine
The North Central Massachusetts Changemaker schools magazine that features teachers and students in Elementary and secondary schools. and Changemaker Communities that are connected in a regional ecosystem created through intentional partnerships with influential institutions in our region to build support for the next generation of Changemakers.
- Social Emotional Learning and Empathy Development
A School Culture of Changemaking – Laura Hay – Medium
An overview on the role of schools and teachers as they emphasize the elements of changemaking in the classroom. With empathy being one of the major elements of changemaking, this article talks about ways to make empathy a foundation for students and for teachers when managing students’ disruptive behaviors.
Every Child Practicing Empathy | Ashoka | Everyone a Changemaker
Ashoka addresses the importance of empathy in making collaboration effective. In this short article, Ashoka talks about their network Start Empathy and the network’s goal of making empathy an essential objective in schools.
A Case for Promoting Empathy in Schools – A New Game – Medium
This article discusses the important role of empathy in changemaking and addresses the question of whether empathy can be taught. The article focuses on the advantages and skills for which empathy can equip students, transform schools, and change the world.
Why Empathy is as Important as Reading and Math | Ashoka | Everyone a Changemaker
An article that addresses the shift from the old paradigm to the new paradigm. In our present-day, empathy, leadership, teamwork, and responsibility have a major presence in education and their presence is justified.
Two-City Collaboration - Start Empathy
Four schools in New Orleans and Texas collaborate in this two-city collaboration that is devoted to making empathy more present in their communities. In this collaboration, the emphasized idea is that a small act of kindness can lead to other acts of empathy and love.
Using Student-Led School Meetings to Encourage Changemaking - Start Empathy
Hyde-Addison is an elementary school that values changemaking and this is seen mostly with empathy and leadership and how they’re integrated into how they do things there. School meetings are used as a tool for students to practice their leadership skills.
The Yale Center for Emotional Intelligence gives an insight on how life and education would be for students and teachers if emotional intelligence became a standard part of the curriculum. It gives a perspective on the possible impact of such a change on students’ performance, conflict resolution, health, and success.
Putting Empathy in Action.pdf | Ashoka | Everyone a Changemaker
Empathy is one of the main elements of changemaking and this makes it more important for it to be integrated in our daily lives. Ashoka provides some strategies that can help us practice empathy on several levels, individually, in schools and communities.
Ashoka’s start empathy emphasizes on the need for prioritizing the skill of empathy with all children. This is because empathy is seen as the foundation of changemaking and in order for us to have change-makers, we need to have empathetic people first.
Nine Competencies for Teaching Empathy - Educational Leadership
Empathy is the foundation that makes classroom environment, teachers, and students caring towards others. It isn’t merely a skill that we pull out of a hat whenever we feel like it, rather it is a skill that needs to be consistently present. Empathy has nine competencies that can be taught, understood, and practiced daily and this article gives an overview of what these competencies look like.
The Most Important Teaching Skill in the History of the Universe | Ashoka | Everyone a Changemaker
Cultivating empathy is a significant skill in education and this article shares the story of Gloria, a student who was encouraged to develop empathy. Because of how important empathy is, Ashoka created a Changemaking network to acknowledge changemaking schools and teachers who are devoted to cultivating empathy.
Meeting the Social and Emotional Learning Needs of English Learners
As the field of education devotes more attention to historically underserved children’s social and emotional development, advocates must also account for ways that different forms of historical inequity influence children’s social and emotional growth in different ways. This is particularly important for linguistically and culturally diverse children in U.S. schools.
What Ells Taught our School in a Week-long Empathy Project
For one week, students shared their stories which were organized in the library. After the students’ week of telling their stories to students who were not English learners, they had the opportunity to teach the beginning English learners how to write their own stories. They enjoyed passing on what they had learned and helping the beginners to put their stories into English.
Bullying Prevention Padre Piquer School
The Changemaker school Padre Piquer takes bullying very seriously and they have their own protocol to prevent bullying. In these slides, the school shares its ways of identifying bullying in its several forms and their ways to prevent it.
Empathy in Your Classroom Activities
These strategies help teachers who know the daily significance of modeling higher order emotional intelligence, including practicing compassion, love, and tolerance. As schools become more centered on the unique needs of each student, schools will need to continue to practice and cultivate empathy for our students and for each other.
Ashoka's Reading List on Empathy
List of 21 resources such as articles on empathy.
The Best Social Emotional Learning Resources
Larry Ferlazzo's Best Social Emotional Learning (SEL) Resources. These include Best resources for Growth Mindset, Metacognition, and Gratitude among other.
- Community Engagement and Service Learning
High Tech High Deeper Learning: Engaging Students in Work that Matter
In this student-driven and creative lesson, students have a choice of topics that they feel passionate about and in the end, they were proud of being able to make a difference.
iCivics
iCivics’ growing collection of video games offers teachers and students the opportunity to play with civic skills and knowledge. Each iCivics game is playable in one class period and has a detailed printable report at the end for grading. iCivics games can be played in a variety of settings: 1-to-1, small groups, or a whole class. iCivics games don't require prior knowledge -- they teach you everything you need to know to play!
25 Community Service Ideas for Schools
Whether you have the resources for a yearlong project or simply want to spend an afternoon serving those around you, one of these 25 community service ideas for schools is sure to help your students learn the importance of caring for those around them.
21 Tips for Connecting Learners to their Community
Many schools will already be connecting students with their local Place and helping them discover how to make their own place in the world a positive one. Here are some pointers drawn from the experiences of real schools, students, and teachers to help plant the seeds of Place in new school communities.
Educating for Democracy in the Digital Age: Civic Engagement (Subscription Required)
Students use the Digital World to Research and Conduct their own Research. The video shows how teachers can bring civic engagement opportunities in their classrooms.
6 Ways to make Civic Learning Come Alive
A collection of ideas by teachers for civics learning that is problem-based, active, and highly appealing to students.
Project Ideas for Service Learning
A variety of projects to keep students engaged in service.
- Social Entrepreneurship & Changemakers
What is Social Entrpreneurship? Short Videos
Great brief explanatory videos about the essential ideas of social entrpreneurship.
Social Entrepreneurship: The Case for Definition | Stanford Social Innovation Review
A look into the meaning of social entrepreneurship and its job in the world. This look will help to distinguish between social entrepreneurship activities from other activities.
5 Successful Examples of Social Entrepreneurship | RingCentral Blog
Five examples of social entrepreneurship that accomplished social change by using their names and their initiatives. These five social entrepreneurs integrated social change within their business goals.
Social Entrepreneurship: 7 Ways to Empower Student Changemakers | Edutopia
In this present day, there are increasing options for people to use their voices and make a difference in the world. This article gives seven ways to encourage students to become changemakers.
Social Entrepreneur + STEM Education = Social Sci-preneur - Overview | MIT - Solve
We create Changemaker social sci-preneurs, who apply STEM to create positive change for the greater good. Partnering with education agencies (e.g. school districts), we integrate the changemaking skills - empathy, teamwork, leadership, and problem-solving into STEM curricula, redefining STEM as using knowledge and skills to create social change.
The power of youth through entrepreneurship (TED talk by a young entrepreneur)
Neil Jain is a high school student, driven to solve the world's greatest challenges through innovation and entrepreneurship. As founder of Team Gen Z; a student run group developing a smartphone.
Explore this collection of the world’s most promising social innovations, submitted from every corner of the globe. These solutions give you insights into where the world is heading in the future.
UNICEF features older and younger Changmeakers who are ordinary people that have made a great impact in their communities.
54 Inspiring Disability Changemakers You should Know
This innovative traveling exhibit features people with disabilities that include teachers, lawyers, artists among others for the San Francisco area who were nominated by their community fellows.
- English Language Learners (ELLs) & Changemaking
Supporting Ells in PBL projects
PBL is valuable for ELLs when it teaches academic vocabulary, encourages collaboration, scaffolds structure, and function, allows assessment and differentiation, and leverages their native language. This article provides tips for PBL design taking Els into consideration.
Resource List: PBL and English Language Learners
This article is based on an ASCD annual conference in Anaheim, CA on March 27, 2017, the Buck Institute’s where Gina Olabuenaga and John Larmer presented a session on equity and PBL, specifically how to support English learners during a project. Along with basic information about BIE’s model for Gold Standard PBL, they shared this resource list with participants.
Project Based Learning: A beneficial approach for English Language Learners
This short article mentions the Stanford University launched a new initiative, “Learning English in action,” designed to help classroom teachers of English learners embrace and incorporate the Common Core State Standards. Moving beyond the more traditional practice of focusing on vocabulary and other aspects of language acquisition.
4 Ways to use Project Based Learning to support English Language Learners
How do you reach and teach ELLs? If you are currently teaching using project-based learning (PBL) as an engagement lever or pedagogy, or if you aspire to, you may find some inspiration in the educators interviewed in this article to tell us how PBL is being used to support language learning and acquisition.
Looking at the Bigger Picture: 7 tips for using PBL in the ESL Classroom
If you’re unfamiliar with project-based learning, here are the basics along with some tips for implementing it in the ESL classroom.
Preparing Els to be 21st Century learners
There is no doubt that having (or not having) excellent technological skills will make a major difference in the lives and futures of our students. Their careers will increasingly rely on the ability to maneuver easily in technological environments and to learn new technology quickly. Yet there are a number of challenges that educators face when trying to help ELLs get up to speed.
Meeting the social and emotional Learning Needs of English Learners
As the field of education devotes more attention to historically underserved children’s social and emotional development, advocates must also account for ways that different forms of historical inequity influence children’s social and emotional growth in different ways. This is particularly important for linguistically and culturally diverse children in U.S. schools.
Growth mindset lesson with Ells
A lesson on Growth Mindset that taps into prior knowledge, introduces the concept to students and provides excellent English language-learning opportunities to everybody.
Series Internationals Network Deeper Learning: Supporting ELLs Through Project-Based Learning- VIDEO
This lesson shows how Deeper and integrated learning of language and content happen in science with students who are new to English.
How to provide SEL for immigrant students
Learn more about strategies that individual educators and schools can use to support immigrant students, help address stress and anxiety, and create a respectful classroom environment and discussions related to immigration.
What Ells taught our school in a week-long empathy project
For one week, students shared their stories which were organized in the library. After the students’ week of telling their stories to students who were not English learners, had the opportunity to teach the beginning English learners how to write their own stories. They enjoyed passing on what they had learned and helping the beginners to put their stories into English.
- Culturally Responsive Teaching & Inclusion
Culturally responsive teaching can be challenging to implement especially as some teachers may not have the skill to address students’ unique and diverse needs and backgrounds. This guide from Education Northwest provides teachers with evidence-based practices to help educators be more effective and skillful in implementing culturally responsive pedagogy.
Culturally Responsive Classrooms: A Toolkit for Educators
This resource toolkit is designed to help teachers develop a culturally responsive classroom and teaching practices. This toolkit tries to answer many questions such as questions related to bridging teacher’s cultural bias and ways to collect accurate information about students’ backgrounds in a respectful way. The toolkit also addresses reflection questions for educators to keep in mind when teaching culturally diverse students.
Three Culturally Responsive Teaching Strategies for the Science Classroom
K-12 teachers may face challenges in implementing culturally responsive teaching in science classrooms. In order to make students’ learning more effective, Dr. Felicia Moore Mensah suggests three culturally responsive teaching strategies that have been effective with culturally and linguistically diverse students.
Building Student Understanding Across Racial Differences
To bridge cultural and racial barriers, Melisa Collins implemented a powerful culturally responsive project in her classroom by virtually partnering her all-black class in Memphis with an all-white class in New Jersey. In this project, the educator created opportunities for students to discuss empathy, ask questions, demonstrate understanding towards each other, read and discuss the same books like biographies of black leaders.
Multicultural Children’s Book Day
Multicultural Children’s Book Day provides educators with valuable resources to better support culturally and linguistically diverse students. In this list, educators can find toolkits, activities, and culturally relevant reading texts to ensure that students go beyond tolerance and start respecting and understanding diverse cultures.
15 Culturally-Responsive Teaching Strategies and Examples + Downloadable List
15 Culturally responsive teaching strategies that can help educators in planning and delivering lessons to culturally and linguistically diverse students.
The organization’s mission is to help teachers and schools educate children and youth to be active participants in a diverse democracy. It provides free resources to educators—teachers, administrators, counselors, and other practitioners—who work with children from kindergarten through high school.
A Culturally Responsive Teaching checklist
This tool, developed by members of the Re-Imagining Migration team and researchers at UCLA, is intended to help make the concept of a culturally responsive classroom concrete and to provide an opportunity for reflection and self-assessment.
Culturally responsive guide to fostering the inclusion of immigrant-origin students
The purpose of this culturally responsive guide is to help bridge research from the academy to classrooms, with the recognition that only by learning from and with each other, can we help our immigrant-origin and English Learning students reach their full potential.
Reimagining immigration Organization
Re-imagining Migration’s mission is to advance the education and well-being of immigrant-origin youth, decrease bias and hatred against young people of diverse origins, and help rising generations develop the understanding and habits of heart and mind that are necessary to build and sustain welcoming and inclusive communities.
A Framework for Culturally Responsive Teaching
This article explains the relationship between motivation and culture, and analyze some of the social and institutional resistance to teaching based on principles of intrinsic motivation and outlines a framework for culturally responsive teaching, a pedagogy that crosses disciplines and cultures to engage learners while respecting their cultural integrity. It accommodates the dynamic mix of race, ethnicity, class, gender, region, religion, and family that contributes to every student's cultural identity.
Live Out Loud, Lesson Plans For Your Gay Straight Alliance, Diversity Club, Or Other School Group!
Live Out Loud provides educators with creative strategies and lesson plans to start conversations about the LGBTQ+ community. This resourceful page provides detailed inclusive written lessons and activities to better serve the LGBTQ+ community and to create awareness about the LGBTQ+ culture.
Teachers’ role in creating a safe and inclusive environment for the LGBTQ+ community is crucial. Therefore, this resourceful and informative page provides tips, ideas, and tools to becoming an inclusive teacher and an LGBTQ+ ally.
Incorporating LGBTQ+ Students and Texts in Your Classroom
Research has proved that approximately 1 out of 5 LGBTQ+ students have been exposed to positive representation of the LGBTQ+ community in the classroom. On the other hand, one out of 5 were exposed to a negative presentation of their own identity. The majority of LGBTQ+ students who completed the survey did not have any representation of their identity. Therefore, this informative page provides educators with resources towards creating a more inclusive and safe environment for their LGBTQ+ students.
Intersecting Culturally Responsive Teaching and Inclusive Education
This article intersects what we know about teaching power and privilege with inclusive education and provides three pedagogical practices that can transform our classrooms.
Creating Change-Innovations in the World of Disability
This book by Ashoka includes chapters from Ashoka fellows from 15 countries. The collaboration understands that “the interaction between ‘abled’ and ‘disabled’ is often hindered by stereotypes, fears, avoidance and prejudices. Two of the aims presented are first challenge, inspire and change our thinking about what is possible in the field of disability and secondly, engage social leaders, business, governments and global organizations as strategic partners and supporters of the work of the Fellows.
The report highlights research-based steps students, families, educators, policy makers, and other key stakeholders in our education system can take to ensure all students are equipped with self-advocacy skills and the capacity for self-determination.
Why NOw? Why Us? Includive 21st Century Learning
NCLD believes that neglecting to provide students with disabilities with these 21st century skills and dispositions will further widen the opportunity gap for these students. This resource was developed as part of this project are intended to provide a path forward for individuals and systems, offering guidance about educator practices and policies, and sharing tools and videos that could enhance a shared vision about how to create and sustain an inclusive 21st century society.
- Social Justice & Equity
Social Justice Resources for K-12 Teachers
This list of websites, documents, activities, and other online materials offers a variety of perspectives and topics on teaching for social justice in K-12 schools. All materials are free and easily accessible with no registration.
Resources Related to Social Justice
Cultivating compassion in educational settings, and creating the kind of culture where it is a norm of student and staff behavior, may seem at first a noble ideal: a nice-to-have, something to be undertaken only when all other priorities are met. These resources include educational packets, books and reports to help educators make compassion an integral part of their schools.
Social Justice Standards-Teaching Tolerance
The Social Justice Standards are a road map for anti-bias education at every stage of K–12 instruction. Comprised of anchor standards and age-appropriate learning outcomes, the Standards provide a common language and organizational structure educators can use to guide curriculum development and make schools more just and equitable.
Teaching Tolerance-Civil Rights History Instruction
A set of teaching principles and curriculum rehabilitation tools it provides ideas for teachingAmerican students about the modern civil rights movement, This framework is perfect for history educators who want to improve upon the simplified "King-and-Parks" narrative and engage this critical content at the level of depth it deserves.
These ready-to-use classroom lessons offer breadth and depth, spanning essential social justice topics and reinforcing critical social emotional learning skills. Search by keyword or browse our lesson bank—you can filter more than 500 lessons by grade level, subject, topic or social justice domain.
6 Elements of SJE « Using Their Words
An overview of the six elements of social justice curriculum design for elementary education. Within every element, the role and the objective of teachers and students are explained with examples.
A framework for exploring the intellectual and moral virtues of social justice educators. This article presents three categories that need to be taken into consideration when identifying the virtues of social justice teachers.
Kids for Social Justice: 6 Ways Kids Can Change the World - Sacraparental
You don’t have to be a mature adult to help in creating social justice. With these six ways, kids can become better human beings and change the world into a better place.
10 Social Justice Activities to Try in Class
Here are 10 great activities that will get kids at different grade levels thinking about human rights and our responsibility to take care of each other.
K-12 Exemplars- Justice Education
This is a collaborative space- that includes voices of youth, teachers, social workers, counselors, lawyers, activists, parents, friends, families, and neighbors. It inlcudes resources to support the development of young people, curricula resources, critical media literacy resources, and social justice books for children.
- Changemaking Organizations, Websites and Social Media
Youth Years | Ashoka | Everyone a Changemaker
This organization encourages you to explore the diverse ways that Ashoka’s Youth Years programs support changemaking in young people, adults, organizations, and companies. Engage with their dedicated programs today to help advance an “Everyone a Changemaker” world.
Changemaker Communities- Ashoka
Changemaker Communities is a connected, citywide ecosystem created through intentional partnerships with influential institutions in a region to build support for the next generation of changemakers in their communities. Changemaker Communities hopes to empower the next generation to take the initiative to create positive change for the greater good.
Inspired Teaching partners with teachers as the leverage point for change in the education system. Through innovative teacher preparation and professional learning programs, they help teachers build their practice to actively engage their students as empathetic, critical thinkers.
Character Education Resource Center
THis Center provides services and resources to schools, families, communities, K-12 educators, students, teacher educators, community agency leaders and others interested in educating the hearts and minds of children and youth.
The Jacobs Institute for Innovation in Education
This is a non-profit R&D institute powering K-20 inclusive innovation. They engage in pioneering research and evaluation, development of innovative curriculum and technologies, and support professional learning grounded in the learning sciences. Their mission fosters inclusion, diversity and social justice in education. They organize the Changemaker Challenge for K-12 students.
Jen Cort Consultant Diversity, Student Leadership, Advisory
An educator and a clinical social worker Jen Cort publishes variable blogs and publications on important issues like diversity, equity and inclusion in schools. Jen’s philosophy on the importance of self-advocacy in students is addressed in her blogs.
Changemaker Education – Medium
A publication series on Changemaking by Ashoka’s Start Empathy initiative. This blog shares ideas and stories on the different elements of changemaking like empathy and gives insights on how to utilize them with our students, children and with ourselves.
The Global Change Leaders: empowering learning ecosystems for the greater good.
The Global Change Leaders (GCL) is an international community who are creating learning ecosystems – at city, region and country level – that empower every young person to contribute to a better world. We are committed to collaboration and systemic action at every scale.
Parenting Changemakers – Evolving Parenting for the 21st Century
Parenting Changemakers is a parent-led initiative aimed at enabling parents and children to practice changemaking with the an intention of building “everyone a changemaker” world.
This blog is dedicated to encouraging everyone to contribute in the world and become a changemaker. It shares articles on empathy in action, social entrepreneurship and learning among other important matters.
This blog gives the latest information about the Hawaii’s Design Thinking initiative. Design Thinking Hawaii is a volunteer-based organization dedicated to applying design thinking to make Hawaii a better place.
Find and share resources to help students engage in innovative processes for tackling complex real-world problems in human-centered ways.
North Central Massachusetts Changemaking
A Padlet page dedicated to changemaking in schools. Creating community, empathy, collaboration, design thinking are some major changemaking elements that you can find in this page.
Design for Change USA is the national affiliate of Design for Change World. When young people participate in DFC, they are joining a powerful coalition of others around the world in saying, I CAN!
In collaboration with leaders for learning, Learnlife is an organization that created new learning elements, learning spaces and learning technologies that are responsive to the inspirations, needs, and challenges of today's children and future generations to come.
The Princess of Girona Foundation is devoted to helping others towards their personal and professional growth. This program provides training, awards and it gives the young generation a chance to be involved in real-life activities.
This organization supports the emergence of a global movement that brings the Charter for Compassion to life. They are a network of networks, connecting organizers and leaders from around the world, providing educational resources, organizing tools, and avenues for communication.
This organization offers campigns for different causes including education, gun violence, mental health, homlessness, gender rights, racial justice, LGBTQ rights, and discrimination. DoSomething.org also awards scholarships, provides opportunities for community service, and publishes articles.
National Center for Learning Disabilities
The mission of NCLD is to improve the lives of the 1 in 5 children and adults nationwide with learning and attention issues—by empowering parents and young adults, transforming schools and advocating for equal rights and opportunities. They work to create a society in which every individual possesses the academic, social, and emotional skills needed to succeed in school, at work, and in life.
- Books & E-Publications
Recommended Lists
The 5 Books Every Changemaker Should Read | The Huffington Post
The founder of the Changemaker Toolkit shares a list of five books that every changemaker should read. These books vary from fiction to nonfiction, but they all in one way or another have lessons to learn about changemaking.
14 Children's Picture Books About Solutionaries - Institute for Humane Education
Helping children to see their powerful potentials of becoming agents of change is a great way to inspire them to become changemakers. One way to do that is to share inspirational stories of other agents of change like the 14 children’s picture book about solutionaries mentioned in this article.
101 Changemakers: Rebels and Radicals Who Changed US History » Zinn Education Project
The Zinn Education Project gives a lot of attention to teaching about people’s history in the classroom. It provides accurate, interesting and engaging stories about history that can’t be easily found in textbooks and curricula.
7 must-read books by and for women changemakers
Being and having a great model motivates and inspires us. Therefore, this list of 7 books by and for women who have made a difference can help with inspiring us to be changemakers too.
Ashoka’s Start Empathy gives a list of books that reflect on creating empathy all around us, our community, education and business.
Changemakers: Educating with Purpose | Ashoka | Innovators for the Public
A book that is written nine educators who share the goal of implementing changemaking within their teaching. These educators are working with different ages and in different regions in the United States, yet they are all moving towards empathy, leadership, teamwork, and changemaking in their schools.
All Issues | Stanford Social Innovation Review
Stanford Social Innovation Review is a magazine where social change leaders around the world share their ideas and thoughts. Here is a list of all the issues of the SSIR magazine.
SolutionsU features stories produced by 1,400+ journalists from 700+ news outlets, featuring 148+ countries, and growing every day. The stories cover a wide variety of people, communities, and institutions working to advance change around the globe.
Booklists - Social Justice Books
A collection of books that tells multicultural stories of social justice for all ages. These books tell diverse stories, so teachers and students all around the world can relate to them.
Recommended Reading | Ashoka U
Ashoka U has an important vision for the future of education as it aims for all schools to embrace changemaking in their teaching. Here is a list of recommended readings and other resources to help you understand the vision of Ashoka U.
Maker Movement Manifesto Sample Chapter.pdf
In his book, Mark Hatch addresses the Maker Movement and how it is changing the world. The Maker Movement is all about creativity and innovation and it something that every individual can be a part of.
Discovery_framework_unleashing_community_changemaking_final.pdf
In this Discovery Framework, Ashoka addresses the steps and ways of identifying barriers and finding solutions to create change. Stories told by changemakers are shared to address different issues in the world.
Publications | The Global Change Leaders
Weaving Institutional Partnerships supports change leaders and aims to take them to a more collaborative route. Here are some of their publications on changemaking.
Recommended Books
Changemaking...
20 Gifts of Life: Bringing Out The Best In Our Kids, Grandkids, And Others We Care About
Be a Changemaker: How to Start Something That Matters
Emotional Intelligence: Why It Can Matter More Than IQ
Empowering All Students at Scale
Empowering Global Citizens: A World Course
Empowering Students to Improve the World in Sixty Lessons
Socio-emotional and Empathy
Changemakers: Embracing Hope, Taking Action, and Transforming the World
How to Change the World: Social Entrepreneurs and the Power of New Ideas
Intellectual Empathy: Critical Thinking for Social Justice
Real Kids, Real Stories, Real Change: Courageous Actions Around the World
Teaching Empathy: A Blueprint for Caring, Compassion, and Community
The Teen Guide to Global Action: How to Connect with Others (Near Far) to Create Social Change
UnSelfie: Why Empathetic Kids Succeed in Our All-About-Me World
Yes! Youth-Led Changemaking: A Game-Changer in the Field of Youth Development
- Courses & Programs
Changemaking 101: The Discovery Framework Tool | Changemakers
This hands-on course, along with the worksheet and the video, will give you a better perspective on changemaking. In this Discovery Framework Tool, you can walk steps further towards a social issue or a challenge that you are passionate about by mapping solutions and developing a better understanding of what you could do to make a change.
Online Course Activating Empathy - Start Empathy
This free course is designed for elementary school teachers and its goal is to help children develop empathy and become changemakers. With this course, you can find some tips from 60 elementary schools, 21 social entrepreneurs, and Ashoka’s leading experts.
14 Examples of High-Quality Civic Learning Opportunities | Edutopia
This resourceful article can benefit non-civic educators who still want to implement civic learning opportunities in their classrooms. You don’t really have to teach civic to have civic learning in your class and this gives ways of how to do that and it also gives 14 examples of programs that provide high-quality civic learning opportunities.
Schools & Programs | Design Thinking in Schools K12 Directory
A list of schools that value design thinking and integrate it in their curriculum and programs. With design thinking, students can make a change by finding solutions to real-life issues.
Roots of Empathy – Roots of Empathy
An international, evidence-based classroom program that thrives to create empathy and understanding through social and emotional learning. With these values, this program helps students to create a community and reduce their levels of aggression.
Professional Development | Learning to Give
The Educator Mini-Courses below provide online professional training in philanthropy education and service-learning. Participants learn methods of thoughtful service-learning, as well as the history, practice, and benefits of philanthropy, for educators, nonprofit professionals, parents, and volunteers.
Character Education Development Certificate | University of San Diego Professional & Continuing Ed
The University of San Diego provides this online program for educators and administrators who are interested in incorporating social-emotional learning in their teaching. The Character Education Development Certificate helps in giving ways and insights on how to plan lessons that focus on character development.
Design Thinking Hawaii - Events | Facebook
This facebook page belongs to the volunteer-based organization, Design Thinking Hawaii, and this organization is devoted to creating change and reforming Hawaii. Here you can find a list of past and future events held by this organization.
- Videos
Videos on Instruction, Teaching & Lessons
Teaching Inequalities: Concept First, Notation Last
In this video, Ms. Acala teaches math to her students by emphasizing conceptual understanding. In her lesson, methods that give attention to prior knowledge, conceptual understanding, and critical thinking are used.
Student Character Development Using Lab Stations
In this lesson, Ms. Williams uses lab stations to integrate some elements of changemaking. Leadership, responsibility, and teamwork are present in her lessons to make sure that her middle-school students are engaged.
Fact Or Opinion Lesson For Kindergarten
In this lesson, Ms. Iwaszewicz teaches her kindergarten students how to distinguish between facts and opinions. Her lesson pays attention to students’ needs and at the same time, it gives students opportunities to practice their teamwork and conversational skills.
Preparing Students For Civic Engagement
High school students in Matt Colley's social studies class work in small groups to synthesize research they've done on a contemporary issue, and begin to make a plan about how and where they can bring about change.
Resource: Social Studies in Action: A Teaching Practices Library, K-12
A video library for teachers and students in K-12 classrooms that provides content and methodology relating to social studies. The lessons in the videos are designed to leave room for reflection and meaningful communication.
Resource: Social Studies in Action: A Methodology Workshop, K-5
This video workshop provides a methodology framework for teaching social studies, with a focus on creating effective citizens. The eight video programs feature K-5 teachers exploring social studies themes, theories of learning, teaching strategies, and ways to connect social studies to the world beyond the classroom.
A Year at Mission Hill | Mission Hill K-8 School
An exciting 10-part video series chronicling the rhythms and relationships of a year in the life of one of America’s most successful public schools.
The Hawaii DOE teams with Oceanit and Adult Friends for Youth to ask students how they would design schools if they could. The design-thinking exercise, geared toward identifying solutions, is part of the 2016 review and extension of Hawaii's Strategic Plan for education, which will guide the state's response to federal and state law, budgetary cycles, operations and more.
10 Wordless Videos that Teach Problem Solving - Speech is Beautiful
10 wordless videos that can be good resources to encourage children to practice their problem-solving skills. Considering that they are wordless, students can be encouraged to be critical thinkers and provide the language themselves.
Smart Hearts: Social and Emotional Learning Overview | Edutopia
In school districts from New Haven to Anchorage, social and emotional skills are being taught and assessed just like skills in math and reading are.
Responsive Classroom - YouTube - YouTube
A youtube channel that is dedicated to the Responsive Classroom approach in education. It gives teachers a vast collection of resources that they can use with their students to build interaction as a learning foundation.
Videos on Changemaking, Changemaking Schools, and Changemakers
A Changemaking Journey - YouTube
Dina Crowl and Paula Talty, Two superintendents from changemaking schools, give an overview of the journey that changemaking has taken to get here. In their overview, they share about the importance of changemaking and their objectives for the future of changemaking in schools.
Change Makers book club: Joi Ito in conversation with GE's Beth Comstock - YouTube
Joi Ito and Beth Comstock discuss adaptability, learning vs education, disobedience, and other ideas from Whiplash, Joi's book with Jeff Howe.
GLOBAL TEACHER PRIZE. César Bona on Vimeo
In this video, you will see 6 years of Cesar Bona’s work in the classrooms. Former students, parents, school principals, and teachers, among others, share their own perspectives of Cesar’s work and the influence that it had left on individuals and their community.
Centro Padre Piquer - Ashoka Changemaker School - YouTube
A visit to Padre Piquer, a Changemaker school in Spain, which values teamwork, professional training, meaningful learning. In this video, faculty and students share about some of this school’s major values and aspects like innovation and interaction.
8 Videos Exploring Empathy - Institute for Humane Education
Considering that empathy is a major aspect of becoming a changemaker, here are short eight videos that explore the sense of empathy. These videos can also be used in the classroom to encourage students to practice their empathy skills.
Change Makers Videos - ViewChange.org
A collection of videos with diverse people sharing inspiring stories and diverse perspectives. With this particular collection, changemakers share their experience in the face of domestic violence, ethic, economic and gender barriers/differences, etc.
Ashoka's Start Empathy Initiative
In the Start Empathy initiative, Ashoka gives an overview of why empathy is important and a basic need to have in our daily lives. This video gives a few examples of what empathy looks like in the classroom and how spreading it makes it grow into a part of an individual’s identity.
The Circle School: Teaching Peace - YouTube
Teachers, students, and parents share thoughts on what makes The Circle School a peaceful and loving place for kids. The video shows the impact of what The Circle School does differently to students as they create a close community.
Ashoka Changemaker Schools - Europe - YouTube
Ashoka brings together 35 key influencers to catalyze a global movement and activate ecosystems in which every young person can become a changemaker.
Kids Take Action Against Ocean Plastic | Short Film Showcase - YouTube
Despite the vastness of Earth’s oceans, plastic pollutants are turning up everywhere, from the deep sea to the Arctic ice pack. In this short film by filmmaker Chris Hanson, 17 Hawaiian students study the impact of plastic pollution on their local beaches.
Transforming School Districts | Youth Venture - YouTube
With the movement of transforming school districts into hubs for changemaking, this video shows the impact of this movement on students and faculty. It gives a glimpse of what it is to have all students feel like they can be change-makers too.
Transforming a school district into a 'Changemaker' district - YouTube
Anne Arundel County is being transformed into a changemaker district and in this video, students and faculty share their thoughts on this transformation. This video shows the impact of this transformation and the importance of having changemaking in schools.
LeadYoung is a storytelling initiative that aims to demonstrate the power of a young person who has identified a problem, formed and led a team, and created a solution. These stories help everyone see the new reality — that everything is changing, and this requires redefining what “growing up” means. This highlights the new framework for navigating the 21st century: where every person is practicing empathy, teamwork, new leadership, and changemaking.
TED Talks
Daniel Goleman Why aren't we more compassionate
In this TED Talk, the psychologist Daniel Goleman asks important questions about compassion and how we can be so wrapped up in our lives that we forget to be compassionate. In this video, we can see what one act of compassion can do.
A plan to recycle the unrecyclable | Ashton Cofer
From packing peanuts to disposable coffee cups, each year the US alone produces some two billion pounds of Styrofoam -- none of which can be recycled. Frustrated by this waste of resources and landfill space, Ashton Cofer and his science fair teammates developed a heating treatment to break down used Styrofoam into something useful. Learn more about their original design.
Our campaign to ban plastic bags in Bali | Melati and Isabel Wijsen
Sisters Melati and Isabel Wijsen are determined to ban plastic bags in Bali. They go through the efforts of making petitions, cleaning beaches and going on a hunger strike to make a change in their community.
Through the eyes of a child immigrant | Erik Gomez | TEDxPSU - YouTube
Erik, a former illegal immigrant, takes us through his life to see the debate on immigration from a different perspective. Erik’s words force you to think of questions that can change the way we think and talk about immigrants.
Write your story, change history - Brad Meltzer - YouTube
The idea that youth is wasted on the young? Wrong. Martin Luther King, Jr. and the creators of Superman were all under 30 when they wrote themselves into history. In this inspirational TEDYouth 2011 Talk, Brad Meltzer encourages us to dream big, work hard, and stay humble.
20 TED Talks on the Future of Education – jordico.com
This is a collection of inspiring TED Talks on education. These speakers share their views on what an education should be, meaningful and powerful.
Empathy in the digital age | Katri Saarikivi | TEDxYouth@Kolmikulma - YouTube
When the robots come, empathy will be our most important work skill. In this fascinating talk, Katri Saarikivi calls for increasing empathy in the rapidly digitizing world and gives concrete examples of how to do this.
Transforming healthcare for children and their families: Doug Dietz at TEDxSanJoseCA 2012 - YouTube
Doug Dietz, the principal designer of GE Healthcare, realized that his design for the diagnostic imaging equipment had created a terrifying experience for children. Doug collaborates with experts and with the sense of innovation, they transform this terrifying experience of being alone and scared in a loud machine into something wonderful.
Teaching Methods for Inspiring the Students of the Future | Joe Ruhl | TEDxLafayette - YouTube
Joe Ruhl shares his views on how to stay away from teacher-centered lectures that students don’t like. In this video, Joe Ruhl shares the importance of choice, collaboration, communication, critical thinking, creativity and care in the classroom.
How one act of kindness a day can change your life
Mark Kelly’s podcast What I Know Now introduces listeners to inspirational stories of leadership and personal development. Set up in 2016, guests discuss the good and bad of their journey to now and challenges interviewees to outline what they would tell their 18-year-old self if they could have a coffee with them today.
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