“I don’t have time to incorporate social-emotional learning activities. There is barely have time to differentiate math, reading, and writing.”
I have been so excited to see the changes in teaching over the last decade. For years there were too many good teachers that were afraid to incorporate games into the classroom.
They were afraid that they would lose too much class time because they weren’t certain that games were effective.
We now have sufficient research to validate the use of games in instruction.
Now that so many teachers really understand the value of gamifying instruction, the question is how to continue to amplify the value of gaming with social-emotional learning activities.
What are social-emotional learning activities?
Social-emotional learning activities are any activity that instructs or nurtures social-emotional learning (SEL).
At the heart of SEL are five core competencies:
Self-awareness
Self-awareness is the ability to recognize and understand our emotions and how they impact our behaviour.
Self-management
With self-awareness our minds are, hopefully, open to learning how to regulate emotions, thoughts, and behaviours in a variety of situations.
Social awareness
As we learn and grow about ourselves and our impact on others, we are more able to understand and empathize with others from diverse backgrounds and cultures when given the opportunities to learn and grow in this area.
Relationship skills
As we develop our awareness of the other, we become better able to establish and maintain healthy relationships with various groups and individuals.
Responsible decision-making
Social awareness opens our hearts and minds to others, and also, hopefully, provides discernment on how to make constructive choices about social interactions and behaviour.
How to differentiate instruction for social-emotional learning activities
Before connecting to SEL activitiesdifferentiate instruction a quick review of differentiation is required.
Dr. Carol Tomlinson suggested four ways to differentiate instruction:
- Content – What is the appropriate level of challenge for a student?
- Process – Does a student learn best visually, auditorially of kinesthetically?
- Product – How is a student best able to demonstrate their understanding?
- Learning environment – How is the environment (everything from furniture, to culture to type of instruction) structured to facilitate learning?
Impact the learning environment with games
Games impact differentiation in very many ways, which is why I am so grateful that the understanding of their value has grown.
However, the focus here would be on how games as social-emotional learning activities impact the learning environment.
They are changing the environment each time the students play them and practice essential SEL skills.
The power of play in child growth and development is also so well recognized that there are even municipalities that encourage their citizens to play games to support mental wellness.
Games help students to develop skills in the areas of problem solving, decision making, deferring gratification, and dealing with mistakes which is why they are effective social-emotional learning activities,
One study of Kahoot, the popular multiple-choice online quiz game, found that it improved students’ attitudes toward learning and boosted their academic scores.
Much of the research has been focused on online games, but there is lots of research supporting board games as well.
Because of the relatively recent influx of online games into education there are still questions around the differences between the impact of concrete and digital games, and what the definition of a game is.
Fun social emotional learning activities
I have a broad definition of games for learning:
- Will it move student learning forward?
- Is it engaging?
- Does it serve them well socially?
- Is it easily differentiated and inclusive at the same time?
- Is it easy to learn the rules once, and then grow in challenge with student ability?
- Does it provide opportunities for repeated practice?
- Is it an activity that students to work independently because they are “havin’ a day”, while still being the same as everyone else.
- I tend to prefer concrete rather than digital games for primary, but I use both.
And, I want to have a variety of different kinds of games that meet that definition in my class to maintain engagement.
My definition of a “game” may not be everyone’s definition. But if my students are learning, engaged, growing, thriving and building a caring community, that is good enough for me.
Effective games for differentiation and SEL
The resources I create for teachers are designed to align with my definition of a game.
They are designed to enable teachers to create engagement and support students in their academic, mental and emotional abilities.
I can guarantee you that in a primary classroom, teaching social-emotional skills is not a one and done activity. I am pretty confident that is true in all grade levels, but I can speak definitively to the primary grades. 😏
In addition to social-emotional curriculums that are either chosen by the teachers or distributed by schools or districts, we need social-emotional learning activities to help students to make deeper connections in their understanding and to practice their social-emotional skills.
Games as learning activities to differentiate instruction?
Having identified above how social-emotional learning activities help to differentiate instruction, now let’s look at how games impact the principles of social-emotional learning.
Self-awareness
Building a Growth mindset: By encouraging reflection and celebrating effort students develop a positive attitude toward learning and resilience in facing challenges
Self-management
Activities that combine math with creative or physical tasks help students manage stress and frustration.
Social awareness
As social awareness grows students become aware of how they manifest their feelings impacts their relationships. Too much gloating or poor sportsmanship does not make us a lot of friends.
Relationship skills
Working together in a variety of settings helps students develop communication, empathy, and cooperation.
Responsible decision-making
With appropriate boundaries created by solid classroom expectations, solid SEL instruction, awareness, and repeated practice, students will have the tools to learn how to make responsible decisions that work for both themselves and others.
The power of games
Games move students along the spectrum of social development. This impacts the learning environment as well as each of the other principles of differentiation.
As a teacher, when we facilitate students as they learn together in a game we are shielding students from some of that overwhelming sense of vulnerability which can be the insurmountable challenge in making new friendships. The game is the focus of the attention, and for the quieter members of our crew, that helps them to relax and join in.
Games are so much more than a “break” or a “reward for good behaviour” or even an “early finisher activity”. They are an essential part of an engaging, effective well-rounded math program, and one of the essential social emotional learning activities for your classroom.
Related Blog Posts
What Does Social Emotional Learning Mean for Your Class?
How to include Social Emotional Learning Activities All Day Long
Resources I have referred to:
A Guide to the Core SEL Competencies [+ Activities and Strategies]
Wellness Wednesday – 5 Mental Benefits of Board Games
Promoting Social and Emotional Learning With Games: “It’s Fun and We Learn Things”
