Inquiry & Design Institute June 18 - 22, 2007

1. Inquiry & Design InstituteJune 18 - 22, 2007 "The truth is that our finest moments are most likely to occur when we are feeling deeply uncomfortable, unhappy, or unfulfilled. For it is only in such moments, propelled by our discomfort, that we are likely to step out of our ruts and start searching for different ways or truer answers.” M. Scott Peck Day 4

2. Eyes on the Prize Lyrics Attributed to Alice Wine Paul and Silas, bound in jail Wouldn’t let nobody go their bail Keep your eyes on the prize, and hold on! *Hold on, hold on, hold on, hold on, Keep your eyes on the prize, hold on! Paul and Silas began to shout Jail doors open and they walked out Keep your eyes on the prize, hold on! * Mary wore three links of chain Every link tell freedom’s name Keep your eyes on the prize, and hold on! * Well the only thing that we did wrong Stayed in the wilderness too long, Keep your eyes on the prize, * Only thing we did right Was the day we began to fight! Keep your eyes on the prize, and hold on * Well I got my hand on the freedom plough It wouldn’t take nothin’ for my journey now Keep your eyes on the prize, and buddy hold on * Hold on, hold on, hold on, hold on, Keep your eyes on the prize, hold on! Sung by Barbara Dane and Lightning Hawkins

3. Day 1 •  What is community? •  Why create community in schools? • Experiencing community building  Ground Rules •  Create base teams •  Research on community building • Definition of Community • Vision for community building • Day 1, 2, 3, 4 •  KWG (Know, Want to know,   Gems of Insight/learning) •  Base team question/s Day 4  How can a strong classroom   community support academic   learning?  How can community building   and content be integrated?  Activity sharing  Action planning • DAY 2, 3, 4 •  What are the conditions for a community to develop? •  How do we achieve our vision of creating a classroom community? •  How do we build community in the classroom with intention? • Community building tools • Facilitator knowledge • Learning styles and Experiential model

5. Ground Rules Confidentiality Respect Active Listening No Put Downs Right to Pass

6. 1. Social pain and physical pain: A. Manifest differently in the brain B. Manifest the same in the brain

7. 1. Social pain and physical pain: A. Manifest differently in the brain B. Manifest the same in the brain “Researchers at UCLA found that physical and social pain operate in similar ways in the brain.” (Eisenberger, Lieberman, and Williams (2003)). Researchers concluded that social exclusion registers in a similar way in the brain as the experience of physical pain.” Brendtro, L.K. and Larson. S.J. (2006)

8. 2. The “tit-for-tat” rule is: A. Our brain’s way of dealing with new encounters B. How young people show their power

9. The “tit-for-tat” rule is: A. Our brain’s way of dealing with new encounters B. How young people show their power “On the first encounter with another person, act friendly. After that, match the other person’s friendly or hostile reactions. Our brains are hard-wired to react to the positive or negative emotions of others in mirror-image fashion.” Brendtro, L.K. and Larson. S.J. (2006)

10. 3. Research on how Social and Emotional Learning (SEL) supports academic achievement shows: • A. Socially engaging strategies help students focus on tasks. • B. The connection between school and family is less important than time on task. • C. Caring relations between teachers and students creates a connection to school and makes them want to learn.

11. 3. Research on how Social and Emotional Learning (SEL) supports academic achievement shows: • A. Socially engaging strategies help students focus on tasks. • B. The connection between school and family is less important than time on task. • C. Caring relations between teachers and students • creates a connection to school and makes them • want to learn.

12. 3. Research on how Social and Emotional Learning (SEL) supports academic achievement shows: • A. Socially engaging strategies help students focus on tasks. “Socially engaging teaching strategies, such as cooperative learning and proactive classroom management, focus students on learning tasks.” Zins, et al. (2004)

13. 3. Research on how Social and Emotional Learning (SEL) supports academic achievement shows: • Caring relations between teachers and students creates a connection to school and makes them want to learn. “Caring relations between teachers and students foster a desire to learn and a connection to school.” Zins, et al. (2004)

14. 4. Positive, long-term relationships with significant adults help students by: A. Creating strong neural pathways B.Developing social skills which helps them academically C. Protecting them from destructive patterns

15. 4. Positive, long-term relationships with significant adults help students by: A. Creating strong neural pathways B.Developing social skills which helps them academically C. Protecting them from destructive patterns

16. 4. Positive, long-term relationships with significant adults help students by: A. Creating strong neural pathways “Through positive and ongoing interactions with significant adults over time, children and young adults can experience interactions in school that strengthen new and healthy pathways in the brain and affect how they act and interpret the world around them.” Caine, R.N., et al (2005)

17. 4. Positive, long-term relationships with significant adults help students by: B.Developing social skills which helps them academically “Moreover, students with higher social skills do better academically. They tend to value school more and take school goals more seriously.” Caine, R.N., et al (2005)

18. 4. Positive, long-term relationships with significant adults help students by: C. Protecting them from destructive patterns “When students become socially capable… [they develop] characteristics that protect [them] from adopting destructive patterns that lead to failure in school and in life (Kokko & Pulkkinen, 2000).” Caine, R.N., et al (2005)

20. “The freedom of the other person includes all that we mean by a person’s nature, individuality, endowment. It also includes his or her weaknesses and oddities, which are such a trial to our patience, everything that produces frictions, conflicts and collisions among us. To bear the burden of the other person means involvement with the created reality of the other, to accept and affirm it, and, in bearing with it, to break through to the point where we take joy in it.” Dietrich Bonhoeffer

22. “… if one advances confidently in the direction of their dreams, and endeavors to live the life which they have imagined, they will meet with a success unexpected in common hours. … If you have built castles in the air, your work need not be lost; that is where they should be. Now put the foundations under them.” Henry David Thoreau