Foster Youth Empowerment and Purpose with Action-focused Pedagogy Maurice J. Elias, Ph.D., rutgersmje@aol.com Danielle Ryan Hatchimonji, danielle.hatchimonji@gmail.com Arielle V. Linsky, arielle.linsky@rutgers.edu Social-Emotional and Character Development Lab Rutgers University www.secdlab.org

Foster Youth Empowerment And Purpose With Action-focused Pedagogy Background on action-focused pedagogy and purpose The MOSAIC Project Purpose and action in MOSAIC Explanation Demonstration Discussion and Questions

Action-focused pedagogy Engaging students in learning that relates to action Action leads to changes in their class, school, and community

POSITIVE (NOBLE) Purpose The intention to accomplish something that is both: Personally Meaningful In service of a greater, non-destructive good

Know what you are doing and why: discussion of purpose If you believe you are here for a purpose, your energies will be focused. A sense of mission will give you strength. You will do remarkable things. - Rabbi Lord Jonathan Sacks We don’t live for happiness, we live for holiness… All human beings seek to lead lives not just of pleasure, but of purpose, righteousness, and virtue. - David Brooks

purpose and action-focused pedagogy in middle school Critical transition from childhood to adolescence, increased risk Identity formation (“Who am I?”) Thinking about, “What is my Purpose?” for the first time (“Why am I here?”) (Brinthaupt & Lipka, 2012; Compas, Hinden, & Gerhardt, 1995) Focus on Purpose Engages students Connects school structures

The current project: action-focused pedagogy and purpose in secd

The MOSAIC Project Piloted in New Brunswick Middle School, recipient of Promising Practices Award 2015 Current project, funded by the Templeton Foundation, in year two of implementation in six middle schools in an urban city in New Jersey

The 5 elements of the mosaic APPROACH 1.     Developing virtues essential for approaching and achieving positive purpose 2.     Developing the social-emotional competencies necessary to enact purpose-directed virtues 3.     Education in the action-focused pedagogy of civic discourse and service 4.     In-vivo experience of school improvement pedagogy via monthly School-Community Action discussions 5.     Providing regular feedback on all activities

Today’s FOCUS 1.     Developing virtues essential for approaching and achieving positive purpose 2.     Developing the social-emotional competencies necessary to enact purpose-directed virtues 3.     Education in the action-focused pedagogy of civic discourse and service 4.     In-vivo experience of school improvement pedagogy via monthly School-Community Action discussions 5.     Providing regular feedback on all activities

Action-focused pedagogy throughout MOSAic Experiential exercises Engaging Media (Videos, Stories, Audio recordings) Take a Position (Friendly Debates, Yes-No-Maybe) Connect to Lived Experiences (Think-Pair-Share, MOSAIC Circles) Practice for generalization School-Community Action Series (i-Messages, BEST) “Throughline”

Action-focused pedagogy: Let’s try iT! Yes-No-Maybe

School-community action Opportunity to practice MOSAIC virtues and skills in service of school or community improvement 2 Month Cycle: Issue analysis, problem solving, planning, and communication Once a month, four 15-minute lessons

School-community action Systematic opportunity to engage in service- learning through discussing relevant school or community issues Provides opportunity for student leadership Is developmentally scaled over three years of middle school Modeled on the PARD/C framework (Kaye, 1997; Roehlkepartain, 2009)

PARD-C Framework Preparation Action Reflection Demonstration Celebration

Create Opportunities That Support Contributions Everyone can be great because everyone can serve. Martin Luther King, Jr. One thing I know: The only ones among you who will be really happy are those who will have sought and found how to serve. Albert Schweitzer Many persons have a wrong idea of what constitutes true happiness. It is not attained through self-gratification but through fidelity to a worthy purpose. Helen Keller

SCA CYClE Classroom component (two-month cycle) Choose a problem, identify possible solutions, prepare to present ideas to administration Outside of class Ideas shared with administration, who then responds to encourage students to move forward or reconsider or revise their ideas

SCA developmental differentiation First year (6th grade): Issues specific to their school, such as cultural differences, bullying, school lunch nutrition, or school beautification Second year (7th grade): Community-wide issues, including community violence, poverty, or natural disasters Third year 8th grade): Concerns at the state, regional, or even global level

SCA: Ambassadors Elected by students and teachers and hold the position for an entire school year Lead SCA discussions about school and community improvement and share these ideas with the administration Work on Positive Purpose Project for school or community in Ambassador Teams outside of the MOSAIC classroom Ambassadors undergo training, and teachers provide scaffolding

SCA: let’s try it out! Break into small groups Identify a problem to solve about character education in your school Use the PLAN problem solving model to discuss options and make and share an action plan for improving this problem

Learn more and follow our progress at: secdlab.org!