1. Foster Youth Empowerment and Purpose with Action-focused Pedagogy
Maurice J. Elias, Ph.D.,
Danielle Ryan Hatchimonji,
Arielle V. Linsky,
Social-Emotional and Character Development Lab
Rutgers University

2. 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

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

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

5. 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

6. 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

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

8. 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

9. 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

10. 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

11. 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”

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

13. 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

14. 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)

15. PARD-C Framework Preparation Action Reflection Demonstration
Celebration

16. 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

17. 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

18. 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

19. 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

20. 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

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