Pt 2 in a series on Berry Street Education
Building upon the foundation of academic rigour and our teachers’ curriculum design for deep-understanding, we turn our focus toward non-cognitive skills.
We define these skills as the performance capacities necessary to support persistent, resilient, growth-mindsets of learning. Research tells us that self-regulation is a better predictor of success than IQ. Developing the strengths of courage, gratitude, kindness, and curiosity hold equal importance as learning literacy decoding skills.
We hold the firm belief that Berry Street can be an innovative contributor to the education for our most vulnerable students by integrating our understanding of trauma’s effect on neurodevelopment and evidence-based practice from positive psychology, mindfulness and well-being.
Four key drivers:
1. Staff well-being and staff self-learning: Staff must have an in-depth understanding of well-being and working from a strengths-based perspective. How can staff best cultivate positive emotion and character strengths to be the best teachers/mentors for our students?
2. Dual-purpose, implicit curriculum: We seek to take our academic curriculum and revision it through a “dual-purpose lens.” How will we teach both a literacy objective and a lesson on persevering in the face of obstacles at the same time? Every lesson has the potential to teach cognitive skill and character strength.
3. Explicit and specific character learning: We believe that in addition to a dual-purpose curriculum, there are specific time-tabled ways to teach non-cognitive skills and through our own practice and refine these opportunities throughout the school day. (Ex: Sessions that incorporate our knowledge from therapeutic movement, martial arts, creative arts, and personal development / psycho-education curriculum)
4. Relationship based resiliency: Our teachers know that relationship is key to our student’s emotional-safety required for learning. How can we nourish relationships to increase our students’ hope for their own futures by understanding of non-cognitive skills?
Post written by Tom Brunzell, Berry Street Childhood Institute Senior Advisor, Teaching & Learning.