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The Global Game Changers Children's Education Initiative provides a Common Core/NAEYC compliant, compassion-based curriculum that teaches and inspires elementary school kids to give back. Check out this presentation to see the benefits of a compassionate curriculum, including academic achievement, reduced bullying, increased self-esteem, and better health and happiness. Find out how the Global Game Changers are teaching compassion and inspiring kids to find their own superpowers to make the world a better place.
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Conversation Starters • What IS compassionate education?
• Why is it important to teach compassion?
• How are the Global Game Changers teaching compassion?
• Is it effective?
What Is Compassionate Educa3on?
Although service projects help others and promote compassion.
It’s MORE THAN service projects
What IS Compassionate Educa3on? It’s MORE THAN religious educa?on
Although most world religions promote compassion.
Whatever you wish that men would do to you, do so to them. Bible, Ma@hew 7.12
Have compassion for all beings, rich and poor alike; each has their suffering. Some suffer too much, others too li@le. Buddha
Those who act kindly in this world will have kindness. -‐ Qur'an 39.10
The world stands upon three things: upon the Law, upon worship, and upon showing kindness. -‐Mishnah, Abot 1.2
What sort of religion can it be without compassion? You need to show compassion to all living beings. Compassion is the root of all religious faiths. Basavanna, Vachana 247
What IS Compassionate Educa3on?
Although modeling can help.
It’s MORE THAN teachers being compassionate to their students
What IS Compassionate Educa3on? It IS about inspiring kids to bring
compassion into their lives.
What IS Compassionate Educa3on? It IS about making a concerted effort
to recognize compassion. Less of this. More of this.
What IS Compassionate Educa3on? It IS about helping kids find a personal
connec?on to compassion.
Baking cookies for firefighters!
Having video game
tournaments for cancer!
Taking pictures of animals for shelters!
Helping the elderly with computer
skills!
What’s your favorite way to give back?
Why Is It Important to Teach Compassion? • It can improve the classroom environment • It can improve academic achievement
• It can make learning easier
• It can reinforce skills learned in the classroom
• It can improve students' interest in school.
Why Is It Important to Teach Compassion?
• Learning about good behavior promotes good behavior
• A Harvard Business Review study recommends a 6:1 posi3ve to nega3ve reinforcement
An Inten?onal Compassion Curriculum Can
• Decrease bullying • Teach tolerance • Reduce student bias.
• h@p://www.makebeatsnotbeatdowns.org/facts_new.html • h@p://www.stopbullying.gov/news/media/facts/#lis3ng
71% of students report bullying as a problem at their school.
1 out of 4 students report being bullied at school.
• Give children coping mechanisms
• Decrease anxiety and depression
• Increase op3mism and happiness
• Help maintain interest despite setbacks
1 in 33 children suffer
from depression.
1 in 8 adolescents suffer from depression.
Suicide is the 3rd leading cause of death in youth.
Self-‐Compassion Can:
BUT:
Compassion and altruism are trainable skills, not just
stable traits.
• Popular culture entertainment has exacerbated: – Disinterest – Cynicism – Materialism – Selfishness – Violence/Lawlessness
@GlobalGameChgrs #IgniteGood
Schools CAN Make a Difference
• Children start to develop social responsibility before age 9.
• Schools are the only ins3tu3ons with the capacity and mandate to reach virtually every young person in the country.
• Schools are the most systema3cally and directly responsible for impar3ng ci3zen norms
The civic mission of schools 2003, A Report from Carnegie Corpora3on of New York and CIRCLE: The Center for Informa3on and Research on Civic Learning and Engagement.
Compassion = Achievement
REDUCE • Prejudice • Bullying • Discipline problems • Stress • Aggression • Fear of Failure
IMPROVE • Cogni3ve Func3oning • Coopera3on • Team-‐building • Leadership • Health • Happiness
Real Kids Inspire Students
Real Kids Inspire Students Students learn about three kids who do nice things for others without expec3ng anything in return. By focusing on real kids, students
immediately iden3fy with them and understand their own power to
change the world.
Phoebe fights hunger Jaylen takes on bullying Hannah collects socks
How does the Global Game Changers Program Teach Compassion?
Superpower Equa?on
Students make a personal connec?on to giving back.
@GlobalGameChgrs #IgniteGood
Our badges help kids iden3fy what causes they care about and want to help.
12 Heart Badges
MY TALENT + MY HEART = MY SUPERPOWER!™
STUDENTS FIND THEIR OWN SUPERPOWERS
MY TALENT + MY HEART = MY SUPERPOWER!™
STUDENTS FIND THEIR OWN SUPERPOWERS
Equa3on from Auburndale Elementary, 5th grade class.
MY TALENT + MY HEART = MY SUPERPOWER!™
STUDENTS FIND THEIR OWN SUPERPOWERS
Equa3on from Auburndale Elementary, 5th grade class.
• Curriculum for Pre-‐K – 5th Grade Common Core/NAEYC compliant
25 lesson plans Nonconsecu3ve days
Our Curriculum: An Overview
Lesson Plan Example
I AM:
Able
Responsible
Valuable
Unique
Students Learn
You don’t have to be
bifen by a spider or born on the planet Krypton
to be a superhero with the power to change the world.
Commifed to Improvement
Program Adjustm
ents
Focus Group
s
Classroo
m Observa3o
ns
Teache
r Inpu
t
Surveys
• 13th largest urban school district • 100,000 kids
• Growing child poverty • 12,000 homeless students
• Growing racial, cultural, and linguis3c diversity • 107 languages spoken
The JCPS Vision that ALL students will graduate prepared to reach their full potential and contribute to society
throughout life. This data is per3nent to schools par3cipa3ng in program evalua3ons.
Evalua?ons Conducted • Pilot Evalua3on implemented in 3 Classrooms
– Private, parochial and public school classrooms
• Whole School Implementa3on in diverse high poverty school – High level of buy in from staff and principal
– Founda3on as a compassionate school
Teacher Pre-‐Survey Results (N=9 teachers K-‐5th grade)
• Teacher perceive students as being far less aware of the good things happening in the world and their community vs. the bad things.
0% 50% 100%
My students are aware of good things happening in our community.
My students are aware of bad things happening in our community.
56%
100%
% Teachers that Agree/Strongly Agree
Teacher Pre-‐Survey Results • There is room for growth in terms of
students’ beliefs and self-efficacy around making a positive difference in the lives of others.
• 1/3 don’t believe they can make a difference.
Student Survey Results
0%
50%
100%
The Global Game Changers made me
want to help others.
I want to be a Global Game Changer.
The Global Game Changers made me to want to be nicer
to others.
94% 88% 83%
6% 6% 17%
0% 6%
0%
GGC Impact on Student Mo?va?on to Ignite Good
Yes
A li@le bit
No
Student Results
0%
50%
100%
The Global Game Changers helped me learn ways that
I can make a difference.
The Global Game Changers has given me ideas of ways to help others.
The Global Game Changers has
shown me that I have talents I can use to help others.
The Global Game Changers program makes me feel
good about myself.
94% 100% 94% 100%
6% 0% 6% 0% 0% 0% 0% 0%
GGC Impact on Student Knowledge about How to "Ignite Good" and Self Esteem Yes
A li@le bit No
Student Survey Results
0%
50%
100%
I will con3nue to Ignite Good!
I want to start my own group and collect
money to help others.
I will invite my friends to
become Global Game Changers
94% 94% 88%
6% 6% 6% 0% 0% 6%
GGC Impact on Student Desire to and Likelihood of "Igni?ng Good"
Yes A li@le bit No
Students Share Their Equa?ons
Teacher Results • 100% agreement on
– Effec3veness of materials/ac3vi3es – Relevance of curriculum with academic content and classroom climate
• Strong agreement on: – Alignment with core content – Posi3ve impact on
• Student’s mo3va3on to help others • Student’s self-‐confidence • Student engagement
– Perceived student enjoyment of the GGC book
Teacher Results What teachers liked best: • Gave students a clear understanding about giving
• Empowered students to believe they can make a posi3ve change in their world
• Helped students make connec3ons to the real world
• Supported the development of a posi3ve classroom climate
• Integrated easily into the 4th grade JCPS English Language Arts curriculum
Teacher Results
• Supported Conflict Resolu?on
• Related the key message that “no one is too young to give back”
• Contributed to the development of self-‐confidence
100% kids
www.globalgamechangers.org
Educating the mind without educating the heart is no education at all. - Aristotle
The informa3on contained in this presenta3on was excerpted from the Global Game Changers March 6, 2014, SXSWedu presenta3on by Jus3n Walker, GGC Execu3ve Director, and Dr. Judi Vanderhaar, JCPS Evalua3on Specialist.
Dr. Judi Vanderhaar is an evalua3on specialist in the Data Management, Planning & Program Evalua3on Department in Jefferson County Public Schools, Kentucky, the 16th largest urban school district. Dr. Vanderhaar has published research in the Journal of Research in Character Educa3on, the Teacher Educator, and the Journal of Personnel Evalua3on in Educa3on. Her research was recently selected by the UCLA Civil Rights Project for publica3on and presenta3on. Dr. Vanderhaar has worked with Vanderbilt on a Na3onal Science Founda3on grant and has conducted program evalua3ons of federal, state, local and district programs.
In addi3on to his work as an a@orney and career writer, Jus?n Walker is Execu3ve Director of the Global Game Changers Children’s Educa3on Ini3a3ve. A graduate of Harvard Law School and Duke University, he clerked on the Supreme Court for Jus3ce Anthony Kennedy, and on the DC Circuit for Judge Bre@ Kavanaugh. Named to Forbes’ 30 Under 30 Law & Policy List in 2011, Jus3n has been a lawyer, teacher, speechwriter for the Secretary of Defense, na3onally recognized blogger, ghostwriter, and editor for several books, both fic3on and nonfic3on.
About the Speakers
