Teaching Social Emotional Learning (SEL) with Higher Level Thinking

Your students may ask, 

• What is it Like for a Refugee?

• What can we do?

• How do we show empathy and respect to someone so different?

• Should we build a candy factory or protect the environment in our community?

And for younger students,

• How do you choose a good friend?

• What is our role when others are in potential danger?

• What does it look like to be responsible?

Students fumble over these questions and usually offer surface conversational material. As educators, and parents, we must recognize the opportunity to teach deeper thinking.

We must be intentional about training our students in:

higher level thinking 

following a line of thought 

asking follow-up questions

debating

persuading

Brain researchers are saying that deep thinking is more challenging with the myriad of interruptions due to digital devices and their effects on the developing brain. However, we must be intentional about providing opportunities for deep thinking and it is usually easier to do that first with speaking.

Here is a grade 2/3 teacher reflecting on an experience his students had in a role at a town hall meeting. His class, in the role of various animals and plants in the environment, is questioning the government officials and the candy factory owner. Those roles are improvised by students and their teachers. The students are following a line of thought, asking follow-up questions, debating and persuading. It is incredibly realistic and fascinating to see how deep students can go in their thinking, given an opportunity to develop their thoughts and express ideas. Working collaboratively gives them the support and confidence they need to continue.

Higher-level thinking is an essential skill. Teaching higher-level thinking is essential for any age.