Blog Red

As a third-party developer, Six Red Marbles tends to be most heavily involved in the design and development steps of the learning experience design proess. Generally, the client provides the analysis of the need, and our LXD team focuses on design and development. Sometimes we do collaborate on the analysis. But implementation usually happens on the client’s end, which means we develop a course and then send it off into the world, with little insight into how learners actually experience and engage with the content we made.

So, when we get the opportunity to review feedback and participate in the evaluation stage of the cycle, it can be exciting—but what do we do with it? How can we go about analyzing this feedback and triaging changes to implement?

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Social and emotional learning (SEL) has gained considerable recognition lately as schools and organizations are seeking to mitigate the stress caused by the COVID-19 global pandemic and improve equity and outcomes for all learners and employees. SEL practices that are woven into curriculum, instruction, and organizational culture create environments that promote well-being and set learners and employees up for success.

Here are a few simple ways to bring SEL practices into online learning for the K–12, higher education, and workforce development environments.

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Breakout sessions are a great tool to increase interactivity and a sense of community online. If you’re teaching a large class, breakout sessions allow students to have smaller group discussions that might not otherwise be possible. If you’re teaching a smaller class, breakout sessions are still a useful tool that lets students discuss different issues simultaneously and then bring their insights back to share with the rest of the class.

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History teachers face a perennial challenge: how to cover an increasing amount of content in a finite amount of time. Every year, there’s a little bit more history to add, but there are never more school days to cover it.

SRM’s Associate Editorial Director of Humanities, Ilene Goldman, compares two methods of teaching history.

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