PenPal Schools helps students to build empathy and communication skills by encouraging global collaboration through project based learning!
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"I love how my students get to connect with students from other parts of the world and expand their ideas. Being global is like giving each child a telescope where they can extend their point of view more than what their eyes can see."
Cresta Barash Saudi Arabia |
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With the teacher dashboard, educators can assess their students' work and provide feedback to help them improve a variety of skills:
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PenPal Schools learning objectives are aligned to a variety of academic standards, including:
Read on to see how you can use PenPal Schools learning objectives to assess and improve students' social and emotional abilities relative to the standards that interest you. Don't see the standards you're looking for? Contact us to request documentation of how PenPal Schools learning objectives align to the standards that your school uses!
- Common Core State Standards
- Texas Essential Knowledge & Skills
- International Society for Technology in Education (ISTE)
- International Baccalaureate Organization Standards (IB)
- Social Justice Standards by Teaching Tolerance
Collaborative for Academic, Social, and Emotional Learning (CASEL)
Read on to see how you can use PenPal Schools learning objectives to assess and improve students' social and emotional abilities relative to the standards that interest you. Don't see the standards you're looking for? Contact us to request documentation of how PenPal Schools learning objectives align to the standards that your school uses!
Collaboration
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PenPal Schools Learning Objective: Collaboration
Student thoughtfully responds to ideas and questions of PenPals |
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CCSS Anchor Standard: CCSS.ELA-LITERACY.CCRA.SL.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
Grade Level Standards: CCSS.ELA-LITERACY.SL.3.1 CCSS.ELA-LITERACY.SL.3.3 CCSS.ELA-LITERACY.SL.4.1 CCSS.ELA-LITERACY.SL.5.1 CCSS.ELA-LITERACY.SL.6.1 CCSS.ELA-LITERACY.SL.7.1 CCSS.ELA-LITERACY.SL.8.1 CCSS.ELA-LITERACY.SL.9-10.1 CCSS.ELA-LITERACY.SL.11-12.1 |
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§126.14-16. Technology Applications, Middle School
(2) Communication and collaboration. The student collaborates and communicates both locally and globally to reinforce and promote learning. The student is expected to: (A) create and manage personal learning networks to collaborate and publish with peers, experts, or others using digital tools such as blogs, wikis, audio/video communication, or other emerging technologies |
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ISTE 2: Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
a. Interact, collaborate and publish with peers, experts or others employing a variety of digital environments and media. |
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Relationship Skills: The ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups.
Communication Social engagement Relationship-building Teamwork Criterion B: Investigating
Students develop successful strategies for investigating independently and in collaboration with others. |
Empathy
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PenPal Schools Learning Objective: Empathy
Student demonstrates an understanding of the opinions and perspectives of others |
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§110.26. English Language Arts and Reading, Middle School
(2) Expressing and responding. The student develops skills for expressing and responding appropriately in a variety of situations. The student is expected to: (B) use reflective empathic listening skills to respond appropriately in interpersonal situations §115.22-23. Health Education, Middle School (10) Personal/interpersonal skills. The student describes healthy and respectful ways to communicate consideration and respect for self, family, friends, and others. The student is expected to: (A) demonstrate ways to communicate empathy to others and have consideration for others §110.58. Communication Applications, High School (1) Communication process. The student demonstrates knowledge of various communication processes in professional and social contexts. The student is expected to: (H) identify specific kinds of listening such as critical, deliberative, and empathic §115.32-33. Health Education, High School (15) Personal/interpersonal skills. The student appraises communication skills that show consideration and respect for self, family, friends, and others. The student is expected to: (B) demonstrate empathy towards others |
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ISTE 2: Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
c. Develop cultural understanding and global awareness by engaging with learners of other cultures. |
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Teaching Tolerance: Diversity
6. Students will express comfort with people who are both similar to and different from them and engage respectfully with all people. 9. Students will respond to diversity by building empathy, respect, understanding and connection. |
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Social Awareness: The ability to take the perspective of and empathize with others, including those from diverse backgrounds and cultures. The ability to understand social and ethical norms for behavior and to recognize family, school, and community resources and supports.
Perspective-taking Empathy Appreciating diversity Respect for others Criterion A: Knowing and Understanding
Students develop factual and conceptual knowledge about individuals and societies. |
Conflict Resolution
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PenPal Schools Learning Objective: Conflict Resolution
Student maintains positive behavior when confronted with negativity |
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§115.22-23. Health Education, Middle School
(7) Influencing factors. The student recognizes how relationships influence individual health behaviors including skills necessary for building and maintaining relationships. The student is expected to: (A) differentiate between positive and negative relationships that can affect individual health such as clubs, gangs, or families; (C) practice conflict resolution/mediation skills §115.32-33. Health Education, High School (13) Personal/interpersonal skills. The student analyzes, designs, and evaluates communication skills for building and maintaining healthy relationships throughout the lifespan. The student is expected to: (A) demonstrate communication skills in building and maintaining healthy relationships; (D) evaluate the effectiveness of conflict resolution techniques in various situations; |
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ISTE 5: Digital Citizenship: Students understand human, cultural and societal issues related to technology and practice legal and ethical behavior.
b. Demonstrate a positive attitude toward using technology that supports collaboration, learning and productivity. |
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Responsible Decision Making: The ability to make constructive choices about personal behavior and social interactions based on ethical standards, safety concerns, and social norms. The realistic evaluation of consequences of various actions, and a consideration of the well-being of oneself and others.
Identifying problems Analyzing situations Solving problems Ethical responsibility |
Curiosity
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PenPal Schools Learning Objective: Curiosity
Student demonstrates curiosity about the lives and experiences of others |
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ISTE 5: Digital Citizenship: Students understand human, cultural and societal issues related to technology and practice legal and ethical behavior.
c. Demonstrate personal responsibility for lifelong learning. |
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Teaching Tolerance: Diversity
8. Students will respectfully express curiosity about the history and lived experiences of others and will exchange ideas and beliefs in an open-minded way. Criterion D: Thinking Critically
Students use critical-thinking skills to develop and apply their understanding of individuals and societies and the process of investigation |
