Day 6: Digital Fidgets
Day 6: Digital Fidgets
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1. Social-Emotional Learning (SEL) and Universal Design for Learning (UDL) Connections
1. Social-Emotional Learning (SEL) and Universal Design for Learning (UDL) Connections
SEL Core Competency Met:
SEL Core Competency Met:
Social Awareness
The abilities to understand the perspectives of and empathize with others, including those from diverse backgrounds, cultures, and contexts.
UDL Emotion & Learning Connection:
UDL Emotion & Learning Connection:
Action & Expression
Adjust the activity/task.
Adjust activity so that students can express their knowledge effectively and efficiently by including multiple tools for composition
Support the learner to be able to cope with challenges within the activity or task.
Use prompts to promote reflection about work and process
Guide students through sequences and prioritization
2. What are Digital Fidgets?
2. What are Digital Fidgets?
Digital Fidgets
Digital Fidgets
By now, most teachers are familiar with fidgets. Some love them, some hate them, and some may fall some where in the middle. Fidgets can serve a great purpose for students who need additional stimulation or distractions. As teachers, it is probable that at some point we have attended a meeting or conference and received anything from a pen, stress ball, or other item that ended up being fidgeted or played with at some point. Even adults can benefit from a fidget some times! As powerful as they can be, sometimes it is not feasible to provide each student with a fidget or purchase a particular fidget for a student. Welcome to the scene, digital fidgets. Digital fidgets are similar to their physical counterparts and can provide some of the same benefits. As a bonus, some fidgets can actually be leveraged as content manipulatives!
How do Digital Fidgets Support SEL?
How do Digital Fidgets Support SEL?
"Many children feel an uncontrollable urge to fidget and move around," explains William DeMeo, PhD, in his book When Nothing Else Works (as cited in the article, Letting Students Fidget in the Classroom). When provided with a stimulating outlet, students can direct their need to move without actually leaving their seats, thus providing less of a distraction for other students. When students feel as though they are supported and have the tools to be successful, they are able to manage their emotions on their own and have an increased social awareness for how their behavior and actions affect the learners around them.
3. A Word From the Wise
3. A Word From the Wise
Rukshana Ilahi, Kent ISD Mental Wellness Consultant
What do you do when you feel like you need a break. Sometimes just getting up and moving around is enough. Other times, you may need something to help shift your focus. Helping students to know what their body needs when they need a break is a skill that is developed over time. As students learn what their body needs, then they can advocate for those needs.
4. Reflect and Share
4. Reflect and Share
1. Reflection and Discussion Question ⬇:
My biggest take-away from the learning today, thought(s), or ways I am already using this with students that I would like to share after reviewing the shared materials was...
(Keep in mind these responses will be public. The purpose in making them public is to help us learn from one another, gather new ideas, or challenge our thinking.)
Reminder:
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2. Reflection Responses ⬇:
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