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CertifiedEducation quality
09/2021
Photon SEL Kit
Photon
Social Emotional Learning, STEAM
Photon SEL kit is a toolbox with activities for Social-Emotional Learning.
The Social-Emotional Learning Kit is designed to work with children between the ages of 6-11. The activities in the Kit are based on the leading Social Emotional Learning methodology developed by CASEL (Collaborative for Academic, Social, and Emotional Learning). With this Kit, students are going to learn how to deal with difficult situations, function better in family, school, and society as a whole. They are also going to learn how to deal with aggression, stress, and negative emotions and understand the importance of teamwork, self-discipline, and mutual respect.
Age groups
Preschool
Elementary
Professional education
Languages
English
polish
Platform
Desktop Windows
Desktop Mac
Mobile Android
Mobile iOS
Registration
Not required
Offline play
Internet required
In SEL activities, the children learn as a group
The tasks require plenty of reflection and use of imagination
The Photon Robot is used in SEL activities.
The Kit includes everything necessary for executing the activities.
As programming and controlling Photon is most naturally done individually, it provides a natural way for example taking turns.
The pedagogical analysis covers how the product supports learning of the identified skills. The student’s role is assessed by four contrary pair parameters, which are selected to cover the most essential aspects on the use of the product.
The following are the high educational quality aspects in this product.
Photon SEL Kit is a flexible and versatile toolset for learning SEL skills.
The Lesson materials and Programming curriculum are well made, and together with SEL Kit allow the teacher to create a curriculum fit for their needs.
Photon Edu app supports teaching in a great way, and it is easy to use for learners.
The supported learning goals are identified by matching the product with several relevant curricula descriptions on this subject area. The soft skills are definitions of learning goals most relevant for the 21st century. They are formed by taking a reference from different definitions of 21st century skills and Finnish curriculum.
Subject based learning goals
Develop and apply their analytic, problem-solving, design, and computational thinking skills.
Design and develop modular programs that use procedures or functions.
Design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systems.
Understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation.
Learn to analyse problems in computational terms
Can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation.
Create and debug simple programs.
Understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions.
Use logical reasoning to predict the behaviour of simple programs.
Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts.
Use sequence, selection, and repetition in programs; work with variables and various forms of input and output.
Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs.
Communicating effectively.
Developing positive relationships.
Practicing teamwork and collaborative problem-solving.
Demonstrating cultural competency.
Resolving conflicts constructively.
Showing leadership in groups.
Seeking or offering support and help when needed.
Demonstrating curiosity and open-mindedness.
Identifying solutions for personal and social problems.
Learning to make a reasoned judgment after analyzing information, data, facts.
Reflecting on one’s role to promote personal, family, and community well-being.
Identifying personal, cultural, and linguistic assets.
Identifying one’s emotions.
Linking feelings, values, and thoughts.
Having a growth mindset.
Developing interests and a sense of purpose.
Experiencing self-efficacy.
Managing one’s emotions.
Identifying and using stress-management strategies.
Exhibiting self-discipline and self-motivation.
Taking others’ perspectives.
Recognizing strengths in others.
Demonstrating empathy and compassion.
Showing concern for the feelings of others.
Setting personal and collective goals.
Use two or more programming languages, at least one of which is textual, to solve a variety of computational problems.
Use logical reasoning to compare the utility of alternative algorithms for the same problem.
Undertake creative projects that involve selecting, using, and combining multiple applications, preferably across a range of devices.
Understand the hardware and software components that make up computer systems.
Understand several key algorithms that reflect computational thinking.
Understand how numbers can be represented in binary, and be able to carry out simple operations on binary numbers.
Understand how data of various types can be represented and manipulated digitally, in the form of binary digits.
Recognise inappropriate content, contact and conduct and know how to report concerns.
Learn to evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems.
Be responsible, competent, confident and creative users of information and communication technology.
Achieve challenging goals, including collecting and analysing data and meeting the needs of known users.
Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content.
Use technology purposefully to create, organise, store, manipulate and retrieve digital content.
Recognise common uses of information technology beyond school.
Soft skills learning goals
Practicing to find ways of working that are best for oneself
Practicing to take responsibility of one's own learning
Learning to find the joy of learning and new challenges
Creating requirements for creative thinking
Practicing creative thinking
Practicing to improvise
Encouraging students to be innovative and express new ideas
Practicing to use imagination and to be innovative
Developing problem solving skills
Learning to find solutions in social conflicts
Learning to recognise and evaluate arguments and their reasonings
Practicing to notice causal connections
Practicing to create questions and make justifiable arguments based on observations
Practicing to look things from different perspectives
Practicing strategic thinking
Learning to face failures and disappointments
Practicing to recognize and express feelings
Encouraging the growth of positive self-image
Practicing to take care of one's own wellbeing and health
Practicing to take care of one's own and other people’s safety
Practicing to take care of own and other people’s safety
Learning to build information on top of previously learned
Encouraging to build new information and visions
Learning to combine information to find new innovations
Learning to know and respect human rights
Learning to face respectfully people and follow the good manners
Learning to understand people, surroundings and phenomenons around us
Getting familiar with different cultures
Supporting student to build their own linguistic and cultural identity
Practicing to work with others
Learning to listen other people’s opinions
Learning decision-making, influencing and accountability
Practicing communication through different channels
Learning to understand the meaning of rules, contracts and trust
Practicing to express own thoughts and feelings
Practicing to give, get and reflect feedback
Enabling the growth of positive self-image
Encouraging positive attitude towards working life
Learning to plan and organize work processes
Practicing decision making
Practicing versatile ways of working
Connecting subjects learned at school to skills needed at working life
Practicing logical reasoning to understand and interpret information in different forms
Using technology as a part of explorative and creative process
Practising to understand visual concepts and shapes and observe their qualities
Practicing to use information independently and interactively
Practicing to find, evaluate and share information
Building common knowledge of technological solutions and their meaning in everyday life
Using technology resources for problem solving
Understanding technological system operations through making
Practicing logical reasoning, algorithms and programming through making
Using technology for interaction and collaboration
Using technology to express one’s emotions and experiences
Using technology for interaction and collaboration (also internationally)
Using technology as a part of explorative process
Practicing memorizing skills
Practicing categorization and classification
Practising visual recognition
Learning to notice causal connections
Practicing persistent working
Practicing to argument clearly own opinions and reasonings
Practicing to use imagination and to be innovative
Recognizing habits that are good for sustainable living
Practicing to notice links between subjects learned
Practicing to set one's own learning goals
Practicing to evaluate one's own learning
Practicing to use arts as a way to express
Practicing to plan and execute studies, make observations and measurements
Understanding and practicing safe and responsible uses of technology
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