Social and Emotional Skills & The Class of 2030

Resources for my session tomorrow. If you are interested in social-emotional skills and the potential role technology can play in augmenting, extending and enhancing, you may like some of these or have others to offer. You can double-click and leave or reply to this post.



Made with Padlet

Who will WIN the Enterprise Challenge?


We know that preparing young people for the future requires more than developing content knowledge. It requires the development of skills and dispositions to navigate an increasingly complex work , social and economic future.

The critical importance of social and emotional skills was highlighted in the recent research collaboration between Microsoft and McKinsey & Company and for young people be successful they must have opportunities to work together to solve problems, to innovate, to iterate, to test and challenge, to create and be creative. This is why I’m personally a fierce supporter of activities like the Global Enterprise Challenge.

I’m delighted to 9again) be judging the Global Enterprise Challenge in it’s FOURTH YEAR!


The Global Enterprise Challenge (GEC) is an annual business enterprise initiative led by the remarkable Broadclyst Community Primary School (BCPS) in Devon under the stewardship of Mr Jonathon Bishop in the  UK. Each year, students aged between 9 and 15 participate, in teams across more than 20 different countries.

The GEC was developed by BCPS in 2014, when it won a ‘pitch’ competition run by Microsoft within its Showcase School community across the world. It incorporates a wide range of business skills while encompassing many different elements of the school curriculum, putting the childrens learning into a real-life context powered by Microsoft Office 365 technology to allow worldwide collaboration and creativity.


 This year we had 22 participant schools from all over the world from Israel to India and Jordan to Jamaica plus many other countries in-between! Out of the nearly 200 teams that participated we have managed to connect over 1200 students and teachers across the world.

The esteemed judging panel who are across time zones and continents, collaborate using OneNote to winnow down the shortlist before undertaking SHARK-TANK like Skype interviews.

By the end of July the winners will be announced.




Judge Sparvell (-:


For more information on the GEC

For more information on OneNote for teachers

For more information about Skype in the Classroom

For more information about O365 for education

For more information about Microsoft Education




What Makes Us Creative?

Retrieved from 

Turns out there’s a science behind being creative. According to new research, the creative process actually involves 14 components, which both work together and build on each other.

In a study published in Plos One on Oct. 5, computational scientist Anna Jordanous of Kent University in England and linguist Bill Keller of Sussex University analyzed 90 creativity-related papers over nearly six decades, searching for recurring terms used to describe creative processes across different fields. They landed on 14 of them:


1. Active involvement and persistence

2. Dealing with uncertainty

3. Domain competence

4. General intellect

5. Generating results

6. Independence and freedom

7. Innovation and emotional involvement

8. Originality

9. Progression and development

10. Social interaction and communication

11. Spontaneity and subconscious process

12. Thinking and evaluation

13. Value

14. Variety, divergence, and experimentation

As Keller described it to Quartz, these combined components don’t equal a definition of creativity, so much as elements of the process. The 14 building blocks can be assembled in different combinations or proportions depending on the demands of a creative activity, and the study doesn’t attempt to rank any component against another.

“Some of the blocks are important whatever domain you work in,” Keller wrote. “Others have more or less importance depending on the domain. And undoubtedly, some of those building blocks can be cultivated and developed with exercise and practice.”

For example, the “persistence” component suggests that creativity involves “more than just sparks of genius;” it calls for effort and engagement as well. “Sometimes it takes persistence to be original,” Jordanous told Quartz.

Breaking creativity down to its component parts has the potential for wide application. Jordanous and Keller, for example, are both musicians, and their musical efforts are informed by their academic research.

In a 2012 study, the duo found three creative components critical in music improvisation: social interaction and communication, domain competence, and intention and emotional involvement. Based on those findings, they adjusted their approach to playing. Jordanous and Keller began focusing on listening and interacting with other musicians, becoming more technically skilled, and being more dramatic and confident about musical choices. Writes Jordanous, “Already, Bill and I have been able to use the components to help make ourselves more creative when we improvise music!”




Thinking about Cognitive Skills in the Workplace and How we connect this to our work in schools.


Retrieved from

Hi All

I’ve been thinking about thinking recently and marinating in cognitive and non-cognitive skills. Came across this and thought it was useful.



Workplace Cognitive Skills: A – Z List

Scan the lists below to help you identify the skills that most closely approximate the qualifications for a prospective job.

Skills Lists: Employment Skills Listed by Job | Lists of Skills for Resumes

What Else You Need to Know: Soft vs. Hard Skills | How to Include Keywords in Your Resume | List of Keywords for Resumes and Cover Letters

EdTech: Neither Good or Evil- Just a thing

Quick thoughts that fell out of my head while responding to an email- planting them here.

I think the whole ‘future of learning, work and society will be profoundly social’ is important and that young people need these deeper level social skills an emotional capabilities to successfully navigate. OECD research shows these are not fixed and can be taught even later in life. When social-emotional skills are intentionally taught, their benefits for the individual can reach 18 years into the future!


Technology, levered the right way can

  • support self regulatory behaviours,
  • provide opportunities for young people to explore identity,
  • drive civic and social activism,
  • connect young people to learning that is relevant and purposeful….

and it can do the opposite.  


It can

  • be a device of addiction,
  • can distort self image and normalize inappropriate, unethical conduct,
  • can create division and victimize,
  • can hijack learning and depower.


This is where teachers, who know their curriculum and how to teacher  and  know their learners and how they learn play a pivotal role in leveraging technology at the right moments as do significant adults outside of school.