Soft Skills curriculum

“In a high-IQ job pool, soft skills like discipline, drive and empathy mark those who emerge as outstanding.”

Daniel Goleman

The soft skills curriculum is primarily designed for students: what inner and relational qualities do they need to develop first, in order to support the pedagogy change ?

For teachers, mastering this curriculum is key to help students learning it, and also to get stronger foundations for their own professional change, their own personal development.

In 99% of soft skills courses, a speaker is explaining or telling stories or directing practice exercises. Not in this curriculum that needs to be isomorphic with the School Transformation Lab personalized learning environment. We designed a sequence of soft skills assessments as we would have designed math assessments.

The teacher may speak, tell stories or organize group activities, but it’s completely optional. Thanks to that, educators who have no class time may lead the soft skills curriculum in their school and assess student’s progress.

See this soft skills curriculum as the theory building blocks that students must quietly acquire. Later, when a drama happens, the teacher/educator can refer to these building blocks and vocabulary. You may tell a student to stop talking while his amygdala is blocking the access to his neocortex for example. You may refer to the DESC technique for mediating a conflict without explaining what DESC is (Description, Emotions, Solutions, Conclusions).

But most importantly, you try to apply the soft skills curriculum to your own teacher behaviour. You even instruct students to warn you when they detect that you are not an example to follow. Yes, you are not a powerful master anymore. You try to be an inspiring and thankful learner.

Soft-skills objectives in English (incomplete)

Soft-skills objectives in French (more complete)

Our work / discussions on the soft skills curriculum.

“Example is not a way to educate, it’s the only one.”


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