3. Pedagogical theories and socio-emotional learning¶
This week I worked on pedagogical theories…
I would like to mention three inspiring points from our lessons Kids require multiple embodiment to understand concepts (Montessori) Concrete experiences are necessary for learning (Piaget) Physical Objects interaction form the basis for later abstract Learning -> Enactive representation (Bruner)
As teachers, it’s important to be familiar with pedagogical theories, but real growth comes from experience — from experimenting, adapting, and combining both theoretical knowledge and real-time intuition.
Learning is not just the passive absorption of information; it is the result of active interaction between the learner and their physical environment. Learners construct their own understanding of the world. Children are “little scientists” — exploring, experimenting, and making sense of things in their own way.
One phrase that resonated with me deeply is: “Every time one explains something to a child, one prevents them from inventing it.” Piaget
I strongly agree with this idea. However, in practice, it can be challenging. When children struggle or complain that they “can’t do it,” our instinct is often to jump in and explain. I think the hardest part is finding the golden middle: knowing when to support and guide, and when to step back and let the learner make discoveries, experience challenges, and invent their own solutions.
Laser_cutting¶
This week I worked on getting used to the laser cutting process. I laser cutted Armenian alphabet letters, to make letter posters, visual poems by outlining them for/with students.
Laser-cutted letters¶
I was exploring how to set up laser cutter, working on file in Adobe Illustrator, save them as EPS, and opened it in Corell Draw, then shift to RDworks. Material Setup: Used [material, e.g., 3mm plywood]. Secured it flat on the laser bed.
Machine Settings: Adjusted focus. Set cutting parameters Test Cut: Made a small test shape to check if settings cut cleanly. Fine-tuned if necessary. Cutting: Sent the file to the laser cutter, checked starting point, and monitored the full cut. Post-Processing: Removed letters, sanded edges lightly, and cleaned surfaces if needed.
I made simple shapes to work with. they can make posters, visual poems, etc.
Safety Considerations for Laser Cutting:
Ventilation: Use proper ventilation or fume extraction. Never leave the machine unattended, because laser cutters can catch fire if something goes wrong (like material shifting, overheating, etc.). Material check: Only cut approved materials. Some plastics (like PVC) release toxic gases when cut. Avoid touching freshly cut material immediately — edges can be hot.
Machine setup:
Ensure material lies flat and doesn’t lift during cutting. Focus the laser correctly to avoid misfires or burns. Keep the laser bed clean (leftover bits can ignite). Emergency preparedness: Know where the emergency stop button is. Keep a fire extinguisher (CO2 type) nearby. Training: Start with support of instructor untill you will be sure you’re trained to operate the specific machine you’re using.
Gallery¶
Reflection Questions¶
Think on one or two educational activities in which you could integrate the laser cutter at some stage of the activity. Explain briefly the activity. Do not forget to clearly indicate the learning objectives. Reflect on your own practice. When you prepare a lesson activity what are the things that you take into consideration? What are the critical aspects? What additional aspects do you need to take into consideration if you utilize digital fabrication processes?
When integrating digital fabrication, I should first ensure the project is technically feasible, taking into account the available tools, materials, time, and students’ skill levels. I should prioritize safety by providing clear instructions, closely supervising the process, and allowing extra time for troubleshooting. I should make sure students are familiar with the necessary digital tools, or I should allocate time to teach them those skills step-by-step. Material management should be carefully planned, ensuring I have enough suitable materials for both the design and fabrication stages. Lastly, I should anticipate technical mistakes, build in extra time for adjustments, and encourage students to view errors as valuable learning opportunities.
Reflect on your past educational activities. How have you considered Socio-Emotional learning (or soft-skills) when preparing the activities? Could you provide some concrete examples? How have you changed your perspective on socio-emotional learning / soft-skill / horizontal competences after this lecture. Reflecting on MY Past Educational Activities:
When preparing activities in the past, I have often considered socio-emotional learning by incorporating exercises that encourage students to understand and express emotions. For example, I’ve used role-playing activities where students take on different characters to practice empathy. These role games allow students to step into someone else’s shoes, experiencing different perspectives and emotions in a safe environment. Through these games, students learn to recognize emotional cues and improve their emotional intelligence. Another activity I have used is painting emotions. I encourage students to paint or draw colors that represent how they feel, which helps them articulate emotions that might be difficult to express with words. In these activities, we explore the connection between colors and emotions—for example, red for anger, blue for sadness, or yellow for happiness. This visual representation of emotions allows students to communicate complex feelings in an accessible and creative way. I have facilitated discussions where students share their artworks, compare the differences and similarities in their emotional expressions, and reflect on how they interpret emotions differently. This creates a space for open dialogue, helping students understand that their emotional experiences can be unique, yet relatable.
SEL refers to the process through which individuals acquire and apply the knowledge, attitudes, and skills necessary to:
Understand and manage emotions Set and achieve positive goals Feel and show empathy for others Establish and maintain positive relationships Make responsible decisions.
Five core competencies that make up SEL:
Self-Awareness. Self-Management. Social Awareness. Relationship Skills. Responsible Decision-Making.
After the lessons, I am thinking more about creating projects that will involve children in talking with other community members about environmental challenges. They could conduct real-life research and come up with solutions as the basis for their group projects.