I loved this concept of introducting emotion into our courses and curriculum. Currently we have to inject key competencies (thinking, managing self, participating and contributing etc) and also values into our courses. Thinking specifically about emotions and having this included in Unit of Work Templates would add an extra dimension previously not specifically included, to our planning.
My husband (primary teacher) has an activity of "Activating Wonderment" when introducing a topic of inquiry to a whole syndicate which is designed to create a "Wow Factor" to the students. Using acting, images, music, items of realia and humour the teachers give clues about what the topic to be introduced. The students have to guess what the topic could be and are completely inspired thus the emotion of 'wondering' and 'excitement' is activated. So perhaps we are after all, as teachers, using emotion in our lessons - but just not explicitly like Japanese teachers.
I do a Human Rights unit - which would cover the American Common Core Standards of
- Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.*
- Analyze how and why individuals, events, and ideas develop and interact over the course of a text
- Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Speaking & Listening:
- Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
Negative Emotions (at violations of Human Rights)
Positive Emotions (at trying to find ways to solve issues of Human Right violations)
- Sense of Justice/morality
Using de Bono's red thinking hat also addresses emotions in student learning and provides a platform and template worksheets which the students can develop their ideas with.
The Human Rights Unit is a highly emotive topic in which students explore both rights and responsibilities. They are highly engaged when looking at how many Human Rights are violated so they can enjoy chocolate. We watch a series of You-Tube clips and students learn the skills notetaking. The notes are eventually converted into an essay. They create a Glogster (interactive e-poster) which highlights another human right violation and looks at how the issue could be righted.