Edutopia Webinar: Social and Emotional Learning: Making a Case in an NCLB World
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Reading, writing, and arithmetic are important -- there's no doubt of that. But it takes more than those basic academic skills for students to grow into happy, successful adults. As educators know well, children also need to learn self-esteem, self-discipline, and strong communication skills in order to succeed in school and life. But it's easy for those essential lessons to get lost in the race to raise standardized test scores. In this session, two pioneering educators and a national education leader explain why social and emotional skills deserve time and attention -- SEL has been shown to raise test scores -- and how they provide it effectively in their schools. Host: Grace Rubenstein, senior producer, Edutopia Presenters: Tim Shriver, Chairman of the CASEL Board of Directors, Sheldon Berman, superintendent, Jefferson County Public Schools, Louisville, Kentucky, and Kati Delahanty, English teacher, Charlestown High School, Boston For more information, including an archive to the webinar, please visit: http://www.edutopia.org/social-and-emotional-learning-webinar-february-2010
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Edutopia Webinar: Social and Emotional Learning: Making a Case in an NCLB World
- 1. Making a Case in an NCLB World SOCIAL AND EMOTIONAL LEARNING
- 3. SOCIAL AND EMOTIONAL LEARNING Making a Case in an NCLB World
- 4. KATI DELAHANTY Photo Credit: Kati Delahanty
- 5. SOCIAL EMOTIONAL LEARNING Kati Delahanty Charlestown High School Boston, Massachusetts
- 6. Total enrollment: 1,174 students Black 43.9% Hispanic 29.2% White 5.5% Asian 20.9% Regular Education 64.0% Special Education 20.8% Bilingual Education 15.0% Other 0.6% Average daily student attendance: 81.1% Student mobility rate: 29.5% Annual student dropout rate: 11.1% CHARLESTOWN HIGH SCHOOL Boston, Massachusetts Photo Credit: Kati Delahanty
- 10. IN THE CLASSROOM Photo Credit: Kati Delahanty
- 12. Credit: Kati Delahanty IN THE WAY WE TALK TO STUDENTS Explain the reasoning behind instructions, demands, or requests.
- 14. I really appreciate how you came in and got started right away. Thank you. You need to stay with me after school for being tardy. We all have these days, but you need to be on time tomorrow. Let me know if you want To talk. POST-IT NOTE CONVERSATIONS
- 16. CIRCLES Photo Credit: Kati Delahanty
- 20. WHO DO YOU WANT TO BE? Credit: Kati Delahanty
- 21. We celebrate and honor one another regularly. Photo Credit: Kati Delahanty
- 24. “ In this community, my friends make me feel like somebody. Here, I know my classmates. I need to know someone to trust him or her.” — Trysten Hariston, 10th grade “ We had a conversation in circle once about how to treat each other, and I figured out that no one is perfect. I realized it’s a good thing to be a good student, a good listener, and just a good person.” — William Zenquis, 10th grade “ I know that everyone has their eyes on me. It’s my time to talk and their time to listen. It’s when I shine.” — Tre Glover, 11th grade “ Circle unites us.” — George Blalock, 11th grade
- 25. Question Break
- 26. DR. SHELDON BERMAN Photo Credit: Jefferson County School District
- 27. Click to edit Master title style Click to edit Master subtitle style THE GEORGE LUCAS EDUCATIONAL FOUNDATION | WHAT WORKS IN PUBLIC EDUCATION | EDUTOPIA.ORG SYSTEMATIC IMPLEMENTATION OF SEL: Providing Meaning and Connection in Education Sheldon Berman Superintendent Jefferson County Public Schools
- 34. COMPREHENSIVE AND SYSTEMIC APPROACH PRE-K ELEM MIDDLE HIGH EMPATHY ETHICS SERVICE Adventures in Peacemaking Community Building Pro-Social Literature Core 9th- Grade Course Service Learning Democratic Governance Making Meaning Cross-Age Mentoring Schools of Study Advisory CARE for Kids
- 47. CARE FOR KIDS: YEAR 1 OUTCOMES STUDENT PERCEPTIONS
- 48. CARE FOR KIDS: YEAR 1 OUTCOMES STUDENT ACHIEVEMENT
- 49. Photo Credit: Jefferson County Public Schools
- 50. Question Break
- 51. TIMOTHY P. SHRIVER Photo Credit: CASEL
- 52. Timothy P. Shriver Chairman of the Board Collaborative for Academic, Social, and Emotional Learning www. casel .org BUILDING THE NATIONAL SEL MOVEMENT
- 57. Self-Awareness Social Awareness Responsible Decision Making Self Other Decision Making Self-Management Relationship Skills 5 CORE SOCIAL AND EMOTIONAL COMPETENCIES
Editor's Notes
- GOAL: Our overall goal in integrating social emotional learning into the curriculum is to foster the development of a socially conscious and socially responsible citizenry, that is, to help students develop a personal investment in the well-being of others and of the planet.
- The social curriculum is as important as the academic curriculum.
- Info slide — Screen while introducing self, organization.
- Coordination of: Among categorical programs Between instructional programs and mental health services Between school and family/community interventions Between classroom and after-school Common language that bridges programs with similar goals and addresses common risk and protective factors Coordination problems: Need for a common language across categorical programs Consistent messages to students across programs Cohesion between lessons—do they reinforce each other
- SE competencies are the “mechanism of action” that leads to effective prevention programs. SE competencies can be the lens to assess and coordinate all the school’s activities focused on prevention, positive youth development, health. It also means coordinating all the various prevention programs a school may already be offering. SEL can be a lens for evaluating and deciding about these various programs to eliminate duplication and more effectively provide universal programming for all students and enhance outcomes. SEL as a coordinating framework is a lens to focus on students’ social and emotional development (SED); a way to examine everything that is going on in a school; it provides a framework to coordinate across programs, reduce duplication, improve outcomes, etc. promotion, etc.
- ADAPTED FROM RPW slide. FIRST CLICK — SEL INCREASES STUDENT SUCCESS SECOND CLICK — AND REDUCES RISKS FOR SCHOOL FAILURE
- CITATIONS BEHIND THESE STATEMENTS — FYI OR USE AS NEEDED SEL and Brain — Kusché & Greenberg, 2006 Brain — malleable, strongly impacted by experiences interacting with genetic material. Quality of emotional attachment is critical for attention, learning, and brain development. Teachers can strengthen the pathways for integrating affect, language, and cognition. Process/manner of teaching is critical. R/L frontal lobes (attention, concentration, social p.s., self-control, and management of affect) critical for higher-level learning and mature behavior. Not automatically developing — must be taught. Teacher retention — Murray, 2005 Three primary reasons teachers identify for leaving the field: Insufficient classroom management skills Lack of preparation to deal with disruptive/negative student behavior Lack of cultural awareness Finding: schools with strong collegial cultures and collaborative practices are most effective in developing and retaining new teachers! SEL effects are long lasting — Hawkins et al. 2009 Seattle Social Development Project tracked young people who had an SEL-like intervention for 15 years. Positive impacts lasted into the risky young-adult years Better mental health Higher average income/educational attainment
- GLEF asked for you to weave in some personal experience. Connect to the early days in New Haven here ?
- Pep talk — targeted to educators, school leaders.