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Merging Social and Emotional Learning with Academic Rigor

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Research suggests that students who are exposed to social-emotional learning (SEL) opportunities alongside their academic work achieve at higher levels and experience lower levels of emotional distress than those who are not exposed to SEL. This session introduces curriculum to support the development of SEL skills alongside the skills of required by even the most academically rigorous programs.

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Merging Social and Emotional Learning with Academic Rigor

  1. 1. Angela Housand angelahousand.com @HousandA GREATER THAN THE MIND
  2. 2. Academic Achievement
  3. 3. WELL-BEING
  4. 4. A child's greatest achievements are possible in play, achievements that tomorrow will become her basic level of real action. -Vygotsky
  5. 5. Self-Determination Relatedness Autonomy Competence
  6. 6. AWARENESS
  7. 7. 16 Personalities
  8. 8. 20 Minutes
  9. 9. EXPLICIT INSTRUCTION
  10. 10. Future Casting...
  11. 11. Self-Awareness Recognition Action Engagement Critical Self-Examination ?
  12. 12. Self-History Research
  13. 13. Professional Interview (Teachers / Coaches / Internships) Artifacts Memory Timeline (5 events that changed your life) Remember the Future (You in 100 Years) Focus Group Interviews (Friends / Peers) Family Archive (records, family tree) Online Research 30 Day Journal Interview (Family / Relatives) Self-History Research Tic-Tac-Toe
  14. 14. Who do you want to talk to for your Self History Research? In what ways will you collect data for your Self History Research? What do you want to learn about yourself from your Self History Research?
  15. 15. S TO W Helpful to achieving the objective Harmful to achieving the objective Internal Origin Attributes of the Individual Strengths Weaknesses External Origin Attributes of the Environment Opportunities Threats SWOT Analysis
  16. 16. 2017… 2016… 2015… 2014… 2013… Influence
  17. 17. Take responsibility for their actions…
  18. 18. Influence 2017… 2016… 2015… 2014… 2013… Most important event in your life for each year
  19. 19. Influence November… October… September… August… July… Most important event in your life for each month
  20. 20. Percentage of control you had over each event Influence 2017… 2016… 2015… 2014… 2013…
  21. 21. Influence Young people may feel that external forces control their lives.
  22. 22. Did you have more control than you thought? Influence
  23. 23. The greater danger for most of us lies not in setting our aim too high and falling short; but in setting our aim too low, and achieving our mark. -Michelangelo

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