pemebelajaran

1. The Power of Social
Emotional Learning in
Career Development
Presented by Toni R. Tollerud, Ph.D.
LCPC, NCC, NCSC, ACS
Distinguished Teaching Professor
Northern Illinois University
February 27, 2015 VALEES INSERVICE

2. The Power of Social
Emotional Learning
How do you define social emotional
learning?
How well do you think this is
happening in your school? In YOUR
classroom?
How would you define your own
engagement in social-emotional
learning?

3. Social and Emotional
Learning (SEL)
SEL is the process of acquiring the
skills to recognize and manage
emotions, develop caring and
concern for others, establish
positive relationships, make
responsible decisions, and handle
challenging tasks effectively.
Collaborative for Academic, Social, and Emotional Learning
(2005). Safe and Sound, IL Edition

4. What are the Core
SE Competencies?
social &
emotional
learning
Self-
awareness
Social
awareness
Relationship
Skills
Responsible
decision-
making
Self-
management
Forming positive
relationships, working in
teams, and dealing effectively
with conflict
Making ethical,
constructive
choices about
personal and
social behavior
Managing
emotions and
behaviors to
achieve
one’s goals
Showing understanding
and empathy for others
Recognizing one’s emotions and
values as well as one’s
strengths and limitations
Graphic: CASEL

5. SEL Improves Academic Outcomes
• 23% increase in skills
• 9% improvement in attitudes about self,
others, and school
• 9% improvement in prosocial behavior
• 9% reduction in problem behaviors
• 10% reduction in emotional distress
• 11% increase in standardized achievement test
scores (math and reading)
Source: Durlak, J.A., Weissberg, R.P., Taylor, R.D., & Dymnicki, A.B. (submitted for
publication). The effects of school-based social and emotional learning: A meta-analytic
review.

6. How SEL Contributes to Student
Success
Better
Academic
Performance
Greater
Success in
School,
Work, and
Life
Greater Attachment,
Engagement and
Commitment to School
Less Risky Behavior,
More Positive
Development
Effective Learning
Environments:
•Safe
•Caring
•Well-Managed
•Engaging
•Supportive
•High Expectations
SE skills Instruction:
• Self-awareness
• Social awareness
• Self-management
• Relationship skills
• Responsible decisions
Evidence-based
SEL
Programming
Inputs Proximal
Outcomes
Distal
Outcomes
Source: CASEL

7.  What do you think can make
social emotional learning a
powerful aspect in career
development?
 How can you be intentional in
making this happen?

8. Partnership for 21st Century Skills
21st Century Skills
Where and how do we teach these important skills in our classroom?
• Critical thinking and problem-solving
• Ethics and social responsibility
• Communication
• Teamwork and collaboration
• Lifelong learning and self-direction
• Leadership
• Global awareness
SEL Prepares Students
for the Workforce

9. R. U. L. E. R.
 Developed by the Yale Center for
Emotional Intelligence in 2013
 K-12 students taught anchor tools to
lead to RUER skills that create a
positive school climate and promote
school success.
 Develop emotional intelligence
related to self-awareness and self-
management

10. R.U.L.E.R
 R = recognize
 U = understand
 L = label
 E = Express
 R = regulate emotions
 Regulating these emotions should lead to enhanced
personal, social, and academic outcomes for
students and adults

11. Illinois Social and Emotional
Learning Goals
Self-
Awareness
Social
Awareness Responsible
Decision-
making
Self-
Management
Relationship
Skills
Goal 31:
Develop self-
awareness and
self-
management
skills to
achieve school
and life
success.
Goal 32:
Use social
awareness and
interpersonal
skills to
establish and
maintain
positive
relationships.
Goal 33:
Demonstrate
decision-
making
skills and
responsible
behaviors in
personal,
school and
community
contexts.

12. SEL Standards for Goal 31
Goal: Develop self-awareness and
self-management skills to achieve
school and life success.
Standards:
A. Identify and manage one’s
emotions and behaviors.
B. Recognize personal qualities and
external supports.
C. Demonstrate skills related to
achieving personal goals.

13. SEL Standards for Goal 32
Goal: Use social awareness and
interpersonal skills to establish and
maintain positive relationships.
Standards:
A. Recognize the feelings and perspectives
of others.
B. Recognize individual and group
similarities and differences.
C. Use communication and social skills to
interact effectively with others.
D. Demonstrate an ability to prevent,
manage, and resolve interpersonal

14. SEL Standards for Goal 33
Goal: Demonstrate decision-making skills
and responsible behaviors in personal,
school, and community contexts.
Standards:
A. Consider ethical, safety and societal
factors in making decisions.
B. Apply decision-making skills to deal
responsibly with daily academic and
social situations.
C. Contribute to the well-being of one’s
school and community.

15. How do Students
Acquire SE Skills?
 Explicit interactive instruction
 Practice and feedback
 Observation of others’ good
behavior
 Reflection on their experiences
 Application and generalization
throughout the school

16. What MUST we do?
 Pay attention and focus in on the
needs of our students:
collectively and individually
 Connect to their passion
 Encourage creativity
 Utilize other ways of achieving
that may fit the student better
 And what you do is…………

17. SEL and Creativity-Helping students find
their passion
 Creativity is defined as the
tendency to generate or
recognize ideas, alternatives, or
possibilities that may be useful
in solving problems,
communicating with others, and
entertaining ourselves and
others.
Franken, R. E. Human Motivation, 3rd ed. p. 396.

18. WHAT SHOULD HIGH SCHOOL
GRADUATES KNOW AND BE ABLE TO
DO?
 Establish statewide standards for SEL to emphasize
that these skills are equally as important for
postsecondary preparedness as mathematics and
English language arts.
 Provide support to help teachers, district-level, and
school-level practitioners create explicit links
between content standards and SEL skills.
 Dymnicki, A., Sambolt, M., & Kidron. Y. (2013) Improving college and career readiness by
incorporating social and emotional learning. College & Career Readiness & Success Center,
P. 19.

19. WHAT POLICIES, PROGRAMS, AND STRUCTURES WILL
HELP HIGH SCHOOL GRADUATES MEET
EXPECTATIONS?
 Provide guidance to districts and schools on
how to develop comprehensive SEL
supports and programs.
 Foster collaborations to ensure that
students receive aligned SEL supports both
in school and out of school and as they
transition through the PK–20 spectrum.
 Dymnicki, A., Sambolt, M., & Kidron. Y. (2013) Improving college and career
readiness by incorporating social and emotional learning. College & Career
Readiness & Success Center, P. 19.

20. HOW DO WE KNOW WHEN HIGH
SCHOOL GRADUATES MEET
EXPECTATIONS?
 Provide planning time and professional
development to help teachers gather data on
program implementation and program impacts,
and use these data to inform their classroom
practices.
 Share promising practices and program
evaluation results from schools across the state to
develop a body of evidence in support of this type
of work.
 Dymnicki, A., Sambolt, M., & Kidron. Y. (2013) Improving college and career
readiness by incorporating social and emotional learning. College & Career
Readiness & Success Center, P. 19.

21. Reasons for Creativity
 Three reasons why people are
motivated to be creative:
 need for novel, varied, and complex
stimulation
 need to communicate ideas and values
 need to solve problems
Franken, R. E. Human Motivation, 3rd ed. p. 396.

22. Thinking Differently…
 Characteristics of creative thinking:
 view things in new ways or from a different perspective.
 generate new possibilities or new alternatives.
 generate alternatives
 Linked to the fundamental qualities of thinking,
such as flexibility, tolerance of ambiguity or
unpredictability, and personal enjoyment.

23. A Thoughtful Ending
 How can we, as educators really
be advocates to help ALL our
students
 find their own voice,
 Develop their social emotional skills,
 pursue their passion, and
 celebrate their individual creativity?
What is one thing you will do when
you leave here to make this
happen?

24. “One looks back with appreciation
to the brilliant teachers, but with
gratitude to those who touched
our human feelings. The
curriculum is so much necessary
raw material, but warmth is the
vital element for the growing plant
and for the soul of the child.”
Carl Jung
“Education, therefore, is a process
of living and not a preparation for
future living.”
John Dewey