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Social Emotional Learning In Action

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A presentation to accompany a resource book on integrating social emotional learning into afterschool programs

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Social Emotional Learning In Action

  1. 1. Social Emotional Learning: From Theory to Action Children’s Home + Aid Community Schools Program Training designed by Peace Games, Inc. www.peacegames.org
  2. 2. Goals & Expectations <ul><li>(re-)introduce the concept of social emotional learning and why it matters </li></ul><ul><li>explore the key components of a program that integrates SEL </li></ul><ul><li>identify resources available to us as we begin a new school year </li></ul><ul><li>… all in a way that is practical, </li></ul><ul><li>experiential, and fun </li></ul>
  3. 3. What is Social Emotional Learning? <ul><li>According to the Collaborative for Academic Social and Emotional Learning (CASEL), SEL is… </li></ul><ul><ul><ul><li>“the process of developing the ability to recognize and manage emotions, develop caring and concern for others, make responsible decisions, establish positive relationships, and handle challenging situations effectively” </li></ul></ul></ul>
  4. 4. What is the purpose of a school? TO TEACH haiku sight words photosynthesis the Civil War Shakespeare the Pythagorean Theorem multiplying fractions subject-verb agreement conjugating Latin verbs trigonometry dinosaurs Ancient Egypt semi-colons chiaroscuro Bacon’s Rebellion iambic pentameter diagramming sentences topic sentences proper citation the Law of Gravity the plu-perfect tense the Periodic Table noble gasses supply & demand the capital of Illinois cumulonimbus clouds counting by 5’s the metric system long division how to write your name to walk in a straight line  E=mc 2 vowels fractions the Bill of Rights the “I Have a Dream” speech the Underground Railroad the Trail of Tears 1492 1776 Brown v. Board of Education colors shapes five paragraph essays world religions SELF-AWARENESS SOCIAL AWARENESS RESPONSIBLE DECISION MAKING SELF-MANAGEMENT RELATIONSHIP SKILLS
  5. 5. SEL & Academic Achievement: Can we really have both ?
  6. 6. What difference does SEL make? <ul><li>In an analysis of more than 700 school-based SEL programs, involving more than 288,000 students, researchers at CASEL measured outcomes in six areas: </li></ul><ul><ul><li>Social and emotional skills </li></ul></ul><ul><ul><li>Attitudes toward self, others, and school </li></ul></ul><ul><ul><li>Positive social behaviors </li></ul></ul><ul><ul><li>Conduct problems </li></ul></ul><ul><ul><li>Emotional distress </li></ul></ul><ul><ul><li>Academic performance </li></ul></ul>
  7. 7. What difference does SEL make? Make A Prediction!
  8. 8. What difference does SEL make? 23 9 9 9 10 11 <ul><li>Social-emotional skills </li></ul><ul><li>Attitudes </li></ul><ul><li>Positive social behavior </li></ul><ul><li>Conduct problems </li></ul><ul><li>Emotional distress </li></ul><ul><li>Academic performance </li></ul>Outcomes Percentile Improvement from, “The Benefits of School-Based Social and Emotional Learning Programs” (CASEL, 2007)
  9. 9. SEL in Illinois <ul><li>Illinois is currently the only state to include SEL in its statewide learning standards. </li></ul><ul><li>3 broad goals that organize the knowledge and skills of SEL </li></ul><ul><li>10 learning standards that outline specific knowledge and skills </li></ul><ul><li>In each grade cluster, developmentally-appropriate benchmarks that highlight specific features to emphasize – and that can be taught in integrated ways </li></ul>from the Illinois State Board of Education; http://www.isbe.state.il.us/ils/social_emotional/standards.htm
  10. 10. SEL in Illinois <ul><li>The three SEL Goals mirror core SEL skills identified by researchers at CASEL: </li></ul><ul><li>To develop self-awareness and self-management skills to achieve school and life success </li></ul><ul><li>To use social-awareness and interpersonal skills to establish and maintain positive relationships </li></ul><ul><li>To demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts </li></ul>from the Illinois State Board of Education; http://www.isbe.state.il.us/ils/social_emotional/standards.htm
  11. 11. SEL In Action? <ul><li>But schools are chaotic places – and there is a lot to do each day. How can we make room to meet SEL goals, too? </li></ul>
  12. 12. SEL In Action! <ul><li>AGENDA </li></ul><ul><li>Creating a climate </li></ul><ul><li>The role of an instructor </li></ul><ul><li>Resources for success </li></ul>
  13. 13. Creating a Climate for SEL <ul><li>KEY POINTS </li></ul><ul><li>Clear goals </li></ul><ul><li>Space that reflects SEL </li></ul><ul><li>Safe structures </li></ul>
  14. 14. Activity: Magic Quilt <ul><li>Your vision for a school that supports and embodies SEL: </li></ul><ul><li>What does it look like? What words describe it? </li></ul>
  15. 15. Clarify your SEL goals <ul><li>What are the two or three most </li></ul><ul><li>important SEL goals that you have </li></ul><ul><li>for your students? </li></ul>TURN & TALK!
  16. 16. Clarify your SEL goals <ul><li>Each SEL skill is important, but they cannot all be taught effectively at the same time and some may be more critical than others for any specific group. </li></ul><ul><ul><li>Be sensitive to the fact that focus may change depending on groupings, times of day, recent events </li></ul></ul><ul><ul><li>Poll other people – parents, colleagues, administrators, teachers – about what they see </li></ul></ul><ul><ul><li>Listen to children, too; what’s important to them ? </li></ul></ul>
  17. 17. Safe Structures <ul><li>Classroom Management </li></ul><ul><ul><li>Proactive </li></ul></ul><ul><ul><li>Focus on clear expectations </li></ul></ul><ul><ul><li>Safety </li></ul></ul><ul><li>Discipline </li></ul><ul><ul><li>Reactive </li></ul></ul><ul><ul><li>Focus on clear consequences </li></ul></ul><ul><ul><li>Fairness </li></ul></ul>Both classroom management and discipline are critical for creating a climate for SEL
  18. 18. Prevention First <ul><li>Expectations should be clear </li></ul><ul><ul><li>specific and descriptive, developed with children, posted in a visible place </li></ul></ul><ul><li>Teach and model behaviors you want to see </li></ul><ul><ul><li>before problems arise, role plays, practice </li></ul></ul><ul><li>Rituals and routines help </li></ul><ul><ul><li>quiet signals, time out space, ways to leave or rejoin the group </li></ul></ul><ul><li>Have ways to “save face” and avoid power struggles </li></ul><ul><ul><li>defusing tension, non-public criticism, validating conflict </li></ul></ul><ul><li>Create activities likely to succeed </li></ul><ul><ul><li>well planned, good for multiple learning styles, fun </li></ul></ul>
  19. 19. Game!
  20. 20. The Role of the Instructor <ul><li>KEY POINTS </li></ul><ul><li>The “decisive element” </li></ul><ul><li>Multiple roles </li></ul><ul><li>Supportive relationships </li></ul>
  21. 21. Teachers and a Climate for SEL <ul><li>“ I’ve come to the frightening conclusion that I am the decisive element in the classroom . It is my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated, and a child humanized or dehumanized… </li></ul><ul><li>I do make a difference.” </li></ul><ul><li>- Chaim Ginott, teacher and psychologist </li></ul>
  22. 22. The Roles of an Instructor <ul><li>Cop </li></ul><ul><li>sets limits </li></ul><ul><li>keeps people safe </li></ul><ul><li>holds people accountable </li></ul><ul><li>Friend </li></ul><ul><li>cares for their students </li></ul><ul><li>supports their decisions </li></ul><ul><li>listens without judgment </li></ul><ul><li>Mentor </li></ul><ul><li>spends some extra time </li></ul><ul><li>models </li></ul><ul><li>motivates & encourages </li></ul><ul><li>Teacher </li></ul><ul><li>plans engaging lessons </li></ul><ul><li>corrects mistakes </li></ul><ul><li>assesses progress </li></ul>
  23. 23. M & M Break!
  24. 24. M & M Break! <ul><li>RED </li></ul><ul><li>Think of a discouraging teacher you had growing up. Share one thing that teacher did that was discouraging to you. </li></ul><ul><li>GREEN </li></ul><ul><li>Think of an encouraging teacher you had growing up. Share one thing that teacher did that was encouraging. </li></ul><ul><li>ORANGE </li></ul><ul><li>Think of one child you are dealing with now that could use encouragement. Briefly share why. </li></ul><ul><li>YELLOW </li></ul><ul><li>Share an encouraging statement with a member of your group. </li></ul><ul><li>BROWN or BLUE </li></ul><ul><li>Pass </li></ul>
  25. 25. A Thought to Ponder <ul><li>Research shows: </li></ul><ul><li>The main predictor of achievement is a child’s perception of, </li></ul><ul><li>“Does the teacher like me?” </li></ul><ul><li>Robert Rosenthal & Lenore Jackson, Pygmalion in the Classroom , 1968 </li></ul>
  26. 26. Break and Game
  27. 27. Resources for Success <ul><li>KEY POINTS </li></ul><ul><li>Everyday Peacemaking </li></ul><ul><li>Lesson Planning 101 </li></ul><ul><li>“ Lesson Logs” </li></ul>
  28. 28. Everyday Peacemaking <ul><li>Highlights </li></ul><ul><li>An overview of SEL </li></ul><ul><li>Activities by grade and activity type </li></ul><ul><li>Activities for multiple learning styles </li></ul><ul><li>Teaching tips </li></ul><ul><li>Appendices </li></ul><ul><li>Search by activity name or skills taught </li></ul>
  29. 29. Everyday Peacemaking : Scavenger Hunt
  30. 30. Lesson Planning 101 <ul><li>Purpose: </li></ul><ul><li>what you want students to learn </li></ul><ul><li>Outcomes and Indicators: </li></ul><ul><li>how you know whether or not they’ve learned it </li></ul>
  31. 31. Lesson Planning 101 <ul><li>Think ahead – about skills you want to teach and what resources you have </li></ul><ul><li>Sketch an outline; don’t write a script </li></ul><ul><li>Be flexible (by having a back-up plan in your back pocket) </li></ul><ul><li>Assess your successes and shortcomings </li></ul>
  32. 32. A Space for SEL in Afterschool <ul><li>An Afterschool Peace Club can create a structured space for SEL activities and community building </li></ul><ul><ul><li>Clarify goals </li></ul></ul><ul><ul><li>Design structure and sequence </li></ul></ul><ul><ul><li>Plan lessons </li></ul></ul>
  33. 33. Putting It All Together <ul><li>Choose one of the five SEL skills identified by CASEL: </li></ul><ul><ul><li>Self-awareness </li></ul></ul><ul><ul><li>Social awareness </li></ul></ul><ul><ul><li>Self-management </li></ul></ul><ul><ul><li>Relationship skills </li></ul></ul><ul><ul><li>Responsible decision making </li></ul></ul><ul><li>Using the Resource Book, sketch out five lessons that focus on teaching this skill. </li></ul><ul><li>Focus on: </li></ul><ul><ul><li>Goals/objectives </li></ul></ul><ul><ul><li>Outcomes </li></ul></ul><ul><ul><li>Focus activities </li></ul></ul><ul><ul><li>Ways to measure success </li></ul></ul>
  34. 34. Hang onto Those Innovations!
  35. 35. A Final Game for the Journey
  36. 36. Teachable Moments: A Final Thought <ul><li>Opportunities to teach SEL happen everyday . Be on the lookout for them and use them. </li></ul><ul><li>Good luck! </li></ul>

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