This powerpoint presentation was put together by Stephanie Jones and presented on June 24 at our Georgia Children's Advocacy Network (GA-CAN!) Forum. This month we looked at Learning Differences and Obstacles: What gets in the way of reading?
Stephanie Jones is an affiliated faculty member at the Center on the Developing Child and the Marie and Max Kargman Associate Professor in Human Development and Urban Education Advancement at Harvard’s Graduate School of Education. Her basic developmental research focuses on the longitudinal effects of poverty and exposure to violence on social and emotional development in early childhood and adolescence. In addition, she conducts evaluation research focusing on the developmental impact of school-based interventions targeting children's social-emotional skills and aggressive behavior, as well as their basic academic skills.
Social and emotional learning (SEL) is a way which enables the students to learn life skills, mental skills and maintain social relationships.
Source<> http://www.edubilla.com/blog/social-and-emotional-learning/
Social and emotional learning (SEL) is a way which enables the students to learn life skills, mental skills and maintain social relationships.
Source<> http://www.edubilla.com/blog/social-and-emotional-learning/
Best teachers have best methods to engage their students. Psychology help the teachers to make different strategies for the betterment of their students and make them effective teacher. Understanding the behavior of students also help the teachers to deal with different types of students.
shorturl.at/dmvz9
shorturl.at/dqr39
The school environment is an ideal place to begin the work of addressing mental health needs. Not only does the school offer a simple and cost-effective way of reaching youth, but it is also a convenient place where mental health can be linked with other aspects of health, such as physical health and nutrition, and with learning.
Teaching is a very important job and once you get your classroom management skills in order you will be enjoying teaching more and will have a more productive teaching career.
The most important element of classroom management is allowing your students an opportunity to understand that your rules are a part of giving them the best education possible.
A presentation occupational therapy students about incorporating Social Emotional Learning into High Schools. Pertinent topics include: occupational therapy, mental health, schools, high schools.
New Teacher Center's 16 National Symposium on Teacher Induction; Social and E...Tracy Kremer
Ed Dunkelblau was a keynote speaker on Social and Emotional Learning at New Teacher Center's 16th National Symposium on Teacher Induction. The title of his talk is "Teaching (with) Emotional Intelligence."
Best teachers have best methods to engage their students. Psychology help the teachers to make different strategies for the betterment of their students and make them effective teacher. Understanding the behavior of students also help the teachers to deal with different types of students.
shorturl.at/dmvz9
shorturl.at/dqr39
The school environment is an ideal place to begin the work of addressing mental health needs. Not only does the school offer a simple and cost-effective way of reaching youth, but it is also a convenient place where mental health can be linked with other aspects of health, such as physical health and nutrition, and with learning.
Teaching is a very important job and once you get your classroom management skills in order you will be enjoying teaching more and will have a more productive teaching career.
The most important element of classroom management is allowing your students an opportunity to understand that your rules are a part of giving them the best education possible.
A presentation occupational therapy students about incorporating Social Emotional Learning into High Schools. Pertinent topics include: occupational therapy, mental health, schools, high schools.
New Teacher Center's 16 National Symposium on Teacher Induction; Social and E...Tracy Kremer
Ed Dunkelblau was a keynote speaker on Social and Emotional Learning at New Teacher Center's 16th National Symposium on Teacher Induction. The title of his talk is "Teaching (with) Emotional Intelligence."
100 việc phải làm trước khi cho con đi ngủ khiến bố mẹ "muốn xỉu"cuongdienbaby05
Chắc chắn bố mẹ nào cũng sẽ nhận ra tình cảnh dở khóc dở cười của mình mỗi buổi tối khi bạn tuyên bố với lũ trẻ: giờ đi ngủ đã đến! Bạn có phải làm những việc này để đưa con vào giường ngủ mỗi tối không?
"Service Learning: How to Create Positive Change in and out of School" - Qata...Adam Carter
DOHA, QATAR, 10/16
We all want to make this world a better place, but many of us don't know where to start. This workshop will explain how students and educators can run successful service-learning programs in the international school setting. It will highlight the essential questions that drive community outreach and will provide some practical ready-to-use strategies that can yield immediate results. Mr. Carter will show use some of the service learning projects he has organized as models for success.
Developed a training on childhood trauma and the affects it has on elementary teachers.
The training was offered to teachers at Leffingwell Elementary School, part of the East Whittier City School District. After interning as the school's counselor for one year, it was found necessary to help train and remind teachers about childhood trauma.
The training offered:
- Reasons why students are referred to counseling
- Understanding experience of childhood trauma
- Review of PTSD
- Information of new DSM-V PTSD
- Discussion of potential misdiagnosed
- Role of Teachers
- Teacher Self-Care Practices
Tips & Tricks on Implementing Social Emotional LearningPeekapak
This presentation reviews tips and tricks on implementing social-emotional learning and character education into your classroom. This session included special guest Dr. Julie Abrams Faude, Lower School Psychologist at The Episcopal Academy.
Dr. Faude began practicing mindfulness meditation in 1975 and has been working closely with students, teachers and administrators at The Episcopal Academy since 1997. Dr. Faude brings a wealth of experience in promoting positive and productive methods for supporting children's social and emotional development.
Click here for the full video of the webinar: http://bit.ly/2dqvz53
Click here for the additional resources: http://bit.ly/2dx1b6d
About Peekapak:
Peekapak aims to make teaching social emotional learning concepts easy, fun and engaging for students, teachers and families. The program integrates with language arts instruction and is broken into small and easy to use lessons for teachers to use in class and for parents to extend at home. As part of my pilot, you can also try Peekapak for free for a month too, just let me know if you're interested.
You can see the program in action through this short video: https://www.youtube.com/watch?v=eO-u2MdTWMQ
Talk given at Youth-Nex, at the University of Virginia. During the last decade, there have been significant advances in social and emotional learning (SEL) research, practice, and policy. This talk will highlight key areas of progress and challenges as we broadly implement school-family-community partnerships to foster positive behavioral, academic, and life outcomes for preschool to high school students. My goal for this presentation is to provide a foundation to foster group discussion about future priorities for the next decade.
Angel Winslow
January 28, 2020
Walden University
EP002: Plans Developmentally Appropriate Curriculum
Assessment: Work Product
Part One
Early Childhood Work Product
Effective learning especially for early childhood is one of the most vital component when comes to children development. From the assessment done, there are fundamental component which comes to be of much concern when comes to teaching young children. I understand that it is hard for managing 3-4year-old kids. But I can say the experience was good starting from the interaction of the kids and also the mode of teaching. It is one of delicate stage of development and therefore more attention are required. I can also say it is one of the craziest stage and more active. Stage of ready to learn since they are more of emulating what is being done. From the assessment, I can say that the following are indicators of effective curriculum. First is the children were active and also engaged. This was evident from the areas; literacy, maths, science, and arts. And this were evident domain such as cognitive, social, physical and empirical involvement. Secondly is that the goals which were set have been achieved. Thirdly the curriculum is evidence-based and lastly valued content especially in the learning investigation are focused and also intentional learning.
Learning standards are defined as the written and concise description of what the student are expected to know and also able to do at a specific stage of their education. In respect to learning experience in this case study. They are correlated for instance, it concludes with the goals which were earlier identified by the childhood teacher. Learning experience therefore elaborates on the following themes; subject areas which in this scenario are basic maths, art, literacy, science, arts and technology which are also appropriate learning standards to children. Secondly is the learning progress upon which each subject area is organized in accordance with grade level. Third it also take care of the education goals in which many set learning standards such as overarching and long-term education goals are able to describe the knowledge, skills and character. Lastly content whereby the set learning standards are unique and commonality from the system to system as described in the childhood teacher goals.
The language used by adults affects cognitive growth and learning in children in many subtle ways. Labeling is a powerful way to foster conceptual development. Development and early learning can be supported continuously as a child develops, and early knowledge and skills inform and influence future learning. This is important for the development of a child as it help them master things and therefore able to distinguish them effectively.
Taking competencies and oral language improvement have a sturdy effect on analyzing fulfillment. Almost all youngsters examine to talk through practice and use through the years, with li ...
Social Emotional Learning in ELT Classrooms: Theoretical Foundations, Benefit...AJHSSR Journal
Abstract: This paper aims to explore the effective utilization of social emotional learning (SEL) in English
Language Teaching (ELT) environments. In other words, it will provide a comprehensive overview of the key
components and offer practical guidance for teachers looking to implement SEL practices in their own unique
teaching classrooms and situations. It starts by detailing the theoretical foundations or roots and importance of
SEL, as well as the five core competencies (self-management, responsible decision-making, relationship skills,
social awareness, and self-awareness) and what each one means. After that, several key case studies are
presented in an effort to underscore the positive impact of SEL on academic achievement. Following this, ways
to implement SEL in ELT environments are showcased, to include preparation and planning, learning objectives,
supportive classroom communities, teacher self-care, language teaching methodologies, instructional strategies
and tools, curriculum design, lesson planning, materials selection and development, multimedia and technology,
assessment, and reflective practice. To conclude, the need for continued research on effective SEL practices and
its impacts on long-term student outcomes are discussed.
KEYWORDS:humanistic psychology, self-management, responsible decision-making, relationship
skills, social awareness, self-awareness
How to Boost Social-Emotional Learning? 3 Best Tips | Future Education MagazineFuture Education Magazine
How to improve your school's social-emotional learning program: 1. Establish a solid foundation for your SEL 2. Provide your pupils with specific teaching 3. Involve members of the family
This powerpoint presentation was put together by Jordan Greenbaum, M.D., Children's Healthcare of Atlanta and presented on June 14th as part of our GA-CAN! Community Conversation on Timeout, Restraint and Spanking.
This powerpoint presentation was put together by Dr. David Alexander, Psychotherapist, Child and Family Counselor and presented on June 14th as part of our GA-CAN! Community Conversation on Timeout, Restraint and Spanking.
This powerpoint presentation was put together by Garry W. McGiboney, Ph.D., Deputy Superintendent of External Affairs at the Georgia Department of Education and presented on May 5th as part of Children's Mental Health Day.
This comprehensive powerpoint presentation was put together in collaboration by Teri Covington, Senior Program Director, Michigan Public Health Institute, Malaika Shakir, MSW
GBI/CFR Program Manager and Bobby Cagle, Director of the Georgia Division of Family and Children Services, and presented on January 27 at our Georgia Children's Advocacy Network (GA-CAN!) forum.
This powerpoint presentation was put together by Dr. Janice Carson, Assistant Chief for Performance Quality and Outcomes, Medical Assistance Plans, Dept. of Community Health, and presented on August 26 as part of our GA-CAN! Community Conversation on Medicaid and Peachcare.
This powerpoint presentation was put together LaTonya Brannen, Care Coordinator, Chatham County Safety Net Planning Council as part of our GA-CAN! Community Conversation on Medicaid and Peachcare.
This powerpoint presentation was put together by Dr. Mark Weist, a national expert on school-based mental health services from the University of South Carolina, and presented on May 7 as part of Children's Mental Health Day.
This powerpoint presentation was put together by Dr. Dana Rickman, the Policy and Research Director for the Georgia Partnership for Excellence in Education, and presented on February 24 at our Georgia Children's Advocacy Network (GA-CAN!) Forum. This month we looked Turning around Failing Schools: Governance, Resources and Accountability
This powerpoint presentation was put together by Michael Brickman, the Nation Policy Director at the Thomas B. Fordham Institute, and presented on February 24 at our Georgia Children's Advocacy Network (GA-CAN!) Forum. This month we looked Turning around Failing Schools: Governance, Resources and Accountability
This powerpoint presentation was put together by Arleymah Gray, MPH, Child Fatality Specialist at the Georgia Bureau of Investigation for the Child Fatality Review Unit, and presented on January 15 at our Georgia Children's Advocacy Network (GA-CAN!) Forum. This month we looked at sudden and unexpected child deaths and the 2013 Child Fatality Report.
This powerpoint presentation was put together by Teri Covington, Senior Program Director at the Michigan Pubic Health Institute, and presented on January 15 at our Georgia Children's Advocacy Network (GA-CAN!) Forum. This month we looked at sudden and unexpected child deaths and the 2013 Child Fatality Report.
This powerpoint presentation was put together by Rebecca Rice, KIDS COUNT Project and Data Coordinator as part of the Georgia Family Connection Partnership, and presented on December 3 at our Georgia Children's Advocacy Network (GA-CAN!) Pre-Legislative Session Forum.
This powerpoint presentation was put together by Robert Wiskind, M.D., Immediate Past President of the Georgia Chapter of American Academy of Pediatrics, and presented on September 30 at our Georgia Children's Advocacy Network (GA-CAN!) Forum. This month we looked at the good, the bad, and the ugly of kids and the screen world.
This powerpoint presentation was put together by Jean O'Connor, Chronic Disease Prevention Director of the Georgia Department of Public Health, and presented on September 30 at our Georgia Children's Advocacy Network (GA-CAN!) Forum. This month we looked at the good, the bad, and the ugly of kids and the screen world.
This powerpoint presentation was put together by Bailey White, Senior Partner at Civitium, and presented on August 26 at our Georgia Children's Advocacy Network (GA-CAN!) Forum. This month we looked at Virtual Services for Children, where they are, and where they're going.
This powerpoint presentation was put together by Monica Henson, Superintendent and Chief Officer at Provost Academy, and presented on August 26 at our Georgia Children's Advocacy Network (GA-CAN!) Forum. This month we looked at Virtual Services for Children, where they are, and where they're going.
This powerpoint presentation was put together by Suleima Salgado, Telehealth Director at the Georgia Department of Public Health, and presented on August 26 at our Georgia Children's Advocacy Network (GA-CAN!) Forum. This month we looked at Virtual Services for Children, where they are, and where they're going.
This powerpoint presentation was put together by Martha Duke, Child Death Liaison, Division of Family and Children Services and presented on August 8 at our Georgia Children's Advocacy Network (GA-CAN!) Forum. This month we looked at Deconstructing Child Deaths in Georgia: A Discussion of the 2013 DFCS Child Fatality Report
This powerpoint presentation was put together by Kathy Williams, Director of Quality Implementation, Easter Seals North Georgia, and presented on June 24 at our Georgia Children's Advocacy Network (GA-CAN!) Forum. This month we looked at Learning Differences and Obstacles: What gets in the way of reading?
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdf
Social Emotional Learning
1. Stephanie M. Jones
Harvard University
Learning Differences and Obstacles:
What Gets in the Way of Reading?
June 24, 2014
Georgia Children’s Advocacy Network (GA-CAN!)
Social-Emotional Learning
(What does research in social and emotional development
tell us about the most important knowledge and skills to
learn for impacting school success?)
2. Outline
• What is Social-Emotional Learning and why is
it important?
• What do we know about links between S-E
skills and other outcomes?
• What are S-E skills?
– Over development?
– Links to CCSS?
• Summary
5. • Social and emotional skills are universal and
developmental.
– They are essential to the tasks facing children in preschool and
school settings.
• Effective instruction reaches its limits when children
face substantial social and emotional problems.
– Addressing SEL could enhance the effect of an academic
intervention.
– Programs that intentionally target both are likely to maximize
positive outcomes.
• Does SEL programming work?
YES: Social-emotional skills=.57; Academic outcomes=.27
(Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011)
Why Social-Emotional Learning?
6. Cognitive Domain
Emotional
Domain
Social Domain
setting goals, planning &
organizing, transitioning,
memory, attention
understanding social cues,
resolving conflict, cooperating
expressing & identifying
emotions, regulating
emotions & behavior,
perspective-taking
Regulation
An Organizing Framework for Social-
Emotional Learning (SEL)
8. What do we know about links
between S-E and other outcomes?
9. Self & Social
Regulation
Academic
Skills and
Behavior
Social-
Emotional
Skills and
Behavior
Moffitt et al. (2011): Self-control measured with observer, parent, teacher, and self-report ratings
during the first decade of life predicts income, savings behavior, financial security, occupational
prestige, physical and mental health, substance use, and (lack of) criminal convictions.
What do we know?
10. • Working memory and inhibitory control contribute
substantially to math knowledge in PreK (Epsy et al, 2004)
• Early PreK measures of behavior regulation (inhibitory control,
attention control, and working memory) predict growth in
literacy, vocabulary, and math scores over the PreK year
(McClelland et al, 2007)
• Aspects of self-regulation in PreK are associated with K reading
and math ability, above and beyond IQ; particularly inhibitory
control (Blair & Razza, 2007)
• PreK measures of executive function predict academic
achievement at end of 1st and 3rd grades (Bull et al, 2008)
EF/SR Academic Outcomes
11. • Study of the ability to delay gratification (self-control)
• 4 year olds
• Eat 1 marshmallow now, or wait 20 minutes and get 2
marshmallows later
• Ability to wait in early childhood predicted later
behavior problems, drug addiction, obesity, and SAT
scores
– More important to academic
success than IQ (Duckworth, 2005)
• Strategies that kids use to successfully wait:
– Focus on non-arousing characteristics of reward
– Meta-cognitive strategies like pretending it’s a picture or
cloud, singing a song, looking away
– Strategies that “lower the emotional temperature”
(Mischel, 1972; 1989)
Self-Control & Marshmallows
12. • Deficits in emotion knowledge and emotion/ behavior
regulation can lead to problems in school adjustment and
academic outcomes (Raver, 2002; Denham, 2006)
• Children unable to inhibit problematic behaviors pay less
attention in class, spend less time on-task, have poorer
school adjustment and academic outcomes (Alexander,
Entwistle & Dauber, 1993)
• K children with poor self-regulation skills are at greater risk
for peer rejection and low levels of academic
achievement (Ladd, Birch & Buhs, 1999)
Emotions, Behavior & School
13. 1 in 5 children growing up in poverty have increased risk for
social-emotional difficulty (Evans & English, 2002; Evans, 2004)
Children who experience early adversity are more likely to
exhibit challenges with executive functioning and self-
regulation (Gunnar, 2000; Bos et al, 2009)
– The chronic fear, anxiety, and stress associated with unpredictable
or chaotic environments can disrupt brain architecture, particularly
those involved with executive function and emotion management
Poverty, Stress, and Regulation
Neural Development Toxic Stress & Neural Development
(Center on the Developing Child, 2013)
15. What are S-E skills, concretely (and
over development)?
16. Working Memory
Pro-social &
Cooperation
Conflict Resolution
Understanding
Social Cues
Empathy &
Perspective-Taking
Emotion & Behavior
Management
Emotion Knowledge
& Expression
Cognitive Flexibility
Response Inhibition
EF & Cognitive
Domain
Emotion Domain Social Domain
Significant Growth in PreK and K – provide foundation for cognitive, emotion and
social regulation skills; continue to grow throughout childhood and adolescence.
Emerge in K and 1 – then become more sophisticated in
grades 2-3 to support academic and social goals.
Gain ascendance in grades 2+
Basic Social
Engagement
Attention Control
Planning, Organizing,
Setting Goals
3-6 yrs
5-8 yrs
7+ yrs
(Jones & Bailey, 2012)
A Developmental Sequence
of SEL Skills
17. Preschool Years
(Center on the Developing Child, 2011)
Executive Functions improve dramatically in
preschool/preK years coinciding with growth in
the prefrontal cortex
18. Domain/Skill: Cognitive Regulation, Planning
Example Benchmarks:
Following a prompt, child thinks about and says aloud what
he/she will do or where he/she will play next
Under direction of teacher, child draws a picture or writes 2-3
steps or materials that are needed to accomplish a task
Mentally or verbally outlines the steps needed to solve a math
problem or a conflict situation
As a small group, children share and discuss plans for an
upcoming project, presentation, or parent day
For example, …
19. Domain/Skill: Emotion Regulation, Emotion
Knowledge and Expression
Example Benchmarks:
Uses basic feelings words appropriate to the situation (basic
feelings include: happy, sad, mad, scared)
Uses increasingly sophisticated vocabulary to describe complex
feelings and situations (i.e., disappointed, bored, lonely, jealous,
generous, proud, curious; or multiple feelings at once)
Uses a range of feelings words of varying intensity (i.e., angry,
irritated, furious)
For example, …
20. Domain/Skill: Social Regulation, Social Problem
Solving
Example Benchmarks:
Effectively enters and engages in variety of social situations
Uses “I Messages” or other strategy to describe own feelings in
conflict situation
Uses basic strategies to wait, take turns, share, or get help from
adult in conflict situation with peer (i.e., struggle over objects)
Engages in more complex conflict resolution strategies (i.e., listens
to the feelings of others, chooses win-win solution)
For example, …
22. Concept Key Classroom Skills and
Behaviors
Stop and Think wait, reflect
Focus pay attention, listen, ignore
distractions
Be Flexible transition, switch, take
other perspectives
Manage Emotions motivate self, cope with
negative feelings, respond
appropriately
Notice and Respect
Others
pay attention to others,
cooperate and collaborate,
negotiate
Communicate label, model and imitate;
Plan and Set Goals organize, following through
Applied Concepts and relevant
Classroom/School Behaviors
that are…
(1) grounded in theory/research
on EF and social, emotional,
and cognitive regulation,
(2) translations of
theory/research for practice
and practitioners,
(3) necessary to successful
learning across PreK-5th grade
and across content areas.
SEL Skills Fundamental to Learning
23. • Integration
• It’s Universal, Developmental & Contextual
– And we should focus (e.g., developmental pinpointing) – doesn’t need to
be (and shouldn’t be) everything at once
– Requires common experience, language, and practice (across age and
place)
• It’s not whether we focus on SEL, because we are already (haphazard,
unplanned OR intentional, explicit)
– In relationships, environment (climate)
– Necessary to support CCSS: deeper understanding of subject matter, learn
how to think critically, and apply what they are learning to the real world
• We can (and should) support it in the way we do other things:
– Exposure (and modeling); Instruction; Practice; Adults need supports
My take on all this…
24. END, thank you!
Stephanie Jones:
jonesst@gse.harvard.edu
See briefs describing the Rigorous &
Regulated Learning Environment
http://isites.harvard.edu/icb/icb.do?keyword=l
esaux&pageid=icb.page660137
25. • Social-Emotional Learning (SEL) examples:
– Emotion knowledge, emotion vocabulary
– Conflict resolution, cooperation
– Empathy
• Approaches To Learning (ATL) examples:
– Filtering (ignoring distractions), attentiveness
– Flexible problem-solving, initiative and curiosity
– Understanding of and compliance with classroom rules
• Executive Function (EF) examples:
– Inhibitory control, working memory, attention control/shifting
– Cognitive control
– Self-control, self-discipline, delay of gratification
– Self-regulation, behavior regulation
Defining SEL Can Be A Challenge
26. Jones & Bailey, 2012
Executive Function: a
foundation of core brain
capacities and processes
that support regulatory
functioning across
multiple domains and
contexts.
Each Regulatory Domain has specific
knowledge, skills, and
experiences/practice that support
regulation in that domain.
Regulatory Gestalt:
over time, skills across domains
are integrated into coherent
system of regulatory functioning
An Organizing SEL Model for Intervention/Practice
28. Attention Control (AC)
Pays attention to task on hand and ignores
distractions
Uses strategies to maintain attention
Uses listening skills
Working Memory (and Planning Skills;
WMPS)
Use strategies to make a plan (under direction
of teacher)
Carries out complex tasks
Engages in goal-directed behavior
Remembers and follows a series of commands
Uses strategies to remember and follow
commands
Remembers and recalls information
Response Inhibition (RI)
Inhibits inappropriate responses
Uses self-control techniques
Waits
Uses strategies to wait
Cognitive Flexibility (CF)
Easily transitions to new tasks
Shifts from one part of a problem to another
Compares and contrasts ideas
Generates and updates hypotheses
Downplays less relevant information when
solving problems
Approaches problems in new and flexible ways
EF & Cognitive Domain
29. Emotional Knowledge and Expression
(EKE)
Identifies emotions in self and others
Uses feeling words appropriate to the situation
Appropriately uses a range of feeling words of
varying intensity
Uses “I messages”
Emotional and Behavior Management
(EBM)
Uses the “Stop and Stay Cool” process when
upset
Uses other effective regulatory strategies when
upset
Uses feeling words to explain one’s behavior
Empathy / Perspective Taking (EPT)
Verbally acknowledges others’ experiences and
feelings
Verbally offers examples of times when one
had similar emotions or experiences
Uses active interpersonal listening strategies
including asking probing questions, making eye
contact, paraphrasing and reflecting, nodding
and leaning forward
Verbally acknowledges how another’s feelings
differ from one’s own
Emotion Domain
30. Literacy Instruction PRINCIPLES
Social-Emotional
Instruction
…in meaning-based and
code-based skills
Provide direct
instruction…
…in emotion
management, social skills,
and attention
… for discussing
academic concepts and
questions
Use rich texts as
a platform...
… for promoting emotion
language development,
self reflection, and
empathy
…of words and how they
work
Cultivate
Consciousness…
…of our own feelings and
the feelings of others
…to build language and
reading skills
Increase
classroom talk…
…to build cooperation and
conflict resolution skills
…to support instructional
cohesion across
classrooms and grades
Use consistent
routines and
language…
…to reduce chaos and
minimize anxiety, create
common social norms
Integrated Instruction, e.g.…
31. Rigorous
- Engaging, stimulating
content that builds
over time for
accumulated
knowledge
- Social-emotional &
academic skills are
promoted
simultaneously
Regulated
- Consistent use of
routines, appropriate
limit setting, & rich
language
- Emphasis on
relationship-building
& emotional calm
R2
Learning
Environment
A new approach: The R2 Learning
Environment
Editor's Notes
CSEFEL says…
social-emotional development is the
developing capacity of the child from birth through
five years of age to:
form close, secure adult and peer relationships;
experience, regulate, and express emotions in socially and culturally appropriate ways; and
explore the environment and learn — all in the context of family, community, and culture
What is SECURe?
To succeed in school and life, students need to master reading, math, and other academic skills. Developing those skills requires that students learn how to learn, both independently and with others. SECURe is a school-wide program that helps students build these skills and apply them both in and outside of the classroom.
We have referred to SECURe as a program to build a community of self-regulated learners, but we don’t use this language with school staff and families
It teaches students strategies to focus their thinking, manage their behavior, build positive social relationships, and understand and deal with their feelings -- all in ways that support learning and life success.
All students come to school with different strengths and experiences in these areas. SECURe is provided to all students for two reasons: 1) every student has something to learn and something to share in these areas, and 2) when all students know and use the same strategies, those strategies are more useful and effective. SECURe is designed to help each student and the school community as a whole.
What are Social-Emotional skills?
We organize them into three primary domains including.
CR means
ER means
SR means
What is common and central to all three is basic regulation of self and in social interaction, which is what I am going to talk about next.
Social and emotional development is thought to underlie children’s behaviors, especially in two areas considered to be central to longer-term success: (1) learning behaviors, which refer to children’s ability to focus their attention and behavior during classroom activities; and (2) social behaviors, children’s positive interactions with peers and teachers.
Each of these behavioral outcomes is comprised of a smaller set of discrete skills, which are the “building blocks” that are the prerequisites to behaviors. Learning behaviors, for example, are supported by children’s skills in regulating their behavior (and have resulting lower levels of behavior problems). Learning behaviors are also supported by children’s executive function skills, which consist of: (1) the ability to flexibly shift attention; (2) the ability to control one’s immediate or automatic response in favor of a planned response; and (3) working (or short-term) memory.
Social behaviors are supported by children’s ability to read and effectively interpret others’ emotions, express their own emotions, engage in cooperative play, generate competent solutions to social problems when they arise, and negotiate with peers when there are disagreements.
While learning behaviors and social behaviors each depend on the development of a distinct set of skills, they are also clearly interdependent. For example, children must be able to regulate their behaviors in order to engage in both learning activities and in social interactions. Thus, even interventions that target a relatively narrow range of skills may ultimately affect a broad range of outcomes, in part through interactions between the skills that are directly affected and other skills that the child possesses.
For us, regulation = organizing construct for social-emotional development.
Regulation is defined in many different ways, different terminology in different literatures:
--executive function
--effortful control
--delay of gratification
--emotion regulation, self-control … ability to wait, take turns, etc.
(HIT BUTTON) Using Karoly’s (1993) definition, we conceptualize regulation as the “Management and modulation of thoughts, feelings, attention, and behavior … in the service of goals.”
Show videos.
Recent study: parent reports of self-control at age 3-5y a strong predictor of academics, mental and physical health, adult earnings and savings, and criminal behavior (Moffitt et al, 2011; PNAS)
The toxic stress associated with poverty can disrupt the body’s stress response system (Boyce, 2011; Center on the Developing Child, 2005; McEwan, 2011)
Decreases pre-frontal cortex activity, and minimizes the role of executive function in decision-making and behavior
Increases reliance on reactive/ arousal systems (“fight or flight”); which may increase aggressive and impulsive behavior
Experience Shapes Brain Architecture by Over-Production of Connections Followed by Pruning
Neural proliferation and pruning is a normal, healthy part of brain development: connections that are not used are pruned away.
The basic architecture of the brain is constructed through an ongoing process that begins before birth and continues into adulthood. During the first few years of life, 700 new synapses (neural connections) are formed every second. After a period of rapid proliferation, connections are reduced through a process called pruning, so that brain circuits can become more efficient. Early experiences affect the nature and quality of the brain’s developing architecture by determining which circuits are reinforced and which are pruned through lack of use. Some people refer to this as “use it or lose it.”
Scientists now know that chronic, unrelenting stress in early childhood, perhaps caused by extreme poverty, neglect, repeated abuse, or severe maternal depression, for example, can be toxic to the developing brain. While positive stress (moderate, short-lived physiological responses to uncomfortable experiences) is an important and necessary aspect of healthy development, toxic stress is the strong, unrelieved activation of the body’s stress management system in the absence of the buffering protection of adult support. This image depicts the structure of neurons in the areas of the brain that are most important for successful learning and behavior in school and the workplace—the hippocampus and prefrontal cortex. The neuron on the right, which has been subjected to toxic stress, clearly displays underdeveloped neural connections, or weaker brain architecture.
Differences show up as early as 5 yrs of age (Noble, Norman & Farah, 2005)
Fig. 1 – Effect sizes, measured in standard deviations of
separation between low and middle SES group performance,
on the composite measures of the seven different
neurocognitive systems assessed in this study. Black bars
represent effect sizes for statistically significant effects; gray
bars represent effect sizes for nonsignificant effects.
We organize the skills across development, PreK-5
What skills serve as foundations for later ones?
What skills must be mastered before moving to the next stage?
Two or three main points = key principles of developmental theory
The idea of stage salience; some skills are in ascendance while others are just emerging; some skills are especially salient to kids at a particular age… what matters most for PreK is different than what matters most for 2nd grade
The idea that simple skills emerge first and lay the foundation for later skills, which are more complex
Development is a process of “weaving ropes” (Frameworks Institute) … domains are inter-related and over-lapping. Over time, skills in one domain get integrated with processes and skills in another domain, produce increasingly complex behavior.
(2 min)
--general pattern; different trajectories for different kids
--key “window” for intervention
--lots of observable, behavioral changes
Mathematical Practices:
1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.
From the Grade 1 literature CCSS:
Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
Retell stories, including key details, and demonstrate understanding of their central message or lesson.
Describe characters, settings, and major ev
From the Grade 1 speaking/listening CCSS:
Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
From the Grade 1 literature CCSS:
Compare and contrast the adventures and experiences of characters in stories.
From the Grade 1 speaking/listening CCSS:
Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
Part of the challenge (lack of clarity / lack of consensus) is that terminology and assessment of skills originate in different research traditions.
For example, developmental and clinical psychologists = social-emotional learning (e.g., emotion regulation, cooperation, prosocial). Typically use observation-based assessments, in natural settings (parent and teacher reports of behavior).
In contrast, cognitive neuroscientists = executive functions (e.g., working memory, response inhibition, set shifting). Typically use lab-based tasks that are individually administered, independent (without classroom/ peer distractions).
Translating these diverse traditions of research into an applied set of definitions, standards, assessments, and teaching strategies that work well in schools is a complicated task for policy-makers.
We have used this idea of regulation to build an integrated model of Regulation for school-based interventions and applied settings.
Executive function sit at the base – are a foundation of skills and processes that support regulatory functioning across multiple domains and contexts
Each domain has specific knowledge, skills, and experiences that support self-regulation in that domain
Cognitive Regulation: managing and modulating thoughts and attention
Related Knowledge and Skills:
Setting Goals
Planning and Organizing
Transitioning
Emotion Regulation: Managing and modulating internal feeling states (arousal, excitement, fear, anger, frustration, motivation, etc.) and related behaviors
Related Knowledge and Skills
Emotion Knowledge and Expression
Emotion and Behavior Regulation
Empathy and Perspective-Taking
Social Regulation: Managing and modulating thoughts, feelings, and actions in social/ interpersonal situations
Related Knowledge and Skills
Understanding Social Cues
Conflict Resolution and Social Problem-Solving
Prosocial and Cooperative Behavior
Creating our benchmarks involved a process of translating technical definitions found in the literature base into applied definitions, or behaviors that you can actually observe in children and in classrooms. Descriptions of behaviors in benchmarks are developmentally-appropriate and contextually-relevant, so they look different at different ages and look different in a school setting than in a lab or other research setting.
(HIT BUTTON) For example, working memory…
(1 min)
high-quality teacher and classroom practices (positive praise, reflection & documentation, routines and structures, behavior management)