2. SEL Choice Session Agenda
Activity
• Welcome
• SEL Bingo
• SEL Competencies & Standards
• SEL Integration: How Can I Write an Effective SEL Goal into
my lesson?
• SEL Mindset
3. Self-Management
Demonstrate and Practice:
• Resilience in the face of obstacles
• Regulating one’s emotions
• Compassion for self and others
• Perseverance
• Pause between stimulus and
response
• Healthy boundaries
• Setting and monitoring personal
and academic goals
Self- Awareness
Identify:
• Feelings and needs
• Strengths in self, community
and culture
• Relationship between feelings,
thoughts and behaviors
• Judgments and biases
• Level of optimism
Responsible Decision- Making
Demonstrate and Practice:
• Considering the well-being of
self and others
• Recognizing one’s
responsibility to behave
ethically
• Basing decisions on safety,
social and ethical
considerations
• Evaluating realistic
consequences of various
actions
• Making constructive, safe
choices for self, relationships
and school
Relationship Skills
Demonstrate and practice:
• Building relationships with
diverse individuals and groups
• Listening and communication
skills
• Working cooperatively
• Resolving conflicts
• Seeking help
Social Awareness
Demonstrate and practice:
• Empathy
• Awareness of strengths in self
and others
• Cultural competence
• Appropriate use of humor
• Recognizing family, school
and community resources
• Perspective taking
• Reflective listening
Source: Acknowledge Alliance
SEL Core Competencies
6. • Notice when students are using the
new skills and reinforce the behaviors
with specific feedback.
Reinforce
• Model lesson skills and attitudes for
your students and identify them
intentionally.
• Remind students to use their new
Second Step skills as appropriate.
8. Adult SEL Competence & Learning
Adults who have the
ability to recognize,
understand, label,
express, and regulate
emotions are more likely
to demonstrate patience
and empathy, encourage
healthy communication,
and create safe learning
environments. (Brackett,
Katella, Kremenitzer, Alster, and
Caruso, 2008)
Emotional skills of teachers
influence student conduct,
engagement, attachment to
school, and academic
performance. (Baker, 1999; Hawkins,
1999; Schaps, Battistich, & Solomon, 1997; Sutton &
Wheatley, 2003; Wentzel, 2002)
9. AISD SEL Resources External SEL Resources
AISD SEL:
austinisd.org/academics/sel
CASEL:
casel.org/
Blog:
aisdsel.wordpress.com/
Second Step:
cfchildren.org/
FB:
facebook.com/AustinISDSEL
School Connect:
school-connect.net/
Twitter:
twitter.com/AustinISDSEL
Kagan:
kaganonline.com/
Pinterest:
pinterest.com/austinisdsel/
Conscious Discipline:
consciousdiscipline.com/
Child Study Team:
childstudysystem.com/
Capturing Kids Hearts:
flippengroup.com/education/ckh
Editor's Notes
Time: 1 minute Elapsed Time: 0 minutes
Materials: (Plan to set up an Edmodo or other sharing device for resources)
Handouts:
Common Language Handout & Poster
CASEL Instructional Strategies Handout
Conflict Resolution Scenarios (Special Areas Examples) Handout
Key Elements of a Peace Area Handout
Reflection Activity
Other Materials:
Portable Peace Area
BINGO cards and beans
BINGO prizes: stickers, lanyards, Peace Area items,
Sign-In and contact list
Chart Paper
Markers
Pre-Made Anchor Charts for Gallery Walk (Peace Areas, Integration Ideas, Culture Climate, etc)
Pre-Made Charts: Norms, Agenda, Parking Lot
Music (Brain Break): Use Earbits app on Google Chrome
Art Supplies at Tables (Brain Break)
Physical Ed supplies (jump rope, exercise ball, etc)= (Brain Break)
Time: 3 minute Elapsed Time: 10 minutes
Materials:
Say: We plan to follow this agenda with a visual indication of where we are.
Explain how the sticky note with arrow will show our progress.
Say: Norms can help us to honor our learning community here today while modeling a positive SEL climate strategy.
Review pre-made Norms chart with housekeeping. Use thumbs up/down if all agreed.
Say: We will build in Brain Breaks into our adventure today, but also feel free to access any of the brain break resources we have here today! (art and PE supplies)
Time: 5 Elapsed time: 1:19
Time: 1 minute Elapsed Time: 1 hour/ 53 minutes
Materials:
Say: Second Step has developed a simple strategy that can be used throughout the day to reinforce SEL concepts they are learning. We will learn the three steps involved A.R.R. and then practice!
Time: 2 min Elapsed Time: 1 hour/ 56 minutes
Say: First you anticipate. Help students identify and target a time when they might use a new SEL skill. New: maybe skills for learning
Before explaining how to do a new activity, say: Yesterday you had an SEL lesson about ______________ to help you learn better. How could you use these skills while I explain what to do?
During your explanation, help students anticipate several possibilities for when and how they could use these skills. Conclude by saying: I’ll be looking for students who demonstrate _________________skills today.
Like pre-teaching… Can you think of a time during this training when we’ve done ARR with you?
Time: 5 mins Elapsed Time: 2 hours/ 2 minutes
Say: Once you have set up the anticipation, you can reinforce during the activity. Reinforce can look three different ways:
Notice: During the day, notice when students are using the new skills and reinforce the behaviors with specific feedback:
Say: Josh, I noticed that you were really focusing your attention and listening while I was explaining what to do today. Then you were able to complete the assignment all on your own.
OR It looks like Sophie appreciated how you worked with her today. What were you doing that seemed to make a difference?
In the example above, the teacher does not give direct reinforcement, but directs the student’s attention to the positive peer response. The student becomes less dependent on adults for approval or reward and develops more self-confidence. Notice that directing attention is different from blatantly pointing it out.
Modeling: Model lesson skills and attitudes for your students and identify them intentionally. Students notice not only what staff members do and say, but also how they do and say it.
Incorporate program vocabulary words, such as empathy, self-talk, or respectful, whenever you have an opportunity. By using consistent vocabulary, you communicate that you value and use the program’s skills.
Remind: Remind students to use their new Second Step skills as appropriate. Intervene in student conflicts by reminding students to use the Problem-Solving Steps and, if necessary, coaching them through the process.
Time: 2 mins Elapsed Time: 2 hours/ 4 minutes
Say: Have students reflect on how they used the targeted skill(s) during the day.
During the last five minutes of class, say: At the beginning of the day, we talked about how you might use focused attention and listening skills today. Then have students talk about when and how they used the skill(s) and what resulted. Suggest that students try using a targeted skill during after-school activities or at home.
Time: 3 minutes Elapsed time: 1:22
Research shows that adult SEL competence has a direct impact on learning. For example:
Click each statement into place – ask someone to read – after reading both, discuss which speaks to you as true? Why?
Say: Here are some resources for you to learn more about SEL. Leave up as participants leave the room.
