Social'and'Emotional'Learning'(SEL)''

and'Mental'Health'in'Schools'

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'©'SSS'Warrnambool'and'District'Network'

Contents(doubleclickdoctoopen)Fishforyourfeelings(Yr 7)Whataretheyfeelings(Yr 7)Introductiontoemotions(Yr 8)Faceoff(Yr 8)HamandPineapple(Yr 8)Sayitwithfeeling(Yr 9)Toomuch,toolong(Yr 9)Isay,Isay(Yr 9)Emotionsalphabet(Yr 9)RolePlay(Yr 10)OperationMiasmaPlasma(Yr 10)IntroductiontoRedandGreenThoughts(Yr 7)BlowingourRedthoughtsaway(Yr 7)Sortingselfdescriptions(Yr 8)SelfTalk(Yr 8)Ourspecialguest(Yr 9)RolePlay(Yr 9)Helpfulthinkingandselftalk(Yr 10)Thinkingbetterscenarios(Yr 10)

LearningActivities– Samples

Processgoals:• Wedonotexplicitlyassessstudents

againsteithertheAusVELS orVictorianCurriculumduringtheirPastoralCaretime.

• TheyareassessedacrossdifferentKLAsintheareasofCivicsandCitizenshipandPersonalLearning.

• OurgoalforNPDLwastoassessstudentsagainsttheCharacterDeepLearningCompetencyrubricbasedontheworkdoneinPastoralCaretimeusingtheBigLifeandSocialEmotionalLearningmaterials.TheassessmentwascompletedbytheirPastoralCareLeader.

Leveragingdigital–• Availabilityofallresourcestostaffonthe

College’ssharedDrive.• Mostactivitieswereexplicitlynon-digitalto

improvestudentface-to-facerelationships.• Onlineaccesstodifferenttools– careersetc• Characterstrengths.Personalityprofileetc.• DevelopmentofaBigLife website(social

mediapresenceandapp)

Pedagogicalpractices–• Teachersasfacilitatorsinthelearningof

generalcapabilitiesduringPastoralCaretime.• Teachingthewholestudent.• Groupandindividualactivitiestoimprovegrit,

tenacity,perseveranceetc.DEPTH–skillingstudentsuptoenablethemtoapplytheseskillstosituationsatschoolandintheireverydaylife.

Learningpartnerships–• PastoralCareLeadersacrosstheCollege• YearLevelCoordinationTeamacrosstheCollege• Communityexperts- RodneyRobinson• WellbeingTeam• SchoolNurse• CindyJenkinson-Clarke(DETSocialWorkerandStudent

SupportServices)• WarrnamboolCollege• WarrnamboolCityCouncil– BeyondtheBell• WarrnamboolStudentWellbeingAssociation(Chaplains)

Learningenvironments–• IndividualPastoralCareGroups• WholeYearLevelassemblies• Subjectspecificclassrooms• Specificpersonalenvironments/situations• StaffmeetingsforPD

Thetasksc

ore

Assessmentapproachesused

Assessmenttoinformpractitionersinplanninganddeliveringprogressivelearningopportunities.

Assessmentthatenableslearnerstoseeandappreciatetheprogressthattheyhavemade andpromotefurtherlearninganddevelopment.

Assessmentofstudentachievementagainstgoalsandstandards

• Classparticipationindifferentactivities(anecdotalevidencefromPastoralCareLeader)

• OtherdatabeingconsideredwillalsoincludetheAttitudetoSchoolStudentsurvey.OvertimewehopetobeabletoshowimproveddatainConnectednesstoschool,ConnectednesstopeersandLearningconfidence.

• Studentreflectiononactivities.Atthisstageoftheprojectthishasbeenmainlyingroupdiscussions.Therehavebeennoformalassessmentscarriedoutthoughthereareplanstodothisinthefutureoncetheprogramisfurtherestablishedasapartofdailyroutines.(Seenextslidealso)

• CharacterDeepLearningRubric

Assessmentapproachesused

MiceMindfulness

MyMoodLineReflectiveprocessusedimmediatelyafteramindfulnessactivity.InearlyNovember,thisprocesswastrialedtotrytodeterminestudentawarenessoftheirmindfulnessstateimmediatelyfollowinganactivity.Thisisthefirsttimewehavetriedthisformofassessment/reflection– theresultsvarydependingontheageofthestudentsandpastexperiencewithmindfulnessactivities.Itistooearlytogleananyspecificcorrelationsfromthisdatathoughitisinterestingtolookattrendsintheresults.Furtherdevelopmentofthisactivitymayprovidemoremeaningfuldatainthefuture.StudentswereaskedtoconstructaMoodLine(seebelow)whichrangedfrom-10to+10usingemoticons.Theywereaskedinitiallytoputadotonthelinetoindicatetheirmoodlevelpriortotheactivity.TheythenwatchedtheMiceMeditationvideoandwereaskedtoplaceaseconddotonthelinetoindicateanychangeinmoodlevelimmediatelyafterwatchingthevideo.Theywerealsoaskedtoscorethevideooutof10.

Linktovideo-

Resultsnextslide

MyMoodLine– studentresults

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Comment'says'–''‘This'stuff'does'not'work'I'have'tried'it'before.’'

Theimpact(academic– againstthestandards)

Currently,theonlywayofmeasuringthisisbythesummativeendofsemesterreportforindividualstudents.TheprogressionpointsforCivicandCitizenshipandPersonalLearningarecontributedonbymultipleteachersacrossdifferentKLAs.

AsthisisthefirstyearoftheBigLifeProjectwearegatheringbaselinedateandcurrentlydonothaveanydataonstudentgrowth.

WewillalsobetrackingtheresultsintheStudentAttitudetoSchoolSurvey,specificallyunderareassuchasConnectednesstoschoolandpeersandLearningconfidence.

Create&their&own&learning&opportunities&to&build&knowledge&and&skillsActively&seek&feedback&and&use&it&to&better&their&learningCan&work&through&challenges&and&setbacks&(grit&and&flexibility)Confidently&support&others&through&challengesProactively&take&responsibility&for&their&own&learning&and&improvementHave&highly&developed&grit,&tenacity,&perseverance&and&resilience&and&understand&their&importance&in&life,&work&and&the&worldCan&connect&self@regulation&and&responsibility&to&authentic&experiences

Proficient

Character

Theimpact- (6Cs/broaderlifeskills)

StaffhadtheoptionoftwodifferentrecordingsheetsfortheirCharacterassessment.InbothcasestheyusedtheCharacterDeepLearningRubricastheirreferencepoint.

• ThefirstoptionisbasedontheCharacterFlipChart.(Seeright)

• Thesecondoptionrecordsdirectlyagainstthefourdimensionsontherubric.(Seebelow)

STUDENT'GROUP''''______________Character Learning to deep learn, armed with the essential character traits of grit,tenacity, perseverance, and resilience; and the ability to make learning an integral part of living.

Easily discouraged by challengesRequire considerable direction & structure to complete tasks & reflect on learningUnable to articulate what, how and why they need to learn

Need support & encouragement to deal with setbacks and negative feedbackNeed guidance to identify their own interests, knowledge and skill base & in getting started and making decisions about their workBeginning to see errors & feedback as opportunities to learnBuilding their skills in planning, choosing & deciding on the what, how, when, who & where they approach their learning

Deal well with small-medium challenges and setbacksCan identify their own interest & knowledge base, what to learn next and why Can plan their learning with occasional support to provide good opportunities for them to learn more autonomouslyWelcome feedback as an opportunity to learnAre developing grit, tenacity and perseverance in their approach to learning

Can make decisions for themselves, take responsibility for and self-regulate their learningKnow and use strategies to address setbacks eg pause and reflectAre skilled at working out what they need to learn next & at setting learning goalsThroughout the learning process, they use reflection & feedback to reowrk &/or better design future learning experiences

Limited Evidence

Emerging

Developing

Accelerating

Name DimensionsLimited-Evidence

Emerging Developing Accelerating Proficient

Learning(to(Deep(LearnLeveraging(DigitalGrit,(tenacity,(perseverance,(and(resilience(Self7regulation(and(responsibility(for(learning(Learning(to(Deep(LearnLeveraging(DigitalGrit,(tenacity,(perseverance,(and(resilience(Self7regulation(and(responsibility(for(learning(Learning(to(Deep(LearnLeveraging(DigitalGrit,(tenacity,(perseverance,(and(resilience(Self7regulation(and(responsibility(for(learning(Learning(to(Deep(LearnLeveraging(DigitalGrit,(tenacity,(perseverance,(and(resilience(Self7regulation(and(responsibility(for(learning(Learning(to(Deep(LearnLeveraging(DigitalGrit,(tenacity,(perseverance,(and(resilience(Self7regulation(and(responsibility(for(learning(Learning(to(Deep(LearnLeveraging(DigitalGrit,(tenacity,(perseverance,(and(resilience(Self7regulation(and(responsibility(for(learning(Learning(to(Deep(LearnLeveraging(DigitalGrit,(tenacity,(perseverance,(and(resilience(Self7regulation(and(responsibility(for(learning(Learning(to(Deep(LearnLeveraging(DigitalGrit,(tenacity,(perseverance,(and(resilience(Self7regulation(and(responsibility(for(learning(

Student-Group--_________________

Theimpact- Continued

ThetwoassessmentmethodsconsiderthedimensionsintheCharacterDeepLearningRubricdifferently.

• TheflipchartmethodincludesdifferentskillsfromacrossthefourdimensionsandgroupsthemtogetherfromLimitedEvidencetoProficient.

• Thesecondmethodlistseachdimensionseparatelyandasksforaskillranking.

Moststaffpreferredthesecondmethodastheyfoundtheflipchartmethodwasnotsequentialandstudentscouldcompletestasksfromacrossalargerangeofabilities.

Theimpact- ContinuedSamplesofassessmentusingthefirstrecordingmethodbasedontheflipchart.

• Thepink highlightsaretheassessmentsrecordedinMarch2015.• Theyellow highlightswererecordedinOctober2015.(TheOctoberresultsweretranscribedontotheoriginalassessmentform

foreaseofcomparison.)• StaffdidnothaveaccesstotheirMarchresultswhencompletingtheOctoberassessment.

Onbothoftheseassessmenttheteacherhasindicatedagenerallevelofabilityconsideringallcomponentsfromeachofthedimensions.

Onthisassessmenttheteacherhasmarkedfourorfiveareasacrosstheabilityrangesindicatingaperceptionthattheycoverthedifferentdomains.