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Less Cortisol, More Oxytocin:Achieving Educational Equity Through Social and Emotional Learning and Conditions for Learning
David OsherLearning and Teaching ExpoDecember 14, 2017Hong Kong
Agenda and Main Points
Capacity CompetenceMotivation
Support Individuality Readiness
The Science of Learning & Development:Genetics & the Brain
• Genetics are not destiny; epigenetics matter.• Malleability and neural plasticity are core to human
development.• The Brain develops in response to experience.• Neural integration and the interconnectivity of
children’s cognitive, social, and emotional development is essential for well-being.
The Science of Learning: Relationships
• The human relationship is the primary process through which biological and and contextual factors mutually reinforce each other.
• The ability of adults to attune with children, buffer stress, and support their cognitive, social, and emotional development is key to learning and healthy development.
Building Capacity to LearnTeaching Learning
Com
pete
ncie
s &
Mot
ivat
ion
Conditions
Improved Capacity
Think About Learning & Development Bio-Ecologically
UC Davis Arboretum & Public Garden
Development Within Contexts
Quality of the
Interactions & Support
Individual Contexts
Personal Characteristics School
Environment
Engagement as an Example:What Affects Engagement?
• Student Factors• Motivation• Strengths (e.g. Cognitive capacity)• Attention, self-regulation• Persistence, conscientiousness
• Social Factors --Conditions for Learning• Social and emotional • Pedagogical• Organizational
SocietalFactors
School
FamilyTeachersFriends
Classroom
Student
Where Do We Look to Understand Engagement?
What Classroom Drivers Can Policy Help Change?
• Student Engagement: The Amount of Time the Learner is Fully engaged
• Being Engulfed in Learning • Flow
• Teacher Differentiation of Instruction:Being in the Zone of Proximal Development for Every Student
The Zone of Proximal Development (ZPD) for Learning and Development
Cha
lleng
e
Support
ZPD
BODY-BRAIN LOOP
BrainBody
Annemaree Carroll and Julie BowerThe University of Queensland, Science
of Learning Research Center
Brain, Mind & Body
• Complex dynamic feedback loop between thebrain, mind and body
• Effects on:• Cognition• Appraisal• Motivation• Behavior• Memory
• “We feel, therefore we learn.” (Immordino-Yang & Damaiso, 2007)
PleasantUnpleasant
High
FEELING
LowEN
ERG
Y
Marc Brackett, Yale Center for Social and Emotional Learning
Examples of Scientific Grounding
• Advances in Neuropsychology • Prefrontal Cortex
• Executive Function, Self-Regulation, Attention• Nucleus Accumbens
• Motivation, Reward, Addiction• Amygdala
• Emotional Regulation• Reactivity
• Hippocampus• Learning, Memory
Examples of Scientific Grounding
• The Stress Response Dynamic (simplified)
CortisolEffects on Learning,
Emotions, HealthStress
Response
Core Social & Emotional CompetenciesThe CASEL Model(Collaborative for Academic, Social,& Emotional Learning)
Self-awareness
Social awareness
Relationship skills
Responsible decision-making
Self-managementSocial
EmotionalLearning
Have the ability to:• Accurately assess their
feelings, interests, values, and strengths; and
• Maintain a well-grounded sense of self-confidence.
Demonstrate it by:• Recognizing and accurately labeling
simple emotions such as sadness, anger, and happiness.
• Analyzing factors that trigger their stress reactions.
• Analyzing how various expressions of emotion affect other people.
Students Who Are Self-Aware
Have the ability to:• Regulate their emotions
to handle stress, control impulses, and persevere in overcoming obstacles;
• Set and monitor progress toward personal and academic goals; and
• Express emotions appropriately.
Demonstrate it by:• Describing the steps of setting and
working toward goals. • Making a plan to achieve a short-
term personal or academic goal. • Identifying strategies to make use of
available school and community resources and overcome obstacles in achieving a long-term goal.
Students Who Self-Manage
Have the ability to:• Take the perspective of
others and empathize with others;
• Recognize and appreciate individual and group similarities and differences; and
• Recognize and use family, school, and community resources.
Demonstrate it by:• Identifying verbal, physical,
and situational cues indicating how others feel.
• Predicting others’ feelings and perspectives in various situations.
• Evaluating their ability to empathize with others.
Students Who Are Socially Aware
Have the ability to:• Establish and maintain healthy
and rewarding relationships based on cooperation;
• Resist inappropriate social pressure;
• Prevent, manage, and resolve interpersonal conflict; and
• Seek help when needed.
Demonstrate it by:• Describing approaches to
making and keeping friends. • Being cooperative and
working on a team to promote group goals.
• Evaluating the uses of communication skills with peers, teachers, and family members.
Students Who Have Good Relationship Skills
Have the ability to:• Make decisions based on
consideration of ethical standards, safety concerns, appropriate social norms, respect for others, and likely consequences of various actions;
• Apply decision-making skills to academic and social situations; and
• Contribute to the well-being of their school and community.
Demonstrate it by:• Identifying a range of
decisions they make at school.
• Evaluating strategies for resisting peer pressure to engage in unsafe or unethical activities.
• Analyzing how their current decision making affects their college and career prospects.
Students Who Make Responsible Decisions
Social & Emotional Competencies Can Be Developed:Evidence of Success with SEL
• 23% increase in social and emotional 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
(in math and reading)
Source: Durlak, J.A., Weissberg, R.P., Dymnicki, A.B., Taylor, R.D., & Schellinger, K.B. (2011). The impact of enhancing students’ social and emotional learning: a meta-analysis of school-based universal interventions, Child Development, 82, 405-432.
Why SEL: Some Other Reasons
• Addressing impacts of Trauma • Compromised attachment• Compromised ability to self-regulate
• Developing Portable Assets in an evolving world• Empowering learners
• A prerequisite to self-discipline• Tools for cooperative learning• Self-regulated learning
Why SEL is Important for School Effectiveness:Direct Effects
• Executive Functioning & Self-Regulation• Attentional control (including inhibitory control)• Self-discipline• Critical thinking• Cognitive flexibility• Creative problem solving
• Perseverance• Participation in Group Activities
• Motivation• Avoidance of Risky Behaviors that
• Keep students off track• Makes environment less safe
• Effects on Teachers (a condition for teaching)• Effects on Peers (a condition for learning)
Why SEL is Important for School Effectiveness:Indirect Effects
Social Emotional Conditions for Learning
Students feel SAFEPhysically
Emotionally & socially Intellectually
In terms of identity Treated fairly & equitably
Students experience SUPPORT & CONNECTIONMeaningful connection to adults
Strong bonds to schoolPositive peer relationships
Effective and available support
Students experienceCHALLENGE &ENGAGEMENTHigh expectations
Strong personal motivationSchool is connected to life goalsRobust academic opportunities
Peers & teachers areSOCIALLY CAPABLEEmotionally intelligent &
culturally competentResponsible & persistentCooperative team players
1 Physical Safety
Safety
Emotional Safety2
Identity Safety.
3
Intellectual Safety 4
Treated Fairly and Equitably5
Emotional State
Attention
Memory
Problem solving
Decision making
Information processingEngagement
Interest
Motivation
Social Interaction
Fear
• Narrow Focus (tunneling)
• Fight, Freeze or Flight
Anxiety and Toxic Stress
• Compromised working memory
• Less attention• Limits to creativity
http://mp.weixin.qq.com/s/1gQMiM30NUnZ7Rncs3V0Kg
WeChat - China
ConnectionAttachmentTrustCareRespect
Social EmotionalLearning & Support
OpportunitiesReinforcement
Learning SupportsEffective PedagogyEngagementMotivation
Supporting Conditions for Learning
Overlap Between Conditions for Learning and Social and Emotional Competencies
Social & Emotional Competenciesand Attributes•Self-awareness•Self-management•Social awareness•Relationship skills•Responsible decision-making•Confidence•Creativity•Curiosity•Perseverance•Optimism
School Climate•Policies, procedures•Norms, expectations•Aggregate characteristics ofclassroom & school community
•Physical environment•Partnerships with family & community
•Information dissemination
Conditions for Learning &Social and Emotional Development•Individual attributes that contribute to positive interactions
•Engagement/connectedness•Supportive, respectful, trusting relations•Safety•Cultural competencies & celebrating difference•Culturally responsive instruction•Open communication•Collaboration•Peer & adult social and emotional competencies•Shared & positive narratives•Inclusion•Challenge•Modeling, practice, & reinforcementof desired competencies
Osher, D., & Berg, J. (in press). School climate and social emotional learning: the integration of two approaches. Robert Wood Johnson Foundation
Time to Feel Good
Readiness(Dymnicki, Wandersman, Osher, Grigorescu, & Huang, 2014)
R MC2
Readiness = Motivation x General Capacity x Implementation-SpecificCapacity
• Modeling Social and Emotional Competence• Executive Function and Reflective Practice• Teacher Grit• Addressing Diversity• Reducing Stress and Counter Aggression
Importance of Teacher & Administrator Social & Emotional Competence & Capacity
Supportive School Environments
Minimize Toxic
Conditions
Support the Whole Child
Challenge & Engage
Promote Social & Emotional
Skills & Psychological
Flexibility
Capacity CompetenceMotivation
Support Individuality Readiness
Summing Up
My Organization:American Institutes for Research
U.S & International Research
Aligning Research & Practice
1850 Staff
71 Year Old Not For Profit
e.g., Work with UNICEF China Since 2008• Impact Research Consultation • Support for
• Child Friendly Schools• Social and Emotional Learning• Conditions for Learning• Teacher Quality• Supervision• Creativity• Early Childhood Development• Family Engagement
Links• http://www.air.org/topic/social-and-emotional-learning• https://safesupportivelearning.ed.gov• https://www.gtlcenter.org• http://casel.org• https://www.edutopia.org• https://www.rwjf.org/en/library/collections/social-and-emotional-
learning.html
References• Berg, J., Osher, D., Same, M., Nolan, E., Benson, D. & Jacobs, N. (2017). Identifying, Defining, and
Measuring Social and Emotional Competencies. Washington, DC: American Institutes for Research.• Osher, D., Cantor, P., Berg, J., Strayer, L., & Rose, T. (In Press). Drivers of Human Development: How
Relationships and Context Shape Learning and Development. Applied Developmental Science. • Cantor, P., Osher, D., Berg, J., Strayer, L., & Rose, T. (In Press). Malleability, Plasticity, and Individuality:
How Children Learn and Develop in Context. Applied Developmental Science. • Osher, D., Kidron, Y., Brackett, M., Dymnicki, A., Jones, S., & Weissberg, R. P. (2016). Advancing the
science and practice of social and emotional learning: Looking back and moving forward. Review of Research In Education 40, 644-681.
• Osher, D., Kidron, Y., DeCandia, C. J., Kendziora, K., & Weissberg, R. P. (2016). Interventions to promote safe and supportive school climate. In K. R. Wentzel & G. B. Ramani (Eds.), Handbook of Social Influences in School Contexts (pp. 384–404). NY: Routledge.
• Osher, D., & Kendziora, K. (2010). Building conditions for learning and healthy adolescent development: Strategic approaches. In B. Doll, W. Pfohl, & J. Yoon (Eds.), Handbook of youth prevention science (pp. 121–140). New York, NY: Routledge.