Session Learning Objectives - Sound Supportssoundsupportsk12.com/wp-content/uploads/2014/08/...Self-Awareness Self-Awareness: The ability to accurately recognize one’s emotions and

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SocialEmotionalLearning:SupportingStudentsintheDevelopmentofKnowledge,Skills,Attitudes,and

BehaviorstoMakeSuccessfulChoicesSOUNDSUPPORTSFALL PREVENTIONAND INTERVENTION INSTITUTE2017

LISAHOYT, PHD.

L [email protected]

HOYTANDWALKER,2017 1

SessionLearningObjectives

Participantswill:

BecomefamiliarwiththebenefitsofanSELcurriculum.

ParticipantswillbeabletoidentifykeyaspectsofeffectiveSELandidentifythreewaystheycanimplement/integrateSELintheirclassrooms/programs.ConnectSocialEmotionalLearningtocorecontent.


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ThissessionisbroughttoyoubySoundSupportsK-12&Associates

www.soundsupportsk12.com

Ourteamoffersdistrictsandschools:

ComprehensiveProfessionalDevelopmentinMTSS,PBIS,SpecialEducation,RestorativeJusticeandRelatedSupports

Programreviewandimprovement

On-siteCoaching,Evaluations&CapacityBuilding

TechnicalAssistancetomeetspecificoruniqueneeds

Letushelpyoutakeyourschoolimprovementeffortstothenextlevel!

Clockhourinformationisavailableinthelobby!Besuretosignin!

Materialsforthissessioncanbefoundatwww.soundsupportsk12.comundertheResourcestab

FollowSoundSupportsK-12andAssociatesonLinkedIntostayuptodateontrainingsandotherresources!Justenterournameinthesearchbar!

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UpcomingTrainingsSeeMoreOnOurEventsPage§AdvancedRestorativeJustice(FramedinPBIS)Dec8th

§InitialRestorativeJustice(FramedinPBIS)Jan18-19§PBISforSchoolCounselorsFeb5th

§BuildingPowerfulProgramsforStudentswithChallengingBehavior– ServingStudentsWithIntenseBehavioralNeeds(Part3)May2nd

§InitialPBISTier1– May2nd-3rd§Tier2– SocialEmotionalProgramsMay3rd


GroupValues(BigIdeas)&Expectations(SpecificBehaviors)BeResponsible◦ Beanactiveparticipant◦ Returnpromptlyfromactivities&breaks◦ Cleanupyourtable/areaatendofeachdayBeRespectful◦ Usetechnologytosupporttoday’slearning(beherenow)◦ Useactivitytimewell&meaningfully◦ Askrelevant/clarifyingquestions*BeProfessional◦ Enterdiscussionwithanopenmindandtakealearner’sstance◦ Activelylistentoandrespondtooneanother’sideas◦ SharetheAir(beselfaware)insmallandlargegroupdiscussions◦ Allowthinktimeforselfandothersbeforelaunchingintodiscussion/activities*“YourTurn”willprovideachancetoaskindividualorprogramspecificquestionsofthepresenters

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Let’sTalkAboutSEL– gallerywalk1) Whataresomeofthe

primaryreasonsstudentsarereferredtoincreasedsupports?

2) Listwaysthatyourschool/programprovidesinstructioninSELtostudents?

3)WhataresomeofthechallengesandissuesrelatedtoimplementingSELthatyoufaceorencounter?

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Let’sthinkAboutSocialEmotionalLearning!

ThisPhoto byUnknownAuthorislicensedunderCCBY-ND

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ReviewLisa’sMathTest

16 -5 11

14 - 7 13

9 -5 4

114 - 51 143

228 -157 131

568 -479 111

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• AnalyzemyanswerstodeterminewhatIamdoing• Thendiscussstrategiesandapproachesyoumightusetomoveme

forwardinmylearning.

HOYTANDWALKER,2017

A Comparison of Approachesto Academic and Social Problems

When a student makes an academic mistake

we assume:Trying to be correctError an accidentHas learned the wrong way orHas been taught the wrong way

Based upon work by Geoff Colvin, 1988

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AComparisonofApproachestoAcademicandSocialProblems

Sowhenastudentmakesanacademic mistakeorerror

wetryto:Diagnosetheproblem/misruleProvideassistanceandsupportRe-teachAdjustmethodsandmaterialsProvideongoingencouragementProvidemorepractice

Inotherwordsweteach!



BUT when a student makes a social or behavioral mistake,

we assume:Student was not tryingError was deliberateStudent refuses to cooperateStudent knows what to do and just won’t do it

(because s/he has been told often enough!)


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So when a student makes a social or behavioral error, we often:Provide negative consequencesRemove from normal contextsProvide more negative consequences

(punishment)Assume child will learn “lesson” and behave in

the futureIn other words we punish!



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Changing Our PerspectivesWe naturally view academic and social problems differently

Academics is “our job”

Social behavior is “their job”


YourTurn#1Think- Pair-Share

WhatPreventsUsFromApproachingSocialandBehavioral“Errors”Instructionally?

WhatcanwedotoaddressthesebarriersandissuestobettersupporttheSEL/SSdevelopmentofourstudents?


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INVEST ING INTHEWELL-BEINGANDACADEMICACHIEVEMENTOF OURSTUDENTS

COMMITTEEFORCHILDREN: WHAT&WHYSEL

YOUTUBEVIDEO

(HTTPS: //YOUTU.BE/ IKEHX9O1JBI?L IST=PLNJ IZRTK9GF8HH98PLULGD1BHDGKOHJKB)


StatewideFocus&TPEPRCW28A.405.100(2)(b)

Criteria5:Fosteringandmanagingasafe,positivelearningenvironment.

LearningEnvironment; theteacherfostersandmanagesasafeandinclusivelearningenvironmentthattakesintoaccount:physical,emotional,andintellectualwell-beingofstudents.

Criteria3:Recognizingindividualstudentlearningneedsanddevelopingstrategiestoaddressthoseneeds.

Differentiation; theteacheracquiresandusesspecificknowledgeaboutstudents’cultural,individual,intellectualandsocialdevelopmentandusesthatknowledgetoadjusttheirpracticebyemployingstrategiesthatadvancestudentlearning.StudentgrowthdatamustbeasubstantialfactorutilizingtheOSPIapprovedstudentgrowthrubrics.


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SomeKeyTerminology

Social-emotionallearningistheeducationalprocessthatfocusesondevelopmentofsocial-emotional

competencies.

Social-emotionalcompetenciesaretheskills,behaviors,andattitudes

studentsandadultsneedtoeffectivelymanagetheiraffective,cognitive,andsocialbehavior.

Safeandsupportivelearningenvironmentsaretheconditionsthatfosterpsychologicalandphysicalsafety;asupportiveacademic,disciplinary,andphysicalenvironment;andrespectful,trusting,andcaringrelationships

throughouttheclassroom,school&community.



SELappliesacrossallTiersofintervention&acrossallgradelevels-

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THEECOLOGYOFSOCIAL-EMOTIONALLEARNING:PROMOTINGPOSITIVELEARNINGENVIRONMENTS(SeeNationalCenteronSafeSupportiveLearningEnvironmentswww.safesupportivelearning.ed.gov)

Environment:Well-managedschoolsandclassroomsfulfillstudents’basicneedsof

autonomy,competence,andconnectedness.

Engagement:Strongrelationshipsexistbetweenteachersandstudents,amongstudents,amongteachers,andbetween

teachersandadministration.

Safety:Studentsaresafefrombullyingandviolence,andtheyfeelemotionallyand

academicallysafetotakerisksintheclassroom.


WhyisSELimportant?q Studentshaveincreasedacademicachievement

q Increasedsocial-emotionalskills

q Improvedattitudestowardselfandothers

q Improvedpositivesocialbehaviors

q DecreasedconductproblemsandemotionaldistressStudentswithtraininginSELlearninggainedanaverageof11%pointsostandardizedtestsscorescomparedtostudentswhodidnotreceivethetraining(Durlak etal.,2011).


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SadlywetendtowaterdownacademicandbehavioralexpectationsforstudentswithTier2orTier3needs

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TheCoreSELSkills(CASEL.org)http://www.edutopia.org/keys-social-emotional-learning-video

HOYTANDWALKER,2017

HereistheWHAT!

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See:Casel.org

Self-Awareness

Self-Awareness:Theabilitytoaccuratelyrecognizeone’semotionsandthoughtsandtheirinfluenceonbehavior.Thisincludesaccuratelyassessingone’sstrengthsandlimitationsandpossessingawell-groundedsenseofconfidenceandoptimism.

ExampleofSELTeachingOpportunity: Duringareadaloudofanovelapar-professionalaskedhowthemaincharacter’sthoughts/feelingsinfluencedhisbehaviorduringafightwithhisbrother.Hethenasks,“Hasthateverhappenedtoyouwhenyouhadbigfeelingsatyoursiblinganddidsomethingthatmaybeyouregret?”


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ResponsibleDecisionMakingResponsibledecisionmaking: Theabilitytomakeconstructiveandrespectfulchoicesaboutpersonalbehaviorandsocialinteractionsbasedonconsiderationofethicalstandards,safetyconcerns,socialnorms,therealisticevaluationofconsequencesofvariousactions,andthewell-beingofselfandothers.

ExampleofSELTeachingOpportunity: Duringasocialskillslessontheteachershowssocialinteractionscenariosonavideoandstopsbeforethestudentmakesadecision.Theteacherasksstudentstodecidewhattheresponsibledecisioncouldlooklike?Istheremorethanonewayforthattohappen?Howdowedecideifthatisresponsible?

HOYTANDWALKER,2017

RelationshipSkills

Relationshipskills: Theabilitytoestablishandmaintainhealthyandrewardingrelationshipswithdiverseindividualsandgroups.Thisincludescommunicatingclearly,listeningactively,cooperating,resistinginappropriatesocialpressure,negotiatingconflictconstructively,andseekingandofferinghelpwhenneeded.

ExampleofSELTeachingOpportunity:Duringamathactivity,studentshavetocollaborativelyandinsmallgroupsdevelopapicturerepresentationofanalgebraicproblem.Beforebeginningtheassignment,theteacherreviewstheSELskillsthatareinvolvedwithrelationshipsaroundcommunicatingideas.Thisisreinforcedalongwithmathematicalthinking!


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SocialAwarenessSocialAwareness: Theabilitytotaketheperspectiveofandempathizewithothersfromdiversebackgroundsandcultures,tounderstandsocialandethicalnormsforbehavior,andtorecognizefamily,school,andcommunityresourcesandsupports.

ExampleofSELTeachingOpportunity: DuringaSocialStudieslessonthepara-professionalsarediscussinghowthewhitesettlersmisunderstoodNativeAmericancultureduringthelate1700s.Theteacherasks,“HowdidthismisunderstandingorlackofSocialAwarenessimpacttherelationship?Howdoyoufindwaystounderstandsomeonewho’scultureisdifferentfromyour?”


Self-Management

Self-management: Theabilitytoregulateone’semotions,thoughts,andbehaviorseffectivelyindifferentsituations.Thisincludesmanagingstress,controllingimpulses,motivatingoneself,andsettingandworkingtowardachievingpersonalandacademicgoals.

ExampleofSELTeachingOpportunity: Beforestate-widetestingteachersaresettinguppracticetestingforallstudents.Beforebeginningthepracticetest,theteacherteachesself-calmingstrategiesduringtesttakingandstudentsdiagramwheretheyfeelstressandhowtheycanbeinchargeofit.


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YourTurnHaveatablediscussionaroundallorsomeofthesequestions:

1. Howmightyoudeterminewhichskillstoteachinyourclassroom?

2. Whatcurrentstructuresandsystemsintheclassroom/schoolsupportstudentsintakingsocialemotionalrisksandpracticeskills?

3. HowdoyoumodeltheseSELskillsintocoreinstruction?

4. WhatmightyoudoifyouhadsomestudentsthatneededextendedcoachinginSEL?

5. Howdoyoucurrentlymodelandencouragemistakes,bothacademicandbehavioral?

6. Whatproblemsolvingstrategiesareyoucurrentlyincorporatingintheclassroom?


20Minutes


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WeCanTeachtheSEL/SSasWeDoAcademicSkills- ExamplesACADEMICCONTENT

Studentshavereceivedinstructionandpracticeinnouns,adjectivesandverbsandtheelementsofinterestingsentences

Todayisareviewactivityandopportunitytopracticeacademicandsocialskillsobjectives

AcademicLearningTarget:Studentswillusenoun,adjectivesandverbstocreatesentencesthataddinteresttotheirstories.

SEL/SSCONTENT

Studentshavebeenlearningaboutactivelisteningstrategiestohelpincreaseattentionandunderstanding.

Todaywearegoingpracticeactivelisteningskilltobuildonwhatsomeoneelseissayingtokeepaconversationgoing&tomakeourstoriesmoreinteresting.

SELLearningTarget:Studentswillapplyactivelisteningstrategiestousenouns,verbsandadjectivestobuildonsentencesdevelopedbytheirtablepartnertodevelopmoreinterestingstories.



ThisisbestdoneonacontinuumwithState,District,andBuilding

Coordination-Butnotapre-requisite.

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IncorporatingSocialandPersonalCompetenciesintoClassroomInstructionandEducatorEffectiveness:TheToolkitforTennesseeTeachersandAdministrators,2015


Brokenintotwotypesofteachingpractices

HereistheHOW!

Yoder,2014

SocialTeachingPracticesTEACHINGSTUDENTSTHESOCIALSKILLSTOBESUCCESSFUL


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StudentCenteredDisciplineReferstothetypeofmanagementstrategiesteachersuseintheclassroomthataredevelopmentallyappropriateandmotivatesstudentstowanttosotherightthing.

Needstoincludetheopportunitiesforstudentsto:

• Beself-directive

• Havevoiceinthenorms

• Receiveconsistentfeedback


Yoder,2014

TeacherLanguage

Referstohowteacherstalkto

students.Teachersshould:

Acknowledgestudentsforeffortandhardwork

Encouragestudentstoself-regulateandselfmonitortheirownbehavior


Yoder,2014

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ResponsibilityandChoiceResponsibilityandchoicereferstothedegreetowhichteachersallowstudentstomakeresponsibledecisionsabouttheirworkintheirclassroom.

Theteachercreatesaclassroomenvironmentwheredemocraticnormsareputintoplaceandwherestudentsprovidemeaningfulinputintothedevelopmentofthenormsandproceduresoftheclassroomaswellastheacademiccontentorhowtheacademiccontentislearned.

Thiscanbethrough:

§ PeerTutoring

§ Crossagetutoring

§ ServicelearningProjects

§ Controlledandmeaningfulchoices

§ Communityserviceprojects


Yoder,2014

WarmthandSupport

Warmthandsupportreferstotheacademicandsocialsupportthat

studentsreceivefromtheirteacherandfromtheirpeers.

Teacherscandothisby:• Askingstudentsquestions(bothacademicandnon-academic)

• Followingupwithstudentswhentheyhaveanissue

•Morningmeetings• Positivemeetings• Classprojects• RestorativePractices


Yoder,2014

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InstructionalTeachingPracticesUSINGINSTRUCTIONALCONTENTTOGUIDESOCIALANDEMOTIONALGROWTH


CooperativeLearningCooperativelearningreferstoaspecificinstructionaltaskinwhichteachershavestudentsworktogethertowardacollectivegoal.

Thisincludes5elements:

1) Positiveinterdependence

2) Individualaccountability(andcollective)

3) Promotingeachotherssuccess

4) Applyinginterpersonalsocialskills

5) Groupprocessing– Howwelldidweworktogether?


Yoder,2014

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ClassroomDiscussions

Classroomdiscussionsreferstoconversationsstudentsand

teachershavearoundcontent.

Includes:• Open-endedquestionsthatrequiresstudentstoelaborateontheirownthinkingandthatoftheirpeers

• Studentsbuildingonothersideas• Buildscommunicationskills• Buildslisteningskills


Self-ReflectionandSelfAssessment

Self-reflectionandself-assessmentareinstructionaltaskswhereteachersaskstudentstoactivelythinkabouttheirownwork.FormativeAssessmentiscriticalforbothacademicandSEL!

Teacherswillneedtoprovide:

Cleargoals,targetsandrubrics

Supportstudentgoalsetting

Strategiestomonitorgoals

Strategiesaroundaskingforsupport

HOYTANDWALKER,2017 44Yoder,2014

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BalancedInstructionBalancedinstructionreferstoteachersusinganappropriatebalancebetweenactiveinstructionanddirectinstruction,aswellastheappropriatebalancebetweenindividualandcollaborativelearning.

§ Allowsstudentstointeractwithmaterialsinavarietyofways,includinggameplaying,projects,andmultiplemodalitiesoflearning.

§ MosteffectiveisProjectBasedlearning


Yoder,2014

AcademicPressandExpectationsAcademicpressreferstoateacher’simplementationofmeaningfulandchallengingwork,andacademicexpectationsfocusontheteacher’sbeliefthatallstudentscanandwillsucceed.

§ “Justmanageabledifficulty”§ Ensuringthatstudentscanaccessthecontent

§ Studentsfeelresponsibleforaccomplishingtheiracademicwork


Yoder,2014

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CompetenceBuilding– Modeling,Practicing,FeedbackandCoaching

Competencebuildingoccurswhenteachershelpdevelopsocial-emotionalcompetenciessystematicallythroughthetypicalinstructionalcycle:goals/objectivesofthelesson,introductiontonewmaterial/modeling,groupandindividualpractice,andconclusion/reflection.

§ Regularreflectionandfeedbackduringtheday

§ Coachingandencouragementaroundproactiveskills

§ Developmentofstrategiestopracticesocialskills

§ Systemstoaddresswhenproblemsarisewhichcanincludemediationandconflictresolution


CASEL’sSampleLessonPlans:SELIntegratedintoContentareas

FourStrategiesthatPromoteSEL

CASEL’sprogramreviewshaveobservedthatevidence-basedSELprogramsuseoneormoreofthefollowingfourapproachestopromotingsocialandemotionalcompetenceacrossthefivecorecompetencyclusters:

§Free-standinglessonsthatprovideexplicit,step-bystepinstructionstoteachstudentssocialandemotionalcompetenciesacrossthefivecorecompetencyclusters.

§Generalteachingpracticesthatcreateclassroomandschoolwideconditionsthatfacilitateandsupportsocialandemotionaldevelopmentinstudents.

§IntegrationofskillinstructionandpracticesthatsupportSELwithinthecontextofanacademiccurriculum.

§Guidancetoadministratorsandschoolleadersonhowtocreatepoliciesandorganizationalstructureswithinaschoolorschoolsystemthatsupportstudents’socialandemotionaldevelopmentasaschoolwideinitiative.

SeeSampleLessonPlansacrosscontentareas(K-12):

http://www.casel.org/csi-reports-tools-and-resources/


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YourTurn-

LookatthelistsofteachingpracticesthatsupportSELintheclassroomandselectoneatyourtablethatyouwanttodiscuss.

IdentifywaysthateachpersonatthetablewillincorporateatleastoneoftheSELteachingstrategiesintoacontentareaintheirclassroom.

Createapostersummarizingteachingstrategiesandcontentareaideasforeveryonetosee- youwillbepresentingtheseideas.


20minutes

ExamplesofBothTypesofLearningTargets!LearningTargets/Objectives- describewhatstudentswill“do”inrelationshiptoorwiththeacademiccontent.

Example: Learnerswillunderstandhownouns,adjectivesandverbscometogethertomakeinterestingsentencesinstorywriting.)

SocialLearningTargets/Objectives-describewhatstudentswillbetaughttodointer/intra-personallyastheylearntheacademiccontent.

Example:Studentswillpracticeactivelistening(buildingonwhatthepersonbeforehim/herhassaid)duringthebuildastoryactivity.


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In “A Nation Divided”, students learn about life in Chattanooga, Tennessee in the 1860’s; events that led to the Civil War; and the ethical and moral dimensions of these historical events.

Storypath:IntegratingSELandSocialSkillsInstruction

HOYTANDWALKER,2017

SocialSkillsFeedbackManyStorypath episodeshavesocialskillsobjectives&assessmentsbuiltintotheactivities.

Greatopportunitytoteach&practicesocialskillsandworkincollaborationwiththeschoolcounselororpsychologist,specialeducationteacherorSLP.

SocialSkillsIntegratedParticipatingingroupdiscussionsWorkingwithapartnerorsmallgroupProblemsolvingwithapartnerorgroupPresentingtoanaudienceParticipatingasanaudiencemember


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AssureCulturalandGenderEquityinSEL/SocialSkillsInstruction(Cartledge,Singh,&Gibson,2008)

Becomeculturallycompetentandaware(ofyourownandyourstudents’culturesandidentities)

Beawareofandaddressgenderissuesandbiases

Respectandacknowledgestudents’culture,identityandexperiencesthroughoutinstructionandactivities

Teachsocialcodeswitchingasappropriate(e.g.schoolexpectationsvs.otheraspectsoflife/community)

Useculturallyspecificconceptsandmaterialstoaddmeaningandrelevanceforstudentsandfamilies

Usesupplementarymaterials(films,books,posters,language,activities)thatreflectdiverseculturesandgenderperspectives

Involve/includeparents,familymembers,caregiversandcommunityallies

AGreatReference:TheDoubleCheckFrameworkathttp://escholarship.bc.edu/education/tecplus/vol6/iss2/art5)


IntegratingSELandContentAreaInstruction:Examples

TeachingMathasaSocialActivityvideo-Edutopia:https://youtu.be/kZxNldBEU6o

Asyouwatch:

WhichofthecoreSELskillsdoesthisteachertap&how?

HowmuchofthelessonfocusesonmathconceptsandhowmuchonSEL?Why?

Howdoesthisrelatetoyourpracticeinyoursetting?Whatcanyoutakeback?


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TheMissingPiece (www.Casel.org)ANationalTeacherSurveyonHowSocialandEmotionalLearningCanEmpowerChildrenandTransformSchools

HOYTANDWALKER,2017

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InstructionalPracticesthatSupportSELResearch-to-PracticeBrief

TeachingtheWholeChild:InstructionalPracticesThatSupport

Social-EmotionalLearninginThreeTeacherEvaluationFrameworks

JANUARY2014

NicholasYoder,Ph.D.

http://www.gtlcenter.org/sites/default/files/TeachingtheWholeChild.pdf

Seealso:http://www.gtlcenter.org/sel-school

http://www.gtlcenter.org/products-resources/self-assessing-social-and-emotional-instruction-and-competencies-tool-teachers


ApowerfulfreeresourcetoidentifyevidencebasedSELprograms&materials

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http://www.casel.org/guide

PreK- ElementaryandMiddle- HighSchooleditionsavailableonline

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SELResources!

HOYTANDWALKER,2017


Web Based ResourcesThe Collaborative for Affective, Social and Emotional Learning (CASEL)

www.casel.org

Iris Educational Media: Resources to Build SELhttps://www.irised.com

The Center for Great Teaching and Learning at AIRhttp://www.gtlcenter.org/sel-school

Ripple Effects: Digital Tools that Address SELhttp://rippleeffects.com

Documents

Session Learning Objectives - Sound Supportssoundsupportsk12.com/wp-content/uploads/2014/08/...Self-Awareness Self-Awareness: The ability to accurately recognize one’s emotions and