learning outcomes - njpsanjpsa.org/documents/fallconf2016/selppt.pdf · integrate social,...

LEARNING OUTCOMES

• Improved understanding of what Social

Emotional Learning is

• Improved understanding for what Social

Emotional Learning looks like in the classroom

• Specific strategies and best practices for

integrating Social Emotional Learning

• Ideas for how you can increase and improve

SEL practices in your school

WHAT IS SOCIAL/EMOTIONAL LEARNING?

• Social and Emotional Learning (SEL) is an

umbrella term that refers to students‘:

"acquisition of skills to recognize and manage

emotions, develop care and concern for others,

make responsible decisions, establish positive

relationships, and handle challenging situations

effectively" (CASEL).

http://www.casel.org/

KEY SEL DOMAINShttps://www.youtube.com/watch?v=DqNn9qWoO1M

Key Domains of Social and Emotional Skills Description

Self Awareness

Identifying and recognizing emotions

Accurate self-perception

Recognizing strengths, needs and values

Self-efficacy

Spirituality

Social Awareness

Perspective taking

Empathy

Appreciating diversity

Respect for others

Self ManagementImpulse control and stress management

Self-motivation and discipline

Goal setting and organizational skills

Relationship Management

Communication, social engagement and building relationships

Working cooperatively

Negotiation, refusal and conflict management

Seeking and providing help

Responsible Decision Making

Problem identification and situation analysis

Problem solving

Evaluation and reflection

Personal, moral and ethical responsibility

https://www.youtube.com/watch?v=DqNn9qWoO1M

WHY SEL?

• Students today are presented with high stakes

academic work while connected to a world that

continues to promote leisure and recreational

activities

• Schools are operating against powerful cultural norms

which have a significant impact on a child’s character,

values and life habits

Elias, M.J. (2009). Social-Emotional and Character Development and Academics as a Duel Focus of Educational Policy. Educational Policy

23:832 DOI: 10.1177/089590048083330167

WHY SEL?

• To maximize learning, students must be equipped

with an appropriate set of life skills that will assist

them in navigating the academic component of their

education

• Schools should not just focus on academics but invest

in developing such traits as respect, responsibility,

honesty, trust, positive relationships, caring, justice,

integrity and good citizenship.

Elias, M.J. (2009). Social-Emotional and Character Development and Academics as a Duel Focus of Educational Policy. Educational Policy

23:832 DOI: 10.1177/089590048083330167

WHY SEL?

• Reduces aggression and emotional stress

• Increase helping behaviors in school

• Improve positive attitudes toward self / others

• Increase academic performance by 11%

Durlak, J.A., Weissberg, R.P., Dymnicki, A.B., Taylor, R.D., & Schellinger, K.B. (2011). The impact of enhancing student’s social and

emotional learning: A meta analysis of school-based universal interventions. Child Development, 82, 405-432.

SEL STRATEGY #1Free-standing lessons that provide explicit age

appropriate instruction on topics such as labeling

feelings, coping with anxiety or stress, setting and

achieving goals, developing empathy and compassion,

communicating effectively, resolving conflict, being

assertive and making responsible decisions. Such

lessons include active participation from students by way

of discussions, small group work and role plays with the

most effective methods including specific instruction on

the skill or skills being developed.

Dusenbury, L.. Newman, J., Weissberg, R., Goran, P., Domitrovich, C., & Mart, A. (2015). The case for preschool through high school

state learning standards for SEL. In J.A. Durlak, C. Domitrovich, R. Weissberg, and T. Gullotta.

K-12 GUIDANCE CURRICULUMGrade Level Academic Development Career Development Personal/Social

Development

K-5

∙ Intervention & Referral

Services / 504 Plans

∙ Study Skills

∙ Elementary School

Transition

∙ Career Awareness ∙ Character Development

∙ Communication Skills

∙ Conflict Resolution

∙ Understanding Feelings

∙ Friendship / Social

Skills

∙ Responsive Services

6-8



∙ Academic Integrity

∙ Middle School

Transition

∙ Stress Management

∙ Study Skills

∙ Career Exploration ∙ Conflict Resolution

∙ Family Dynamics

∙ Peer Relations


9-12



∙ High School Transition

∙ College & Career

Planning

∙ Career Exploration

∙ Post-Secondary

Planning


∙ Student Support

Groups: Anger

Management, At-Risk,

Bereavement, Divorce,

ESL, Minority, Social

Skills.

Unit: Academic Development

ASCA Standards: A2.1 Apply time-management and task-management skills. B1.4 Develop effective coping skills for dealing with problems. C1.1 Demonstrate the ability to balance school, studies, extracurricular activities, leisure time and family life.

Rationale: Middle school students begin to experience pressure, strain, anxiety, worry, and tension as they juggle studies, activities, social time and family expectations. They need to explore when stress is normal and when it has negative effects, i.e. on academics, as well as positive coping strategies.

Objective: Recognize causes of stress and identify positive coping strategies

COUNSELOR CLASSROOM LESSONS

A unique bully prevention assembly program that enlists students from within the school community to express a very emotional and powerful message about

being a bystander.

BYSTANDER: PORTRAIT IN APATHY

PARENT GROUPS

Parents for Open Round Table Discussion

Want To Understand Your Teen?Do You Desire The Support And Camaraderie Of Other Parents?

Discussion TopicsThe Culture of Today’s Teens

Dealing with the Emotions of ParentingCreating and Maintaining Healthy

Limits Communication

SEL STRATEGY #1

Turn & Talk:

What examples within your school can you

think of? How do they support SEL?

SAC Counselor Groups / Individual

CST Social Skills Instruction

Drop Everything & Relax

SEL STRATEGY #2Teaching practices which foster an

environment that facilitates and support student

SEL development. This includes establishing

consistent classroom routines and shared

understandings which communicate high

expectations for student achievement, promote

positive relationships and encourage

cooperative learning.



Responsive Classroom is a research-based approach to teaching that focuses on the strong link between academic

success and social-emotional skills/SEL.

RESPONSIVE CLASSROOM

DANIELSON FRAMEWORK• 2A: Interactions with students: Teacher interactions with students reflect genuine

respect and caring for individuals as well as groups of students. Students appear to

trust the teacher with sensitive information. (Caring)

• 2A: Student interactions with students: Students demonstrate genuine caring

for one another and monitor one another’s treatment of peers, correcting

classmates respectfully when needed. (Caring)

• 2B: Importance of Content: Students demonstrate through their active

participation, curiosity, and taking initiative that they value the importance of the

content. (Connection)

• 2B: Expectations: Instructional outcomes, activities and assignments, and

classroom interactions convey high expectations for all students. Students appear

to have internalized these expectations (Belief in all Students)

• 2B: Pride: Students demonstrate attention to detail and take obvious pride in their

work, initiating improvements in it by, for example, revising drafts on their own or

helping peers. (Identity)

• 4D: Relationship with colleagues: Relationships with colleagues are

characterized by mutual support and cooperation. Teacher takes initiative in

assuming leadership among the faculty

WW-P 21st CENTURY COMPETENCIES

Innovative and Practical Problem Solver

• Create New and Worthwhile Ideas, Reflect, Draw Conclusions, View Failure as Opportunity, Apply and Re-apply Knowledge

Effective Communicator

• Express Thoughts Clearly, Organized, Concise, Engaging, Listen Effectively

Collaborative Team Member

• Develop Leadership Skills, Accept Responsibility, Develop Interpersonal Skills

Flexible & Self-Directed Learner

• Ask Questions and Use Reason, Adapt to Setbacks and Prioritize, Take Ownership of Work

Globally Aware, Active & Responsible Student/Citizen

• Make healthy Choices, Become an Involved Student, Exercise and Understand Rights

Resourceful Researcher

• Formulate Ideas and Set Goals, Become Media Literate, Apply Technology Properly

SEL STRATEGY #2

Turn & Talk:



Civic Leadership

Mindfullness – Mind up curriculum

Breakout groups – student driven assembilies

SEL STRATEGY #3

This tactic includes the professional development of

administrators and school leaders on how to facilitate

school wide initiatives including the development of

appropriate school structures and operative norms.

Examples include creating an SEL school leadership

team, establishing an SEL vision including goals and

a strategic plan, and using data to drive decisions on

school SEL needs and initiatives.



DISTRICT MISSION

The mission of the West Windsor-Plainsboro Regional School District, valuing our tradition of excellence, is

to develop all of our students as passionate, confident, lifelong learners, who have competence and strength of

character to realize their aspirations and thoughtfully contribute to a diverse and changing world.

“Whole Child, Every Child”

•Each student enters school healthy and learns about and practices a healthy lifestyle.

•Each student learns in an environment that is physically and emotionally safe for students and adults.

•Each student is actively engaged in learning and is connected to the school and broader community.

•Each student has access to personalized learning and is supported by qualified, caring adults.

•Each student is challenged academically and prepared for success in college or further study and for employment and participation in a global environment.

21

WHOLE CHILD TENETS

CAMPAIGN CONNECT

Campaign Connect NJ is a movement

designed to encourage schools to

become safer, more supportive,

engaging, and inspiring and provide

them with the tools and resources to do

so. Schools will increase their capacity

to more effectively address students’

social and emotional needs and

accelerate student achievement.

CAMPAIGN CONNECT SCHOOL CERTIFICATION CYCLE

Step 1: Register or

Renew

Step 2: Establish

Stakeholder Team

Step 3: Collect &

Analyze Data

Step 4: Develop

Climate & Culture

Action Plan

Step 5: Implement

Action Plan and Track

Progress

Step 6: Apply for

Certification

BUILDING A CULTURE OF POSITIVE RELATIONSHIPS

• Action 1d-1. SCHOOL-WIDE NORMS: Ensure that system-wide practices are guided with intention, such that they directly and creatively support an agreed-upon vision.

• Action 1d-7: LAYER SOCIAL & EMOTIONAL LEARNING INTO ALL ASPECTS OF SCHOOL LIFE: Integrate social, emotional, character, and civic learning into the school for students, parents, and school staff, utilizing strategies and programs that consistently, directly and creatively supports an agreed-upon vision.

• Action 2-1. COMMUNICATION WITH ADMINISTRATION: Provide forums for communication and collaboration between faculty, students, and staff that encourage faculty, students, and staff to voice opinions and participate authentically in decision-making on matters pertaining to running the school

• Action 2-3. CURRICULAR INTERACTIVE DIALOGUES: Develop collaborative forums for dialogue opportunities for teachers and/or administrators to continually refresh, revise, and introduce new curriculum and instructional practices to make school more engaging for students; include standard content area practices as well as cutting edge dialogues on social-emotional learning, teaching with technology, etc.

• Action 2-5. FACULTY/STAFF RECOGNITION: Recognize the unique contributions of all school staff to the school’s goals and environment, including the ways that they model school values.

SEL STRATEGY #3

Turn & Talk:



AIM program building connections

w/peers/adults

SEL STRATEGY #4

Integrating skills instruction and practices that support

SEL within the context of an academic curriculum. A

reading program, for example, that infuses speaking

and listening skills which stimulate SEL. Or a history

unit which develops a sense of self, awareness of

others and respect for differences.



• Reading, Writing &

Mathematics

• Students work

collaboratively in pairs or

small groups

• Whole class share and

discussion

• Reflection on learning

WORKSHOP MODEL

A formal discussion, based on a text, in which

the leader asks open-ended questions.

Within the context of the discussion, students

listen closely to the comments of others,

thinking critically for themselves, and

articulate their own thoughts and their

responses to the thoughts of others.

SOCRATIC CIRCLE

WW-P GLOBAL CHALLENGE: A learning experience for our graduating 8th

graders that requires the application of 21st century skills toward solving a

vital, complex global problem and presenting those findings to an authentic

audience. Students are asked to design and present a global development

plan by selecting the topic and format that they are most interested in

pursuing. Students are placed in groups and asked to define the most

significant challenges and barriers to overcoming poverty, offer a range of

practical solutions, and design an action plan that will accelerate a country’s

(or non-profit agency's) ability to meet established development goals.

PROJECT BASED LEARNINGhttp://markwise8.wixsite.com/globalchallenge

SEL STRATEGY #4

Turn & Talk:



CLOSING THOUGHTS

https://www.youtube.com/watch?v=LbfpyJfI1ho

What are your takeaways?

RESOURCES

Rutgers Social Emotional Learning Lab:

http://www.rci.rutgers.edu/~melias/

Collaborative for Academic, Social, Emotional

Learning (CASEL):


Edutopia:

http://www.edutopia.org/social-emotional-learning

Lee McDonald [email protected]

609-716-5000 x 5122

http://www.rci.rutgers.edu/~melias/


http://www.edutopia.org/social-emotional-learning

mailto:[email protected]

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