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).
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
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
∙ Intervention & Referral
Services / 504 Plans
∙ Academic Integrity
∙ Middle School
Transition
∙ Stress Management
∙ Study Skills
∙ Career Exploration ∙ Conflict Resolution
∙ Family Dynamics
∙ Peer Relations
∙ Responsive Services
9-12
∙ Intervention & Referral
Services / 504 Plans
∙ High School Transition
∙ College & Career
Planning
∙ Career Exploration
∙ Post-Secondary
Planning
∙ Responsive Services
∙ 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.
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.
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:
What examples within your school can you
think of? How do they support SEL?
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.
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.
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:
What examples within your school can you
think of? How do they support SEL?
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.
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.
• 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:
What examples within your school can you
think of? How do they support SEL?
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):
http://www.casel.org/
Edutopia:
http://www.edutopia.org/social-emotional-learning
Lee McDonald [email protected]
609-716-5000 x 5122