Defining Social and Emotional Learning (SEL): SEL involves processes through which children and adults develop fundamental emoonal and social competencies to understand and manage emoons, set and achieve posive goals, feel and show empathy for others, establish and maintain posive relaonships, and make responsible decisions. (CASEL, n.d.) Why is it important? John Hae studied what works best in schools and released his findings in Visible Thinking. Influences were rated as to how much they affect student outcomes. All influences above 0.40 are labeled as “Zone of desired effects. Developing relaonships with students has a 0.71 effect size on student growth (Hae, n.d.) How is this important to gifted students? Aren’t they doing just fine? Asynchronous development is a part of the definion of giſted children. And, they oſten have intensies that accompany their giſtedness. Giſted students are at risk for difficulty with self-regulaon, self-confidence (imposter syndrome), developing resilience, challenges finding and building friendships (social outliers), maintaining movaon (underachievement), perfeconism, and more (Davis, Rimm, & Siegle, 2011). Headlines today may add to the unease that many students feel. This child populaon, with an enhanced sense of jusce, will benefit from support in managing their empathy, issues with bullying, and emerging leadership skills. These students need addional support to support their tendency to overthink. Social Emotional Learning: Who, What, and How Research & Resources (Collaborave for Academic, Social, and Emoonal Learning (CASEL) Ecological Approach to Social Emoonal Learning (EASEL @ Harvard): Kernels of Learning Naonal Center for Research on Giſted Educaon Renzulli Center for Creavity, Giſted Educaon, and Talent Development Whitworth University Center for Giſted Educaon Character Counts Supporng Students Davidson Instute Belin Blank Center John Hopkins Center for Talented Youth Duke Talent Idenficaon Program The Robinson Center for Young Scholars at the University of Washington Check it out! Kernels of Learning and Brain Games (from Usable Knowledge @ the Harvard Graduate School of Educaon) Kernels of Learning is a developing model to introduce SEL in a personalized, bite-sized approach. Currently in the pilot stage, the researchers are developing sets of kernels, or targeted, small techniques that teachers can use easily in the classroom. Along with KEL, Brain Games are also being developed to support three “Brain Power” skills: working memory, aenon, and mental Forming a Successful Parent-Teacher Partnership Ally with the teacher/parent privately about your concerns. Listen to what the parent/teacher has observed about the child. Learn about what the teacher/parent thinks is best for the child. Iniate a conversaon about the child's strengths and problems. Ask about or Add experimental ideas for engaging and interesng curricular and extracurricular acvies. Negoate to find appropriate adult and peer role models. Consent to alternaves if experimental opportunies are not effecve. Extend possibilies paently. (Cited in Davis, Rimm & Siegle (2011) from Sylvia B. Rimm, Why Kids Get Poor Grades, 2008. Scosdale, AZ: Great Potenal Press) Tell me more... A newsletter dedicated to sharing information about highly capable students Volume 1, Issue 1 Jen Flo Looking to compare many SEL programs currently in use? Check out this resource from the Wallace Foundaon: Navigang SEL from the Inside Out: Looking Inside & Across 25 Leading SEL Programs: A Praccal Resource for Schools and OST Providers (Elementary School Focus), by S.Jones, K. Brush, R.Bailey, G. Brion- Meisels, J. McIntyre, J. Kahn, B. Nelson, and L. Sckle from the Harvard Graduate School of Educaon.
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Defining Social and Emotional
Learning (SEL): SEL involves processes
through which children and adults develop
fundamental emotional and social competencies
to understand and manage emotions, set and
achieve positive goals, feel and show empathy
for others, establish and maintain positive
relationships, and make responsible decisions.
(CASEL, n.d.)
Why is it important? John Hattie studied
what works best in schools and released his
findings in Visible Thinking. Influences were
rated as to how much they affect student
outcomes. All influences above 0.40 are labeled
as “Zone of desired effects. Developing
relationships with students has a 0.71 effect size
on student growth (Hattie, n.d.)
How is this important to gifted
students? Aren’t they doing just
fine? Asynchronous development is a part of
the definition of gifted children. And, they often
have intensities that accompany their
giftedness. Gifted students are at risk for
difficulty with self-regulation, self-confidence
(imposter syndrome), developing resilience,
challenges finding and building friendships
(social outliers), maintaining motivation
(underachievement), perfectionism, and more
(Davis, Rimm, & Siegle, 2011).
Headlines today may add to the
unease that many students feel. This child
population, with an enhanced sense of justice,
will benefit from support in managing their
empathy, issues with bullying, and emerging
leadership skills. These students need additional
support to support their tendency to overthink.
Social Emotional Learning: Who, What, and How Research & Resources
(Collaborative for Academic, Social, and Emotional Learning (CASEL)
Ecological Approach to Social Emotional Learning (EASEL @ Harvard): Kernels of
Learning
National Center for Research on Gifted Education
Renzulli Center for Creativity, Gifted Education, and Talent Development
Whitworth University Center for Gifted Education
Character Counts
Supporting Students
Davidson Institute
Belin Blank Center
John Hopkins Center for Talented Youth
Duke Talent Identification Program
The Robinson Center for Young Scholars at the University of Washington
Check it out! Kernels of Learning and Brain Games
(from Usable Knowledge @ the Harvard Graduate School of Education)
Kernels of Learning is a developing model to introduce SEL in a
personalized, bite-sized approach. Currently in the pilot stage, the
researchers are developing sets of kernels, or targeted, small
techniques that teachers can use easily in the classroom. Along
with KEL, Brain Games are also being developed to support three
“Brain Power” skills: working memory, attention, and mental
Forming a Successful Parent-Teacher Partnership
Ally with the teacher/parent privately about your concerns.
Listen to what the parent/teacher has observed about the child.
Learn about what the teacher/parent thinks is best for the child.
Initiate a conversation about the child's strengths and problems.
Ask about or Add experimental ideas for engaging and interesting
curricular and extracurricular activities.
Negotiate to find appropriate adult and peer role models.
Consent to alternatives if experimental opportunities are not
effective.
Extend possibilities patiently.
(Cited in Davis, Rimm & Siegle (2011) from Sylvia B. Rimm, Why Kids Get Poor Grades,
2008. Scottsdale, AZ: Great Potential Press)
Tell me more... A newsletter dedicated to sharing information about highly capable students
Volume 1, Issue 1
Jen Flo
Looking to compare many SEL programs currently in use?
Check out this resource from the Wallace Foundation: Navigating
SEL from the Inside Out: Looking Inside & Across 25 Leading SEL
Programs: A Practical Resource for Schools and OST Providers
(Elementary School Focus), by S.Jones, K. Brush, R.Bailey, G. Brion-
Meisels, J. McIntyre, J. Kahn, B. Nelson, and L. Stickle from the