Transcript of Wellbeing for Leaders Social and Emotional Learning (SEL)
- Slide 1
- Wellbeing for Leaders Social and Emotional Learning (SEL)
- Slide 2
- Acknowledgement of Country I would like to acknowledge the
traditional custodians of this land and pay my respects to Elders
past, present and future, for they hold the memories, the
traditions, the culture and hopes of Aboriginal and Torres Strait
Islander Australians.
- Slide 3
- Learning intentions What is SEL? Whole school approach to SEL
SEL in the classroom SEL & Early Intervention SEL outside the
classroom Parent engagement & SEL Bringing it all together-
Where to from here?
- Slide 4
- video
- Slide 5
- What will schools look like in 2030? Global survey of 645
education experts by the World Innovation Summit for Education
(W.I.S.E) predict major changes to schools by 2030: DBB Avalon
- Slide 6
- Survey of 645 education experts found: 93% favour schools using
innovative methods; only 7% favour a return to fundamentals.
Personal skills (75%) and know-how (59%) will play a bigger role
than academic grades (42%) 73% said the teachers role will morph
into a guide. Company qualifications for things like professional
skills, collaboration or creativity (37%) will rank almost equally
with school diplomas (39%) as indicators of student ability 90%
believe education will be life-long
- Slide 7
- Guide to Coordinated Whole School Approach to SEL 1.School
infrastructure that supports SEL -Wellbeing team, Positive school
community (C1) 2. Articulate shared values & school mission 3.
Assess current programs & initiatives 4. Assess school culture
and climate- surveys, focus groups 5. Unified approach across the
school 6. Improve staff readiness to teach SEL
- Slide 8
- Activity: Values & school mission 1.What skills do we want
our children to leave primary school with? 2.Does the mission and
ethos of your school support SEL? 3.Is SEL seen as a priority at
your school? Why/Why not?
- Slide 9
- SEL - How does it all fit together? 2. Student Skills for
Resilience/SEL P2 Supportive and connected school culture P6 Safe
school learning and teaching P7 Student wellbeing and student
ownership P9 Early intervention and targeted student support P10
Partnerships with families, parish and community
- Slide 10
- What is SEL? (Personal & Social Capability)
SocialEmotionalLearning Understanding other people Knowing our self
SEL can be taught & learnt
- Slide 11
- Benefits of SEL Boost Academic performance Increase Student
Interest in Learning Prevents & reduces bullying Improves
school climate Improves student behaviour Reduced emotional
distress Positive influence on teachers- teaching techniques,
social behaviour, general wellbeing.
https://static.squarespace.com/static/513f79f9e4b05ce7b70e9673/t/526a2589e4b01768fee91a6a/1
382688137983/the-missing-piece.pdf
- Slide 12
- The Melbourne Declaration on the Educational Goals for Young
Australians (MCEETYA 2008) Recognises that personal and social
capability (SEL): assists students to become successful learners,
improve academic learning and enhancing their motivation. Needs to
be addressed in all learning areas and at every stage of a students
schooling.
- Slide 13
- Key ingredients - SEL Systematic approach Parent & family
engagement Taught in and out of the classroom Proactive approach
Embed into the curriculum Importance of the learning environment,
relationships and hands on learning
- Slide 14
- Key ingredients - SEL Explicit teaching Practise and transfer
Early intervention skills beget skills Application in real world
& beyond the classroom Data collection Taught by school
staff
- Slide 15
- Findings from OECD Report, 2015 Link between SEL & positive
outcomes Parents & families engagement crucial Importance of
the learning environment, relationships and hands on learning Early
intervention programmes skills beget skills Importance of embedding
into the curriculum
- Slide 16
- Skills beget skills Early intervention Primary school High
school SEL Parent engagement
- Slide 17
- https://primary.portal.kidsmatter.edu.au/
- Slide 18
- Activity: Assess school culture & climate SEL checklist SEL
surveys Friendship survey KidsMatter surveys- student K-6 now
available Self assessment Behaviour Incident data 1. What data are
you using to assess school culture & climate? 2. What does it
tell you about SEL?
- Slide 19
- Unified approach across the school EARLY STAGE 1
(Kindergarten)STAGE 1 (Year 1 & 2)STAGE 2 (Year 3 & 4)STAGE
3 (Year 5 & 6) 1a Typically by the end of preschool Students
will: 1b Typically by the end of Kindergarten Students will:
Typically by the end of year 2 Students will: Typically by the end
of year 4 Students will: Typically by the end of year 6 Students
will: Core competency area: Self- Awareness Recognises Emotions
Recognise and identify their own emotions.Identify a range of
emotions and describe situations that may evoke these
emotions.Compare their emotional responses with those of their
peers.Describe the influence that people, situations and events
have on their emotionsExplain how the appropriateness of emotional
responses influences behaviour. Examples Recognising when they are
feeling happy, sad, afraid or angry and naming the emotion or
selecting a photograph of a face that matches their current
emotional state. Describing responses such as being excited at a
birthday party or feeling disappointed when not selected for an
award. Considering how others respond to difficult situations in
historical contexts or when listening to fictional
stories.Discussing their emotional responses to events, such as
celebrations, sporting events or news stories. Explaining the
likely consequences of inappropriate emotional responses in a range
of social situations. Recognise personal qualities and achievement
s Express a personal preference. Identify their likes and dislikes,
needs and wants, and explore what influences these. Identify and
describe personal interests, skills and achievements and explain
how these contribute to family and school life. Describe personal
strengths and challenges and identify skills they wish to
develop.Describe the influence that personal qualities and
strengths have on their learning outcomes. Examples Choosing to
engage in an activity. Describing activities they enjoy at school,
noting their strengths. Identifying a personal quality or skill,
such as being good at soccer or spelling, and describing how this
might be useful to others. Listing a range of strengths supported
by examples from home, school and community experiences. Keeping a
journal or blog of how their personal qualities have helped achieve
a positive learning outcome. Understand themselves as learners
Express a personal preference.Identify their likes and dislikes,
needs and wants, and explore what influences these. Identify and
describe personal interests, skills and achievements and explain
how these contribute to family and school life. Describe personal
strengths and challenges and identify skills they wish to
develop.Describe the influence that personal qualities and
strengths have on their learning outcomes. Examples Choosing to
engage in an activity Describing activities they enjoy at school,
noting their strengths. Identifying a personal quality or skill,
such as being good at soccer or spelling, and describing how this
might be useful to others. Listing a range of strengths supported
by examples from home, school and community experiences. Keeping a
journal or blog of how their personal qualities have helped achieve
a positive learning outcome. Develop reflective practice Recognise
and identify participation in or completion of a task. Reflect on
their feelings as learners and how their efforts affect skills and
achievements.Reflect on what they have learnt about themselves from
a range of experiences at home and school.Reflect on personal
strengths and achievements, based on self-assessment strategies and
teacher feedback. Monitor their progress, seeking and responding to
feedback from teachers to assist them in consolidating strengths,
addressing weaknesses and fulfilling their potential. Examples
Communicating I have finished or I am working hard. responding to
open-ended statements such as Im proud of this because or using
visual aids to illustrate their response. Responding to prompts
which help them acknowledge their successes and identify what they
could do to make improvements. With support, identifying strategies
that help them complete tasks when they are uncertain and
reflecting on their contributions to group activities. Building on
their strengths in various roles in small and large groups, setting
personal challenges to develop new skills and strategies. Core
competency area: Self Management Express emotions appropriately
Recognise and identify how their emotions influence the way they
feel and act.Express their emotions constructively in interactions
with others.Describe ways to express emotions to show awareness of
the feelings and needs of others. Identify and describe strategies
to manage and moderate emotions in increasingly unfamiliar
situations. Explain the influence of emotions on behaviour,
learning and relationships. Examples Communicating the physical
changes they experience when excited, angry or stressed such as
when they are excited they feel happy; or when they are angry their
body goes tense. Communicating when they feel left out, lonely,
excited, disappointed or unsafe during class and physical
activities. Using different tone and voice level in and outside the
classroom, and when interacting with adults and peers. Learning
when, how and with whom it is appropriate to share anger,
frustration and excitement. Noticing how emotions such as anger and
excitement affect learning and impact on achievements and
successes. Develop self-discipline and set goals Make a choice to
participate in a class activity.Follow class routines to assist
learning.Set goals in learning and personal organisation by
completing tasks within a given time.Explain the value of
self-discipline and goal-setting in helping them to learn. Analyse
factors that influence ability to self-regulate; devise and apply
strategies to monitor own behaviour and set realistic learning
goals. Examples Choosing to complete a task for positive
reinforcement. Using class routines such as turn-taking, sitting
when listening to stories, following instructions, managing
transitions between activities. Organising their time using
calendars and clocks. Identifying how distractions and priorities
influence learning. Identifying desired goals and making plans to
achieve these results. Works Independently and shows initiative
Attempt tasks with support or prompting.Attempt tasks independently
and identify when and from whom help can be sought. Work
independently on routine tasks and experiment with strategies to
complete other tasks where appropriate. Consider, select and adopt
a range of strategies for working independently and taking
initiative.Assess the value of working independently, and taking
initiative to do so where appropriate. Examples Completing a
selected task. Identifying situations where help is needed and the
people who can help them, and when it is appropriate to 'give tasks
a go. Describing their daily school routine, identifying areas
where it is appropriate and helpful for them to show initiative.
Recognising when strategies previously used are not as effective as
new strategies. Identifying situations where it is preferable to
work independently or with others. Become confident, resilient and
adaptable and Identify people and situations with which they feel a
sense of familiarity or belonging.Identify situations that feel
safe or unsafe, approaching new situations with
confidence.Undertake and persist with short tasks, within the
limits of personal safety. Persist with tasks when faced with
challenges and adapt their approach where first attempts are not
successful. Devise strategies and formulate plans to assist in the
completion of challenging tasks and the maintenance of personal
safety. Examples Identifying family, friends, familiar people in
the community. Choosing strategies to manage unsafe situations such
as No Go Tell Continuing to practise a physical activity despite
individual limitations. Persisting to inform a trusted adult about
an unsafe encounter, event or situation. Developing coping
strategies for managing set backs. Core competency area: Social
Awareness Appreciates Diverse Perspectives Show an awareness for
the feelings, needs and interests of others.Acknowledge that people
hold many points of view.Describe similarities and differences in
points of view between themselves and people in their
communities.Discuss the value of diverse perspectives and describe
a point of view that is different from their own. Explain how means
of communication differ within and between communities and identify
the role these play in helping or hindering understanding of
others. Examples Showing interest in a peers ideas or opinions.
Identifying the range of likes and dislikes within their class.
Comparing changes in attitudes about behaviours in different places
or over time. Exchanging views with a classmate on a topical issue
and reporting their perspective to the class. Describing ways that
language or gestures are used in a range of social settings.
Contribute to Civil Society Show an awareness for the feelings,
needs and interests of others.Describe ways they can help at home
and school. Describe how they contribute to their homes, classrooms
and local communities, and how others care for and assist them.
Identify the various communities to which they belong and what they
can do to make a difference. Identify a community need or problem
and consider ways to take action to address it. Examples Showing
interest in a peers ideas or opinions. Describing their role in
completing class activities and family chores. Describing
contributions made by significant individuals to their communities.
Identifying ways they can advocate for specific groups in their
communities. Considering current methods of waste management in
their local environment and ways they might contribute to improving
these. Understands Relationships Show an awareness for the
feelings, needs and interests of others. Explore relationships
through play and group experiences.Identify ways to care for
others, including ways of making and keeping friends. Describe
factors that contribute to positive relationships, including with
people at school and in their community. Identify the differences
between positive and negative relationships and ways of managing
these. Examples Showing interest in a peers ideas or opinions.
Discussing different ways of working together. Discussing how words
and actions can help or hurt others, and the effects of modifying
their behaviour. Identifying the importance of including others in
activities, groups and games. Identifying behaviours that display
the positive use of power in relationships. Core competency area:
Relationship Skills (part of Social Management in ACARA personal
and social capability) Communicates Effectively Respond to the
feelings, needs and interests of others.Identify positive ways to
initiate, join and interrupt conversations with adults and
peers.Discuss the use of verbal and nonverbal communication skills
to respond appropriately to adults and peers. Identify
communication skills that enhance relationships for particular
groups and purposes.Identify and explain factors that influence
effective communication in a variety of situations. Examples Giving
appropriate response to a peers achievements such as by clapping,
smiling or cheering. Practising encouraging others, listening to
others ideas, greeting others by name, excusing themselves when
interrupting. Using spoken language and body language to share
observations and ideas. Actively listening and responding to
opinions that differ from their own. Making and responding to
introductions, building on the ideas of others in discussions,
offering and accepting constructive criticism. Works
Collaboratively (The description above also applies to this
sub-element) Respond to the feelings, needs and interests of
others. Share experiences of cooperation in play and group
activities.Identify cooperative behaviours in a range of group
activities.Describe characteristics of cooperative behaviour and
identify evidence of these in group activities. Contribute to
groups and teams, suggesting improvements in methods used for group
investigations and projects. Examples Giving appropriate response
to a peers achievements such as clapping, smiling or cheering.
Taking turns, sharing resources and following class routines.
Participating in guided group investigations. Including others in
the group and respecting their opinions, working for a common goal.
Encouraging others, negotiating roles and relationships and
managing time and tasks. Core competency area: Responsible Decision
Making (part of Social Management in ACARA Personal and Social
Capability) Make Decisions (The description above also applies to
this sub-element) Responds to the feelings, needs and interests of
others). Identify options when making decisions to meet their needs
and the needs of others. Practise individual and group decision
making in situations such as class meetings and when working in
pairs and small groups. Contribute to and predict the consequences
of group decisions in a range of situations. Identify factors that
influence decision making and consider the usefulness of these in
making their own decisions. Examples Giving appropriate response to
a peers achievements by clapping, smiling or cheering. Making
choices about resources for play and learning tasks. Naming roles
and responsibilities in class meetings and identifying fair methods
for choosing people for these roles. Deciding how to share
resources for a learning task and forecasting the outcomes of
options. Identifying the people, events and situations that
influence how decisions are made. Negotiate and resolve conflict
Respond to the feelings, needs and interests of others. Identify a
problem and seeks advice. Listens to others ideas, and recognise
that others may see things differently from them. Identify a
problem and draws on experience to solve it.. Practise solving
simple interpersonal problems, recognising there are many ways to
solve conflict. Uses a range of problem solving strategies.
Identify a range of conflict resolution strategies to negotiate
positive outcomes in problems. Suggest, considers and selects
appropriate alternatives when resolving problems. Examples Giving
appropriate response to a peers achievements by clapping, smiling
or cheering. Names one way of solving a simple problem and starts
to understand consequences. Identifying characters in stories who
feel differently about the same situation, and how they might
respond in the same situation. Names more than one way to solve a
problem, verbalises what a consequence is and talks about what is
right and wrong within personal and school context. Using
strategies such as showing courtesy to others when voicing
disagreements or an alternative point of view. Decide on the best
way to solve a problem and verbalises reasons for this within
personal, school and community context. Identifying issues that
cause conflict and exploring how conflict has been resolved in a
range of contexts. Considers ethical, safety and societal factors
in solving problems. Demonstrating steps of a conflict resolution
process such as listen, express feelings, discuss solutions, make
amends. Develop leadership skills Respond to the feelings, needs
and interests of others.Identify ways to take responsibility for
familiar tasks at home and school.Discuss ways in which they can
take responsibility for their own actions.Discuss the concepts of
leadership and identify situations where it is appropriate to adopt
this role.Initiate or help to organise group activities that
address a common need. Examples Giving appropriate response to a
peers achievements by clapping, smiling or cheering.Identifying
ways to help at school, such as closing windows, tidying workspace,
distributing resources.Discussing ways in which they participate in
games and playground.Choosing a range of roles in group
activities.Volunteering to lead a peer coaching activity.
- Slide 20
- (SEL) Skills Continuum Benefits Continuum of learning in SEL
Tool to map SEL across a school Tracking student progress- point of
need of child, strengths, weaknesses Examine whether structures are
in place to support all students
- Slide 21
- Activity: Using SEL tools 1.Choose a student at your school/in
your class 2.Complete the SEL checklist for this student (choose
appropriate stage checklist) 3.Consider : -Students strengths
-Student challenges -Moving forward 3. Discuss at your table how
useful a teacher would find this tool?
- Slide 22
- SEL in the classroom CSO Broken Bay resources Component 2 St
John the Baptist, Freshwater
- Slide 23
- Classroom approaches to teaching SEL Explicit SEL skills-
explicit lesson plans designed specifically to promote SEL. E.g.
PDHPE, Pastoral Care, Bounce Back, PBL Integration with core
academic subjects- Embed into core subjects e.g. literacy, numeracy
Teacher instructional practices- focus on instructional processes,
pedagogies, and management approaches to promote a positive
classroom climate. Which approach do you use at your school?
- Slide 24
- Effective strategies Collaborative learning strategies- student
to student interaction, role play, small group problem solving,
critical thinking Games & Stories Play especially in younger
children Circle Time Assist students to relate to real life
situations Teach self-calming strategies Building resilience in
children & young people. A Literature Review for the Department
of Education and Early Childhood Development (DEECD). P.37 Its the
way you teach.
- Slide 25
- Positive Behaviour & SEL Teach Practice Apply
Acknowledge
- Slide 26
- Academic Support(s) Check In/ Check Out Social Skill Targeted
Environmental Interventions Avoid Tasks ? Skill Deficit? Step 1:
Teacher and Team collect data. Data Decision Rules Universal
Screening and data collection Classroom System Nonclassroom System
Schoolwide System Classroom System Nonclassroom System Schoolwide
System Tier 1 implemented with fidelity? Obtain Attention? Lagging
Skills
- Slide 27
- SEL & PDHPE PDHPE curriculum - explicit teaching of SEL
PDHPE Units on Website SEL has been mapped to Early Stage 1, Stage
1, Stage 2 & Stage 3. KidsMatter(PDHPE & SEL)
KidsMatter(PDHPE & SEL)
- Slide 28
- Integration across the KLAs
- Slide 29
- Activity: Reflection Integration with core academic subjects
1.Think about a lesson you taught yesterday (or recently!) e.g.
numeracy or literacy. 2.Reflect on the 5 SEL competencies. 3.How
much SEL teaching was happening in this lesson?
- Slide 30
- Integration with core academic subjects 1. Are there
opportunities to Practice & transfer SEL in your classroom?
(e.g. literacy, numeracy, project based learning) 2. How realistic
is it for teachers to embed SEL into all curriculum areas? Be
explicit, name it Practise and feedback Application
- Slide 31
- Case Study: St Philip Neri, Northbridge Karen Townsend
- Slide 32
- Sals 60 second story
- Slide 33
- Resources to support SEL CSO Broken Bay resources Component 2
St Cecilias Wyong page PBL lessons Victorian Education SEL resource
Friendly Schools Bounce Back Circle Solutions for Student Wellbeing
Mpower girls Tribes KidsMatter programs guide Helpful management
ideas for the classroom
- Slide 34
- Slide 35
- 2. Assess current programs & initiatives Brainstorm all the
SEL program/strategies/ structures that are happening at your
school PATCH club Meditation for anxious children PDHPE/RE Bounce
Back Peer Support PBL Parent engagement Program for year 5 girls-
friendship Tertiary prevention High risk Secondary Prevention At
risk Primary Prevention School wide systems
- Slide 36
- Case Studies Vicki McCudden, St Cecilias Wyong Louise Kissane,
St Marys Manly
- Slide 37
- Slide 38
- SEL activity 1.Choose a card that represents how you currently
feel about SEL in your school. Share with your table. 2.What SEL
skills does this picture activity develop?
- Slide 39
- Parent engagement & SEL Carmel Hewitt & Jo Spek
(CSO)
- Slide 40
- Using resources 1.Use your Learning continuum. Choose a stage
& competency E.g. Stage 2, Self awareness. 2.Use Victoria
education SEL pages, Bounce Back or Friendly Schools Plus
booksVictoria education SEL pages 3.Choose an activity that you
could run in your class to improve this competency. 4.Complete the
lesson proforma 5.Share this activity with your table group.
- Slide 41
- What do teachers require? Teacher self efficacy linked to
higher program fidelity. PL for staff: involve teachers working
through curriculum & teaching each other in small groups.
Involve teachers as learners so they appreciate perspective of
students Teachers need to understand educational rationale of
approach. Other key factors: Student engagement, confidence in
class control, positive relationships with students, time to
prepare class.
- Slide 42
- Activity: Where to from here? New
strategies/initiatives/structures to move forward. -Whole School
-Individual classroom
- Slide 43
- Resources to support SEL CSO Broken Bay resources Component 2
St Cecilias Wyong page PBL lessons Victorian Education SEL resource
Friendly Schools Bounce Back Circle Solutions for Student Wellbeing
Mpower girls Tribes KidsMatter programs guide Helpful management
ideas for the classroom
- Slide 44
- Upcoming workshops Next Wellbeing PLC 12.30-3.30 NS/PEN-
17/07/2015 Forestville Central Coast- 22/07/2015 Terrigal Register
on PHRIS NVCI 8:30am 3:30pm Thursday 5 th June CSO Register on
PHRIS
- Slide 45
- Expression of interest Develop a 6 lesson unit of work for boys
in Year 4 & Year 5. Time will be allocated to work on these
units of work. 2 people