Social Emotional Learning (SEL)

What is SEL?

SEL is the process of developing social and emotional skills in the context of safe, caring, well-managed, and engaging learning environments (CASEL, 2006).

Where does this stuff come from any way?

The Collaborative for Academic and Social Emotional Learning (CASEL), 2006

House Committee on Education and Labor; Academic, Social, and Emotional Learning Act (HR 4223)

Why Teach SEL?

Emotions affect how and what we learn Schools are social places--relationships

provide foundation for learning Effective as classroom

management strategy

2006, Collaborative for Academic, Social, and Emotional Learning (CASEL)

Why Teach SEL?

Reduces barriers to learning SEL skills can be taught Demanded by employers Has positive impact on academic

performance Required for positive citizenship

2006, Collaborative for Academic, Social, and Emotional Learning (CASEL)

The Need for SEL

Reduces risk taking behavior by developing assets in students

Complies with NCLB mandates that schools be safe and drug free, prevent drop out, and implement evidence based prevention programs.

2006, Collaborative for Academic, Social, and Emotional Learning (CASEL)

The Need for SEL

Develops skills that employers want:1. Learning to learn skills

2. Listening and oral communication

3. Adaptability: creative thinking and problem solving

4. Personal management: self-esteem, goal-setting/self-motivation

The Need for SEL

Develops skills that employers want:5. Group effectiveness: interpersonal skills,

negotiation, teamwork6. Organizational effectiveness and

leadership7. Competence in reading,writing and

computation

U.S Department of Labor (1999)

What Does the Research Say?

SEL leads to improvements in: Attitudes: Motivation and Commitment Behavior: Participation and Study Habits Performance: Grades and Subject

Mastery

Zins, J., Weissberg, R., Wang, M., and Walberg, H. (Eds.) (2004). Building Academic Success on Social and Emotional Learning: What Does the Research Say? New York: teachers College Press

What Does the Research Say?

School Attitude Stronger sense of community Higher academic motivation and educational

aspirations Better understanding of consequences of

behavior Better ability to cope with school stressors More positive attitudes toward school and

learningZins, J., Weissberg, R., Wang, M., and Walberg, H. (Eds.) (2004). Building Academic Success on

Social and Emotional Learning: What Does the Research Say? New York: teachers College Press

What Does the Research Say?

School Behavior: Participate in class more Demonstrate more pro-social behavior Have fewer absences and improved attendance Show reductions in aggression and disruptions Are on track to graduate and are less likely to

drop out Are more likely to work out their own way of

learningZins, J., Weissberg, R., Wang, M., and Walberg, H. (Eds.) (2004). Building Academic Success on Social

and Emotional Learning: What Does the Research Say? New York: teachers College Press

What Does the Research Say?

School Performance: Improved math, literacy, and social studies skills Higher achievement test scores and/or grades

and no decreases in standardized test scores Improved learning-to-learn skills Better problem-solving and planning ability Use of higher-level reasoning strategies Improvements in reading comprehension

The Ultimate Goal

What Does SEL Address?

Self Awareness: Knowing what we are feeling in the moment; having a realistic assessment of out own abilities; and a well-grounded sense of self confidence.

2006, Collaborative for Academic, Social, and Emotional Learning (CASEL), Anchorage School District Standards for SEL

What Does SEL Address?

Examples of Self Awareness Recognize/label emotions, distinguish

intensity,understand physical responses & describe the situations that cause them

Aware of personal traits, “what I do well and what I can work on”

Personal responsibility--know and understand rules and consequences of actions, know and understand what things are within our control

What Does SEL Address?

Social Awareness: Sensing what others are feeling; being able to take their perspective; appreciating and interacting positively with diverse groups.

2006, Collaborative for Academic, Social, and Emotional Learning (CASEL), Anchorage School District Standards for SEL

What Does SEL Address?

Examples of Social Awareness How our behavior affects others Listening skills Sportsmanship Identifying cues as to how others are feeling Demonstrate caring Understanding how culture impacts

perspective

What Does SEL Address?

Self Management: Handling our emotions so that they facilitate rather than interfere with the task at hand; being conscientious and delaying gratification to pursue goals; persevering in the face of setbacks and frustration.

2006, Collaborative for Academic, Social, and Emotional Learning (CASEL), Anchorage School District Standards for SEL

What Does SEL Address?

Examples of Self-Management Identify & use calming strategies Understand the difference between a

truth & a lie; act with integrity Use a problem-solving model Demonstrate ability to set and achieve

goals

What Does SEL Address?

Social Management: Handling emotions in relationships effectively; establishing and maintaining healthy and rewarding relationships based on cooperation; resisting inappropriate social pressure, negotiating solutions to conflict; and seeking help when needed.

2006, Collaborative for Academic, Social, and Emotional Learning (CASEL), Anchorage School District Standards for SEL

What Does SEL Address?

Examples of Social Management Give & receive compliments Recognize difference between positive

and negative relationships Understand the benefits of boundaries

in relationships Conflict resolution skills

The How of SEL

Within the school setting, SEL can best be accomplished through a layered approach of skills lessons, infusion into the curricula and classroom practices, and an environment of safety, respect, and caring which models SEL values.

Anchorage District Social Emotional Learning Standards

The How of SEL

Skills lessons: Stand alone curricula (i.e PATHS,

Second Step, School-Connect, Wise Skills)

Lessons on social skills, character education, relaxation, conflict resolution, self-assessments, etc.

Teaching self-regulation through strategies such as the Incredible 5 point scale, How Does Your Engine Run?

The How of SEL

Infusion into the curricula and classroom practices (Generalization) Anticipate the day/Reflect on the day Standard practice for problem solving Daily practice of relaxation Routines Daily goals setting How conflict is managed in the classroom Intentional integration in all core curriculum areas to

teach skills

The How of SEL

Environment of safety, respect and caring which models SEL values Responsive classroom Ross Green Nurtured Heart Love and Logic PBIS Health Services School/Family/Community Partnerships

The How of SEL

What we know about Social Skills Training

Social Skills Training for students with disabilities needs to be more frequent and

intense Social Skills intervention must be linked to

the student’s social skills deficits The most effective social skills training

strategies are a combination of modeling, coaching and reinforcements

What Are We Doing

Second Step Restorative Justice Conflict Mediation Transitions Curriculum

What Are We Doing

Restorative Practices Teaching Relaxation Strategies Social Stories The Incredible 5 Point Scale Service Learning Experiential Education

What Are You Doing?Social Emotional Learning ProgressQuestions Skill

LessonsInfusion(Generalization)

ModelingOf SEL Skills/Values

What have I tried that worked?

What have I tried that did not work?

What do I want to try?