Social & Emotional Learning - Collegial Learning …...Social & Emotional Learning - Collegial...
Transcript of Social & Emotional Learning - Collegial Learning …...Social & Emotional Learning - Collegial...
Social & Emotional Learning -
Collegial Learning Network (SAM)
Description
The Social and Emotional Learning CLN is a group of district and school leaders
dedicated to implementing effective social and emotional learning practices in their
schools.
Purpose
Each network member has his or her own specific purpose. The common purpose
they all share is to improve student learning through the application of social &
emotional learning strategies in their classrooms.
Melissa Tovaas (SWMSS, Center for Collaborative Classroom & MTASCD Board Member), Adrian Advincula (Irving
Elementary - BPS), Mike Ehinger (Reed Point Public Schools - Reed Point) and Jon Konan - Lincoln Elementary - GFPS).
What is SEL?
Social and emotional learning (SEL) is the process
through which children and adults acquire and
effectively apply the knowledge, attitudes, and skills
necessary 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.
www.casel.org (Collaborative on Academic, Social, and Emotional Learning)
West Vancouver School District
Self-Regulation in Action!
Critical Elements to Optimal Self-Regulation
When feeling calmly
focused and alert, the
ability to know that one is
calm and alert
Calm, Alert, and Learning: Classroom Strategies for Self-Regulation (Stuart Shanker, Pearson Canada, 2013)
When one is
stressed, the
ability to recognize
what is causing
that stress
Critical Elements to Optimal Self-Regulation
Calm, Alert, and Learning: Classroom Strategies for Self-Regulation (Stuart Shanker, Pearson Canada, 2013)
The ability to
recover
efficiently and
effectively from
dealing with
stressors
Critical Elements to Optimal Self-Regulation
Calm, Alert, and Learning: Classroom Strategies for Self-Regulation (Stuart Shanker, Pearson Canada, 2013)
● Biological (reaction to sensory input,
sitting)
● Emotional (feelings and emotions and
impact on energy)
● Cognitive (memory, attention, retention of
info, problem solving)
● Social (social cues, understand and
function well in social situations, social
intelligence)
● Prosocial (positive and helpful behaviors
that promote friendship, empathy, etc)
The Five-Domain Model of Self-Regulation
Calm, Alert, and Learning: Classroom Strategies for Self-Regulation (Stuart Shanker, Pearson Canada, 2013)
What I Noticed...
Students
★ Calm
★ Focused
★ Warm/welcoming
★ Open-minded
★ HAPPY!
Teachers/Staff
★ Calm
★ Focused
★ Warm/welcoming
★ Open-minded
★ HAPPY!
★ Student-centered
instruction
Implementation Highlights
The Physical Environment
(supporting biological domain)
➔ Toned down colors (neutral
tones)
➔ Use natural light whenever
possible
➔ Flexible seating and variety
➔ Speakers in back of room
➔ Focus on using outdoor
space and time in nature
Implementation Highlights
Focus on Student-Centered
Instruction
➔ Value student thinking
➔ Variety of structures
➔ Providing students with
strategies to do it on their own
(teacher as facilitator, guide on
the side)
Strategies and resources to
support students with
independence and executive
function
(Executive Function work of Sarah
Ward)
Implementation Highlights
Units of Inquiry
Ex. Developing self-regulation
strategies may impact learning
and personal growth
● Why our bodies feel the way
they do
● How different factors impact our
ability to self-regulate
● What our bodies need to
participate in different situations
Tips for Success from W. Vancouver District Team:
➢ Start with the ‘self’ in self-regulation
➢ Wellness and self-care of staff
➢ Mind shift #1
➢ Permission from above to focus on it
➢ Start small and with the willing
➢ Provide a support system - “by invite only”
➢ Starts to spread as teachers see the impact on other
teachers
Social Emotional Supports
using an innovator’s mindset to spark change
Adrian Advincula
innovator’s mindset
Belief that abilities, intelligence, and talents are developed
leading to the creation of new and better ideas.
- George Courous
hack in action
reflection leads to change
Reed Point SchoolsMike Ehinger
Training, Implementation and Support
Source:
https://www.slideshare.net/TimothyAdams22/conscious-discipline-
behavior-and-the-brain
Source: https://consciousdiscipline.com/methodology/
Benchmarks and Trends
Less of this…...
More of this!
Standout Lesson Learned
1. Assume Positive Intent2. Behavior as Communication3. Brain States
a. Self Reflectionb. Students
Jon Konen -- Lincoln Elementary in GFPS
Trauma-Informed Practices
School District Goals
a) Elementary Initiatives
b) School Goals
c) Grade Level & Individual
Teacher Goals
Building Trauma-Informed Practices into Your CultureGoal Setting and Feedback
Goal Setting Form-- Setting goals from the beginning of the year
Connected to Charlotte Danielson Framework -- Connected to the evaluation system
PIRs
Stacy York -- Trauma and Anxiety Informed Practices
Paper Tigers -- Watch Together and Discuss
PLCs
Specific Tasks For Staff -- Choose a strategy from a menu and choose affected students
Set Expectations -- What does it look like and sound like for teachers and students
Follow Up & Checking In -- Check back in and discuss next steps
Book Study and Ongoing PD
Fostering Resilient Learners by Kristin Souers and Pete Hall -- All required to read; opt. to attend
PD of the Week on Weekly Bulletins -- Frequently used articles; build philosophy and culture
PLC: SEL and Trauma Informed Practices
GOAL: Teachers will implement trauma informed practices.
TASK: Teachers will chose 1-3 students to impact. Teachers will chose trauma
informed practices from a menu. Teachers will implement and track for one month,
then share out results. Finally, teachers will discuss results and next steps.
Where are you? Where is your staff?
4 Stages of Professional Learning
1. Awareness
2. Understanding
3. Application
4. Results Opportunities:
- Join the S E L - Collegial Learning Network & LEARN FROM ONE ANOTHER!
- SWMSS Summer Institute at U of M Western - June 11, 12 & 13
- SAM & MTASCD Summer Leadership - Kristin Souers (July 30th) Breakout August 1
- SWMSS Common PIR Day September 28th
- Dr. Julian Nolan - Intermountain - Helena
Please contact us with questions!
Jeff Blessum - [email protected]
Adrian Advincula [email protected]
Mike Ehinger - [email protected]
Melissa Tovaas - [email protected]
Jon Konan - [email protected]