Social Emotional Learning in the World of Work

1. Social Emotional Learning in the World of Work A Framework for PEACE Curriculum in Developing Success Sara Salmon, Ph.D. 3663 Vestal Loop Denver, CO 80023 P: 303.828.9733 F: 303.828.4589 centerforsafeschools@comcast.net http://www.centerforsafeschools.org http://drsarablog.com

2. Historical Background of Social Emotional Learning

3. Shift in National Focus Starting in the School Setting • No Child Left Behind—Concern about student achievement • Shift in focus from activities (what is taught) to outcomes (what students can do) • Sanctions

4. Because of No Child Left Behind, Schools Focused on Reading and Math Only

5. What did most schools do?Dropped many programs, focused on reading and math and experienced sanctions if they didn’t do well!

6. What has happened? Proficiency has hit a plateau Initial increase

7. What happened? • Initial increases in # of students proficient • Proficiency has leveled off • Not all students are reaching proficiency • Schools are in “improvement” • Multiple sanctions

8. What are States Doing? • Learning Supports Framework • Howard Adelman & Linda Taylor • http://smhp.psych.ucla.edu/ • These researchers have developed a social emotional learning model to be used for all instructional agencies • Daniel Goleman at CASEL has also developed a social emotional learning model at the University of Illinois

9. What Teachers Do Well Instruction Classroom Teaching & Enrichment Successful Youth

10. A question… Instruction Classroom Teaching & Enrichment • How many students come to class every day completely ready to hear what you have prepared with nothing preventing them from giving you their full attention? Successful Youth

11. Barriers to Learning Model Instruction Classroom Teaching & Enrichment Group 1 Motivationally ready and able to learn • The % of students who come ready and able to learn varies from 0-75% • The number is decreasing every year Successful Youth

12. Group 2 Instruction Classroom Teaching & Enrichment Group 1 Motivationally ready and able to learn Group 2 Encounters some barriers Successful Youth • Group 2 • Lacking prerequisite skills & knowledge • Different learning styles & rates • Minor vulnerabilities

13. Group 3 Instruction Classroom Teaching & Enrichment Group 1 Motivationally ready and able to learn Group 2 Encounters some barriers Successful Youth Group 3 Encounters many barriers • Group 3 • Highly deficient in current capabilities • Has a disability • Has major health problems

14. Barriers to Learning Instruction Classroom Teaching & Enrichment Group 1 Motivationally ready and able to learn Group 2 Encounters some barriers Successful Youth Barriers to Learning Group 3 Encounters many barriers

15. Sole focus on instruction doesn’t help Instruction Classroom Teaching & Enrichment Group 1 Motivationally ready and able to learn Group 2 Encounters some barriers Successful Youth Barriers to Learning Group 3 Encounters many barriers • Improving instruction ALONE will NOT help students in Groups 2 & 3 succeed • Most barriers cannot be eliminated

16. Learning Supports Instruction Classroom Teaching & Enrichment Group 1 Motivationally ready and able to learn Group 2 Not very motivated Barriers to Learning Successful Youth Group 3 Avoidant Learning Supports

17. Learning Supports • Continuous attention to the implementation of learning supports ensures that all students have an equal opportunity to succeed • Learning supports address a student’s social/emotional needs

18. Social Emotional Learning (SEL) • SEL is the knowledge, habits, skills and ideals that are at the heart of a child's academic, personal, social, and civic development. • This type of learning enables individuals to • recognize and manage emotions, • develop caring and concern for others, make responsible decisions, • establish and maintain positive relationships, & • handle challenging situations effectively.

19. SEL Research shows… • Students who are most likely to succeed academically, at work and in their personal lives— • are socially and emotionally competent, with strong personal and interpersonal skills. • know what their strengths are and are optimistic about the future. • are able to set and achieve goals and solve problems effectively. • are concerned about other people, empathize with and show respect for others, appreciate diversity, and make positive contributions to their communities.

20. Learning Support Activities • All activities should relate to achievement and relevancy • Learning support activities will circumvent barriers to learning that have been preventing students from succeeding academically!

21. Reflection Question • Think about the qualities of the most successful possible graduate from your school. What would be the one most important skill or characteristic that student would have developed as a result of attending your school?

23. A Classic SEL “Meta-Cognitive” Model • STOP, CALM DOWN, & THINK before you act • Say thePROBLEMand how youFEEL • Set aPOSITIVE GOAL • Think of lots ofSOLUTIONS • Think ahead to theCONSEQUENCES • GO ahead and TRY theBEST PLAN

24. Self-awareness Self-management Responsible decision-making social & emotional learning Social awareness Relationship Skills Framework for Student Success: SEL Instruction Recognizing one’s emotions and values as well as one’s strengths and limitations Making ethical, constructive choices about personal and social behavior Managing emotions and behaviors to achieve one’s goals Showing understanding and empathy for others Forming positive relationships, working in teams, dealing effectively with conflict

25. Integrated Academic, Social, and Emotional Learning Planned, systematic classroom-based SEL instruction and a supportive school climate Coordinated work force, mental health and health services that reinforce SEL instruction School-Family-Community partnerships to enhance social, emotional, and academic competence After-school , community and job training activities that are coordinated with SEL efforts leading to success on the job

26. Why SEL? • Relationships provide a foundation for learning • Emotions affect how and what we learn • Positive effects on academic performance, health, relationships, and citizenship • Relevant skills can be taught • Demanded by employers • Essential for lifelong success • A coordinating framework to overcome fragmentation

27. Research Showing the Need for SEL for the Adult Work Community • Current studies are demonstrating the need for social intelligence on the job • It is now recommended that these skills be taught in all job preparation programs

28. What Employers Want-US Dept of Labor—what is needed today Learning to learn skills Written and oral communication Adaptability, creativity and problem solving Personal management, self esteem and goal setting Group effectiveness,interpersonal skills, team work, cooperation and negotiation Organizational effectiveness and leadership Competence in reading, writing and computation

29. What Does the Research Say About Impacts? • Zins, Weissberg, Wang, and Walberg (2004) summarized growingevidence-based support for improvements in: Attitudes (motivation, commitment) Behavior (participation, study habits) Performance (grades, subject mastery)

30. Impacts: SEL & Attitudes • Stronger sense of community (bonding) and view of situation as caring • Higher academic motivation and educational aspirations • Better understanding of consequences of behavior • Able to cope more effectively with stressors • More positive attitudes toward school and learning

31. Impacts: SEL & School Behaviors • Greater effort to achieve • More classroom participation/higher engagement • Fewer absences; maintained/improved attendance • On track to graduate; fewer drop-outs • More prosocial behavior • Reductions in aggression and disruptions • Lower rate of conduct problems • Fewer suspensions

32. What Works? • Programs that teach pro-social behavior • Social skills instruction • Instruction in decision-making and problem solving • Mentoring • Experience in real world activities

33. Examples of SEL Activities • These activities have evidence demonstrating their effectiveness • Immersion Programs • Goal Setting—stands alone • Social Skills Practice • Anger Management • Appropriate Language Training “G” Rated • Empathy Training • Character Education

34. Here are some Examples of SEL Activities used around the country

35. From ASCD’s Connecting Character to Conduct • Figure 1.4 – Demonstrations of Appropriate Respect and Listening Behaviors • High School • Goal: To improve student respect, listening, and speaking during cooperative learning activities. • In his Job Corps class, Mr. Elmore assigns students to work in heterogeneously grouped teams to complete activities. Students must listen to and follow directions so that everyone successfully completes the lab experiment. Everyone has a different role in the activity, but each role involves listening and speaking at appropriate times. • Mr. Elmore begins each lab by demonstrating the steps the students will follow and requiring the students to check for their own understanding before they begin the experiment. As a matter of routine, Mr. Elmore expects the students to • Listen to directions as he state them • Restate the directions in their own words • Check for their own understanding and that of their partners • Apply the same listening and checking for understanding skills in their cooperative group activity

36. Character Programs are Essential for Job Success and start teaching “Respect”

37. Start the year defining respect • What does respect look like? • For self? • For others? • For property? • For authority?

38. Goal Setting Stands Alone • It leads to academic and job success • It moves kids forward • It links to successful behavior • Set easy goals, improvement goals and stretch goals

42. The Importance of Social Skills Training. What social skills have an impact twenty years later?

47. The Peace Curriculum One evidence-based Social Emotional Learning Program

49. Peace Curriculum

50. Design of Peace Curriculum • This is a thorough, target teaching model • It leads to transfer to the outside • Students will be able to transfer their skills to other environments • Teachers need to teach the entire lesson