Social and Emotional Learning Instructional Strategies that Build Connections

1. Social and Emotional Learning Instructional Strategies that Build Connections Presenter: Kris Hinrichsen 1st and 2nd grade teacher in Anchorage Alaska.

2. A little about me:

3. Agenda and keys for this presentation • A briefoverview of the history of social and emotional learning. • A bridge from social and emotional learning to Anchorage. • A look at social and emotional standards • A look at cutting edge work from the field. • A practical guide to building community. • A quick personal exploration into the ultimate goal of SEL work. This star means you will have the opportunity to practice an instructional strategy that will help build social skills.

4. The whole child- The holistic approach • Children are more than customers that come in for instruction on the 4 core subjects. • Addressing the whole child means that we are viewing our students as HUMANS that have a emotional lives that are dependent for care and instruction to achieve their highest academic potential. Check this district out: Montessori model: https://www.tacomaschools.org/student-life/TWC/Pages/default.aspx

5. The History of SEL • “Education is a social process; education is growth; education is not preparation for life but is life itself.” ― John Dewey (1916)

6. The giants we stand upon: • James Comer: The Comer School Development Program (SDP) is a research-based, comprehensive K-12 education reform program grounded in the principles of child, adolescent, and adult development (1968) • Maurice Elias: Founder of CASEL, Director of Rutgers SEL school of psychology. Work on school climate and community. • Linda Darling Hammond: She is author or editor of more than 25 books and more than 500 articles on education policy and practice. Her work focuses on school restructuring, teacher education, andeducational equity.

7. Instructional Strategy: Turn and Talk History of sel Cont. • Fred Rodgers: (1969) Addresses Congress to Advocate for Social Skills Instruction • - Set up a children's program to address feelings, socially complicated issues, and character development. • Mr. Rogers Addresses Congress 1969 • - Turn and Talk: What are the most pressing needs you see in the area of social skills in the children you work with?

8. Sel History Cont. • IQ vs. EQ • Takeaways: • Emotional skills can be a more accurate predictor of a child's success than their IQ. • Social skills can be learned at any stage of a humans development. • Video Link For the Science

9. History of Sel cont. • CASEL was formed in 1994 with the goal of establishing high-quality, evidence-based social and emotional learning (SEL) as an essential part of preschool through high school education. From the beginning, CASEL was comprised of a distinguished national leadership team that identified key issues to advance the science and practice of SEL. • - Introduction of CASEL’s Mission (video)

10. History of Sel cont. Me in 1985- New York City to Anchorage: Linda Lantieri and Tom Roderick (1985)

11. Anchorage SEL Video

12. History of sel Instructional Strategy: Small Groups Instructional Strategy: Debrief

13. Instructional Strategy: Journal- what are some things you are already doing? Direct Instruction vs. infusion Vs.

14. Cutting Edge The Brain Basis for Integrated Social, Emotional, and Academic Development SEPTEMBER 20, 2018 The Practice Base For How We Learn: Supporting Students’ Social, Emotional, and Academic Development MARCH 12, 2018 From a Nation at Risk to a Nation at Hope JANUARY 15, 2019 Angela Duckworkth- Author of Grit Tim Shriver- one of the three Commissioners.

15. Social, emotional, and academic development matters. These interdependent competencies are essential to success in school, workplace, home, and community. Their integration also improves school climate and teacher effectiveness, and children benefit regardless of where they live, their racial/ethnic background, or their socio-economic status. • Social and emotional skills are malleable. As with cognitive skills, we can teach and develop them throughout childhood, adolescence, and beyond. High-quality programs and practices shape environments and experiences to positively affect students’ social and emotional learning as well as their academic outcomes.

16. Schools play a central role in fostering healthy social, emotional, and academic development, particularly when their work is reinforced by safe and supportive family and community environments. Success depends upon consistent implementation, modeling by adults and peers, and professional development that deepens school consistent implementation, modeling by adults and peers, and professional development that deepens school staff’s social and emotional skills. • Supporting the integration of social, emotional, and academic development is a wise public investment, well worth the expenditure of effort and resources. Higher social and emotional competencies are associated with wage growth, job productivity, and long-term employment. Such competencies can reduce violence, drug use, delinquent behavior, and mental health problems and provide internal support for children who experience the stress of poverty, violence, and trauma in their families or neighborhoods. They have the potential to help create a more equitable society where all children can succeed.

17. Cutting Edge The Brain Basis for Integrated Social, Emotional, and Academic Development SEPTEMBER 20, 2018 The Practice Base For How We Learn: Supporting Students’ Social, Emotional, and Academic Development MARCH 12, 2018 From a Nation at Risk to a Nation at Hope JANUARY 15, 2019 Angela Duckworkth- Author of Grit Tim Shriver- one of the three Commissioners.

18. LEARNING AND TEACHING ARE SOCIAL AND EMOTIONAL SOCIAL, EMOTIONAL, AND ACADEMIC DEVELOPMENT IS FOR ALL STUDENTS - The integration of social, emotional, and academic development shifts the emphasis to learning environments. - The integration of social, emotional, and academic development promotes equity. SOCIAL, EMOTIONAL, AND ACADEMIC LEARNING FOR STUDENTS STARTS WITH ADULT - Professional and collegial support for integrating the three dimensions of learning enhances educators’ effectiveness in the classroom. - Adults model social and emotional skills in their interactions with students and other adults. - Social, emotional, and academic development flourishes when everyone in the school is involved. STRONG LEADERSHIP IS CENTRAL -A clear vision, mission, and strategic plan provide the foundation for integrating social, emotional, and academic development throughout preK-12 education. - Leadership positions dedicated to the integration of social, emotional, and academic development strengthen and speed its implementation. - Monitoring progress promotes continuous improvement in the integration of social, emotional, and academic development.

19. EXPLICIT AND EMBEDDED INSTRUCTION AND A CARING CLASSROOM AND SCHOOL CLIMATE DEVELOPS SOCIAL, EMOTIONAL, AND ACADEMIC COMPETENCIES - Explicit instruction in social and emotional competencies provides students with a foundation for further development. - Academic instruction is most effective when teachers deliberately embed the social and emotional dimensions of learning. -Creating inclusive and caring classroom and school culture deepens and enriches students’ social and emotional competencies. HOME-SCHOOL-COMMUNITY PARTNERSHIPS MATTER - Parents, families, and caregivers are partners in extending social, emotional, and academic development. - Community service and service learning enable young people to exhibit and strengthen their social, emotional, and academic competencies. - Community partnerships provide support for social, emotional, and academic development during the school day and beyond the schoolhouse doors.

20. Cutting Edge The Brain Basis for Integrated Social, Emotional, and Academic Development SEPTEMBER 20, 2018 The Practice Base For How We Learn: Supporting Students’ Social, Emotional, and Academic Development MARCH 12, 2018 From a Nation at Risk to a Nation at Hope JANUARY 15, 2019 Angela Duckworkth- Author of Grit Tim Shriver- one of the three Commissioners.

24. Connecting and building Community (connections on the outside build connections on the inside

25. What’s in the name? (check your handout) • Group Juggle • Golden Name Challenge • Right, Left, Me • My name is… and I like to… • Brown Bear, Brown Bear, What Do You See? I see… looking at me • Heads up 4 up

26. Instructional Strategy: Share and Tell We work together • Build the expectation that kids will work with everyone Math partners Spelling partners Writing partners Reading partners Science partners Social Studies partners Today partners • Diverse groupings: • Partner share • Cards • Line ups • Buttons • 4 corners • Table teams • Opinion continuum • Mingle, Mingle switch • Count off

27. Instructional Strategy: Circle Up Connections on the outside build connections on the inside • Connection Gatherings • High five partners • Find Someone who… • Think, pair, share • Dominos • Spot It Cards • That’s exactly what it is… • Student of the Week • Snowball

28. Student voice • Classroom voting • Read aloud books, classroom agreements, table team names, where their cubbies are, student designed stuff around the room, student written labels around the room • Classroom jobs https://thecornerstoneforteachers.com/class-jobs/ • Morning Messages • Posted agendas and opportunities for questions about the day • Morning Check-ins

29. Instructional Strategy: Laugh- Tell a Joke Sing, dance, Play and laugh • A joke a day/week http://frugalfun4boys.com/2015/04/30/hilarious-jokes-for-kids/ • Dance Parties • Group games: Silent ball Tag Around the world Feelings Charades • Coseeke • Hot/cold

30. Closing Circles • Wrap up your day in meaningful ways: What was your favorite part of the day? What is something you learned today? How did you grow as a learner today? What is something you would go back and do differently if you could? Who is someone you made a connection with today? What did you do that was fun today? What are you going to tell your parents about the day? What is something we did today that you are excited about?

31. The Casel 5 core competencies

32. Empathy The root of amazing customer service. Impulse control Calm down and rewrite that angry email. Emotional recognition Notice the mood of the room and tailor your big pitch. Emotion management Keep those emotions from the recent family dispute in check. Communication Listen, focus, and make the most of every relationship. Assertiveness Get what you want, get what you need—everyone still leaves happy. Problem Solving Face roadblocks and brainstorm solutions with ease. Emotional Literacy: SEL book List (online resource)

33. Instructional Strategy: Think Aloud Practical Example: Emotional literacy

34. Conflicts and how we deal with them

35. Stop. Think. Act. Social and Emotional Learning (2009)

36. Instructional Strategy: Table Share conflicts • Conflicts are an inevitable part of our school day. • Learning some common categories of conflict can help you plan to teach students to work through them. • What are the benefits of solving conflicts with your friends and family? Kinds of Conflicts: Limited Resources Miscommunication Power Struggles- Friendship Issues Hurt Feelings

37. Instructional Strategy: Personal Reflection

38. Conflict resolution • - ABCD(E) Problem Solving • - I-Messages • - Time Machine (Conscience Discipline) • - Restorative Justice

39. Instructional Strategy: Closing Circle/Exit Slip Remember this… The behaviors that we see in our classroom. The emotional lives of our students. There is empathy in understanding the driving factors to our students behaviors.