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Social-Emotional Learning

Social-Emotional Learning. Developing personal investment, knowledge, and the regulation of self in connection to staff and classmates. Objective for this session:.

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Social-Emotional Learning

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  1. Social-Emotional Learning Developing personal investment, knowledge, and the regulation of self in connection to staff and classmates.

  2. Objective for this session: Acquire and apply a SEL strategy that is also a pre-reading strategy that can be used for a variety of activities in your class.

  3. Social-Emotional Learning:Story Impressions A pre-reading strategy that encourages social, cohesive classes who are invested as inquirers of a text. Presented by: Lindsay Pepping Annette Orrico Carol Promisel Michelle Harbin

  4. Social-Emotional Learning DIRECTIONS: Create a story with your group using the five phrases below. Use them in order as they appear on the page. Write your story on the page, and underline the 5 phrases as you use them. Be creative and ready to share your story with the large group.

  5. Story Impressions as Class Introductions • Teaching the strategy • Students guess your story… • Students create their own positive word chain • From past • Hobbies/interests • Family • What you want in the future

  6. Story ImpressionsBefore Reading or Viewing Video • Students create their best-guess version of text • Develops confidence and investment in reading • All subject areas

  7. Journal of Experimental Education Reading Comprehension Assessment 45 Item fill-in-the blank completion test 15 items: Referenced in pre-reading groups 30 items: Not referenced in either pre-reading group

  8. Results Referenced information (15 items) 12.0 8.2 7.2 Non-referenced information (30 items) 20.3 14.4 14.4 Reading Comprehension Assessment 45 Item fill-in-the blank completion test 15 items: Referenced in pre-reading groups 30 items: Not referenced in either pre-reading group

  9. Classroom Implications • Generative learning takes place • Enhanced… • Laying foundation • Fits new information into existing map • Modification of mental model

  10. Modifications • As a class, with partners, groups or individually • Add five more terms • Essay prompt for test • Formative assessment • One-on-one tutoring • Project prompt • Test review prompt • Assign partners to search the text for a chain word, report back to class the context • Humorous and/or “best-guess”

  11. References Buehl , D. (2005) Classroom Strategies for Interactive Learning. P. 5 International Reading Association. Newark, Delaware Cook (1986, 1989). Strategic Learning in the Content Areas. Madison, WI. as cited by Buehl , D. (2005) Classroom Strategies for Interactive Learning. P. 5 International Reading Association. Newark, Delaware. p. 5. Denner, P.R., Rickards, J.P., Albanese, A.J. (2003). The Effect of Story Impressions Preview on Learning from Narrative Text. The Journal of Experimental Education. 71(4), 313-332. Gernsbacher, M.A. (1990). Language comprehension as structure building. Hillsdale, NJ: Erlbaum. Gernsbacher, M.A. (1996). The structure-building framework: What it is, what it might also be, and why. In B.K. Britton & A.C. Graesser (Eds.), Models of text comprehension. Mahwah, NJ: Erlbaum. Jones, B., Palincsar, A., Ogle, D., & Carr, E. (1987). Strategic Teaching and Learning: Cognitive Instruction in the Content Areas. Alexandria, VA: Association for Supervision & Curriculum Development. as cited in Buehl , D. (2005) Classroom Strategies for Interactive Learning. International Reading Association. Newark, Delaware. p. 11. McGinley, W., & Denner, P. (1987). Story Impressions: A pre-reading/writing activity. Journal of Reading, 31, 248-253. as cited by Buehl , D. (2005) Classroom Strategies for Interactive Learning. P. 5 International Reading Association. Newark, Delaware. p.132 Perna, D. and Mahurt, S. (2009). Reading to Learn in Secondary Classrooms. pp. 102. Corwin. Santa, C. M., Havens, L.T., Valdes, B. J. (2004) Project CRISS. P. 117. Kendall/Hunt Publishing Company. Dubuque, IA.

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