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Transcript of OSPI 2009 Conference Social and Emotional Learning for School and Life Success Sheryl L. Harmer,...
OSPI 2009 Conference
Social and Emotional Learning for School and Life Success
Sheryl L. Harmer, Ed.D.
Dixie Grunenfelder, MBA
This workshop will: Provide an overview of Social and Emotional
Learning (SEL) Link SEL to improved academic outcomes and
school-wide improvement efforts Illustrate how SEL fits into what you are already
doing Outline a plan for implementing SEL in your
school Provide resources for on-going support.
What do we want for our students?
Visualize an ideal school - where optimal learning occurs - where the well-being of children is in balance with academic performance.
What would you see? What would you hear? How would you feel?
Share with neighbor
The Goal of Washington State Education The goal of the Basic Education Act . . . shall be to provide
students with the opportunity to . . . become responsible citizens, to contribute to their own economic well-being and to that of their families and communities, and to enjoy productive and satisfying lives. To these ends, the goals of each school district, with the involvement of parents and community members, shall be to provide opportunities for all students to develop the required knowledge and skills...ESHB 1209, 7/25/93
Washington State Learning Goals• Read with comprehension, write with skill, and communicate effectively
and responsibly in a variety of ways and settings.• Know and apply the core concepts and principles of mathematics; social,
physical, and life sciences; civics and history; geography; arts; and health and fitness.
• Think analytically, logically, and creatively, and to integrate experience and knowledge to form reasoned judgments and solve problems.
Understand the importance of work and how performance, effort, and decisions directly affect future career and educational opportunities.
RCW 28A.150.210
Education Goals
RAISE ACADEMIC
PERFORMANCE and IMPROVE CHILDREN’SWELL-BEING
How Well Are We Meeting Our Goals? What are you currently doing (within the
classroom/ school) to assure that both of these goals are being met?
Where is your classroom/school falling short?
What Students Tell Us: 2006 WA State Healthy Youth Survey (6th-12th)
25-30% of youth (8,10 &12th grades) felt so sad and hopeless for 2 or more weeks in a row that they stopped their usual activities.
16-32% (6,8,10,12th grades) had been bullied in the past 30 days
8-12% (8,10,12th grades)attempted or made a plan for suicide
9-26% of youth 13-17 engaged in binge drinking
2005 Youth Risk Behavior Survey2003 Search Institute 6% of U.S. youth 14-17 years old did not attend
school on one or more of the previous 30 days because they felt unsafe
Only 29% of students in 6-12 grade thought school was caring & encouraging
7.9% were threatened or injured with a weapon on school property
Impact of Trauma on Learning
Academic Performance Classroom Behavior Relationships
Academic Performance Ability to process oral and written information Memory Understanding cause/effect relationships Identification of emotion Ability to feel empathy Setting goals, developing a plan, and reflecting Transitions Engagement in learning
Classroom Behavior Aggression Defiance Withdrawal Perfectionism Hyperactivity and impulsiveness Rapid and unexpected emotional shifts
Relationships
Lack of trust Difficulty interpreting verbal and non-
verbal information Poor sense of self and perspective taking Difficulty identifying emotions Decreased motivation to relate to others
Essentials for Learning
School Environment
+
Specific Skill Development
Alignment for Success
RAISE ACADEMIC
PERFORMANCE
IMPROVE CHILDREN’SWELL-BEING
Improving academic
performance byincreasingwell-being
What can schools do?
What role can schools play in helping students address issues related to the well-being of students?
Discussion
What is a Compassionate School?
A compassionate school enables children to build caring relationships with adults and peers, self-regulate their emotions and behaviors, achieve in academic and non-academic areas, and be physically and emotionally healthy.
Social and Emotional Learning (SEL)
Climate & Connectedness Skills & Competence
Recognize and manage emotions
Care about and respect others
Establish positive relationships
Behave responsibly and ethically
Handle challenging situations constructively.
What is Social & Emotional Learning?
social & emotional learning
Self- awareness
Social awareness
Relationship Skills
Responsible decision-making
Self-management
Recognizing one’s emotions and values as well as one’s strengths
and limitations
Making ethical, constructive
choices about personal
and social behavior
Forming positive relationships, working in teams, dealing
effectively with conflict
Showing understanding and empathy for others
Managing emotions andbehaviors to
achieve one’s goals
SEL Conceptual Framework for Improved Behavior and Academic Performance
• SEL Instruction
• Safe, supportive, participatory, environment
• SEL Skills
• Attitudes
• Climate
Positive Social Behavior
Conduct Problems
Emotional Distress
Academic Performance
Skill Development Inter- Intrapersonal communication Self-regulation Risk assessment Consequential thinking (if-then) Assertiveness Empathy Perspective taking Emotion knowledge
Skill Development continued: Attention regulation Goal setting Conflict resolution/ respectful disagreement Negotiation Specific and general social problem-solving Emotion management/ coping Friendship
Why Does SEL Matter? Emotions affect how and what we learn
Schools are social places - relationships provide foundation for learning
Reduces barriers to learning such as stress
Increases school connectedness and essential skills
Aligns with the academic agenda of schools
Critical to success in school and life
Social Interaction“Our social interactions play a role in reshaping our brain, through
“neuroplasticity”, which means that repeated experiences sculpt the shape, size, and number of neurons and their synaptic connection.
By repeatedly driving our brain into a given register, our key relationships can gradually mold certain neural circuitry. In effect, being chronically hurt and angered, or being emotionally nourished by someone we spend time with daily over the course of years can refashion the brain.”
Daniel Goleman
Stress and Learning Strong emotions affect learning and memory
Acute or prolonged stress releases hormones that disrupt learning and memory processes
High cortisol levels affect the hippocampus-a key learning center in the brain suppress electrical activity decrease efficiency reduce new cell growth.
Amygdala over function (acute emotions) can hijack Hippocampus function (memory)
Neuroplasticity and Learning The brain responds to environmental factors and
produces experience-dependent changes in brain structure and function.
The prefrontal cortex acts as a convergence zone for integration of affective and cognitive processes.
Qualities such as patience, calmness, cooperation, and kindness are all regarded as skills that can be trained.
Richard J. Davidson, University of Wisconsin Waisman Center and Laboratory forAffective Neuroscience
Positive Learning Environments Challenging and engaging curriculum Safe, supportive learning community with respectful
relationships and trust Evidence-based SEL classroom instruction Infusing SEL concepts throughout the regular academic
curriculum Engaging students actively and experientially in the
learning process during and outside of school Opportunities for participation, collaboration, and
service Involvement of families and surrounding community
What Does Research Say?
Improvement in:
Attitudes (motivation, commitment)
Behaviors (participation, study habits)
Performance (grades, subject matter)
What Does Research Say?Attitudes: Stronger sense of community
Higher academic motivation and educational aspirations
Better understanding of consequences of behavior
Better ability to cope with school stressors
Increased positive attitudes toward school and learning
What Does Research Say?Behaviors: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 learning
What Does Research Say?School Performance:Improved math, literacy, and social studies skills
Higher achievement test scores (+14%) and grades (+11%)
Improved learning-to-learn skills
Better problem solving and planning ability
Use of higher level reasoning strategies
Improvements in reading comprehension
Meta-analysis Results 9% decrease in conduct problems, such as
classroom misbehavior and aggression 10% decrease in emotional distress, such as
anxiety and depression 9% improvement in attitudes about self, others,
and school 23% improvement in social and emotional skills 9% improvement in classroom behavior 11% improvement in achievement test scores
Results Dependent Upon
Full, high quality implementation according to how the program was designed
Classroom teachers were the primary implementers (as opposed to researchers)
Programs were S.A.F.E.
S.A.F.E. S= Sequenced set of activities: step-by-
step A= Active forms of learning such as role
play and behavioral skill rehearsal F= Focused attention on SEL - at least 8
sessions on skill development E= Explicitly targeted lessons to address
clear outcomes
Key Components of School-wide SEL
Learning Environments Opportunities for participation, collaboration, and
service
Safe, supportive learning community with respectful relationships and trust
Support and validate individual strengths
Opportunities for bonding and connectedness
Schoolwide SEL continued
Emotionally safe and motivating
Hold common expectations for adults and students
Encourage coaching and mentoring
Model empathy and perspective taking
Schoolwide SEL continued
Curriculum Evidence-based SEL classroom instruction
Challenging and engaging curriculum
Infusing SEL concepts throughout the regular academic curriculum
Involvement of Families and Surrounding Community
Integrating SEL into the Regular Academic Curriculum
Reading Math Social Studies Science Health Art
What Does Schoolwide SEL Look Like?
SEL School
Classrooms
Lunchroom
Hallways
Teacher’s Lounge
Afterschool/Extracurriculars
Playground
Bus
Bathrooms
Sporting Events
Parent/teacher conferences
Front Office
SEL in Action
In what ways is Ben Franklin Middle School preparing students for school and life success through SEL? Learning Environment Curriculum Community Connections
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Resources CASEL - Collaborative for Academic, Social
and Emotional Learning Safe and Sound - CASEL casel.org Building Academic Success on Social and
Emotional Learning - Teacher’s College Press Committee for Children - cfchildren.org CASEL Implementation Training -
Sustainable Schoolwide Social and Emotional Learning (SEL) - (Toolkit)
SEL Implementation and Sustainability Process
E. Nurturepartnerships
with families &communities
A. Provide ongoing
professionaldevelopment
B. Monitor and
evaluate for continuous
improvement
C. Develop infrastructure
to support SEL
D. Integrate SEL
framework school-wide
5. Develop action plan
6. Select evidence-
basedprogram
4. Conduct needs and resources
assessment
3. Develop and articulateshared vision
7. Conduct initial staff
development
8. Launch SEL instruction in classrooms
9. Expand instruction
and integrate SEL school-
wide
10. Continue cycle of
implementing and improving
2. Engage stakeholders
and form steering
committee
1. Principal commits
to school-wide SEL
F. Communicatew/stakeholders
(marketing)
Leadership
SEL School-wide
Planning for Schoolwide SEL
Learning environments
Professional development
Curriculum
Involvement of families and community
What is Happening with SEL Nationally?
Anchorage Texas New York Illinois
No Child Left Behind Under NCLB, schools must establish
plans for: Being safe and drug-free Closing the achievement gap Preventing at-risk students from dropping
out of school Implementing programs that are research
and evidence-based
What Employers WantU.S. Dept. of Labor, Employment, and Training Administration
Research Project-Skills employers most look for in potential employees:
1. Learning-to-learn skills2. Listening and oral communication3. Adaptability: creative thinking and problem-solving4. Personal management: self-esteem, goal-setting, self-motivation5. Group effectiveness: interpersonal skills, negotiation, teamwork6. Organizational effectiveness and leadership7. Competence in reading, writing, and computation.
The Illinois Social and Emotional Learning: What Students Should Know and Be Able to Do:
Goal 1: Develop self-awareness and self-management skills to achieve school and life success.
Goal 2: Use social-awareness and interpersonal skills to establish and maintain positive relationships.
Goal 3: Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts
What is Happening with SEL in Washington State?
Representative Mary Lou Dickerson Legislative bills
Public-Private Partnership OSPI Compassionate Schools Mental Health Transformation Grant Individual classroom, schoolwide, and
district efforts