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NATIONAL SCHOOL CLIMATE CENTER (NSCC) Educating hearts and minds, because the Three Rs are not enough

341 West 38th Street, 9th Floor, New York, NY 10018 (T) 212.707.8799 (F) 212.957.6616 www.schoolclimate.org

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Infusingsocial,emotionalandciviclearningintoexistingcurriculum

JonathanCohen

DesiredResultsGoals:Whatrelevantgoals(e.g.contentstandards,projectobjectives,learningoutcomes)willthisdesignaddress?

Thisworkshopprovidesdetailedguidelinesthatsupportclassroomteachersdevelopingsocial,emotionalandciviclearningobjectivesandlinkedlearningactivitiesintoexistinglessonplansandunits.Wewillusebully-victim-witnessissuesasorganizingexamples.Participantswilllearnaboutresourcesrelatedtosocialemotionallearning-relatedscopeandsequence,evidence-basedcurricularoptionsandinfusingsocial,emotionalandciviclearningintoexistingcurriculumwillbecovered.Understandings:Participantswillunderstandthat…Whatarethebigideas?Whatspecificunderstandingsaboutthemaredesired?Whatmisunderstandingsarepredictable?• Wearealwaysteachingsocial,emotionalandcivic(SEC)lessons.Theonlyquestionistowhatextenttheyareintentional,systemicandhelpful.• Thereareaseriesoflesson/unitplanningstepsthatwecangothroughthatsupportourintentionallyinfusingSECintoexistinglessonplans,unitsandAdvisoryactivities

EssentialQuestions:Whatprovocativequestionswillfosterinquiry,understanding,andtransferoflearning?•Whatkindofsocial,emotionalandcivic(SEC)teacherdoyouwanttobe?• WhataretheSEClessonsthatyouareteachingnow?• HowcanyoubecomeanevenmoreeffectiveSECteacherinwaysthatarealignedwithyourgoals?

Participantswillknow…Whatknowledgeandskillswillfacultyacquireasaresultofthissession?• howtodeveloplearningobjectives,activities,preliminaryassessmentmethodsandfollowupactivitiesthatcanbeinfusedintoexistinglessonplans.

Participantswillbeableto…Whatshouldtheyeventuallybeabletodoasaresultofsuchknowledgeandskill?• Buildingonalessonplanthattheyhavebrought,toinfuseSEClearningintothisplan.

AssessmentEvidencePerformanceTasks:Throughwhatauthenticperformancetaskswillparticipantsdemonstratethedesiredunderstandings?Bywhatcriteriawill

OtherEvidence:Throughwhatotherevidence[(observations,homework,journals)]willparticipantsdemonstrateachievementofthedesired



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[performancesof]understandingbejudged?• Intheinstitute,theprimarycriteriatobeusedwillbetheeducators’professionalassessmentofhowmeaningfulandengagedthelessonplanthattheyhavedevelopedis.

results?Howwillparticipantsreflectuponandself-assesstheirlearning?• Peertopeerreflectivediscussions• Discussions• workshopevaluationforms.

LearningPlanLearningActivities:Whatlearningexperiencesandinstructionwillenableparticipantstoachievethedesiredresults?Howwillthedesign…W=HelptheparticipantsknowWherethesessionisgoingandWhatisexpected?HelptheinstructorknowWheretheparticipantsarecomingfrom(priorknowledge,experiences)?

Priortothestartoftheworkshopparticipantswillbeaskedtobringalessonplanwiththemtotheinstitute.Participantswillalsoreceivesuggestedreadings.

H=HookallparticipantsandHoldtheirinterest?

Atthestartoftheworkshopseducatorswillbeaskedabouttheirowngoalsfortheworkshopandtheinstitute.

E=Equipparticipants,helpthemExperiencethekeyideasandExploretheissues?

Educatorswillworktogetheraswellasindividuallyinthelessonplanning/infusionprocess.

R=ProvideopportunitiestoRethinkandRevisetheirunderstandingsandwork?

EducatorswillbeabletorethinktheirideasthroughinfusingSECintothelessonplanthattheyhavebroughtwiththem.

E=AllowparticipantstoEvaluatetheirworkanditsimplications?

Educatorswillreflectonandevaluatetheresourcesandframeworkspresentedaswellastheirownworkinanintermittentbutongoingmanner

T=BeTailored(personalized)tothedifferentneeds,interests,andabilitiesoflearners?

Participantswillfocusonthelessonplanthattheyhavebroughttotheinstituteandbefocusedontheirstudentsandtheircurriculum.

O=BeOrganizedtomaximizeinitialandsustainedengagementaswellaseffectivelearning?

Theworkshopwillmovefromgeneralconceptstoactuallessonplanningandsharing

Agenda

Length Activity Description Materials5min. Welcome&

Introductions• Facilitatorintroducethemselves• ReviewObjectives+Agenda



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10to15min

Yourgoals? • Learningaboutthegoalsthatparticipantsbringtothisworkshopthatarerelatedtoinfusionwork

20min. Wherearewenow?Needs?

• Reviewrubricbelow.Reflecton“wherearewenow?And“whatdoweneed”to“gothenextstepinourinfusionefforts?”

Rubric(below)

30min. IdentifyingDesiredResults

(i)Whatareyour“academic”goals(e.g.languagearts,socialstudies,etc)?• Howdidyoudelineatethesegoals?• Towhatextentarethey“measurable”?• Towhatextent(ifatall)aretheycoordinatedwithgoalsthatothersinyourdepartment/gradearesetting?

(ii)WhatareyourSECgoals?• Howtoalignyourlearninggoalswithyourschoolmissionstatement?• Howdidyoudelineatethesegoals?Thechallengeofnothavinganevidence-basedSEEcurriculum!-IllinoisSELlearningstandards-Commonsense:Knowingourstudents-Askingourstudents(e.g.whenyouthinkaboutbeing“responsible”,“respectful”or“kind”whatdoesthismeanandtranslatetobehaviorally?• Towhatextentarethey“measurable”?• Towhatextent(ifatall)aretheycoordinatedwithgoalsthatothersinyourdepartment/gradearesetting?

(iii)Whatkindofpre-assessmentmightyouusetoevaluatecurrentknowledgeandcompetenciesfortheplannedlessonorunit?Forexample,whatkindsoffeedback,demonstration,support,examples,andpracticewouldbemostuseful?Howcanongoingassessmentbecomeaprocessthatsupportsstudent–andeducator–learning?

(iv)Whatskills,knowledgeanddispositionshavewebeenpromotingthroughour(a)behaviorand(b)ourclassroommanagementstyleaswellasourstated/explicit(c)academicgoals?

(v)TowhatextentareouracademicandSEEgoalsmeaningfulandengagingtostudents?And,howdoweknow?

• Lessonplanthatparticipantsbroughtwiththemorthattheyhaverecreatednow

• Schoolmissionstatement

30min. Learningactivities

(i)WhatareyourcurrentacademiclearningactivitiesandwhataretheimplicitSEClearning’shere?(ThereisvirtuallyalwaysaSEEdimensioninourteaching,learningandbehavior.)



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(ii)WhatkindsofSEElearningactivitieswillsupportstudentsachievingtheSEElearningobjectivesandwhy?• Promotingknowledgeand/orskills?• ProvidingtimeforstudentstoreflectonSEElearningduringclass• StrategiesthatwecanusetopromoteSEEskillsanddispositions:-InitiallyteachingSEEskills(e.g.conflictresolutionorflexibleproblemsolving)inisolation-Coaching-Postlearningactivities

(iii)Reinforcingandfollowingupclassroombasedlearning?• Endofclassstudentreflections:-Iusedtothink….-Now,Ithink….• Followupassignments• Collaborationswithfellowteachers,communityservice/servicelearningcoordinators,athleticstaff

10min Break20min. Learningfrom

oneanother• Sharingoflessonplanningandplans• Lessonslearned?

15min. Comprehensiveandcoordinatedefforts:Teachinginisolationand/orwithothers?

• HowareweworkingtocoordinateourSEEandacademiclearningobjectiveswith:fellowteachers?Parents/guardians?Studentleaders?Communityleaders?

• Whatareoneortwoorthreestepsyoucouldtaketofurtherthiskindofcoordinatedeffort?

15min. WorkshopreflectionsandSessionEvaluation

• Whatwasmostandleastusefulaboutthissession?• Whatdoyoumostneednowtosupporteffectiveinfusionwork?

SessionEvaluation

Considerhowyouroveralllearningobjectivesarealignedwithyourmissionstatement.

Howdopreaswellasfollowingassessmentshelpteachersandlearnersunderstandhowlearningisalignedwithmissionstatement

Materials:



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Category NotPrepared GettingStarted

EmergingProficiency

Masterful

InfusingSEEintoexistingcurriculum

• Teachershavenotconsideredwhattheirsocial,emotionalandethical(SEE)learninggoalsareforstudents.• TeachershavenotconsideredwhatkindsofSEE“lessons”theyareteachingbytheirbehavior,andwhatisrewardedintheirclassroom.• SEEisanimplicitpartoftheirteachingandthelifeoftheschool.•.TeachershavenotconsideredwhatkindsofSEElessonsareappropriatefortheirstudents.

• TeachersarebeginningtothinkexplicitlyaboutSEEgoals.• Teachersarelearningabout‘scopeandsequence’frameworks(e.g.IllinoisSELstandards)todeveloplearningobjectives.• TeachersarebeginningtoreflectontheSEElessonstheyareteaching,intentionallyornot.• TeachersarebeginningtothinkabouthowtoinfuseSEEintolessonplanningandtheirbehavior.• Teachersarebeginningtoconsiderandexperimentwiththerangeoflearningactivitiesthattheycanusetoactualizegoals.• Teachersarebeginningtothinkaboutpreandpostlessonassessment.

• TeachersoftenstateSEEgoalsexplicitly.• Teachersarelearningfromandusingexistingscope&sequenceframeworkstoshapelearningobjectives.• Inanongoingmanner,teachersreflectonhowtheirbehavior,classroommanagementstylesandfocusinclasssupportSEEandacademicgoals.• Teachershaveexperimentedwitharangeoflearningactivitiesandhavedevelopedanunderstandingthatgivenactivitiesaremoreorlessusefulwithgiventopicsand/orstudentsatgivengradelevels.• Teachershavedevelopedanumberofassessmentstrategiesthatbegintoallowthemtoevaluatepreandpost

• TeachershaveexplicitSEEgoalsthatshape(a)lessonplanningand(b)theirbehavior.• SEEgoalsarebasedonadevelopmentallyinformedunderstandingofwhattheirstudentscanlearn.• Learningobjectivesandactivitiesaredevelopedwiththeintentofbeingengagingandmeaningfultotheirstudents.• ClassroombasedSEEinstructionisapartofaschool-wideefforttopromotetheseskillsanddispositions.• TeachersconsideredhowtheycoulddevelopformalandinformalextensionsofSEElearningintheclassroomtootherfacetsofschoollife(e.g.servicelearning;athletics).• TeachershaveinfusedspecificlearningactivitiesintoexistinglessonplansthatwillpromoteparticularSEEskillsanddispositions.• TimeisprovidedforstudentstoreflectonSEElearningduringclass.• Teachersareinvolvedwithapplying,reinforcingandextendingSEEthroughpostclassactivities(e.g.servicelearning;collaborationwitheducationalandothercolleagues.• Dependingonthe



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lessonSEElearning.• TeachersasagrouparetalkingabouthowtoreinforcetheSEEgoalsthattheyschoolisfocusingincollaborativeways.

needsofgivenstudentsand/orclasses,teachesuseanynumberofinstructionaltechniques.• TeachershavedevelopedandshareSEEinformedassessmentproceduresthatsupportteacheraswellasstudentlearning.

CASEL(www.casel.org)hasidentifiedfivecoregroupsofSELcompetencies:* Self-awareness—accuratelyassessingone’sfeelings,interests,values,andstrengths;maintainingawell-groundedsenseofself-confidence* Self-management—regulatingone’semotionstohandlestress,controlimpulses,andpersevereinovercomingobstacles;settingandmonitoringprogresstowardpersonalandacademicgoals;expressingemotionsappropriately* Socialawareness—beingabletotaketheperspectiveofandempathizewithothers;recognizingandappreciatingindividualandgroupsimilaritiesanddifferences;recognizingandusingfamily,school,andcommunityresources* Relationshipskills—establishingandmaintaininghealthyandrewardingrelationshipsbasedoncooperation;resistinginappropriatesocialpressure;preventing,managing,andresolvinginterpersonalconflict;seekinghelpwhenneeded* Responsibledecision-making—makingdecisionsbasedonconsiderationofethicalstandards,safetyconcerns,appropriatesocialnorms,respectforothers,andlikelyconsequencesofvariousactions;applyingdecision-makingskillstoacademicandsocialsituations;contributingtothewell-beingofone’sschoolandcommunity

Social,emotionalandethicalorcivicliteracy:1) Reflectiveandempathiccapacities:“decoding”selfandothers;

And,thenusingthisinformationtobea:2) FlexibleProblemSolver/DecisionMaker;and,3) Social,emotionalandethical/civiclearner

SEECompetencies Concepts EssentialQuestions1.

Connectingwithourselvesandothers:Reflectiveandempathic

capacities

ActivelisteningSelf-awarenessAppreciationCooperation

Howcanwebestsupportourlisteningtoourselves?

Howcanweshowwehave



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(Thefoundationforsocial,emotionalandcivicliteracy:“decodingselfandothers”)

understoodanother’sthoughts?

Whyisitimportanttoacceptone’sownuniquecharacteristicsandvaluetheuniquenessof

others?

Howdowevalidateothers?

Howdoweputourselvesinanother’smoccasins?

Whatbeliefsmightbecriticalforapositivesocialenvironment?

2.Problem-solvinganddecision-

making

PlanningDefiningtheproblemPossiblesolutions

Flexibleandcreativeproblem-solving

Goal-setting

Whataretheprinciplesofflexibleandcreativedecision-

making?

Whataretheprinciplesofethicaldecision-making?

Whatcanassistlearnerstothinkabout,describeandimprove

theirthinkingaboutproblems?

Howshouldwedecidewhat’srightandwronginreallife

situationsandissues?

Whathelpslearnerstomanagedisagreementproductivelyandaccommodatealternativepoints

ofview?

Whatknowledge,skillsanddispositionsareneededto

createandpursueachievablegoals?

3.Beingasocial,emotionalandciviclearnerinthefollowingsix

ways:



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3AImpulsecontrolandanger

management

LabelemotionsRecognizephysicalsignsof

emotionsPerspectivetaking

Beingabletomodule(regulate)feelingsandimpulses

Whatarethewordstodescribefeelings?

Isthereawordtodescribeeveryfeeling?

Howdoourbodiesfeelwhenweareangry?

Whatdowedowhenwefeelangry?

Giventhatangerisalwaysa“secondaryemotion”,whatisthenatureoffrustrationand/orhurtand/orfearthatunderlies

myangernow?

Whatstrategiesworkforyouwhenyou’refeelingangryor

afraid?

3BCooperative/collaborative

capacities

FriendshipTurntakingAcceptanceToleranceRespect

SharedgoalValuingthegroup

Howarewedependentandinterdependentonothers?

Whydowedialogue?

Whatdowelearnfromothers?

Canwealwaysagreewithothers?

Whatmakesaneffectivelearningorfriendshipgroup?

3CCommunicativecapacities

EyecontactFeelingsintowords

Verbalandnon-verbalcommunication

AttentivelisteningIstatementsRighttopass

Whatcommunicationskillsareneededtoestablishand

maintainhealthyandhappyrelationships?

Whatwoulditbelikeifpeople’sfacescouldn’tshowemotions?

HowdoIshowIamlistening?

Whyisitimportanttoexpressingpersonalrightsandfeelingsandhowisthisdone



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appropriately?

Towhatextentmusteachpersonparticipateineach

situation?

3DFormingandbeingableto

maintainfriendships

SenseofbelongingSupportiveCaring

PerspectivetakingTrust

Whyhavefriends?

Howdoweformnewfriendships?

Whatmakesagoodfriend?

Aretheredifferenttypesoffriends?

Howdofriendshipsdevelop?

Howcanproblemswithfriendsbesortedout?

3ERecognizingandappreciating

diversityanddifference

AppreciatingdiversityanddifferenceIndividuality

Identifyingdifferenceandsimilaritiesinanon-judgmental

wayEmpathyPrejudice

DiscriminationPicturesofStereotypesInclusion-

Whyvaluediversityincultures,people,plantsandanimals?

HowcanIgettoknowmoreaboutothers?

Whatleadstodiscriminationandexclusion(orwhatisscary

aboutdifferences)?

Whataresomeuniversalvaluesthatmaybeinterpreted

differently?

HowcanIdemonstrateacceptanceofdifferenceanda

valuingofdiversity?

3FAltruisticcapacities

(appreciatingthehonorandpleasureassociatedwithhelpingothersandfurthering“good

works”)

ActivelylistenEmpathize

Creativelyproblem-solveHelpingothersReflecting

Communityservice

Howcanasenseofempathybestrengthenedsothatlearnersactresponsiblyforthegreater

good?

Towhatextentdohumanbeingshaveacapacityforgood?

Howeasyisittobealtruistic?



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Doesaltruismextendtoanimalsandtheenvironment?

Howimportantisaltruism?

Reflectivecapacities:thefirst“R”ReflectiveLearningwithinaSocial,EmotionalandCivicFramework

ReflectivecapacitiesprovidethefoundationforallSEClearning.Reflectivelearningwithinasocial,emotionalandethicalframeworkinvolvesunderstandingthatideasareinfluencedbyemotionsandassumptions.Reflectivelearnersusedeliberateprocessesandstrategiestodevelop,checkandrefinetheirbeliefs,exploringvariousperspectivesandperceptions.Theyevaluatetheirlearningortheirthinking,makingconnectionstoreal-lifesituations,andmaymodifytheirthoughtsastheyjustifyconclusions.

Therearenumerousstrategiesfordevelopingreflectivelearningthatfocusattentiononstudents’socialandemotionallearningandwellbeing.PosingSECfocusedquestionsisonewaytoassiststudentsinacquiringreflectivelearningpracticeswithinasocialandemotionalcontext.ThesequestionscanalsobeusedattheendofanylessonthatintentionallyseekstopromoteSECaswellasintellectualskillsanddispositions.

Social:Individualreflection/groupreflectionDideveryindividualinthegroup…

• speakinanaudibletone• contributetothediscussion• taketurns• listentoothers• acknowledgeeachothers’contributions• agreeonaprocess• understandtheirrole• takeindividualresponsibility• co-operatewillinglytoperformthetask?

Asawholegroup,didpeople…• treateachotherwithrespect• acceptotherviewpoints• explaintheirpositions• empathizewithothers• explaintheirfeeling• explaintheirthinking• disagreeinagreeableways?



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Emotional:EmbedwithinunitplanningasappropriateHowdoesthetextortopicmakeyoufeel?Howwouldyouexplainhowyoufeelaboutthetextortopic?

Whatdoyouthinkisthepurposeforthisparticulartopic?Howdoesitrelatetoyourreallifeexperiences?

Doyouneedtofindoutmoreabouttheauthorand/orthetime?Howdoyouthinkthiswillinfluenceyourunderstanding?

Whichaspectsoftheissue/texthavethegreatestimpact,inapositiveornegativeonyou?Whydoyoufeelstronglyaboutthis?

Aretheredifferentaccountsofthesameeventthatyoucouldcompare?Doyouthinkdifferentpeoplemightseetheeventdifferently?

Whatmightbesomealternativeendings?Whatwouldyouchooseasanappropriateordesirableendingandwhy?

Whatvalueconflictsorassumptionscanyouidentify?Whatassumptionsandvaluesareyouinfluencedby?

Doyouthinkthereisthereanyomittedinformation?Whatotherinformationdoyoufeelyouwouldliketoknow?

Howdoyourownthoughtsandvaluesalignwiththistextortopic?Whydoyouthinkthistextortopicisimportant?Whathaveyoulearntfromthistopic?Howhaveyoulearntthis?

Whatelsewouldyoustillliketolearninthistopic?Howcouldyoulearnthis?

Whatelsedoyoustillneedtoconsider?Whatcouldyouhavedonedifferently?

Whatengagedyouinthistopic?Howhasyourthinkingandfeelingschangedinthecourseofstudyingthistopic?



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Resources:

CurricularResources:• ADL(Anti-defamationLeague)CurriculumConnections:AntibiaslessonplansandresourcesforK-12educators:www.adl.org/education/curriculum_connections/ AWorldofDifferenceInstitute:RecommendedMulticulturalandAntibiasbooksforChildren:www.adl.org/bibliography/• Edutopia:www.edutopia.org/social-emotional-learning• FacingHistoryandOurselves:www.facinghistory.org/• TeachingTolerance:(classroomactivities,kitsandhandbooksandmuchmore!):www.tolerance.org/teach/?source=redirect&url=teachingtolerance

ScopeandSequence-related:• AnchorageSchoolDistrictSELstandardsandbenchmarks:www.asdk12.org/depts/SDFS/SEL/SEL_Standards.pdf

• IllinoisSocialEmotionalLearningstandards:www.isbe.state.il.us/ILS/social_emotional/standards.htm

• FirstAsk,ThenListen:HowtoGetStudentstoHelpYouTeachThemBetter:ATeachersGuide:www.whatkidscando.org

Informationaboutevidence-basedinstructionalandsystemicprogramsandefforts;• BlueprintsforViolencePreventionProgramMatrix(Blueprints)http://www.colorado.edu/cspv/blueprints• CASELprogramguides:http://www.casel.org/guide/• CharacterEducationPartnership:Whatworksincharactereducation(2005):www.character.org[goto“Resources]• OfficeofJuvenileJusticeandDelinquencyPreventionProgramsGuide(OJJDP)http://www.dsgonline.com/mpg2.5/mpg_index.htm/• SAMHSA’sNationalRegistryofEvidence-basedProgramsandPractices(NREPP)http://www.nrepp.samhsa.gov/find.asp• UnitedStatesDepartmentofEducation’sExemplaryandPromisingSafe,Disciplined,andDrug-FreeSchoolsPrograms2001(USDOE)www.ed.gov/admins/lead/safety/exemplary01/exemplary01.pdf• USDepartmentofEducation,InstituteofEducationSciences,NationalCenterforEducationalEvaluationandRegionalAssistance(2003).Identifyingandimplementingeducationalpracticessupportedbyrigorousevidence:Auser-friendlyguide.http://ies.ed.gov/ncee/pubs/evidence_based/evidence_based.asp



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• CenterforMentalHealthinSchools(2005).Systemicchangeandschoolimprovement:Designing,implementing,andsustainingprototypesandgoingtoscale.LosAngeles:UCLACenterforMentalHealthinSchools.RetrievedDecember15,2005from

NationalOrganizations:• Character.org:www.character.org/• CollaborativeforAcademic,SocialandEmotionalLearning:www.casel.org/• EQ.ORG:www.eq.org/• HarvardFamilyResearchProject:http://www.hfrp.org• TheChildren,YouthandFamilyConsortium'sElectronicClearinghouse(Anelectronicbridgetoinformationandresourcesonhealth,educationandwell-beingofchildren,youthandfamilies):www.cyfc.umn.edu/• SchoolPsychologyResourcesOnline:www.schoolpsychology.net/• UCLASchoolMentalHealthProject:http://smhp.psych.ucla.edu/

JonathanCohen,Ph.D.President,NationalSchoolClimateCenter;AdjunctProfessorinPsychologyandEducation,TeachersCollege,ColumbiaUniversity;Co-editor,InternationalJournalonSchoolClimateandViolencePreventionjonathancohen@schoolclimate.org(212)707-8799,ext1

Download - Infusing social, emotional and civic learning into ...assets.center-school.org/documents/sel/Cohen-InfusingSECLearning.pdfdesign address? This workshop ... We will use bully-victim-witness

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