"Human existence depends upon compassion and curiosity leading to knowledge, but curiosity and knowledge without compassion is inhuman and compassion without curiosity and knowledge is ineffectual.“--Victor Weisskopf, nuclear physicist

Actively teaching social skills – who is responsible for this? How do we fit it in? What do parents and other stakeholders want our WSS graduates to have when they leave here? Is this really what they need? How do we know if this is even working? (And, what is in it for me?)

Where is/is SEL in the curriculum (am I responsible for this)?

Where is it in our hearts? What are the community expectations for

this? Do we have to throw something off to fit in

something new?

The development of this IRP has been guidedby the principles of learning:

Learning requires the active participation of the student.

People learn in a variety of ways and at different rates.

Learning is both an individual and a group process.

Bloom’s taxonomy of learning behavioursidentified three domains of educational activities:

affective (growth in feelings or emotional areas ) cognitive (mental skills – knowledge),psychomotor (manual or physical skills)

The affective domain involves the way in which we perceive and respond to things

emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes.

Contributing to the classroom and school community

Solving problems in peaceful ways Valuing diversity and defending human

rights Exercising democratic rights and

responsibilities

(BC Ministry of Education)

Each class has an opportunity for SEL

Each project has this opportunity -but how?

Divide into departments (humanities, math, science, health and fitness, technical and applied arts)

Consider how SEL fits with your curriculum. What is one thing each of you do now to

embrace SEL within your classroom? As a group, design one SEL-based project or

idea for your subject area. How will this idea or lesson support SEL at WSS?

curricula that provide neither guidance on how to promote socially responsible citizenship nor the time necessary for it

School staff who may be more concerned with orderly classrooms than with the substance of the teaching and learning that takes place in them

teachers and students whose view of citizenship and social responsibility is confined to only the ‘leadership class’

teachers who are fearful about promoting active citizenship (sometimes with good reason)

parents and community members who think a school's primary function is to get students to memorize facts and score well on tests so they can get into college

parents and community members who may protest student involvement in controversial public issue

(http://www.teachablemoment.org/high/socialresponsibility.html)

FSA is gaining traction with our Minister of Ed – consider the value statement this makes

NPBS to help us infuse and assess Dalai Lama centre workshops Collaboration time? Resources on teacher common and in binder

in upstairs prep room

Purpose of the Ministry

“A strong character, an understanding of the world, and the skills that allow individuals to flourish are all products of a high-quality education. “

2010/11 – 2012/13 SERVICE PLAN March 2010

www.gov.bc.ca/bced Ministry of Education

“We are increasing our focus on skills such as reading, writing, and numeracy that are essential components of every child’s education. The Foundation Skills Assessment (FSA) will continue to be an important tool …”

2010/11 – 2012/13 SERVICE PLAN March 2010

www.gov.bc.ca/bced Ministry of Education