social-emotional learning & pbis the missing link -...
TRANSCRIPT
Wendy Thowdis
Assistant Director
San José State University
Collaborative for Reaching & Teaching the Whole Child
http://www.crtwc.org
Social-Emotional Learning & PBIS
The Missing Link
SJSU Collaborative for
Reaching & Teaching the Whole Child (CRTWC)
Expected Characteristics of SJSU Multiple Subject Graduates
• Student Centered: They are attentive to the social & emotional dimensions of teaching and learning. They teach to the whole child.
• Reflective and Caring: They assume a caring stance that is growth-oriented and supports their own and their students' resilience.
Premises that guided our work
SEL skills need to be integrated, not an add-on
Make connection between CCSS and SEL explicit
Need a common language and framework
Practice using SEL lens needs to start in teacher preparation
Social-emotional learning skills are research/scientific-based
Why talk about social/emotional learning (SEL)?
Attention to SEL impacts student performance, including…
Lower absenteeism and fewer suspensions/retentions
fewer disruptive behaviors
Increased attention and inhibitory control (Snyder, et al., 2010; Hamre & Pianta, 2005)
Increased sense of belonging at school (Molero, 2006)
Increased engagement in learning (Brewster and Brown, 2004)
Expanded ability to think critically by reducing frequent negative emotions in school (Reschly et al., 2008)
©Acknowledge Alliance
Neuroscience,
Emotional Psychophysiology, & Learning
Emotional states impact our ability to learn.
Negative emotional states (fear, anger, anxiety) linked to inhibition of pre-frontal cortex, the “thinking” part of brain (IHM,
2007)
Positive emotional states associated with cortical facilitation (IHM, 2007)
“…the neurobiological evidence suggests that the aspects of cognition that we recruit most heavily in schools, namely learning, attention, memory, decision-making, and social functioning, are both profoundly affected by, and subsumed within the processes of emotion…”
(Immordino-Yang & Damasio, 2007)
SEL is being talked about in many ways,
including…
Carol Dweck’s Growth Mindset Theory
Search Institute Developmental Assets (Project Cornerstone)
Mindfulness practices in the classroom
Non-cognitive factors in learning
Adding a lens to our practice as educators:
Social-Emotional Dimension
©Collaborative for Reaching & Teaching the Whole Child 2011
Social & Emotional Learning Core CompetenciesCollaborative for Academic, Social, and Emotional Learning
Self Awareness
Self Management
Social Awareness
Relationship skills
Responsible Decision-Making
Social and Emotional Dimensions
of Teaching and Learning (SEDTL)
Teacher’s own SEL competencies
(skills, knowledge, habits of mind)
Teacher’s ability to manage the social
and emotional environment of the
classroom
Teacher’s ability to foster social and
emotional skills & dispositions in
students
CASEL’s Five Dimensions of
social-emotional competence
http://www.edutopia.org/keys-social-emotional-
learning-video
The Case of Thomas
©Collaborative for Reaching
& Teaching the Whole Child
8 years old
ADHD
“In line or on the rug, the
littlest thing can distract him”
Using the SEDTL lens helps candidates
interpret & respond to student
behavior differently…
“When his behavior becomes an issue, it is generally managed by
providing consequences, or telling him what not to do. As a result,
he is often confused about what he did wrong. The Assertive
Discipline approach has not been effective in improving (his)
behavior.……to provide consequences for his actions does not
teach him how to cope with his condition.”
(Initial Case Study (journal entry of student teacher)
©Collaborative for Reaching
& Teaching the Whole Child
The 2/10 Activity:talk to student 2 Minutes a day
for 10 days
“a few of my (assumptions) about him changed: (One of them was)…
that our relationship couldn't be improved and he would never stop
testing me. (This assumption) changed with my implementation of the
2/10 Activity which built a positive relationship between us, and helped
diminish how much and often he would test boundaries with me.”
(fifth Case Study journal entry of same student teacher)
©Collaborative for Reaching & Teaching the Whole Child
Comments from Student Teacher
at End of Case Study
During my first conversation with him, he did not look at me or hear my
words when I tried to correct his behavior using gentle verbal reminders.
I started … thinking that it will be very challenging for me to establish a
relationship with him and support and guide him in his behavior and
learning tasks. My thinking has evolved … now I totally believe in the
relationship and trust I have established with him as he respects my
words and works on the changes he needs to incorporate most of the
times. I am approaching him with confidence … I believe now that
with the appropriate preventive and supportive strategies, he could
really improve academically and socially-emotionally.
©Collaborative for Reaching & Teaching the Whole Child
SEL & Common Core
Need for developing an effective learning environment
while integrating SEDTL into content areas
Mathematical Practices (two examples) SEL Skills Needed to Achieve
Make sense of problems and persevere in solving them
Self-Awareness• Use self talk• Can identify strengths in self• Can identify relationship between
feelings, thoughts, and behaviors
Self-Management• Resilience in the face of obstacles• Regulate one’s emotions• Persevere• Pause between stimulus and response
Construct viable arguments and critique the reasoning of others
Social Awareness• Identify judgments and biases• Awareness of strengths in self and others • Perspective taking • Reflective listening
Literacy Common Core Standard SEL Skills Needed to Achieve
Participate in collaborative conversations with diverse partners
Social Awareness • awareness of strengths in self & others• cultural competence• empathy
Relationship Skills• reflective listening• working cooperatively• conflict resolution
Ask and answer questions to seek help, get information, ask for clarification
Self-Awareness• Able to identify feelings/needs• Has a level of optimism (growth mindset)
Express thoughts, feelings, and ideas clearly Self-Management skills• Resilience• Able to regulate emotions• Perseverance
© SJSU Collaborative for Reaching & Teaching the Whole Child
Teaching can be intense and exhausting….
There is research on the extraordinary number of decisions that a teacher has to make at any given moment —- more decisions minute-by-minute than a brain surgeon. The most conservative estimate from this data has teachers making approximately 130 decisions per hour during a six-hour school day, and this reflects only those decisions made within the classroom. (Ellen Meyers, 2006)
©Collaborative for Reaching & Teaching the Whole Child
Some Teacher SEL Skills
Needed to Implement CCSS
Self-Awareness
• Identify judgments and biases• Recognize level of optimism• Possess a growth mindset• Identify feelings and needs
Self-Management
• Demonstrate resilience in the face of obstacles
• Regulate one’s emotions• Have compassion for self and others• Be able to set and monitor personal and
professional goals
Social Awareness
• Demonstrate empathy• Have awareness of strengths in self and
others• Demonstrate cultural competence• Recognize school, family, community
resources• Be able to take different perspectives• Listen reflectively
Relationship Skills
• Build relationships with diverse individuals & groups
• Practice listening and communication skills• Work cooperatively with colleagues,
parents• Seek help when needed
What we have found this far…
Need to make explicit connection between SEDTL and Common Core State Standards
Need explicit reference to SEDTL skills using common language
Must focus on teacher, staff, and student (SEDTL)
Time and practice needed to develop an SEDTL lens
© Collaborativefor Reaching & Teaching the Whole Child 2014
Embedding SEDTL in your school can lead to…
• Direct impact in classrooms
• Teachers who can address the needs of the whole child
• Teachers who can teach Common Core Standards effectively
• Teachers who can create an effective learning environment
• Higher teacher retention
©Collaborative for Reaching & Teaching the Whole Child
The Connection Between
PBIS and SEL
Common Features
• Commitment to school-wide social culture• Commitment to building personal competence
of students• Social development linked to academic success• Importance of building relationships
Adapted from Roger Weissberg & Rob Horner
Adapted from Roger Weissberg & Rob Horner
Positive School-Wide Expectations
Prerequisite SEL Skills Needed to
Build Effective Relationships
Self-Awareness Self- Management
Social AwarenessRelationship Skills
Responsible Decision-making
PBIS Big Ideas
• Commit to serving ALL students
• Be Proactive rather than Reactive
• Teach social behaviors in same way
we teach academics
• Increase participation in school & academic success
Connecting PBIS & SEL
Social-Emotional Learning Skills
Positive Behavioral Interventions and Supports
Positive School Climate Academic Achievement
Seeing the SEL/PBIS
Connection
1. Form groups of 3
2. Locate your assigned SEL dimension on the CASEL wheel
3. Discuss the following prompt:
“How can an understanding of your dimension enhance the implementation of PBIS?”
4. Write responses in right column on worksheet
Quick Write
Your Take-Away:
How do you see using what you have
learned in this workshop about Social-
Emotional Learning to support your
efforts in creating a more effective learning
environment for your students?
Resources
Collaborative for Academic, Social, and Emotional Learning www.casel.org
How to Integrate Social Emotional Learning into Common Core, Vicki Zakrzewski, Greater Good, Jan 22, 2014 http://greatergood.berkeley.edu/article/item/how_to_integrate_social_emotional_learning_into_common_core
How Social-Emotional Learning Transforms Classrooms, Vicki Zakrzewski, Greater Good, Sept 16, 2014 http://greatergood.berkeley.edu/article/item/how_social_emotional_learning_transforms_classrooms
Afraid of Looking Dumb, Mark D. Jacobsen, Education Leadership, Sept 2013
