2015-Power-of-SEL-in-Career-Development-2.ppt
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The document discusses the importance of social emotional learning (SEL) in schools. It defines SEL as acquiring skills to manage emotions, develop relationships, and make responsible decisions. The core SEL competencies are self-awareness, self-management, social awareness, relationship skills, and responsible decision making. Research shows SEL improves academic outcomes and student success by promoting better performance, engagement, and less risky behavior. The document outlines Illinois SEL goals and standards and discusses how students acquire SEL skills through explicit instruction, practice, observation, reflection, and application. It emphasizes the importance of focusing on individual student needs, passion, and creativity to help all students develop socially and emotionally.
2015-Power-of-SEL-in-Career-Development-2.ppt
- 1. The Power of Social Emotional Learning in Career Development Presented by Toni R. Tollerud, Ph.D. LCPC, NCC, NCSC, ACS Distinguished Teaching Professor Northern Illinois University February 27, 2015 VALEES INSERVICE
- 2. The Power of Social Emotional Learning How do you define social emotional learning? How well do you think this is happening in your school? In YOUR classroom? How would you define your own engagement in social-emotional learning?
- 3. Social and Emotional Learning (SEL) SEL is the process of acquiring the skills to recognize and manage emotions, develop caring and concern for others, establish positive relationships, make responsible decisions, and handle challenging tasks effectively. Collaborative for Academic, Social, and Emotional Learning (2005). Safe and Sound, IL Edition
- 4. What are the Core SE Competencies? social & emotional learning Self- awareness Social awareness Relationship Skills Responsible decision- making Self- management Forming positive relationships, working in teams, and dealing effectively with conflict Making ethical, constructive choices about personal and social behavior Managing emotions and behaviors to achieve one’s goals Showing understanding and empathy for others Recognizing one’s emotions and values as well as one’s strengths and limitations Graphic: CASEL
- 5. SEL Improves Academic Outcomes • 23% increase in skills • 9% improvement in attitudes about self, others, and school • 9% improvement in prosocial behavior • 9% reduction in problem behaviors • 10% reduction in emotional distress • 11% increase in standardized achievement test scores (math and reading) Source: Durlak, J.A., Weissberg, R.P., Taylor, R.D., & Dymnicki, A.B. (submitted for publication). The effects of school-based social and emotional learning: A meta-analytic review.
- 6. How SEL Contributes to Student Success Better Academic Performance Greater Success in School, Work, and Life Greater Attachment, Engagement and Commitment to School Less Risky Behavior, More Positive Development Effective Learning Environments: •Safe •Caring •Well-Managed •Engaging •Supportive •High Expectations SE skills Instruction: • Self-awareness • Social awareness • Self-management • Relationship skills • Responsible decisions Evidence-based SEL Programming Inputs Proximal Outcomes Distal Outcomes Source: CASEL
- 7. What do you think can make social emotional learning a powerful aspect in career development? How can you be intentional in making this happen?
- 8. Partnership for 21st Century Skills 21st Century Skills Where and how do we teach these important skills in our classroom? • Critical thinking and problem-solving • Ethics and social responsibility • Communication • Teamwork and collaboration • Lifelong learning and self-direction • Leadership • Global awareness SEL Prepares Students for the Workforce
- 9. R. U. L. E. R. Developed by the Yale Center for Emotional Intelligence in 2013 K-12 students taught anchor tools to lead to RUER skills that create a positive school climate and promote school success. Develop emotional intelligence related to self-awareness and self- management
- 10. R.U.L.E.R R = recognize U = understand L = label E = Express R = regulate emotions Regulating these emotions should lead to enhanced personal, social, and academic outcomes for students and adults
- 11. Illinois Social and Emotional Learning Goals Self- Awareness Social Awareness Responsible Decision- making Self- Management Relationship Skills Goal 31: Develop self- awareness and self- management skills to achieve school and life success. Goal 32: Use social awareness and interpersonal skills to establish and maintain positive relationships. Goal 33: Demonstrate decision- making skills and responsible behaviors in personal, school and community contexts.
- 12. SEL Standards for Goal 31 Goal: Develop self-awareness and self-management skills to achieve school and life success. Standards: A. Identify and manage one’s emotions and behaviors. B. Recognize personal qualities and external supports. C. Demonstrate skills related to achieving personal goals.
- 13. SEL Standards for Goal 32 Goal: Use social awareness and interpersonal skills to establish and maintain positive relationships. Standards: A. Recognize the feelings and perspectives of others. B. Recognize individual and group similarities and differences. C. Use communication and social skills to interact effectively with others. D. Demonstrate an ability to prevent, manage, and resolve interpersonal
- 14. SEL Standards for Goal 33 Goal: Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts. Standards: A. Consider ethical, safety and societal factors in making decisions. B. Apply decision-making skills to deal responsibly with daily academic and social situations. C. Contribute to the well-being of one’s school and community.
- 15. How do Students Acquire SE Skills? Explicit interactive instruction Practice and feedback Observation of others’ good behavior Reflection on their experiences Application and generalization throughout the school
- 16. What MUST we do? Pay attention and focus in on the needs of our students: collectively and individually Connect to their passion Encourage creativity Utilize other ways of achieving that may fit the student better And what you do is…………
- 17. SEL and Creativity-Helping students find their passion Creativity is defined as the tendency to generate or recognize ideas, alternatives, or possibilities that may be useful in solving problems, communicating with others, and entertaining ourselves and others. Franken, R. E. Human Motivation, 3rd ed. p. 396.
- 18. WHAT SHOULD HIGH SCHOOL GRADUATES KNOW AND BE ABLE TO DO? Establish statewide standards for SEL to emphasize that these skills are equally as important for postsecondary preparedness as mathematics and English language arts. Provide support to help teachers, district-level, and school-level practitioners create explicit links between content standards and SEL skills. Dymnicki, A., Sambolt, M., & Kidron. Y. (2013) Improving college and career readiness by incorporating social and emotional learning. College & Career Readiness & Success Center, P. 19.
- 19. WHAT POLICIES, PROGRAMS, AND STRUCTURES WILL HELP HIGH SCHOOL GRADUATES MEET EXPECTATIONS? Provide guidance to districts and schools on how to develop comprehensive SEL supports and programs. Foster collaborations to ensure that students receive aligned SEL supports both in school and out of school and as they transition through the PK–20 spectrum. Dymnicki, A., Sambolt, M., & Kidron. Y. (2013) Improving college and career readiness by incorporating social and emotional learning. College & Career Readiness & Success Center, P. 19.
- 20. HOW DO WE KNOW WHEN HIGH SCHOOL GRADUATES MEET EXPECTATIONS? Provide planning time and professional development to help teachers gather data on program implementation and program impacts, and use these data to inform their classroom practices. Share promising practices and program evaluation results from schools across the state to develop a body of evidence in support of this type of work. Dymnicki, A., Sambolt, M., & Kidron. Y. (2013) Improving college and career readiness by incorporating social and emotional learning. College & Career Readiness & Success Center, P. 19.
- 21. Reasons for Creativity Three reasons why people are motivated to be creative: need for novel, varied, and complex stimulation need to communicate ideas and values need to solve problems Franken, R. E. Human Motivation, 3rd ed. p. 396.
- 22. Thinking Differently… Characteristics of creative thinking: view things in new ways or from a different perspective. generate new possibilities or new alternatives. generate alternatives Linked to the fundamental qualities of thinking, such as flexibility, tolerance of ambiguity or unpredictability, and personal enjoyment.
- 23. A Thoughtful Ending How can we, as educators really be advocates to help ALL our students find their own voice, Develop their social emotional skills, pursue their passion, and celebrate their individual creativity? What is one thing you will do when you leave here to make this happen?
- 24. “One looks back with appreciation to the brilliant teachers, but with gratitude to those who touched our human feelings. The curriculum is so much necessary raw material, but warmth is the vital element for the growing plant and for the soul of the child.” Carl Jung “Education, therefore, is a process of living and not a preparation for future living.” John Dewey