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The Power of Social Emotional Learning in Career Development

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... and Emotional Learning (2005). Safe and ... By establishing safe, ... Building and maintaining positive relationships with others are central to success ... – PowerPoint PPT presentation

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Title: The Power of Social Emotional Learning in Career Development


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 CoreSE Competencies?
Recognizing ones emotions and values as well as
ones strengths and limitations
Managing emotions and behaviors to achieve ones
goals
Making ethical, constructive choices
aboutpersonal andsocial behavior
Forming positiverelationships, working inteams,
and dealing effectivelywith conflict
Showing understanding and empathy for others
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
Inputs
ProximalOutcomes
Distal Outcomes
  • Effective Learning Environments
  • Safe
  • Caring
  • Well-Managed
  • Engaging
  • Supportive
  • High Expectations

Evidence-based SEL Programming
Better Academic Performance Greater Success in
School, Work, and Life
Greater Attachment, Engagement and Commitment to
School
Less Risky Behavior, More Positive Development
  • SE skills Instruction
  • Self-awareness
  • Social awareness
  • Self-management
  • Relationship skills
  • Responsible decisions

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
SEL Prepares Studentsfor the Workforce
  • 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

Partnership for 21st Century Skills
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 Responsible Decision-making
Goal 31Develop self-awareness and self-management skills to achieve school and life success. Goal 32Use social awareness and interpersonal skills to establish and maintain positive relationships. Goal 33 Demonstrate decision-makingskills 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 ones 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 conflicts in constructive
    ways.

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 ones school
    and community.

15
How do StudentsAcquire 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
    PK20 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
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