Social & Emotional Learning: From Theory to Practice As you enter the room, please respond to the prompt by the door.

Which of your five senses do you feel is most important? Model Lesson: Do Now Which of your five senses do you feel is most important?

Model Lesson: Reading “Perseverance is the hard work you do after you get tired of the hard work you already did.” – Newt Gingrich

Model Lesson: Learning Targets Long-Term Learning Target Perseverance: I can keep trying. Short-Term Supporting Target I continue to work through difficult tasks.

Model Lesson: Activity In your circle(s), grab your rope and put it at your feet in the circle. Your circle leader will task you to make shapes using the ropes while you have your eyes closed.

Debrief – Participant Role What did the group do that helped you complete the task? What did the group struggle with? What does this tell you about our group? Think about something your are grappling with. How can perseverance help you?

Debrief – Teacher Role What is the role of a debrief after an activity? What difficulties do we face in debriefing activities?

Social and Emotional Learning Theory SEL theory demonstrates the importance of whole-child well-being in academic & professional success with empirical research SEL skills are plastic throughout life SEL theory focuses on two major areas: relational character and performance character

SEL Theory: Relational Character Social awareness & relationship skills (CASEL) Collaboration & stewardship (our school) Health relational character emerges from positive relationships Safe, supportive environment Development of effective interpersonal skills Attachment theory shows primary attachment moves from parents to peers in adolescence Structured SEL facilitates formation of positive peer relationships: anti-bullying & beyond

SEL Theory: Relational Character Lifespan development theory indicates the importance of supportive social environments in moral development Ability to take others’ perspectives Application of democratically developed laws In practice: Participatory & consensus-based decision making Personal principles of conscience In practice: Case studies, discussions, dilemmas

SEL Theory: Performance Character Self-awareness, self-management, responsible decision-making (CASEL) Grit (A. Duckworth), mindset (C. Dweck) Performance character traits correlate with Leadership roles Better pay & job performance Motivation Mental health Work persistence Grade point average

Magnet school in St. Paul Public Schools Founded 1971 by parents and teachers Minnesota’s original “charter” school

SEL at OWL Highest 2015 graduation rate in St. Paul & Minneapolis – district or charter – 95% 7 years 100% College Acceptance Rate University of Chicago 5Essentials survey Students rate school “strong” for supportive environment, student-teacher trust, safety, and ambitious instruction

SEL at OWL SEL at the heart of the school for 45 years Students meet in Crews daily Approximately 15 students, grades 6-12 3 sets of student-led conferences each year Crew lessons address academic advising, leadership development, & specific learning targets based on habits of working & learning: Integrity, Responsibility, Perseverance, Collaboration & Stewardship

SEL at OWL Crew Leader is significant adult connecting student, parents & teachers Crews form families within the school, fostering increased sense of belonging Students are more comfortable, connected, and more prepared for advanced academics

Questions

Resources Mini-book: Habits of Work and Learning Lessons www.casel.org www.homeroom.institute meganoliviahall@gmail.com themathprophet@gmail.com timothy.leone-getten@spps.org