I’m In Activity Reflect on the morning in 1-2 sentences “I’m in”

Social Emotional Learning Standards applied to Understanding by Design and Universal Design for Learning This work is integrated with the SELS work – SELS does not live alone. Leah Evans, Congregation

Purpose In this presentation you will see that: SEL Standards help frame the essential understanding Curriculum planning can occur in the context of social-emotional learning The UbD template provides a process with which to define learning, as well as a common language The UDL framework creates access for students and builds capacity for teachers

Outcomes You will have an opportunity to: Design lessons around SEL Standards Identify essential understanding and essential questions related to a context Learn about and engage with the Understanding by Design template Learn about and apply the principles of Universal Design for Learning

Reflection #1 In what ways do you currently support your students’ social and emotional needs?

Universal Design for Learning a framework a mindset for improving the instructional core and increasing access Understanding by Design cultural relevance common core standards college/career readiness standards SELS the roadmap literacy Understanding by Design PBS

Universal Design for Learning? What is Universal Design for Learning? “UDL”

Why UDL? Early 1990’s: CAST applied universal design to the learning sciences Recognizes the reality of diversity Identifies and breaks down barriers More efficient than individual solutions Benefits more people

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we will meet the needs of more student brains. Why Neuroscience? Neuroscience is an alternate representation of what underlies what we do and how we learn If we consider neuroscience in our instructional planning, we will meet the needs of more student brains.

The Brain Networks SEL **Affective** Strategic Recognition **The Affective network is where the social emotional learning can begin to take place – When brain connects affectively, we are reaching the SEL portion of the brain - we want to be reaching that network 1st and foremost Recognition

3 Principles of Universal Design for Learning Affective **Engagement** Multiple Means of Representation Multiple Means of Action & Expression Multiple Means of Engagement Strategic (Action & Expression) SEL Recognition (Representation)

Principles of Universal Design for Learning Multiple Means of Representation Recognition Network of the brain The “WHAT” of learning Provide multiple examples Highlight critical features Provide multiple media and formats Support background context

…Recognition network… Multiple Means of Representation

Principles of Universal Design for Learning Multiple Means of Action & Expression - Strategic Network of the brain The “HOW” of learning Executive functioning Provide opportunities to practice with supports Provide ongoing, relevant feedback Offer flexible opportunities for demonstrating skill

…Strategic Network… Multiple Means of Action & Expression

Principles of Universal Design for Learning Multiple Means of Engagement **This is where SEL lives - Affective Network of the brain The “WHY” of learning Offer choices of content and tools Offer adjustable levels of challenge Offer choices of rewards Offer choices of learning context You learn in an emotional context. Memory is coded to specific social and emotional situations.

…Affective Network… Multiple Means of Engagement

Reflection #2 Recall a time when you activated a student’s affective network. What were the outcomes for this student?

Checkpoint What questions do you have about Universal Design for Learning?

“UbD” What is Understanding by Design? As you will see, UbD is really a connector for all of us and all of our work – essentially, the roadmap. “UbD”

The UbD Template

…backwards design…

To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now so that the steps you take are always in the right direction. Stephen Covey, 7 Habits of Highly Effective People

The three stages of backwards design Identify Desired Results Determine Acceptable Evidence Learning Plan - Experiences - Instruction

Stages in Understanding by Design Stage 1: IDENTIFY DESIRED RESULTS What do we want our students to learn ~ What are the BIG IDEAS? What are your instructional goals? What are your essential understandings? What are your essential questions? Stage 2: ASSESSMENT How will we know that our students have learned the content? What performance tasks measure learning? What other evidence can you collect? Stage 3: LEARNING PLAN What are learning activities/instruction will enable students to achieve desired results? What background knowledge, skills, or abilities will our students need? What are the most effective instructional methods? instructional goals Content standards, learning outcomes, course objectives, life skills enduring understandings summarizes important ideas that are central to a discipline have lasting value beyond the classroom essential questions Offer the organizing focus for a unit Are often interdisciplinary in nature Probe deep issues e.g. Life - Death - Marriage - Identity - Purpose - Betrayal - Honor - Integrity - Courage - Temptation - Faith - Leadership - Addiction

Stage 1: Essential Understandings Summarize big ideas students should know 20 years from now Have lasting value beyond the classroom Synthesize what students should understand Summarize big ideas – connect to the morning’s work around SELS – should have a real sense of what skills and knowledge students should have 20 years from now

Stage 1: Essential Questions Probe deep issues Foster inquiry Foster transfer of learning Often interdisciplinary in nature

Clarify Content Priorities Worth Being Familiar With Important to Know and Do Essential Understandings PBS Coach – whether you’re writing lessons around behavior or content, we need to establish what are the 1-2 big ideas that we want our students to learn from any particular lesson. If we have clear expectations for outcomes, if we are focused, our students are more likely to meet our pre-established goals.

Pair Share Consider your area of expertise Identify a concept or a skill you teach students that has lasting value beyond the classroom

Essential Understandings Tsunami in Japan Essential Understandings Empathy is the core of effective relationships Essential Questions What is empathy? How can people show empathy toward others? Knowledge & Skills: Students will know and be able to… Use key terms: relationship Identify ways in which they are empathetic Recognize ‘self’ compared to ‘others’ SEL Standard Power Standard 1: EMOTIONAL  DEVELOPMENT Empathy: Recognize and understand others' feelings while building awareness of how one's behavior influences others

Essential Understandings Being on Time to Class Essential Understandings Being on time is important in the working world because the people who are on time to work are the people the boss wants to keep. Essential Questions Why is being on time important for academic success? Why is being on time is important for keeping a job? Knowledge and Skills: Students will know and be able to… Use key terms: professionalism, responsibility • Go to bed on time Identify the meaning of “on time” • Have a back up plan for transportation. Identify strategies that will contribute to being “on time” • Articulate the importance of being on time Plan in advance-setting clocks, getting clothes ready etc • Communicate transportation issues with a staff member You can teach this standard across content areas, a SEL Standard Power Standard 2: SELF CONCEPT Lifelong Learner: Set and achieve goals to enhance personal success

Checkpoint What questions do you have about identifying essential understandings or essential questions?

Essential Understandings Big ideas - 20 years from now Value beyond the classroom Synthesize what students should understand Practice Essential Questions Probe deep issues Foster inquiry Foster transfer of learning Often interdisciplinary in nature SEL Standard: You choose 1

Stages in Understanding by Design Stage 1: IDENTIFY DESIRED RESULTS What do we want our students to learn ~ What are the BIG IDEAS? What are your instructional goals? What are your essential understandings? What are your essential questions? Stage 2: ASSESSMENT How will we know that our students have learned the content? What performance tasks measure learning? What other evidence can you collect? Stage 3: LEARNING PLAN What are learning activities/instruction will enable students to achieve desired results? What background knowledge, skills, or abilities will our students need? What are the most effective instructional methods? Make connection to UDL and Stages 2 and 3 here

“You don't change performance without changing the instructional core” Richard Elmore, Harvard University Professor

The Instructional Core Richard Elmore, Harvard University Teacher (instructional strategies) Student (engagement) Content (curriculum) Learning Task 3 Points of entry for improvement of instruction All 3 points have equal importance Often we work in collaboration with other staff. By collaborating, it’s imperative that we understand that the points are interdependent. If 1 changes, it impacts the other Instructional Core – Universal Tier. Often PBS Coaches work to identify why a student is not being successful. What’s happening – HOW DO WE INTERRUPT THE CYCLE – or effect the triangle. Relevance helps support one’s affective response. Why SELS? To get kids to engage in the learning cycle.

Reflection #3 In what ways could you collaborate around SEL Standards with your colleagues? Hopefully, this presentation has equipped PBS coaches and other staff with some tools and language around supporting student learning.

Resources Center for Applied Special Technology. http://www.cast.org/ Collaborative to Advance Social and Emotional Learning. http://www.casel.org Evans, Leah. Congregation. Used with permission. McTighe, Jay and Grant Wiggins. Understanding by Design: Expanded 2nd Edition McTighe, Jay and Grant Wiggins. Understanding by Design: Professional Development Workbook http://udl2009.wikispaces.com/file/view/UDL+word+cloud.bmp http://www.arps.org/users/ms/coaches/backward%20design%20101.htm Zins, Joseph, et al (1998). Enhancing Learning Through Social and Emotional Education. Think: The Journal of Critical and Creative Thinking, 9, 18-20. Presenter Contact: Amy Clements, Program Support Teacher – Ed. Services 608.442.2166 aclements@madison.k12.wi.us

Stoplight Activity Think about your students and your work… 3. STOP 2. CONTINUE 1. START