Social-Emotional Learning (SEL) and Emotional Intelligence (EQ or EI) Soft skills aren’t so “soft” anymore. The Connection between Emotional Intelligence, Differentiation, Achievement, and Ultimately… The business and professional life of our “Net Gen” students. Debbie Rohlmeier, McKinney ISD April 19, 2010

– Tie EI/EQ to differentiation, achievement, development of the whole child and their future – Meet mentors: brain/cognitive sciences, business, entertainment, education, genius – Connect emotional intelligence (“soft skills”) to 21 st century workplace…where our net gen kids are heading. – Improve your social emotional health – Leave with more questions than answers… At the Finish Line…

Schedule 4:30 – 5:00 Intro 5:00 – 5:40 Task 1* 5:40 – 6:25 Task 2 * 6:25 – 6:45 Task 3* (*includes 15 minute recap/discussion) 6:45 – 7:15 Recap

Mentor Gallery

We all love Lucy because...

The Cogs of Differentiation Students Seek: Teachers Respond: * Challenge * Invitation * Affirmation * Investment * Power *Persistence * Purpose * Reflection * Affirmation * Opportunity Curriculum and Instruction Are the Vehicle Focused Engaging Authentic Challenging Scaffolded

It all matters… Mind Matters “I know how I go about getting it!” Heart Matters “It matters to me!” Instructional Matters “I’ve got it!”

It really IS about a whole child… a GT child… Student Achievement & Success Differentiation Classroom Culture

Cognition and affect are inseparable. We are creating a generation of learners who can’t think, or even feel, for themselves. What they need is an “emotional rudder.” (Yang and Damasio, 2007) Students who develop self-confidence achieve more Happiness breeds success (NOT the other way around) Folkman and Moskowitz, 2000) Mentally-Healthy Kids… Do their best work…and find their niche in the world. Knuver and Brandsma, 1993)

21 st Century Student Outcomes and Support Systems

21 st Century Skills Learning and Innovation Skills – Creativity and Innovation – Critical Thinking and Problem Solving – Communication and Collaboration Information, Media and Technology Skills – Information Literacy – Media Literacy – ICT (Information, Communications and Technology) Literacy Life and Career Skills – Flexibility and Adaptability – Initiative and Self-Direction – Social and Cross-Cultural Skills – Productivity and Accountability – Leadership and Responsibility

It’s All in Your Mind What would you say? True or False? What are the consequences of thinking that your intelligence or personality is something you can develop as opposed to something that is a fixed, deep-seated trait?

Mind Matters Mindset Fixed Mindset Growth Mindset Intelligence is static Desires to “look” smart Performance goals Avoids challenges Gives up easily Sees effort as fruitless Ignores useful feedback Response to failure: repair self-esteem Can’t achieve to full potential Intelligence can be developed Desire to learn Learning Goals Seek challenges Setbacks are learning opportunities Effort is path to mastery Learns from feedback Greater sense of free will and self-efficacy

Mind Matters Habits of the Mind Persisting Thinking and communicating with clarity Managing impulsivity Gathering data through all senses Listening with understanding and empathy Creating, imagining, creativity Thinking flexibly Responding with wonderment and awe Thinking about thinking (metacognition) Taking responsible risks Striving for accuracy Finding humor Questioning and posing problems Thinking independently Applying past knowledge to new situations Remaining open to continuous learning

Tie Curriculum to SEL Year Long Theme: Establishing Identities within Various Communities Enduring Understandings: We learn about ourselves by studying the lives of others. My personal qualities can help or hinder the formation of relationships. What others think about us (or our community) affect how we think about ourselves (our community). In a culture where we are bombarded with other people trying to define us, the individual has responsibilities to various communities who, in turn, have responsibilities to us. Parallels exist between our “growing up” and a community’s maturation.

Connect the Dots! Look at your “big idea” dots Draw lines from any ideas that have connections Write one classroom implication/action based on your discoveries.

Further Discussion and Feedback Click the “Discussion” tab on EQPD wiki… – Comment or question on any issue – Post a link – Presentation feedback…good, bad, ugly! – Further professional development inquiries and suggestions