1. Lesson 3: Social Skills Vs. Social Thinking

2. Learn the difference between learning social expectations to fit different settings and learning to “think socially.” Use OARR graphic organizer to analyze the limitations of learning social skills to fit defined settings in groups. Role-play with games to practice the use of OARR strategy for building the capacity for flexible analysis and response in any setting. Social Emotional Learning Standards: Identify and manage one’s emotions and behavior. Recognize the feelings and perspectives of others. Use communication and social skills to interact effectively with others. Use conversation skills to understand others’ feelings and perspectives. *Taken from the Illinois State Board of Education: (California has not yet adopted SEL Standards) http://www.isbe.state.il.us/ils/social_emotional/standards.htm Social Emotional Learning Standards: Identify and manage one’s emotions and behavior. Recognize the feelings and perspectives of others. Use communication and social skills to interact effectively with others. Use conversation skills to understand others’ feelings and perspectives. *Taken from the Illinois State Board of Education: (California has not yet adopted SEL Standards) http://www.isbe.state.il.us/ils/social_emotional/standards.htm Please print the attachment on the next slide.

4. DEFINITION OF “SOCIAL SKILLS” AND “SOCIAL THINKING”. Social Skills: The skills that are necessary in order to communicate and interact with others. Examples: greeting another person, initiating a conversation, saying “thank you,” etc. Social Thinking: Active problem solving within different social situations; the ability to figure out what people are doing and expecting within a specific context, and to determine how to effectively interact with others.

5. Social Skills Following social rules. Eye Contact Personal Space Active Listening Small Talk Dress for success

6. Social Thinking Observing situations and using social skills to get what you want. How do I convince this person to hire me? How do I show this woman I like her? How do I say “no” to my friend without sounding like a jerk?

7. Task 2 This week, we will be practicing the OARR strategy and evaluating for effectiveness with each of you. Scenarios: place students in small groups. Give each group one of the following scenarios: Ordering and eating food at a restaurant, being placed on a team and expected to play field hockey in P.E. class, attending a church or other service with a friend, being a bridesmaid or groomsman in a wedding, going over to a friend’s house to work on a homework project. (slides 10-15) Give each group a copy of the OARR template adapted from FLIPP the Switch p. 49 (or see Att. 1). Groups work together to fill out the chart, and prepare a role-play of the scenario and the use of the OARR technique. If you have filming capabilities, have the groups film the scenarios and add voice narration to demonstrate the thought process of using OARR.

8. Observe What is going on in this situation? What is the context? What are other people doing in this situation? Analyze What do I need to do to fit into this context? What questions do I need to ask and answer in my head? Respond Based on my analysis, respond to the situation. As I am responding, pay attention to how pothers are responding to me. Reflect What happened? What did I learn? What would I do differently next time?

9. Example OARR – High School ROTC class

10. SCENARIO 1: Being placed in a team, and expected to play field hockey in P.E. class

11. SCENARIO 2: Ordering and eating food at a Restaurant.

12. SCENARIO 3: Attending a Church or other Worship service with a friend.

13. SCENARIO 4: Being a bridesmaid or groomsman in a wedding

14. SCENARIO 5: GOING OVER TO A FRIEND’S HOUSE TO WORK ON A HOMEWORK PROJECT

15. PRESENTATION AND EVALUATION Task 3 Presentations Task 4 Evaluation of group work and of the OARR strategy. Write three sentences about your experience working with your group: What did members of your group do well together? What could you have done to work better together? Write a sentence that describes your participation with the group. Work with one or two other people to describe a situation in which it would be helpful to use the SOARR strategy to help with social interactions.

16. TASK 5: COUNCIL 1.Name a situation in which you would like to feel confident that you know what to say and do. (everyone) 2.Name the first step in the OARR strategy. (optional), until answered 3.Name the second step in the OARR strategy. (optional, until answered) 4.(third, fourth ) Steps. 5.Which step is the most difficult for you to execute? (everyone) 6.Why is it better to change how we approach social situations, rather than learn the expectations of every specific situation? (optional)

17. TASK 6: GAMES Two Truths and a Lie I Never Team Sardines

18. COMMON CORE STATE STANDARDS: WRITING Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. To orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and or characters: create a smooth progression of experiences or events. Uses narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines to develop experiences, events, and/or characters. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of a narrative.

19. KEY SKILLS Engage in reciprocal interaction: sharing intentions, emotions, and interests. Follow the rules of conversation (initiation, maintaining, ending conversation). Emotional awareness of self and others. Responds to assistance, feedback, and guidance regarding behavior/emotional state.