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

2. 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?

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

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

5. 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.

6. 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?

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

8. 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

9. 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

10. 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

11. 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

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

13. 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

14. 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

15. 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

16. Questions

17. Resources Mini-book: Habits of Work and Learning Lessons www.casel.org