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

2. 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

3. 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

4. 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

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

6. 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

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

8. 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

9. +

10. 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.

11. 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

12. 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)

13. 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

14. …Recognition network…
Multiple Means of Representation

15. 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

16. …Strategic Network…
Multiple Means of Action & Expression

17. 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.

18. …Affective Network…
Multiple Means of Engagement

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

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

21. “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”

22. The UbD Template

23. …backwards design…

24. 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

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

26. 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

27. 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

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

29. 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.

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

32. 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

33. 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

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

35. 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

36. 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

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

38. 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.

39. 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.

40. Resources Center for Applied Special Technology. http://www.cast.org/
Collaborative to Advance Social and Emotional Learning.
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
Zins, Joseph, et al (1998). Enhancing Learning Through Social and Emotional Education. Think: The Journal of Critical and Creative Thinking, 9,
Presenter Contact: Amy Clements, Program Support Teacher – Ed. Services

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