Social Emotional Learning Tools Now Available for Educators to Use
Oakland Schools has released their Social Emotional Thinking Routines webpage. This site features over 20 ready to use thinking routines for Social Emotional Learning (SEL) in classrooms, small groups and individual encounters. Teachers, social workers, counselors, psychologists and other educators can easily start using them today. The website URL is https://tinyurl.com/SELRoutines SEL has been making the education news lately to help create positive school cultures, decrease bullying and improve academic learning. Thinking Routines are one of the 8 cultural forces of Cultures of Thinking (CoT) to help students engage in deeper learning and critical thinking. Using CoT routines with SEL creates deeper student engagement and helps develop empathy, appropriate behavior and personal expression. Most routine lessons require only markers and paper and can be easily modified depending on student age and ability. The lessons can also be used with existing curricula such as Why Try?, Michigan Model, Second Step or Zones of Regulation. The website not only has ready to use lessons, but presents in depth understanding of some of the most frequently used routines for easy adaption to create new learning activities. Classroom teachers and behavior interventionists may use these routines with who classrooms. Social workers, counselors and psychologists will find them useful use in small groups and individual sessions to help their kids express their thoughts, feelings and needs. This website is a result of many CoT for SEL seminars taught in Oakland County, MI by Huron Valley Schools' social worker, Jennifer Hollander, LMSW. Steve Whitmore, LMSW has created the website to curate artifacts from this powerful professional learning.
Steve Whitmore's insight:
Check out our new Social Emotional Learning Thinking Routines Website. Thinking routines are powerful ways to engage students in learning about feelings and positive behavior.
Getting children to read sometimes involves getting them to regulate their emotions, organize themselves, and decide to be intentional about focusing on reading. In other words, teaching a child to read sometimes involves Social Emotional Learning (SEL) strategies. What is SEL? The Collaborative for Academic, Social, and Emotional Learning (casel. org) has developed a set of core competencies. These competencies fall into these five categories: • Self-awareness • Self-management • Social awareness • Relationship skills • Responsible decision-making What do these competencies have to do with reading? Indirectly, the absence of one or more of these competencies can interfere with a child’s learning, which includes their reading development. The ability to focus, ask questions, and interact with peers effectively are important components of learning to read in a classroom setting. As children transition from emerging to fluent readers, these SEL competencies can play an important role in classroom readiness. 1 2 RIF is committed to helping teachers and caregivers engage children in reading, so we have several places where you’ll find resources to support SEL-focused instruction:
Steve Whitmore's insight:
Check this out. It has awesome resources and books for SEL Instruction.
Teaching Tolerance provides free resources to educators—teachers, administrators, counselors and other practitioners—who work with children from kindergarten through high school. Educators use our materials to supplement the curriculum, to inform their practices, and to create civil and inclusive school communities where children are respected, valued and welcome participants.
Silvan Tomkins’s theory of innate, biologically-based affects describes the internal reward system that powers human motivation and explains the systematic, incremental development of emotion, learning, personality and ideology. We at the Tomkins Institute are devoted to testing, advancing, and applying this powerful Human Being Theory.
Steve Whitmore's insight:
A institute devoted to the Nine Affect work of Silvan Tomkins. Great site to learn more about his theory.
How To Navigate Office Parties As An Introvert: A Guide Being an introvert can be hard, especially in social situations. Nevertheless, you can go to an office party and be a success. Follow these tips and enjoy!
Steve Whitmore's insight:
Wondering how this could be applied to SEL with high schoolers...
When you hear the term Mental Health in Schools or School Mental Health, what comes to mind? Probably you think about students who have psychological problems, about what services they need, and how schools don’t provide enough of such services. This is not surprising given the widespread tendency for the term mental health to be thought of as referring to mental disorders/illness and for relevant interventions to be seen as services (e.g., counseling/therapy). As a result, many well-intentioned initiatives and policy reports have focused on expanding mental health services in schools. Bluntly stated, however, advocacy for more mental health services in schools often detracts from efforts to encourage policy makers to address the full range of mental health concerns confronting school staff, students, and their families. Our analyses of policy and practice stress understanding the following matters as key to advancing a broad approach to mental health in schools.*
Steve Whitmore's insight:
This paper emphasized the importance of have a continuum of services from School Wide SEL to Mental Health Counseling. The contracting out of services will not provide what a school needs.
My name is Marjorie Colindres Metcalf and I am a Licensed Clinical Social Worker. I have been working in K-12 schools in the Chicagoland area since 2012. As a professional in the field of school social work, I have had the pleasure to collaborate with many educators. More specifically, when I was an Elementary School Social Worker, I had …
Social-emotional learning methods provide concrete improvements for K-12 students at schools that implement SEL curricula. Check out this guide for info and expert insights on SEL methods & outcomes.
Steve Whitmore's insight:
This is a great primer on Social Emotional Learning. Good for people new to the discussion.
After reading our partnership resource on Integrating Whole Child into Continuous Improvement Planning: Best Practice Statement that looked at the complementary practices of Comprehensive Health Education, Physical Education, and Social and Emotional Learning (SEL), you may be wondering how to take the next steps in aligning your explicit instruction of social emotional skills to build a…
Steve Whitmore's insight:
New alignment doc between Michigan Model and Michigan SEL Competencies.
When teachers explicitly recognize and respond to their emotions in class, students learn to engage in these processes themselves.
Our How Learning Happens video series explores teaching practices grounded in the science of learning and human development. To see more, visit http://www.edutopia.org/how-learning-happens
Tara is a speech/language pathologist who has specialized in autism for the past 20 years. She started her career at the elementary level and is now enjoying the early childhood level in Minnesota. Tara has a published children’s book about autism titled “My Best Friend Will” and is an adjunct faculty member for the ASD licensure program at Hamline University. In 2015 and 2016 Tara traveled to Dmitrov, Russia to work side by side with educators and parents to teach them how to work with children with autism.
Steve Whitmore's insight:
Great site with timely social stories related to COVID-19.
As an educator, you are one of the most critical sources of connection, education and support for children. During a time of crisis, this valuable relationship may be disrupted, which can lead to families and children becoming more isolated, vulnerable and in need of outside services and support. Your ability to engage children, families and communities through other means, virtual learning and other methods of engagement may serve as the link to children maintaining the connections they so desperately need at this time. Because children are not currently in your classrooms, assessing safety, providing support and ensuring individual children’s needs are met can be very challenging. The issuance of Executive Order 2020-35 makes this obligation even more imperative since children will not be returning to their physical school building this year. This resource is intended to provide information and strategies to support educators and families during this time
Every society in every age needs to grapple with the question of what outcomes it hopes to produce in raising its young. What exactly do we hope our children will be able to accomplish as adults? What vision guides our work? How do we make that vision a reality for all children? How do we better harness what is known in the research, practice, and policy arenas to ensure that all youth have what they need to successfully meet the complex challenges of young adulthood? Preparing all youth for meaningful, productive futures requires coordinated efforts and intentional practices by adults across all the settings youth inhabit on a daily basis. To address these questions, this report aims to build a common understanding of young people’s developmental needs from early childhood through young adulthood and proposes a developmental framework of the Foundations for Young Adult Success. The framework is the result of synthesizing research, theory, and practice knowledge from a range of disciplines and approaches. This work is influenced by ideas spanning the last century, from Dewey’s theory of learning from nearly a century ago to cutting-edge findings in neuroscience on how the brain works. It integrates these perspectives into an accessible framework designed to guide the efforts of all adults who are responsible for raising, educating, or otherwise working with children and youth.
Steve Whitmore's insight:
This document looks at SEL through a developmental framework.
Schoolwide social and emotional learning is linked to academic success, building stronger relationships, and leading happier, healthier, more fulfilling lives. The CASEL Guide to Schoolwide SEL helps schools with using social and emotional learning standards, and implementing social and emotional learning in schools and classrooms.
Steve Whitmore's insight:
This is just out. It gives you a wait to systematically develop a SEL program. SEL is everyone's job!
Bilingual children from immigrant families are not two monolinguals in one. They develop each language at a slower pace because their learning is spread across two languages. A researcher shows strong evidence that the rate of language growth is influenced by the quantity of language input. She challenges the belief, held in and out of scientific circles that children are linguistic sponges who quickly absorb the language or languages they hear and become proficient speakers of both languages.
Steve Whitmore's insight:
Good to keep in mind when working with kids who have two languages.
Social Emotional Learning Tools Now Available for Educators to Use
Oakland Schools has released their Social Emotional Thinking Routines webpage. This site features over 20 ready to use thinking routines for Social Emotional Learning (SEL) in classrooms, small groups and individual encounters. Teachers, social workers, counselors, psychologists and other educators can easily start using them today. The website URL is https://tinyurl.com/SELRoutines SEL has been making the education news lately to help create positive school cultures, decrease bullying and improve academic learning. Thinking Routines are one of the 8 cultural forces of Cultures of Thinking (CoT) to help students engage in deeper learning and critical thinking. Using CoT routines with SEL creates deeper student engagement and helps develop empathy, appropriate behavior and personal expression. Most routine lessons require only markers and paper and can be easily modified depending on student age and ability. The lessons can also be used with existing curricula such as Why Try?, Michigan Model, Second Step or Zones of Regulation. The website not only has ready to use lessons, but presents in depth understanding of some of the most frequently used routines for easy adaption to create new learning activities. Classroom teachers and behavior interventionists may use these routines with who classrooms. Social workers, counselors and psychologists will find them useful use in small groups and individual sessions to help their kids express their thoughts, feelings and needs. This website is a result of many CoT for SEL seminars taught in Oakland County, MI by Huron Valley Schools' social worker, Jennifer Hollander, LMSW. Steve Whitmore, LMSW has created the website to curate artifacts from this powerful professional learning.
Steve Whitmore's insight:
Check out our new Social Emotional Learning Thinking Routines Website. Thinking routines are powerful ways to engage students in learning about feelings and positive behavior.
It'd be pretty hard to function without your memory, but how does memory work? Learn more about the science of remembering, and gain a few tips for improving your memory.
Steve Whitmore's insight:
This infographic could be used with a SEE, THINK, WONDER to start off a coversation about memory. It could possibly be broken up into sections for difference conversations. #CoTSEL
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