Social-Emotional Learning (SEL) and Character Education Resource Packet Partnership for Youth Development Table of Contents: Introduction………………………...………………………………………………………………………………….......2 Implementing Social-‐Emotional Learning (SEL): Five Easy Steps………………………...….......3 SEL Video Resources……………………………………………………………………….…………………………...4 Collection of Multimedia SEL Resources….………………………………………..………………..………..5 SEL Book List…………………………………………………………………………………………………………….….6
CP3 Afterschool Zone Character Report Card……………………………..……………………………....10 RCAA ExpandED Character Growth Chart………..….……………………………………………………....11
Dear Colleagues: PYD recognizes the critical importance of creating environments that support students’ social-‐ emotional learning (SEL). This packet is not intended as a comprehensive compendium of SEL resources, yet it includes some of PYD’s favorite websites, books and tools to help you begin integrating social-‐emotional learning into your school, program or classroom. Resource packet includes: Simple ways to implement SEL Recommended videos on SEL (one that even includes Kramer!) Suggested SEL resources to explore framework, approach, professional development and understand SEL at that thematically explore character development
Suggested children’s books that thematically explore character development Sample character report cards that PYD currently administers to students
Additionally, PYD wants to keep the SEL conversation going with your involvement. Join us to continue the conversation via social media and/or reaching out to us via email. Thanks, The PYD Team Email: info@nolayouth.org Twitter: @NOLAYouthDev Twitter hashtag: #buildcharacter Facebook: facebook.com/PYDNOLA
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IMPLEMENTING SOCIAL-‐EMOTIONAL LEARNING (SEL): FIVE EASY STEPS
1) SEL Driven Class Rules and Expectations: Using Social-‐Emotional Learning (SEL) as a base, devise your classroom rules around SEL character traits from the beginning of the school year. Over the first few days, you make sure the students understand these rules and expectations along with the SEL traits to which they correspond. 2) Shout Outs: Develop a shout-‐out system by devoting time each week to opportunities for students to “shout out” their fellow classmates. Have a shout out box visible so that when students finish activities early or have free time, they can (and are encouraged to) write shout outs. Teachers and/or school staff can also take part in the shout out process to increase participation and enthusiasm about the project.
3) Weekly SEL Theme: Have the class pick a specific letter/trait group that they would like to work on throughout a particular week (or couple of weeks). Throughout the week(s), you could (a) point out instances where students use the highlighted trait group; (b) develop special incentives around the highlighted trait; (c) develop activities that exemplify trait group of the week(s) 4) Class Reflection: Think about incorporating some time near the end of class to reflect on the class period and what the class has accomplished. This not only empowers students and prepare them for the next class; it also provides you with an opportunity to have them reflect on SEL elements in class activities and gives you an opportunity to highlight the SEL traits they exhibited throughout the class.
5) Seek additional resources: There are tons of books, audio, video clips, and other visual aids that do a great job of highlighting the various SEL traits. Use these resources to inform and adapt your existing activities. The resources provided in this packet are a great starting point!
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SEL VIDEO RESOURCES 1. Bloom’s Taxonomy According to Seinfeld Created by Derek Rouch Content: Clips from Seinfeld episodes used to illustrate the six areas of focus of the Cognition Classification of Bloom’s three domains. Website: http://www.youtube.com/watch?v=NsBna5IVBYg 2. Creating Learning Objectives Created by John Cline Content: Instructional video on how to lesson plan with specific learning objectives and goals. Website: http://www.youtube.com/watch?v=_woMKwBxhwU 3. Gender Differences in the Classroom; Physical, Cognitive, Behavioral Created by Education Portal Content: Gender differences in the classroom, early school age-‐high school. Website: http://education-‐portal.com/academy/lesson/gender-‐differences-‐in-‐the-‐classroom-‐ physical-‐cognitive-‐behavioral.html 4. Developmental Milestones in School Aged Children: Social, Cognitive, and Behavioral. Created by: Jessica Bailey Website: http://www.youtube.com/watch?v=g9js2_ZsrcU 5. Zone of Proximal Development and Scaffolding in the Classroom Created by Education Portal Content: A short intro into ZPD and scaffolding in an academic classroom. Website: http://education-‐portal.com/academy/lesson/zone-‐of-‐proximal-‐development-‐and-‐ scaffolding-‐in-‐the-‐classroom.html
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COLLECTION OF MULTIMEDIA RESOURCES 1.
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Consortium on Chicago School Research: Teaching Adolescents to Become Learners Report provides a theoretical framework for character education by summarizing the research on five different aspects of non-‐cognitive behaviors. Available at: http://ccsr.uchicago.edu/publications/teaching-‐adolescents-‐ become-‐learners-‐role-‐noncognitive-‐factors-‐shaping-‐school Edutopia Social and Emotional Learning, edutopia.org/social-‐emotional-‐learning Edutopia serves as a warehouse of videos, research, real-‐school examples, history and profiles on social emotional learning. The site also houses an array of classroom and afterschool activities for all age groups. Daniel Goleman’s Social Intelligence, Emotional Intelligence, Ecological Intelligence Goleman is the author of the 1995 book Emotional Intelligence. His website contains inventories to measure emotional intelligence. http://danielgoleman.info/topics/social-‐emotional-‐learning/ Dave Levin’s Twitter Feed: @Dave_KIPP Dave Levin, a co-‐founder of KIPP and current leader of the KIPP Teaching and Learning Labs Team, tweets information about educational innovations, articles he recommends, and insights on integrating character education into schools. Scott Seider’s Character Compass Seider profiles three different approaches to character education—moral character development, performance character development, and civic character development—at three low-‐income charter schools in Boston. Seider dives deep into the school cultures, structures, and staffing models that go into successful character programs. Paul Tough’s How Children Succeed, 2012 The author of Whatever it Takes returns to education by arguing that the development of character traits (perseverance, curiosity, optimism, self-‐control and conscientiousness) is crucial for children’s success. Joseph Zins et al.’s Building Academic Success on Social and Emotional Learning: What Does the Research Say? In this book, nationally recognized interdisciplinary leaders examine the relationships between social-‐emotional education and school success -‐ specifically focusing on interventions that enhance student learning. The RULER Approach, therulerapproach.org The RULER Approach teaches five key emotional literacy skills: Recognizing; Understanding; Labeling; Expressing; and Regulating; and provides a theoretically grounded and research-‐based comprehensive model for schools to integrate social and emotional learning in schools. Collaborative for Academic, Social, and Emotional Learning (CASEL) CASEL is the leading organization working to build demand and capacity for SEL. One of its many reports and resources, The 2013 CASEL Guide provides a systemic framework from evaluating the quality of classroom-‐based SEL programs. The CASEL website, casel.org, serves as an excellent resource to learn about the benefits of SEL, selecting SEL programs, implementation, assessment and relevant policy and advocacy.
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SEL BOOK LIST Use this book list when trying to integrate values into your curricula. These books have clear lessons around the values listed. Although your school values may have different terminology, the underlying principles are likely similar.
Value
Title
Author
Grades Themes
Persist
The Little Engine that Could
Watty Piper
PK-‐K
Doing Your Best
Ish
Peter Reynolds
PK-‐2
Reflect and Grow; Own Your Actions
The Dot
Peter Reynolds
PK-‐2
Reflect and Grow; Expect the Best
The Empty Pot
Demi
K-‐3
Honesty; Doing Your Personal Best
Belle's Journey
Stephen McCallum
K-‐4
Reflect and Grow
Brave Irene
William Steig K-‐3
Salt in His Shoes: Michael Jordan Deloris in Pursuit of a Dream Jordan
1st-‐5th Own Your Actions; Expect the Best
Harvesting Hope: The Story of Cesar Chavez
Kathleen Krull
1st-‐5th Expect the Best; Work Together
The Higher Power of Lucky
Susan Patron 3rd
Reflect and Grow
Absolutely True Diary of a Part Time Indian
Sherman Alexie
Oppression; Inequality; Poverty
5th
Overcoming Obstacles; Expect the Best
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Value
Title
Author
Own Your Actions
The Very Busy Spider Eric Carle
Bootsie Barker Bites Barbara Bottner PK-‐3
Friendship Issues; Work Together
Ruby the Copycat
Margaret Rathman
K-‐2
Expect the Best; Work Together
The OK Book
Amy Krouse Rosenthal
K-‐3
Expect the Best
Through the Jungle Grapevine
Alex Beard
1st-‐5th Expect the Best
The Hundred Dresses Eleanor Estes
2nd-‐ 6th
Because of Winn Dixie
Kate DeCamillo
3rd-‐5th Friendship
Work Together
Duck Rabbit
Amy Krouse Rosenthal
PK-‐K
The Nice Book
David Ezra Stein PK-‐K
The Enormous Potato Aubrey Davis
PK-‐1
Collaboration
One
PK-‐1
Kathryn Otoshi
Grades Themes PK-‐K
Own Your Actions; Staying On Task
Expect the Best; Reflect and Grow; Bullying
Working Together; Seeing Things Through Alternative Perspectives Friendship; Working Together
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Value
Title
Author
Grades Themes
Wemberly Worried
Kevin Henkes
PK-‐
Overcoming Obstacles
Pumpkin Soup
Helen Cooper
PK-‐1
Officer Buckle and Gloria
Peggy Rathman
PK-‐2
Chrysanthemum
Kevin Henkes
PK-‐2
Reflect and Grow; Embrace Your Own Identity
Swimmy
Leo Lionni
K-‐3
Cleverness
Say Hello
Jack Foreman
PK-‐3
Friendship; Reflect and Grow
The Three Pigs
David Weisner
K-‐2
Responsibility; Cleverness
Stella Luna
Janell Cannon
K-‐2
Appreciation for Others
Chicks and Salsa
Aaron Reynolds
K-‐4
Celebrating Diversity; Reflect and Grow
The One and Only Ivan Katherine Applegate
3rd
Friendship; Animal Cruelty
Expect the Best
Not a Box
The Big Orange Splot Daniel Pinkwater PK-‐2
Antoinette Portis PK-‐K
Expect the Best; Creativity Reflect & Grow
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Value
Title
Author
Grades Themes
I'm Gonna Like Me: Letting Off a Little Self Esteem
Jamie Lee Curtis
PK-‐3
Individuality
Oh The Places You Will Go
Dr. Seuss
PK-‐5
Explore Your Dreams
Voices in the Park
Anthony Brown
K-‐2
Emotion and Perspectives
A Bad Case of the Stripes
David Shannona
K-‐3
Reflect and Grow; Be Yourself
Reflect and Walter was Worried Grow
Lauren Seeger
PK-‐K
Emotion and Perspectives
Today I Feel Silly
Jamie Lee Curtis
PK-‐1
Emotion and Perspectives
Unlovable
Dan Yaccarino
PK-‐2
Friendship; Own Your Actions
Giraffes Can't Dance
Giles Andreae
PK-‐3
Be Yourself
Maniac Magee
Jerry Spinelli
3rd-‐ 5th
Individuality
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CP3 Afterschool Zone Character Report Card Student:
Grade:
!
Date:!
Own Your Actions 4 Comes(to(class(prepared 5 Pays(attention(and(resists(distractions 6 Remembers(and(follows(directions 7 Gets(to(work(right(away(rather(than(procrastinating 8 Remains(calm(even(when(criticized(or(otherwise(provoked 9 Allows(others(to(speak(without(interruption 10 Is(polite(to(adults(and(peers 11 Keeps(his/her(temper(in(check
Work Together 12 Is(able(to(find(solutions(during(conflicts(with(others 13 Demonstrates(respect(for(feelings(of(others 14 Knows(when(and(how(to(include(others
Expect the Best 15 Actively(participates 16 Shows(enthusiasm 17 Invigorates(others 18 Is(eager(to(explore(new(things 19 Asks(and(answers(questions(to(deepen(understanding 20 Actively(listens(to(others
Reflect & Grow 21 Gets(over(frustrations(and(setbacks(quickly 22 Believes(that(effort(will(improve(his(or(her(future 23 Recognizes(and(shows(appreciation(for(others 24 Recognizes(and(shows(appreciation(for(his/her(opportunities
Scale 1-Very much unlike the student 2-Unlike the student 3-Somewhat like the student 4-Like the student 5-Very much like the student
Mentor&2
3 Works(independently(with(focus
Mentor&1
2 Tried(very(hard(even(after(experiencing(failure
Provider&2
1 Finishes(whatever(he(or(she(begins
Provider&1
Total&Score
Persist
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RCAA ExpandED Character Growth Card Student: Class:
Date: Grade:
Teacher:
Score:
February 2013
Grit Finishes whatever he or she begins Tried very hard even after experiencing failure Works independently with focus Pays attention and resists distractions Remains calm even when criticized or otherwise provoked Gets over frustrations and setbacks quickly Believes that effort will improve his or her future
Respect Comes to class prepared Remembers and follows directions Allows others to speak without interruption Is polite to adults and peers Keeps his/her temper in check
Teamwork Recognizes and shows appreciation for others Is able to find solutions during conflicts with others Demonstrates respect for feelings of others Knows when and how to include others
Enthusiasm Gets to work right away rather than procrastinating Actively participates Shows enthusiasm Invigorates others Recognizes and shows appreciation for his/her opportunities
Curiosity Is eager to explore new things Asks and answers questions to deepen understanding Actively listens to others
TOTAL AVERAGE: Scale 1-Very much unlike the student 2-Unlike the student 3-Somewhat like the student 4-Like the student 5-Very much like the student