collaborative for reaching & teaching the whole...
TRANSCRIPT
Co-Teaching Professional Development Meeting
Tuesday, April 28, 2015
Teaching With An SEDTL Lens
presented by
San José State UniversityCollaborative for Reaching & Teaching the Whole Child
Nancy Lourié Markowitz, Professor of EducationExecutive Director
SJSU Collaborative for Reaching & Teaching the Whole [email protected]
Welcome!
AGENDA
WELCOME!
Introductions
Mindfulness moment
Background on Social-Emotional Learning (SEL)
Applying SEL to formative feedback
Session feedback
Goal for Today
Connect the Social-Emotional Dimensions of Teaching & Learning (SEDTL) to Co-Teaching and your work with children, particularly those who are second language learners.
Teaching can be intense and exhausting….
There is research on the extraordinary number of decisions that a teacher has to make at any given moment —- more decisions minute-by-minute than a brain surgeon. The most conservative estimate from this data has teachers making approximately 130 decisions per hour during a six-hour school day, and this reflects only those decisions made within the classroom. (Ellen Meyers, 2006)
©Collaborative for Reaching & Teaching the Whole Child
Getting physically, emotionally and cognitively in the “now”.
4th grade student response to mindfulness practice
in math
4th grade student response to mindfulness practice in math…
A teacher transforming…
Premises that guide CRTWC’s work
SEL skills need to be embedded, not an add-on
Make connection between CCSS and SEL explicit
Need a common language and framework
Practice using SEL lens needs to start in teacher preparation
Neuroscience,
Emotional Psychophysiology, & Learning
Emotional states impact our ability to learn.
Negative emotional states (fear, anger, anxiety) linked to inhibition of pre-frontal cortex, the “thinking” part of brain (IHM,
2007)
Positive emotional states associated with cortical facilitation (thinking) (IHM, 2007)
What attention to SEL in the classroom can lead to…
Lower absenteeism and fewer suspensions/retentions; fewer
disruptive behaviors; increased attention and inhibitory control (Snyder,
et al., 2010; Hamre & Pianta, 2005)
Increased sense of belonging at school (Molero, 2006)
Increased engagement in learning (Brewster and Brown, 2004)
Expanded ability to think critically by reducing frequent negative emotions in school (Reschly et al., 2008)
©Acknowledge Alliance
Social-emotional learning is being talked
about in many ways.
For example….
Carol Dweck’s Growth Mindset Theory
Search Institute’s Developmental Assets (Project Cornerstone)
Mindfulness practices in the classroom
Non-cognitive factors in learning
CASEL Dimensions of Social & Emotional Learning
5 Keys to Social-Emotional
Learning
Video Link:
http://www.edutopia.org/keys-social-emotional-
learning-video
Five Keys to Social-Emotional Learning Success
TURN AND TALK:
What insights or questions does the video raise for you?
CASEL and Edutopia, 2013Find the video at: http://www.youtube.com/watch?v=DqNn9qWoO1M
Adding a lens to our practice as educators…
Social-Emotional Learning (SEL)
©Collaborative for Reaching & Teaching
the Whole Child
Social and Emotional Dimensions
of Teaching and Learning (SEDTL)
Teacher’s own SEL competencies (skills, knowledge, habits of mind)
Teacher’s ability to manage the social and emotional environment of the classroom
Teacher’s ability to foster social and emotional skills and habits of mind in students
Key Elements of Effective Formative Feedback(adapted from the work of Patty Swanson, 2014)
Formative feedback needs to be: timely
specific
provide paths to improvement
Two SEL Components of Formative Feedback
Develop a mindset that encourages persistence and resilience (growth mindset)
Encourage a respectful community (attend to status issues)
Formative Feedback
Video Prompt
What are the characteristics of effective formative feedback, as defined in the video, that encourage a growth mindset and address class status issues?
Patty Swanson on Formative Feedback
Video Link:
https://youtu.be/XU1ccjhmRTs
Formative Feedback
Video Prompt
Turn & Talk… (3 minutes)
What are the characteristics of effective formative feedback, as defined in the video, that encourage a growth mindset and address class status issues?
Elements of Effective Formative Feedback
with an SEDTL Lens
Use formative feedback to encourage a growth mindset that builds resilience and persistence:
Effort + Strategies + Seeking Help = Growing the Brain
Praise the process, not “being smart”
“challenges offer a way to get smarter”
Elements of Effective Formative Feedback
with an SEDTL Lens
Provide feedback that promotes a respectful community (address status issues)
Public
specifically identifies student’s strengths & how his/her strategy, understanding, or ideas benefit the group
Say what you see
A Key Variable in Effective Co-Teaching(Bacharach, Heck, Dahlberg, 2008)
Communicate honestly with each other, even when it is difficult.
Giving Feedback with an SEDTL Lens:
What We Need to Practice As Co-Teaching Partners
I am able to listen and remain open-minded when given constructive criticism. (Self-Awareness)
I demonstrate that I approach my work with a growth mindset. (Self-Management)
Activity: Discuss formative feedback in teaching
observation transcript
1. What do you notice about the kind of feedback the teacher gives individual students?
2. Underline where you think the teacher included attention to the development of a growth mindset and/or status issue.
3. In the left column, write down any specific language that you think would increase the attention to growth mindset and status issues in the process of providing formative feedback.
Additional Resources in Your Folder
Sentence starters for Co-Teaching discussions of practice
“Developing Resilient, Strategic Literacy Learners” adapted from Johnston, P. (2012)
THANK YOU!Please complete the feedback form
Contact us at www.crtwc.org