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Facilitated by�Liz Locatelli Ed.D.

�Empathetic �Learning Communities

Using Habits of Mind �to Promote �Social & Emotional Learning

District 30

Integration Grant

Year 2�Session 1

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Integration Grant� Assumptions

All students have special traits, talents, skills, and passions; when these are recognized and fostered, they can all succeed. Effective and caring instruction assumes that all students can succeed through different pathways and scaffolds along this journey.

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Part 1 Sessions 1-2	Part 2 Sessions 3-6	Part 3 Sessions 7 - 9
Build communities of trust where students can thrive academically through activities linked to SEL & CR-SE Social & Emotional Learning Culturally Responsive-Sustaining Education	Explore both the art and science of pedagogy by combining �Habits of Mind �with proven methods �of instruction.	Work collaboratively to determine how to share our experiences and present artifacts that demonstrate the impact of the grant �on our learning.

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Program Vision

The interweaving of

SEL, CR-SE,

Habits of Mind

Principles of Learning

District-wide creation of �a seamless experience �that develops the whole child.

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Simon Sinek’s Golden Circle

Listen to Simon’s TED talk by clicking on the circle to the right.

(In Slide Show mode, click on circles to the right)

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Cognition & Emotion

work in tandem

Incorporate principles of �SEL/HOM� into daily practice.

Activities & prompts to introduce SEL Benchmarks & Habits of Mind

This Session

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The Standards can be found at : �http://www.p12.nysed.gov/sss/documents/NYSSELBenchmarks.pdf

Three Goals of NYS Social and Emotional Benchmarks:

1. Develop self-awareness and self-management skills essential � to success in school and in life.

2. Use social awareness and interpersonal skills to establish and � maintain positive relationships.

3. Demonstrate ethical decision-making skills and responsible � behaviors in personal, school, and community contexts.

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The Standards can be found at : �http://www.p12.nysed.gov/sss/documents/NYSSELBenchmarks.pdf

Three Goals of NYS Social and Emotional Benchmarks:

1. Develop self-awareness and self-management skills essential � to success in school and in life.

2. Use social awareness and interpersonal skills to establish and � maintain positive relationships.

Why are these skills

essential to academic success?

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The Habits of Mind

How might attention �to these 16 attributes

help develop

personal & social awareness/skills?

Learn more about each habit. https://nowcomment.com/documents/HOMDistrict30

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Jigsaw Activity Using Padlet

Discuss the implications of the SEL goal assigned to your room.
Discuss which of the HOM would be most helpful in meeting that goal.
Collaborate to select ONE habit to focus on first and explain why.
Select a reporter to explain your choice.

Even # Rooms	Self-Awareness & Self Management
Odd # Rooms	Social Awareness & Interpersonal Skills

https://tinyurl.com/s9w477rm

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SEL Benchmarks: �Identify and manage one’s emotions and behavior

Grade Level Goal	Early Elementary (K-3)	Late Elementary (4-5)	Middle School (6-8)
. A. Identify and manage one’s emotions and behavior.

1A.1a. Recognize and describe emotions and how they are linked to behavior.

1A.1b. Demonstrate control of impulsive behavior.

1A.2a. Describe a range of emotions and situations that cause them.

1A.2b. Describe & demonstrate ways to express emotions in a constructive manner.

1A.2c. Demonstrate control of behaviors that interfere with time on task.

2A.3a. Hypothesize others’ feelings & perspectives in a variety of situations & explain reasons for conjecture.

2A.3b. Analyze how one’s behavior may affect others.

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1a. Recognize and describe emotions and � how they are linked to behavior.

What do you see in the picture? �
What do you think is happening?

Why do you think some groups work �better than others?

What can we do as a class to help �everyone to feel comfortable participating?

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What is the DOK Level of each question?

What do you see in the picture?

What do you think is happening?

Why do some groups work better �together than others?

What can we do as a class to help�everyone to feel comfortable participating?

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What is the DOK Level of each question?

What do you see in the picture? (1)�
What do you think is happening? (2)

Why do some groups work better �together than others? (3)

What can we do as a class to help �everyone to feel comfortable participating? (4)

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Using Habits of Mind �to Enhance Group Work and�Deepen Social Emotional Learning

How do we feel when someone isn’t helping? How do we act when we feel that way?

Is there something else we can try?

Have we learned anything in �another group that can help us?

�

Thinking About Your Thinking

Applying Past Knowledge to New Situations

Flexible Thinking

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ELA Assignment based on SEL Activity

Tell a partner about a time when your group was very successful. Explain what made you feel good in this group.

Write a narrative or script showing how members of a group help each other to feel comfortable and work better.

Share stories and make a list of

ideas for improving group work.

Then create a posters showing how to behave in groups and use them �to self-assess participation.

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SEL Benchmarks: �Recognize the feelings and perspectives of others.

Goal	Early Elementary (K-3)	Late Elementary (4-5)	Middle School (6-8)
A. Recognize the feelings and perspectives of others.

2A.1a. Recognize that others may experience situations differently from oneself.

2A.1b. Use listening skills to identify the feelings & perspectives �of others

2A.2a. Identify verbal, physical, and situational cues that indicate how others may feel.

2A.2b. Describe the expressed feelings and perspectives of others.

2A.3a. Hypothesize others’ feelings & perspectives in a variety of situations & explain reasons for conjecture.

2A.3b. Analyze how one’s behavior may affect others.

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What is Empathy?�https://nowcomment.com/documents/BreneBrownonEmpathy��

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"Today was a Difficult Day," said Pooh.

There was a pause.

"Do you want to talk about it?" asked Piglet.

"No," said Pooh after a bit. "No, I don't think I do."

"That's okay," said Piglet, and he came and sat beside his friend.

"What are you doing?" asked Pooh.

"Nothing, really," said Piglet. "Only, I know what Difficult Days are like.

I quite often don't feel like talking about it on my Difficult Days either.

"But goodness," continued Piglet, "Difficult Days are so much easier

when you know you've got someone there for you. And I'll always be here

for you, Pooh."

And as Pooh sat there, working through in his head his Difficult Day, while

the solid, reliable Piglet sat next to him quietly, swinging his little legs...he

thought that his best friend had never been more right."� A.A. Milne

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How did Piglet model

Listening with Understanding & Empathy?

What can we learn from this story?

How can we help students to learn �from this story?

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Let’s look at some ways to integrate Social and Emotional Learning into Advanced Literacy Lessons.

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Building Literacy Skills in the Context of SEL�

SEL	Reading	Writing	Discussion	Reflection
1B.1a. Describe one’s likes, dislikes

Write a story about a time when someone helped you to feel better on a bad day.�

Why were you sad?
What did the person do?
How did it make you feel?

What do you want someone to say or do when you feel sad?

How was Pooh feeling? How do you know?

What did Piglet do for Pooh? Was that a good idea? How do you know?

What did you learn from the discussion about helping others who are having bad day?

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Authentic Projects Related to �HOM & SEL

Students watch the video �Just Breathe https://nowcomment.com/documents/JustBreathe

They share what frustrates them and then how they calm themselves when they feel�angry or frustrated.
They work together to create a book or video showing how they control their negative emotions.

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Have students create a book similar to �Words Glow, Minds Grow… �by Laura Lee Fitzpatrick

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Listening �with �Understanding & Empathy�

Student video showing

exemplars & non-exemplars

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What are some other ways to integrate HOM & Social/Emotional Learning into what you are teaching?

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For next session:�Be prepared to share notes or artifacts that show:

What did your students learn about empathy and how did it affect the class environment?

What did you learn about your students and how did it affect �your instruction?

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Please respond to

reflection questions

using the link below:

https://forms.gle/pxHxaSx2WhkExSMj7

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Team Leaders Extension

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Expectations for team leaders

Provide

Provide baseline and post-session student samples.

Support

Support teachers in implementing strategies and report back on what has been learned.

Feedback

Give us general feedback on Webinars; suggest ways we can improve the program.

Contact

Contact us with specific questions or requests for feedback.

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What we need �from each team

Task directions

Guidelines and/or success criteria

Samples of student work that show:

a) exceeds criteria

b) meets criteria

c) attempts criteria

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Submitting Samples�that show the kinds of tasks assigned & levels of work produced by your students.

Get your team to select a task and student samples that seem representative of the group’s work.

Feel free to

Modify the template
Add comments to your slides

Use the template provided to share one representative �set of data:

https://tinyurl.com/tc6ana4p

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Introducing

District 30 Library

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Review samples �from �last year:

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Extending this work: Explore activities for other Benchmarks

SEL Standards	Stories/Prompts/Questions/Activities
1A.1a. Recognize and describe emotions and how they are linked to behavior	What so you see in the picture? Be specific. What do you think caused the boy to feel this way? What happens when a student feels this way? What could we do in this class to avoid frustration? Draw a picture of yourself facing a challenge.�Write a sentence about how you felt and what you did as a result.
1B.1a. Describe one’s likes, dislikes, needs, wants, strengths, challenges, and opinions.	Grades K-3
1B.1b. Identify family, peer, school, and community strengths and supports.	Grades 6-8
1C.1a. Describe why learning is important in helping students achieve personal goals.

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Have a Text Discussion about the benefits of SEL

The Evidence Base for How Learning Happens