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SEL Learning Goal 3: Social Awareness

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Welcome to this LIVE SEL Workshop Learning Series

FOCUS: SEL Learning Goal 3:

Social Awareness Strategies for Pre-K to Adulthood

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This SEL Social Awareness Workshop Learning Series is based on MVSD’s Newly Created SEL Curriculum Framework

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Workshop Learning Targets

Participants will take an interactive journey through MVSD’s SEL Learning Goal 3- Social Awareness and engage in a variety of activities that will:

  1. Build background knowledge in the Subgoals related to Social Awareness

Subgoal 3a: Demonstrate the ability to recognize and empathize with the feelings and perspectives of others.

Subgoal 3b: Demonstrate an awareness and respect for human dignity including cultures and differences.

  1. Allow participants to use the knowledge, a skill, a tool, an activity, or strategy that they learn to model and teach students with whom they support within the school setting. This will allow the student, in turn, to use the skill in their everyday life when interacting with others in any environment..

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Housekeeping

  • This is an interactive workshop. You will be doing a variety of activities!
  • HyperDoc for Reflections and Activities: Have your HyperDoc that I shared with you (in the email) up at the top of your navigation bar to access it as needed throughout the workshop. Please use this Doc to write your reflections and to do the activities.
  • Have the Padlet link ready to access as well (I sent that link to you in the email)

https://padlet.com/heidimosher1/ws9o32jxuji1gpyk

  • I ask for your patience as I am new to this LIVE Workshop Platform using tech options such as the Breakout Rooms and Padlet! Some slide #s in your HyperDoc may be off by 1 slide as I did some edits after I thought I was finished! Just look for the Titles!
  • I will share the slides after the workshop is concluded.
  • If you have any insights during the workshop, feel free to use the CHAT bar.
  • Please use the Raise Your Hand feature if you have a question.
  • Please share your HyperDoc back with me at the conclusion of the Workshop.
  • Text in red indicates a Benchmark Skill and/or a Strategy from our MVSD SEL Curriculum Guide.
  • A scheduled quick screen break is included in our afternoon time together. However, at any time if you need to get up, use the restroom, etc.. feel free- take care of yourself however you need to.

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Let’s Review the New SEL Definition

CASEL’s (The Collaborative for Social Emotional Learning) New Definition describes SEL as: “Social and emotional learning (SEL) is an integral part of education and human development. SEL is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.”

“We’ve updated our definition and framework to pay close attention to how SEL affirms the identities, strengths and experiences of all children, including those who have been marginalized in our education systems.”

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CASEL: https://casel.org/what-is-sel/

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Universal Design for Learning (UDL) & SEL

ALL of the SEL skills, strategies, ideas, activities to do with students can be adjusted, adapted, and accommodated so that ALL students can ACCESS and PARTICIPATE in Social- Emotional Learning Goals and Competencies.

Through:

Multiple Means of Engagement

Multiple Means of Representation

Multiple Means of Action and Expression

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What does SEL look like or sound like to you?

Use the chat to answer this with a word, phrase, idea.

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My Example:

To me, SEL looks like/sounds like:

  • Learning how to care and show respect for others
  • Learning how to build healthy relationships with others

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What does Social Awareness: Showing empathy and respect for culture differences look like or sound like to you?

On your HyperDoc page 1, type in a word, phrase or idea about what Social Awareness- Empathy and Respect for Human Dignity look like/sound like to you.:

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Social Awareness: showing empathy and respect for human dignity including culture and differences looks/sounds like: My Examples:

  • Knowing and understanding others’ feelings
  • understanding others’ perspectives Can I have volunteers to share?

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A Closer Look at Social Awareness

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Social Awareness 3a: Demonstrate the ability to recognize and empathize with the feelings and perspectives of others. Definitions: Perspective-taking; Empathy

Why are perspective-taking, showing empathy, respect, and being aware of others’ needs such important skills to building successful relationships?

From a student’s perspective

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Videos address MVSD SEL Subgoals 3a Thoughts on these videos?

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Evaluate Your Social Awareness Abilities

Use the rating scale 1-5 to evaluate your Social Awareness Abilities in the following areas (1= I am not there, YET!; 2= I am getting there but need more practice in this area; 3= I do ok in this area; 4= I am confident in my abilities in this area; 5= I feel very comfortable and confident in my abilities in this area) : Fill out this quick survey in your HyperDoc; Go to page 1; Find the box for slides 9 & 10

  • Perspective-taking
  • Having/Showing empathy
  • Appreciating diversity
  • Having and showing respect for others

This reflective activity would be a powerful one to use with older students as an intro to teaching Social Awareness. For the Littles or Youngers...you could use pic cards showing people with different emotions; role play how others may be feeling; brainstorm a list of behaviors that are hurtful to others; read stories, and/or watch & discuss video stories that introduce these themes: Perspective-taking, empathy, diversity, and respect for others.

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Analyzing Your Results...

No matter where you rated yourself, we can always grow and get better with extra practice! So you may just not be there… YET! If you rated yourself a 3 or lower in any of the categories, keep this in mind as you participate in this workshop! Set a goal to find one strategy or idea, tool or resource that will help support you in improving your practice in that particular social awareness area. At the end of our time together, I will ask you to record how you have “grown your skills” with a new learning!

Go to your Google Interactive Doc for slides 9 & 10.

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How Empathetic Are You?

Go to your HyperDoc, page 2, Slide 11 and click on the link to take the Empathy Questionnaire. There are 16 questions.

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When you are finished, submit and see your results! This is for your own self-evaluation.

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Here’s why Empathy is KEY to having effective communication with others.

Jim Knight, an expert in Educational Coaching, sums up thoughts about empathy and its 3 elements from the book: Nonviolent Communication, by Marshall Rosenberg: empathy towards ourselves, cognitive empathy, and affective empathy. Let’s watch and listen. When we understand all three, we can communicate more effectively with others. After the video:

Take a few seconds to think: How well do I show myself empathy?

How well do I understand the needs of the other person I am communicating with?

How well do I understand the other person’s emotions?

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For free resources on ways to demonstrate empathy, go to: Chapter 3 | Online Resources (corwin.com)

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Empathy vs. Sympathy… What’s the difference?

Activity: Read a short journal article on Empathy vs Sympathy

  • Go to your Hyper Doc.
  • Scroll to page 2 and find Activity for Slide 13
  • Click on the link and read Article from Psychology Today: Empathy vs. Sympathy.

Answer the questions in the doc.

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Article Takeaways: Padlet https://padlet.com/heidimosher1/ws9o32jxuji1gpyk

This article describes 4 feelings that people experience in social awareness: empathy, sympathy, pity, and compassion

Empathy- has two parts: seeing someone else’s situation from his/her perspective AND sharing his/her emotions- to be able to empathize with a person, you must have some knowledge of the person

Sympathy- a “community of feeling”; caring about and being concerned for someone close to us whom we want things to get better; we have a stronger connection and personal engagement with the person; sympathy does NOT have to involve a shared perspective or emotion with the person

Pity- acknowledging a feeling of discomfort or disappointment at the distress of someone else but usually has a condescending tone- it usually involves a negative judgement of others and their situation

Compassion- “suffering alongside someone”; it is more engaging than empathy- when we show compassion, we want to alleviate the suffering; compassion builds from empathy

Using the Padlet, post an idea for an activity on how you might model empathy vs sympathy to your student/s to help them identify and understand the differences and/or how these can be shown when interacting with others.

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A Personal Story

From Bullying, Pity, and Minimal Tolerance (and maybe a touch of sympathy), to Empathy, Compassion, and even a little Acceptance!

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Walking in Another’s Shoes: Our Reactions...

Be careful of offering a “silver lining!”

Brene Brown says it perfectly! Let’s watch! You may not always have an answer.

An empathetic response might sound like:

“I don’t know what to say about your problem. I have never had that happen to me. However, I am glad you told me, and I am here to listen. How did your situation make you feel?” (from the article by: Daniella Smith; 6-27-19)

Comments? Thoughts?

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Link: Empathy: Can you walk in another person’s shoes? | Knowledge Quest (aasl.org)

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The Role of the Onlooker… What would you do?

Onlookers make see the situation in a clearer way, but they are often on the sidelines and do not typically take the perspective from an empathetic, emotional viewpoint.

Let’s watch and listen.

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Go to your HyperDoc. Find the section on page 2 for slide 17 and take a moment to respond to the questions on both sides. Share out ideas when we come back together.

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Verbal and Non-Verbal Cues with the Feelings People are Displaying

Many students at all age levels have difficulty reading social cues

both verbally and non-verbally. These interactive resources can help

you teach students how to read social cues and identify the

appropriate feeling/emotion that might go with the cues.

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Games and activities can be modified to match the student’s age and/

or grade level.

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For purchase: Check out this Feelings Detective Matching Game from Child’s Work Child’s Play: https://childswork.com/products/feelings-detective-matching-game

Do 2 Learn Emotion and Scenario Cards are FREE:

Emotion and Scenario Cards: Do2Learn: Educational Resources for Special Needs

3 Levels;- Level 1: use w/ younger students or students who have more limited

language skills; has emotion pics

Level 2: no emotion pics; same scenario cards

Level 3: additional emotion words and scenario cards; use w/ students w/ more developed language and vocabulary

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Becoming a Responsible Citizen

The U.S. Department of Education has created a booklet that offers some great resources and activities for parents on how to teach children to become responsible citizens. Teachers can tap into these resources!

Topics include:

  • What does Strong Character Mean? (topics covered: compassion, honesty, fairness, self-discipline, good judgement, respect for others, self-respect, courage, responsibility, citizenship and patriotism)
  • How Can We Help Children Learn about Character?
  • Activities

Go to your HyperDoc, page 2; Find Slide 19 (your HyperDoc may say slide 17) and take 5 minutes to read the Citizenship and Patriotism section. Think of 1 idea/activity you can try with students you work with to improve classroom/school citizenship.

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Screen Break!

Let’s take a Quick Screen Break!�

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Social Awareness 3b: Demonstrate an awareness and respect for human dignity including culture and differences.

Definition: Appreciating diversity; Respect for others

WHO AM I?

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Go to your HyperDoc on the top of page 3. Take a few minutes to complete the poem starter… I AM….

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What is your Cultural Competence?

What is cultural competence?

What can you do to become better skilled at living, working, and interacting in a diverse environment?

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Go to your HyperDoc and take the assessment. It is 3 parts.When you have finished each section, it will tell you where your cultural competence falls in that area.

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Thoughts on your cultural competence assessments?

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Large Group Share… ANY VOLUNTEERS?

After taking the assessment, what did you learn about yourself with regards to your cultural competence? Is there an area of strength that you possess in any area (awareness, knowledge, skills) or an area that you learned may need more attention?

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How Kids See Class Differences

As you watch the clip, pay attention to the emotions did you experience watching this video clip? What emotions did you notice the students exhibiting as they talked about this?

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Let’s Brainstorm: Break Out Room Discussion: Idea Catcher: With your group, imagine you are the adult who is working with a group of students who come from various social classes and your job is to get them to work together on a project. What is the first thing you might do to lay the groundwork for them to be able to interact and work together so that everyone is treated with respect and are valued members of the team? .

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Go to page 5 in your HyperDoc. Find the Break Out Room # you were assigned. Introduce yourselves. Ask for a volunteer to record ideas in the corresponding Break Out room box #.

When we return to the workshop, if there is time, your group can share one idea.

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Diversity Activities to Use with Students (from Penn State Extension)

Potato Activity- Goal: to eliminate stereotyping and recognize the uniqueness of each person

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Complimentary Round Table- Goal: To enhance social skills development by illustrating how our words affect people: Compliments vs. Put Downs

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Unequal Resources- Goal: To examine people’s attitude toward and expectations of people w/ different economic backgrounds.

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To see more activities like this: More Diversity Activities for Youth and Adults (psu.edu)

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Activity to Use with Younger Learners...

Chocolate Milk and Shades of Skin Color Activity: (can be adapted for olders)

Goal: To understand why people have different skin colors.

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Does the color of our skin make us good or bad, more smart or less smart, pretty or ugly, rich or poor? What does skin color tell you about a person? Link: More Diversity Activities for Youth and Adults (psu.edu)

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People with Learning Disabilities- Goal: To experience a condition similar to what some people with learning disabilities feel.

Take a moment to read this. How did you do? How did you feel?

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Answer Sheet for “Reading”

It is difficult to learn to read when

the words don't stand still. Can you

imagine what it is like to read when the

words and letters move up and down

on the page? Reading is not my favorite

school activity. It helps to use my finger

or a ruler to keep my place so I can

Read.

Link: More Diversity Activities for Youth and Adults (psu.edu)

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Unconscious or Implicit Bias

“Unconscious or implicit bias are: (definition from: Include-Empower.com)

  • beliefs or attitudes that are activated automatically and without an individual’s awareness
  • These hidden biases are different from beliefs and attitudes individuals are aware they have but choose to conceal them to comply with social or legal norms.

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Unconscious Bias- Teaching students how NOT to act with bias?

An “Ah-ha!” Activity (to use with older students/adults): Take a moment to read and solve this scenario:

The Father-Son

“A father and son were involved in a car accident in which the father was killed and the son was seriously injured. The father was pronounced dead at the scene of the accident and his body was taken to a local morgue. The son was taken by ambulance to a nearby hospital and was immediately wheeled into an emergency operating room. A surgeon was called. Upon arrival and seeing the patient, the attending surgeon exclaimed “Oh my God, it’s my son!’

Can you explain this?”

Activity from: 'A-ha' Activities for Unconscious Bias Training | Include-Empower.Com (cultureplusconsulting.com)

For more powerful activities to do with students go to the above link.

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Activities to Teach The Littles About Bias

The goal: “to give young children a sense of justice and equality, respect for cultures, religions, and races, and pride in their own heritages” (from: Anti-Bias Activities for Toddlers (howtoadult.com) )

HOW?

  • Art- give the child different toned crayons, markers, paints which can help to familiarize her with subtle differences in tone and hue "This exposure can potentially counteract the aversion to darker colors that is prevalent in our society (for example, the common use of black and dark to describe negative objects, people, and events) and that children frequently express," they note.
  • Display realistic pics of children and adults from various race groups; have the littles draw pics and make a book about differences
  • Stories, Songs, Videos- that focus on similarities and differences in people (“All Colors of the Earth” Let’s Listen to a sample from Songs for Teaching: : The Colors of Earth Song Download with Lyrics: Songs for Teaching® Educational Children's Music

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Colors of the World Video Song

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Activities to Teach The Littles About Bias- continued

The goal: “to give young children a sense of justice and equality, respect for cultures, religions, and races, and pride in their own heritages” (from: Anti-Bias Activities for Toddlers (howtoadult.com) )

  • Puzzles-puzzles can start conversations- make a life size floor puzzle with pics of children from different cultures; Children of Our World floor puzzle from: Kaplan Early Learning: Children of the World 48 Piece Floor Puzzle (kaplanco.com)

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  • Games- Play matching games using pics of children from different places, races, cultures
  • Role Play- use dolls that depict different ethnicities, races, cultures

For many more ideas, check out: Anti-Bias Activities for Toddlers (howtoadult.com)

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Thank You!

Thank you for your patience and participation in this LIVE, Virtual Workshop!

My hope is that something resonates with you from what you read, watched, listened to, or reflected upon today.

As an exit ticket, please visit yourHyperDoc one last time and reflect upon a new “Ah-Ha!”, new learning, strategy, or idea , and any thoughts on this Social Awareness Workshop. I am always looking to improve myself and your thoughts are important and valued. You will need to share it with me. TAKE CARE!!!

*The last slides are of our MVSD SEL Curriculum Learning Goal 3: Social Awareness Benchmark Skills and Strategies

You can also find the entire MVSD SEL Curriculum Guide on our MVSD website.

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MVSD SEL Curriculum Guide Resources

The following slides are from the MVSD SEL Curriculum Guide for Learning Goal 3: Social Awareness

Benchmarks and Strategies

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MVSD SEL Learning Goal 3: Social Awareness Pre-K to Adult Benchmark Skills and Strategies from the MVSD SEL Curriculum Guide

Subgoal 3a: Demonstrate the ability to recognize and empathize with the feelings and perspectives of others. Definitions: Perspective-taking; Empathy

Grade Band

Benchmark Skills

Strategies

Pre-K K

When prompted and supported by a trusted adult:

  • I can recognize there are different kinds of feelings.
  • I can establish and maintain friendships.
  • I can show empathy and caring for others.
  • I can recognize and identify possible ways to improve situations.
  • Brainstorm a list of behaviors students feel would be hurtful to others, think about why they are hurtful, and what they could do differently.
  • Ask what a friend is and write down all their answers.
  • Extend the above by asking what friends do for each other. Write down their answers.
  • Involve the children in finding a solution to a problem in the classroom.

Grades 1&2

  • I can identify facial and body cues representing feelings in others.
  • I can identify words/actions that may support or hurt feelings of others.
  • I can define empathy and identify empathetic reactions in others.
  • Use pics/cards showing people showing different emotions. Students take turns drawing one of the pics and discuss how the people in the pics are feeling and what is happening that may make them have those feelings. Ask: How would you feel in this situation.
  • Use literature to discuss ways to show empathy for the characters in the story.
  • Discuss scenarios at morning mtg focus on what the other person may be feeling

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MVSD SEL Learning Goal 3: Social Awareness Pre-K to Adult Benchmark Skills and Strategies from the MVSD SEL Curriculum Guide

Subgoal 3a: Demonstrate the ability to recognize and empathize with the feelings and perspectives of others. Definitions: Perspective-taking; Empathy

Grade Band

Benchmark Skills

Strategies

Grades 3 & 4

  • I can be a responsible citizen in my school and classroom community by showing respect and care for others.
  • I can explain the importance of having empathy for others and their perspectives.
  • I can identify verbal and non-verbal cues that help me recognize other people’s thoughts and feelings.
  • I can respectfully understand that others can have different thoughts and feelings.
  • I can show empathetic reactions in response to others’ thoughts and feelings.
  • Having conversations about book characters- make predictions about what the characters are thinking or feeling.
  • Use pictures and paused videos for students to read body language, facial expressions, context, and how it relates to a person’s emotions.
  • Play Feelings Charades-students can model body/facial cues for specific feelings.
  • Have students predict feelings of a peer based on a given scenario/situation. The peer can tell them if their prediction is correct/incorrect.
  • Present students w/ scenarios. Students role play empathetic reactions to those situations.
  • Use games and activities to show a variety of opinions/ feelings/.

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MVSD SEL Learning Goal 3: Social Awareness Pre-K to Adult Benchmark Skills and Strategies from the MVSD SEL Curriculum Guide

Subgoal 3a: Demonstrate the ability to recognize and empathize with the feelings and perspectives of others. Definitions: Perspective-taking; Empathy

Grade Band

Benchmark Skills

Strategies

Grades 5 & 6

  • I can be a positive citizen in my school community and participate in opportunities that contribute to the greater good.
  • I can identify a need in my school community and discuss possible solutions.
  • I can empathize with others’ thoughts, perspectives, and emotions.
  • Teams of students are given lists of emotions. Have them perform skits showing each emotion, while the other teams try to guess the emotion.
  • Have students write alternative endings to stories through changing the behavior of one character.
  • Service learning projects, volunteering, organizing food drives, clothing drives, etc.

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MVSD SEL Learning Goal 3: Social Awareness Pre-K to Adult Benchmark Skills and Strategies from the MVSD SEL Curriculum Guide

Subgoal 3a: Demonstrate the ability to recognize and empathize with the feelings and perspectives of others. Definitions: Perspective-taking; Empathy

Grade Band

Benchmark Skills

Strategies

Grades 7-9

  • I can identify if verbal and non-verbal cues appropriately match the feelings expressed by others.
  • I can acknowledge when the viewpoints or perceptions of others are different than mine and react appropriately.
  • I can be a positive citizen in my school community and encourage others to participate with me in contributing to the greater good.
  • Have students write alternative endings to stories through changing the behavior of one character.
  • Conduct class mtgs w/ scenarios in which students are given the opportunity to support each other and validate their emotions.
  • Assign students a current topic and ask them to interview important people in their lives to gather different perspectives, opinions, and points of view. Students can then present results in a written report or orally.
  • Identify professionals in the school and community that provide support for others.
  • Collect photos or pics from a magazine and have students create a related story based on non-verbal; cues depicted.

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MVSD SEL Learning Goal 3: Social Awareness Pre-K to Adult Benchmark Skills and Strategies from the MVSD SEL Curriculum Guide

Subgoal 3a: Demonstrate the ability to recognize and empathize with the feelings and perspectives of others. Definitions: Perspective-taking; Empathy

Level

Benchmark Skills

Strategies

Grades

10-12

- I can evaluate verbal, behavioral, environmental, and situational cues that may influence the feelings of others.

- I can demonstrate ways to encourage mutual respect across all settings when viewpoints or perceptions differ.

- I can demonstrate empathy by being compassionate and encouraging others.

- I can be a positive citizen in my school community and create opportunities to contribute to the greater good.

  • Have students research available community service opportunities.
  • Encourage students to get involved in a community-giving situation in which they help others.
  • Conduct Socratic seminars (a formal discussion, based on a text, in which the leader asks open-ended questions) and have students write reflection papers about how their viewpoints changed when listening to others (to differentiate, students can create a collage, google slides presentation, poster, etc. in lieu of a written document.)
  • Do Pair-Shares- one student tells their partner’s perspective on a current event topic.
  • Have students interview other peers to discover what they have in common both w/in and outside the school.
  • Provide authentic feedback when students persevere (“I know how hard that was, but you never gave up. I’m very proud of you, and you should be proud of yourself.”
  • Invite business and community members to talk to students about helping and service careers.

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MVSD SEL Learning Goal 3: Social Awareness Pre-K to Adult Benchmark Skills and Strategies from the MVSD SEL Curriculum Guide

Subgoal 3a: Demonstrate the ability to recognize and empathize with the feelings and perspectives of others.

Definitions: Perspective-taking; Empathy

Grade Band

Benchmark Skills

Strategies

ADULT

  • I can consider the feelings of others in a variety of social situations.
  • I can be sensitive toward other people’s needs.
  • I can be patient- even when I don’t feel like it.
  • As a friend, family member, or colleague how they are and be responsive to their needs.
  • Practice random acts of kindness.
  • Learn techniques to build patience.

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MVSD SEL Learning Goal 3: Social Awareness Pre-K to Adult Benchmark Skills and Strategies from the MVSD SEL Curriculum Guide

Subgoal 3b: Demonstrate an awareness and respect for human dignity including culture and differences. Definitions: Appreciating diversity; Respect for others

Grade Band

Benchmark Skills

Strategies

Pre-K K

When prompted and supported by a trusted adult:

  • I can recognize all people have some needs in common.
  • I can express cultural influences from home, neighborhood, community (ex: celebrating traditions)
  • I can demonstrate an understanding and acceptance of similarities and differences among people.
  • Have students brainstorm a list of personal traits; and then go around the room comparing/ contrasting traits w/ other classmates.
  • Adopt a country each month and have students learn about the culture of that country to include food, dress, celebrations, and professions predominant in that culture.
  • Hold class meetings to involve students in sharing and recognizing the culture and diversity of other students.
  • Ask students to find and share 3 things they have in common w/ a friend and 3 that are different.

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MVSD SEL Learning Goal 3: Social Awareness Pre-K to Adult Benchmark Skills and Strategies from the MVSD SEL Curriculum Guide

Subgoal 3b: Demonstrate an awareness and respect for human dignity including culture and differences. Definitions: Appreciating diversity; Respect for others

Grade Band

Benchmark Skills

Strategies

Grades 1 & 2

  • I can discuss how people can be the same or different.
  • I can identify the purpose for having school-wide expectations/classroom rules.
  • I can discuss the concept of, and practice, treating others the way they want to be treated.
  • I can identify how to help others and how that feels to help others.
  • Use a bingo style card game with a variety of different attributes, abilities, interests, and dislikes. Have students find other students who are the same or different in each box.
  • Find videos and literature which educate students about the diversity and traditions of different cultures.
  • Use the social thinking series of books.

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MVSD SEL Learning Goal 3: Social Awareness Pre-K to Adult Benchmark Skills and Strategies from the MVSD SEL Curriculum Guide

Subgoal 3b: Demonstrate an awareness and respect for human dignity including culture and differences. Definitions: Appreciating diversity; Respect for others

Grade Band

Benchmark Skills

Strategies

Grades 3 & 4

  • I can identify and respect similarities and differences in cultures, traditions, and beliefs.
  • I can explain personal biases when considering the perspectives of others.
  • I can respond respectively when different perspectives cause a conflict.
  • I can demonstrate respect for all people regardless of differences.
  • Teach kids about differences that have made a historical impact (MLK; protected categories)
  • Performing research about different people, cultures, and countries- comparing how that relates to our culture, traditions, and beliefs.
  • Use personal reflections to show differences that are challenging for themselves or their families.
  • Practice a friendly debate- teach friendly ways to disagree (can be used across content areas- link to literature, math strategies, science topics, etc.

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MVSD SEL Learning Goal 3: Social Awareness Pre-K to Adult Benchmark Skills and Strategies from the MVSD SEL Curriculum Guide

Subgoal 3b: Demonstrate an awareness and respect for human dignity including culture and differences. Definitions: Appreciating diversity; Respect for others

Grade Band

Benchmark Skills

Strategies

Grades

5 & 6

  • I can identify positive & negative stereotypes that may lead to discrimination and prejudice.
  • I can recognize the value of different cultures and social groups.
  • I can participate in cross-cultural activities and demonstrate respect for others’ cultures.
  • I can appreciate others that have different social or cultural norms from me.
  • Discuss historical events/topics in the news on discrimination and predjudice to debate in the classroom.
  • Each student can research/present a historical figure that used their career/occupation to fight for social justice ( MLK, Lincoln).
  • Start an art pen pal exchange from other states or countries.

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MVSD SEL Learning Goal 3: Social Awareness Pre-K to Adult Benchmark Skills and Strategies from the MVSD SEL Curriculum Guide

Subgoal 3b: Demonstrate an awareness and respect for human dignity including culture and differences. Definitions: Appreciating diversity; Respect for others

Grade Band

Benchmark Skills

Strategies

Grades 7 -9

  • I can recognize the value of different cultures and social groups.
  • I can identify positive or negative stereotypes of an individual or group.
  • I can analyze and recognize how beliefs are shaped by social and cultural experiences.
  • Assign students a controversial article and ask students to represent alternate viewpoints.
  • Assign texts that would cultivate discussions regarding diverse groups and cultures.
  • Discuss w/ students how cultural events have impacted local history such as Abenaki history.

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MVSD SEL Learning Goal 3: Social Awareness Pre-K to Adult Benchmark Skills and Strategies from the MVSD SEL Curriculum Guide

Subgoal 3b: Demonstrate an awareness and respect for human dignity including culture and differences. Definitions: Appreciating diversity; Respect for others

Grade Band

Benchmark Skills

Strategies

Grades 10-12

  • I can discuss how positive or negative stereotypes of an individual or group can be unconscious and may lead to discrimination and predjudice.
  • I can reflect on and practice strategies to oppose stereotyping and prejudice of others in order to build community.
  • I can participate in multi-cultural activities and reflect on how the experience may change my personal perspective.
  • Conduct a Socratic seminar (a formal discussion, based on a text, in which the leader asks open-ended questions) on a selected text on stereotyping and/or prejudice of others.
  • Have students select and participate in a cross- cultural learning activity in their school community that includes a reflection activity about what they learned.
  • Involve students in planning a multi- cultural event to celebrate a variety of groups represented in the school and in the community.
  • Have students choose an event (historical or current) and reflect on what it would be like to have lived that experience.

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MVSD SEL Learning Goal 3: Social Awareness Pre-K to Adult Benchmark Skills and Strategies from the MVSD SEL Curriculum Guide

Subgoal 3b: Demonstrate an awareness and respect for human dignity including culture and differences. Definitions: Appreciating diversity; Respect for others

Grade Band

Benchmark Skills

Strategies

ADULT

  • I can recognize the role of the individual within the larger community.
  • I can participate in activities as an agent for positive change within the community.
  • I can demonstrate respect for ALL humans.
  • I can identify and address explicit and implicit biases towards persons different for me.
  • Participate in district or community initiatives that are personally and professionally meaningful.
  • Show respect for students, colleagues, and parents by keeping an open mind and reducing assumptions about group membership.
  • Engage in learning opportunities on explicit or implicit bias.
  • Work with other adults to create a sense of belonging and safety for students; be available to help mentor children feel connected and accepted by the school community.