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Social and Emotional Aspects of Learning Three day introductory course for schools

Social and Emotional Aspects of Learning Three day introductory course for schools. WELCOME!. Social and emotional aspects of learning. Reasoning Evaluation Creativity Enquiry Problem solving Information processing Communication. Pilot Schools to provide at Conference.

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Social and Emotional Aspects of Learning Three day introductory course for schools

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  1. Social and Emotional Aspects of LearningThree day introductory course for schools

  2. WELCOME!

  3. Social and emotional aspects of learning • Reasoning • Evaluation • Creativity • Enquiry • Problem solving • Information processing • Communication

  4. Pilot Schools to provide at Conference • Advice from experience • Range of school contexts • Different challenges • Opportunity to visit to see practice (Summer 2006 onwards)

  5. Strategic decisions : Whole School approach • Implications for planning • Match approach to existing work • Spiral Curriculum (SOW) • Differentiation of support • What will colleagues • find easy? • need help with? • need CPD on?

  6. The ‘Waves’ model Quality first teaching of social, emotional and behavioural skills to all children Effective whole-school or setting policies and frameworks for promoting emotional health and well-being Small-group intervention for children who need additional help in developing skills, and for their families Individualintervention

  7. Impact of social and emotional aspects on learning • Academic achievement • Self esteem • Personal responsibility • Tolerance of difference • Workplace effectiveness • Classroom and school behaviour • Inclusion • Mental health

  8. Aims of the 3 days • Participants will be: • introduce the support team • revisiting prior learning about Emotional Literacy/Intelligence • made aware of potential benefits to behaviour, learning and health • given the opportunity to explore the concept of Emotionally Intelligent child • reflecting on what already takes place in individual schools • provided with an overview of the SEAL resource – 7 themes • considering issues for whole school implementation • shown and use the resource pack and its contents • given the time to reflect what they have learned • identify next steps for implementation

  9. A Feelings Vocabulary is Important

  10. What is an emotion? • Unconscious impulses • Conscious decisions • Social constructs between people • Ways of acting and talking • Mental states that result when bodily responses are sensed by the brain • Thoughts about situations people find themselves in • Bodily responses that have evolved as part of our struggle to survive

  11. Connections Something happens You have a thought about it You feel something You react

  12. What is an emotional response? THOUGHT PHYSIOLOGY FEELING BEHAVIOUR

  13. Behaviour is an expression of emotions Emotions affect both what and how learning takes place Emotions cannot be separated from the body or the mind. Emotions affect how we relate to one another. Positive relationships are vital for brain development and therefore learning 4 foundation beliefs

  14. NEO CORTEX The ‘Thinking’ Brain Left Right Words Creativity Patterns Sequences Imagination Analysis Whole picture • LIMBIC BRAIN • The ‘Feeling’ Brain • Five senses • Emotional Memory • Context • REPTILIAN BRAIN • The ‘Survival’ Brain • Desire to avoid harm • Flight • Fright • Flock • Freeze

  15. What makes an Emotionally Intelligent Young Person? Social Skills Self Awareness Empathy Motivation Managing feelings

  16. What can the resource add to what we are doing already? • School-wide focus on SEBS • Clarity of aims – what we want children to learn • Shared school-wide strategies and language • A whole-school theme, introduced through an assembly • A structured and spiral curriculum • Activities for developing SEBS progressively (participate, experiential and multi-sensory) • A cross-curricular approach

  17. Information about the resource • What will it include? • Who is it for? • When can it be used? • How does it fit together? • How does it link with other curriculum areas?

  18. What Is it? • Guidance Section • Seven sets of activities, each set around a ‘Theme’ • - Theme overview card • - A scripted assembly + 6 variations • - Activity sets: Ideas for each age range • Red Set (Foundation Stage) • Blue 5 Set (Y1 and Y2) • Yellow Set (Y3 and Y4) • Green Set (Y5 and Y6) • - Ideas for follow-up work in various curriculum areas • - Exemplar lesson plans for one or more subject areas

  19. What? • Resources • 2 posters – Guess what I’m feeling!; Name that feeling! • Feelings photograph set • Introducing a feeling work (teacher reference) • Ways to calm down (teacher reference) • The Peaceful problem solving process • The emotional barometer • Feeling word definition lists (KS1 and KS2)

  20. When should it be run? And how does it fit together? Themes and structure

  21. When should it be run? And how does it fit together? Themes and structure

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