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Social-Emotional Learning (SEL) and Emotional Intelligence (EQ or EI)

Social-Emotional Learning (SEL) and Emotional Intelligence (EQ or EI). The Connection between Emotional Intelligence, Differentiation, Achievement, and Ultimately… The business and professional life of our “Net Gen” students. Soft skills aren’t so “soft” anymore.

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Social-Emotional Learning (SEL) and Emotional Intelligence (EQ or EI)

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  1. Social-Emotional Learning (SEL) and Emotional Intelligence (EQ or EI) The Connection between Emotional Intelligence, Differentiation, Achievement, and Ultimately… The business and professional life of our “Net Gen” students. Soft skills aren’t so “soft” anymore. Debbie Rohlmeier, McKinney ISD April 19, 2010

  2. At the Finish Line… • Tie EI/EQ to differentiation, achievement, development of the whole child and their future • Meet mentors: brain/cognitive sciences, business, entertainment, education, genius • Connect emotional intelligence (“soft skills”) to 21st century workplace…where our net gen kids are heading. • Improve your social emotional health • Leave with more questions than answers…

  3. Schedule • 4:30 – 5:00 Intro • 5:00 – 5:40 Task 1* • 5:40 – 6:25 Task 2 * • 6:25 – 6:45 Task 3* (*includes 15 minute recap/discussion) • 6:45 – 7:15 Recap

  4. Mentor Gallery

  5. We all love Lucy because...

  6. The Cogs of Differentiation Students Seek: TeachersRespond: * Challenge * Invitation * Affirmation * Investment * Power *Persistence * Purpose * Reflection * Affirmation * Opportunity Challenging Engaging Scaffolded Focused Curriculum and Instruction Are the Vehicle Authentic

  7. It all matters…

  8. It really IS about a whole child… a GT child…

  9. Mentally-Healthy Kids… Do their best work…and find their niche in the world. • Students who develop self-confidence achieve more Knuver and Brandsma, 1993) Cognition and affect are inseparable. We are creating a generation of learners who can’t think, or even feel, for themselves. What they need is an “emotional rudder.” (Yang and Damasio, 2007) Happiness breeds success (NOT the other way around) Folkman and Moskowitz, 2000)

  10. 21st Century Student Outcomes and Support Systems

  11. 21st Century Skills • Learning and Innovation Skills • Creativity and Innovation • Critical Thinking and Problem Solving • Communication and Collaboration • Information, Media and Technology Skills • Information Literacy • Media Literacy • ICT (Information, Communications and Technology) Literacy • Life and Career Skills • Flexibility and Adaptability • Initiative and Self-Direction • Social and Cross-Cultural Skills • Productivity and Accountability • Leadership and Responsibility

  12. It’s All in Your Mind What would you say? True or False? What are the consequences of thinking that your intelligence or personality is something you can develop as opposed to something that is a fixed, deep-seated trait?

  13. Intelligence can be developed • Desire to learn • Learning Goals • Seek challenges • Setbacks are learning opportunities • Effort is path to mastery • Learns from feedback • Greater sense of free will and self-efficacy • Intelligence is static • Desires to “look” smart • Performance goals • Avoids challenges • Gives up easily • Sees effort as fruitless • Ignores useful feedback • Response to failure: repair self-esteem • Can’t achieve to full potential

  14. http://eqpd.wikispaces.com/

  15. Persisting • Thinking and communicating with clarity • Managing impulsivity • Gathering data through all senses • Listening with understanding and empathy • Creating, imagining, creativity • Thinking flexibly • Responding with wonderment and awe • Thinking about thinking (metacognition) • Taking responsible risks • Striving for accuracy • Finding humor • Questioning and posing problems • Thinking independently • Applying past knowledge to new situations • Remaining open to continuous learning

  16. Tie Curriculum to SEL • Year Long Theme: Establishing Identities within Various Communities • Enduring Understandings: • We learn about ourselves by studying the lives of others. • My personal qualities can help or hinder the formation of relationships. • What others think about us (or our community) affect how we think about ourselves (our community). • In a culture where we are bombarded with other people trying to define us, the individual has responsibilities to various communities who, in turn, have responsibilities to us. • Parallels exist between our “growing up” and a community’s maturation.

  17. Connect the Dots! • Look at your “big idea” dots • Draw lines from any ideas that have connections • Write one classroom implication/action based on your discoveries.

  18. Further Discussion and Feedback • Click the “Discussion” tab on EQPD wiki… • Comment or question on any issue • Post a link • Presentation feedback…good, bad, ugly! • Further professional development inquiries and suggestions

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