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Living the Theory

Living the Theory. An Authentic Approach to Social and Emotional Aspects of Learning (SEAL). What is SEAL?. Social and Emotional Aspects of Learning – non statutory element of primary and secondary curriculum from 2007 Underpins learning in all other curriculum areas Primary and Secondary Set

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Living the Theory

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  1. Living the Theory An Authentic Approach to Social and Emotional Aspects of Learning (SEAL)

  2. What is SEAL? • Social and Emotional Aspects of Learning – non statutory element of primary and secondary curriculum from 2007 • Underpins learning in all other curriculum areas • Primary and Secondary Set • http://nationalstrategies.standards.dcsf.gov.uk/primary/publications/banda/seal

  3. Skills Based • Self awareness • Managing feelings • Motivation • Empathy • Social skills

  4. New beginnings Getting on and falling out Say no to bullying Going for goals Good to be me Relationships Changes A place to learn Learning to be together Keeping on learning Learning about me Primary and Secondary Themes

  5. This project • TDA funded • Across GONW • Supported by National Strategies • 100 teachers / school staff • Evaluated baseline + • ‘Practical SEAL skills for school leadership’

  6. Adult Learning Approach • Experiential adult learning • Knowledge, skills and understanding • NLP techniques to embed • TA and EI to develop self awareness • Extensive support materials • Self Directed project to embed learning (Boyatzis 1998) • Process is the content

  7. Practitioner Research Approach • Experiential Learning Cycle (Kolb 1984) • Change Cycle (Lewin 1943 ) • Action Research Cycle (McNiff 1988)

  8. McNiff’s (1988: 44) model of the Action Research Cycle

  9. Premises • 4 levels of learning: Individual, Inter personal, Pedagogical, and Organisational • Achieved through ‘Living the Theory’ (Whitehead 1989) and Modelling (Bandler and Grindler 1979) • Supported learning to ensure transfer of learning • Desired output – cultural change in schools at all levels

  10. The programme • Contract prior to arrival • 2 consecutive days experiential learning • Experimentation space • 1 day experiential learning and feedback • Establish projects • 3 x half day cluster support groups • Optional M level accreditation

  11. The Evaluation Findings ACTIVITIES RESOURCES DISCUSSION CONCEPT INSIGHT UNDERSTANDING APPLICATION PERCEIVED RELEVANCE

  12. All teachers reported a changed self awareness and attitude to teaching • 90% of teachers reported a deeper understanding of teaching and learning • 95% of teachers reported an increase of knowledge, skills and understanding • 87% reported an increase in understanding of leadership • 97% reported congruence between the course and their value systems • 100% reported continued motivation • 90% could evidence impact

  13. Supporting Evidence • “through exceptionally clear resources and experiential learning it succeeded in putting ‘theory into context’. It guided SEAL leaders towards understanding how some theories drawn from transactional analysis can be a practical tool for teachers seeking to understand SEAL and use it to shape and change the motivation, behaviour, emotions of themselves, their pupils and their school teams”

  14. “The evidence provides strong satisfaction with all three aspects of course structure, delivery style and resources, implying a highly positive impact on participants availing themselves of the opportunities offered by the course”

  15. “Participants valued the experience of reflective practice promoted by the substance, sequencing and structure of the programme”

  16. Challenges • Accreditation completion was low • Participants reported wanting a longer overall timescale • Acquiring + 6 months evaluation data • Attendance at cluster meetings • Intransient views of a minority of staff towards SEAL

  17. Conclusions • “Despite the challenges, the programme was overwhelmingly rated highly effective and inspiring, and exceptionally well designed and delivered, by almost every participant, and favourably compared with all other courses. The conversion of ‘concept to context’ was an outstanding feature”.

  18. Kaz Stuart • University of Cumbria • SEPE • Rydal road • Ambleside • Cumbria • LA22 9BB • 015394 30250 / 07950 039206 • Karen.stuart@cumbria.ac.uk

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