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Social Thinking by Michelle Garcia Winner

Social Thinking by Michelle Garcia Winner. Presented by Ronni Rosewicz. Our goals for the evening:. To learn the basics of Social Thinking To learn practical strategies and common vocabulary to help your child be more socially smart. Ever feel like this?.

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Social Thinking by Michelle Garcia Winner

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  1. Social Thinking by Michelle Garcia Winner Presented by Ronni Rosewicz

  2. Our goals for the evening: • To learn the basics of Social Thinking • To learn practical strategies and common vocabulary to help your child be more socially smart.

  3. Ever feel like this? This why we teach social smarts

  4. What is Social Thinking? • http://www.youtube.com/watch?v=ZI7OSZdKrnE&feature=player_detailpage • Michelle says: “intervention for kids with poor social skills requires more than just teaching social skills. We need to teach kids to become more efficient “Social Thinkers” before we can expect them to produce better social skills.” • Ex. Eye contact vs. thinking eyes. • http://www.youtube.com/watch?feature=player_detailpage&v=vUd8e9Utuic

  5. Why use Social Thinking? Socially inappropriate behavior occurs at all times during the day. The behaviors that occur are so unique to each person and situation, it is impossible to single out every skill to teach. Additionally, it teaches children, parents, and educators the same common vocabulary. Common vocabulary is the key to generalization. Social Thinking also helps to identify and change unexpected behaviors to more socially acceptable behaviors.

  6. I LAUGH ApproachAn acronym for effective communication and personal problem solving • I: initiation • L: listening w/eyes and brain • A: abstract/inferential meaning • U: understanding perspective • G: gestalt/ getting the big picture • H: humor

  7. Initiation- the ability to start something new, whether it is a specific task (not routine) or a conversation. How it to affects social interaction: • Does not ask others to play. • Doesn’t ask “social wonder questions.” • Will wait for others to ask them to join a group. • Will not always greet people appropriately. How it affects functioning in the classroom: • Does not ask for help or know how to ask for help. • Sits and does nothing when others are doing something. • In group work, may not participate or only know how to direct the others. • Lack of appropriate initiation (blurting) http://www.youtube.com/watch?feature=player_detailpage&v=-xeAFqCkJPw

  8. Abstract and inferential Language-the ability to figure out what people are talking about when it is not clearly stated. How it affects classroom functioning: • Is limited in the ability to infer meaning from books, lectures or conversation • Literal in interpretation of all modes of communication. (black and white) How it affects social interaction: • Does not infer social cues or decipher meaning from words/language. • Makes wacky guesses vs. smart guesses about people.

  9. Listening with Eyes and Brain-the abilityto concentrate on what others are saying, even when it is not of interest to you. How does it affect classroom functioning: • Does not easily process the meaning of unspoken messages. • Difficulty functioning in large groups. Often needs prompts and redirection. How does it affect social interaction: • Does not observe social cues. • Does not process the meaning of others’ messages. • May not think with eyes (poor eye contact)

  10. Understanding Perspective-the ability to think about your own and other’s ideas and thoughts. How it affects classroom functioning: • Difficulty regulating behaviors according to the needs of others. • Difficulty working in small or large groups. • Difficulty understanding the perspective of characters in books, which can affect comprehension. How it affects social interaction: • Difficulty recognizing and incorporating other people’s perspectives to regulate social relationships. • Hard time sharing space. http://www.youtube.com/watch?feature=player_detailpage&v=E2yv7j0nbzA

  11. 4 Steps to Perspective Taking • 1. I think about you, you think about me • 2. I think about why you are near me, you think about why I am near you. • 3. I think about what you are thinking of me. You think about what I am thinking about you. • 4. I regulate or change my behavior to keep you thinking about me the way I want you to think about me. (you do the same about me)

  12. Gestalt Processing: getting the BIG picture- the ability to shift thru info. and focus on what is important. How it affects social interaction: • Off topic remarks • Focuses on a single topic • Repetitive responses How it affects classroom functioning: • Difficulty staying with the concept of group work and cooperative learning. • When writing can miss the main point. • Can attend to details, but misses the underlying concept of the assignment.

  13. Humor How it affects classroom functioning: • May produce inappropriate humor in the class at the wrong time. • Might try engage others in their funny behavior. (silly tornado) How it affects social interaction: • May not understand if they are being laughed at or laughed at. • May have a great sense of humor, but miss the underlying meaning of humor.

  14. Expected Behaviors for Socially Smart Kids

  15. When I go to school, there are expected behaviors.

  16. Expected Behaviors During a Lesson

  17. When I choose expected behaviors, teachers and students have BLUE THOUGHTS about me.

  18. They feel CALM and HAPPYand like to be with me. I feel CALM and HAPPY, too.

  19. Sometimes I forget.Sometimes I act before I think. Sometimes I choose unexpected behaviors.

  20. UN-Expected Behaviors During a Lesson

  21. When I choose unexpected behaviors, teachers and students have RED THOUGHTS about me.

  22. Teachers and students feel FRUSTRATED and ANNOYED and do not like to be around me.Then I feel SAD, FRUSTRATED, ANGRY, or LONELY.The good news is I can change their thoughts!

  23. Socially Smart kids stop and thinkaboutEXPECTED BEHAVIORS!

  24. When students choose EXPECTED behaviors,everyone learns and feels great!

  25. Social Thinking Common Vocabulary • Expected and unexpected behaviors or red and blue thoughts. • Brain in group • Whole body listening • Thinking eyes • Person with the plan- ask your students, “who has the plan?” • Boring moments- we all have them! • Big problem vs. Little Problem • Friend files • WTC- whopping topic change • Wacky guess

  26. Social Thinking Vocubulary • Social smarts • School smarts • Social Detective

  27. The Unthinkables

  28. Superflex

  29. Remember… • All professional, paraprofessionals and parents need to work together to build a child’s social thinking. • This is the key to generalization. • Social thinking is not a discipline program, it is a tool to teach kids social skills.

  30. For more information: • http://www.socialthinking.com

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