Transcript Cross Phase SEAL Network

Cross Phase SEAL
Network
Summer
People will forget what you
say,
People will forget what you do,
But people will never forget the
way you made them feel…
Agenda: please note that the afternoon session will be divided into
Primary and Secondary.
9.00-9.15
COFFEE
9.15-9.25
INTRODUCTION
JG
9.25-9.45
UPDATES
CW
9.45-10.15
SEF 6: Leadership and
management
ML
All staff in school
understand SEAL and the
pedagogical and whole
school approaches to
learning
10.15-10.45
SEF 5: The quality of
provision
KD/JC
Staff consider the
emotional needs of the
wider community
10.45-11.00
COFFEE
11.00- 11.30
SEF 5: The quality of
provision
KD/JC
Staff consider the
emotional needs of the
wider community…….
11.45-12.45
SEF 3:Achivement and
standards
CD
Evidence (both hard and
soft) is used to determine
the impact of SEAL…….
12.45-1.30
LUNCH
PM
Primary and secondary
SEAL team
INTRODUCTION
JG
Starter
Why should SEAL be central to
school improvement?
Snowballing
Benefits of this technique:
Individual and group work
Allows those who are struggling with a topic to learn from
others without exposure
Encourages the quiet to speak in groups
Focuses the group on the most important points
Drawbacks
Some teachers will worry about ‘snowballs’ being thrown –
adapt to pass the parcel type activity- e.g. folded paper
passed around until teacher indicates
Names or not on the papers – how does teacher assess
learning?
UPDATES
CW
Updates
• SEAL Team Changes
• Family SEAL DVD
• Spectrum – KS3 PSHEE and SEAL
Resource
• Attendance
• Exclusions
Spectrum
• Dorset, Poole, Bournemouth and Wiltshire
Project
• Based on and a continuation from
Rainbow
• PSHEE and SEAL scheme of work which
includes lesson plans and resources
• PSHEE, SEAL, ECM, Mapped
• Launch Date – October 2009
Themes
•
•
•
•
•
•
Personal Identities
Relationships
Diversity
EWBFC
Healthy lifestyles
Risk
Spectrum– Related Aspects – Year 7
PSHEE Key Concept – Healthy Lifestyles
Theme of module – Body image – Teen magazine production
PSHE Economic
wellbeing and financial
capability criteria
SEAL Skills
SEAL Overall Outcomes
SEAL Intended
Learning outcomes for
Year 7
P1.2.a Recognising
that healthy lifestyles,
and the wellbeing of
self and others,
depend on information
and making
responsible choices.
E 1.2.b Learning how
to manage money and
personal finances.
Self
awareness
17. I understand how health can be
affected by emotions and know a
range of ways to keep myself well
and happy.
I know that laughter is
good for us as well as
fun.
I understand that different
people laugh at different
things.
P1.2.b Understanding
that physical, mental,
sexual and emotional
health affect our ability
to lead fulfilling lives,
and that there is help
and support available
when they are
threatened.
E 1.2.d Becoming
critical consumers of
goods and services.
Managing
Feelings
P2.2.a use knowledge
and understanding to
make informed choices
about safety, health
and wellbeing
E 3.g personal
budgeting, money
management and a
range of financial
products and services
PSHE Personal
Wellbeing Criteria
P2.2.e know when and
how to get help
P3.c physical and
emotional change and
puberty
YEAR GROUP: 7
TERM: Summer
WEEK: 1
THEME:
LEARNING INTENTION/ ‘I CAN’
I can understand that identity is affected by a range of factors.
I can identify some factors which contribute to a healthy lifestyle.
I can identify the changes I have been through and give advice to others.
Reflective
learners
Assess
themselves and
others,
identifying
opportunities
and
achievements
VOCABULARY: well fit, healthy lifestyles, peers, role model, body image, WAGs, celebrities, influences: positive and
negative, media, changes.
RESOURCES Power point Health matters.
TEACHING/LEARNING ACTIVITIES
Engagement
Complete the guess who task from the power point. Students to write three words to describe themselves, teacher then
collects these in and reads some out, class to try and guess who these words describe.
Explain to class that in this unit of work, they will be looking at healthy lifestyles, so that they can make informed
decisions for present and future life.
Ask students what they think constitutes a healthy lifestyle – display answers.
Why is there concern at present about healthy lifestyles? (Answers may include problems of
obesity, eating disorders, unhealthy young people, cost to the National Health Service etc).
Core Activity
Activity 1
Discuss how do you feel about your body? Complete the how do you feel about your body task, students to draw three
different stages in their development and show how they have changed. Discuss how we are all different and remind
them of the good to be me seal module they did last year.
Activity 2
Students to look at the images of the celebrities on the power point (Posh Spice, Dawn French, Atlas from the
Gladiators, Jessica Simpson, Johnny Depp, Marilyn Manson
Students to discuss the two scenarios on the power point, depending on the class these could be discussed in pairs,
groups or as a whole class.
SEF 6: Leadership and management
All staff in school understand SEAL and
the pedagogical and whole school
approaches to learning
SEF 5: The quality of provision
Staff consider the emotional needs of the wider
community
SEF 3:Achivement and standards
Evidence (both hard and soft) is used to determine
the impact of SEAL…….
Plenary
SEAL and the
competency curriculum
Delivering the habits of
success
Jason Goddard
Starter
Allow three minutes for students to join up
numbers in sequence on their own.
After three minutes blow the whistle and ask how
the got on.
Repeat the exercise with them working in pairs.
How many improved?
Relate this to teamwork.
SEAL (Social and Emotional Aspects of Learning)
‘The most important thing to
have happened in education
this century’ Andrew
Curran, Consultant Neuroscientist
• Successful learners
Developing the habits of
learning how to learn
• Confident Individuals
Developing the habits of
emotional intelligence
• Responsible Citizens
Developing the habits of
social intelligence
Successful
learners
Confident
Individuals
Responsible
citizens
Changing view of social and
emotional education
• Traditional view
• For young children
• Responsibility of the
home
• Special needs/ those
with problems
• Trouble shooting
prevention
• Bolt on extra/low status
activity
Holistic view
• Everyone including
adults
• Everywhere e.g.
secondary schools,
workplaces
• All of us, including
‘without problems’(?)
• Positives e.g. wellness,
growth, strengths,
• Central to educational
goals – learning and
behaviour
50% employers are worried about
literacy and numeracy but 70%
are more worried about lack of
emotional intelligence
Addicted to praise
– wafer thin
confidence – D
weck
‘Spoonfed students can’t cope
with degrees’ Telegraph
The illiterate of the 21st century
are those that can’t learn how to
learn
More suicides,
more
depression,
more self harm
‘Affluenza’
If you have to try hard you must be thick!
For the 21st century
Learning School
Wanted: Resilient, independent
learners who have flexible skills and
competencies; who can work well in
teams and lead themselves and others
to perform up to and beyond their
potential.
What are the habits of
the best learners?
..\videos\advise from pupils to
teachers about SEAL.wmv
Cultivating resilience in the
brightest?
To encourage performance –
what would you do?
• Tell him you still think
he is brilliant
• Tell him he didn’t get it
because he didn’t
deserve it
• Tell him worse things
happen at sea and it’s
not the end of the world
• Tell him he has such
talent that he definitely
has a fantastic future
• Tell him he was robbed
Truth or Myth?
• Praise of able students fosters effort
• Belief in own high levels of intelligence
fosters enterprise and creativity
• High ability students love working hard
and don’t want easy work
• Kids that have to try hard will not achieve
as much as those who find it easy
You believe….
Intelligence is fixed:
OR
• You need to be able to do it
quickly and easily to prove you
are clever
• You need to out perform others
– always
• Only thick people have to work
hard to get good grades
• Avoid:
• having to try too hard, high
performing peers, setbacks
and mistakes
Intelligence is cultivated
through learning:
• You can become more clever
the harder you try
• It’s smart to engage fully with
tasks, apply skills, make
mistakes, make a big effort
• Its better to avoid easy stuff –
the harder and more
impossible, the more it will
grow your brain
• Feeling unsure and out of your
comfort zone is exciting
Get the habit of success………..\EQ\10 habits for
success.ppt
1. Take responsibility for yourself
2. Have a target or goal
3. Plan and prioritise – be disciplined
and grow your willpower
4. Work together to achieve more
5. Believe in yourself
6. Be persistent and resilient
7. Listen to and learn from others
8. Be optimistic
9. Maintain your mind and body - keep
learning!
10. Have courage to make changes
Learning to learn – what is it?
Excellence is not an art but a habit - Aristotle
• Developing a set of skills and habits that facilitate a selfawareness and resilience in learning.
• Being able to transfer skills and learning from one
context to another
• Understanding how you as an individual learn best and
knowing how to use this effectively
HOW?
Using metacognition (thinking about learning) to
develop the above as part of the school experience
SEAL and PLTs
Our mission….
To develop a modern world class
curriculum that will inspire, challenge
all learners and prepare them for their
future.
‘We are entering the most dramatic
paradigm shift in education history’
Mark Treadwell
Aims of the new curriculum
CREATE
• Successful learners
• Confident Individuals
• Responsible citizens
Integrate the PLTS
• Team working
• Independent enquiry
• Self management
• Reflective learning
• Effective participation
• Creative thinking
Before:
Compartmentalised: Assessment of Subject
Levels
English
Maths
Art
Citizen
PE
PSHE
ICT
Geog
RE
D&T
History
Science
Music
MFL
After: Cohesive,
connected
Focus on learning, skills and
processes, ECM across the
curriculum
Project-based learning
Flexible time,
place
Synergy of
connected learning
SEAL
Less ‘teaching’
and teachers
Learning to learn
How do we measure
progress?
Developing, progressing, mastery
..\Training courses ITL\wiifm project\Assessment of
PLTS progress.doc
..\competency based curriculum\neale wade feedback
example.doc
A new pedagogy?
Good?
Fount of knowledge ‘filling empty
vessels’
Didactic – teacher guides
students
Teacher questions
Outcome focus
Intelligence is fixed
Teacher talks
Outstanding
Facilitator
Student centred activity
Students construct
questions/challenges
Students co-designers
Students judge success, self
correcting
Creative opportunities
Success and failure equal
partners for learning
Reflection/ metacognition
Develops habits/dispositions
Language for learning
Leadership EQ competencies
Self- management
• Self control
• Transparency
• Adaptability
• Achievement
• Initiative
• Optimism
..\videos\seal_deb_michel_school_i
mprovement_800k.wmv
How do you rate yourself?
Leadership EQ competencies
Relationship Management
• Inspiration
• Influence
• Developing others
• Change catalyst
• Conflict management
• Teamwork and collaboration
The biggest
challenge as
Heads??
REFLECTIVE, LIFELONG LEARNERS
METACOGNITION
The Learning School
What matters?
TEACHING
& LEARNING
STYLES –
VARIETY
EMOTIONAL
INTELLIGENCE
SELF-MANAGEMENT
(ASSESSMENT FOR LEARNING)
RELATIONSHIPS
EMOTIONAL IMPACT
THE POSITIVE LEARNING ENVIRONMENT
ENGAGEMENT
Planning: Your time
..\videos\maths and SEAL
collaborative.wmv
..\videos\collaborative planningme.wmv