Transcript Social-Emotional-Intellectual learning: Bio-social Perspective Silas Pinto, Ph.D. October 3, 2011 [email protected] Presentation outline:  Today’s Presentation?  Provide an overview of Social and Emotional Learning (SEL) 

Social-Emotional-Intellectual learning:
Bio-social Perspective
Silas Pinto, Ph.D.
October 3, 2011
[email protected]
Presentation outline:
 Today’s Presentation?
 Provide an overview of Social and Emotional Learning (SEL)
 Expand on understanding of SEL…
 The biological basis of emotional learning
 Ethnic enclaves model as a component of social learning
BRIEF OVERVIEW OF SOCIALEMOTIONAL LEARNING
Exercise
Write your own understanding or definitions of:

emotions/feelings

emotional intelligence

social learning
Historical Perspective
Robert Thorndike (1930s) was writing about social intelligence.
David Weschsler (1940s) proposed non-intellective and intellective elements of intelligence,
(affective , personal and social). He was proposing that the non-intellective abilities are essential for
predicting one’s ability to succeed.
Gardner (1983) – argued for a new view of non-hierarchically arranged primary mental abilities
called multiple intelligences. Further elaborated by Armstrong.
Salovey and Mayer (1990) – first used the term Emotional Intelligence. They view EQ as a set of
skills hypothesized to contribute to the accurate appraisal and expression of emotion in oneself and
others, the effective regulation of emotion in self and others, and the use of feelings to motivate, plan
and achieve in one’s life.
Goleman(1995) – defines EQ as …being able to read another’s innermost feelings; to handle
relationships smoothly.
“SEL a set of abilities that helps us get along in life with other people in all kinds of life situations”. It the
‘missing piece in American education’. Maurice Elias.
Definitions
What are emotions?
 Biologically driven, cross-cultural responses to environmental stimuli.
 Emotions are our most reliable indicators of how things are going in our lives;
they help keep us on the right track by making sure that we are led by more
than cognition.
Teaching and learning are not only concerned with knowledge, cognition and skill.
They are also emotional practices”
(Hargreaves, 1998)
Biologically driven, cross-cultural responses to environmental stimuli.
Biologically driven, cross-cultural
responses to environmental stimuli.
ETHNIC ENCLAVES
What’s an Ethnic Enclave?
What purpose does it serve?
What are the strengths and challenges of working with
people who live within ethnic enclaves?
GLOBAL CITIZENSHIP
James Banks (knowledge, care, act)
“Our social interactions play a role in reshaping our brain, through
“neuroplasticity”, which means that repeated experiences sculpt
the shape, size, and number of neurons and their synaptic
connection.
…
By repeatedly driving our brain into a given register, our key
relationships can gradually mold certain neural circuitry. In effect,
being chronically hurt and angered, or being emotionally nourished
by someone we spend time with daily over the course of years can
refashion the brain.”
Daniel Goleman
Most of us probably agree that SEL is relevant to our work
because it…
- Relationships provide a foundation for learning
- Emotions affect how and what we learn.
- Positive effects on academic performance, health, relationships and
citizenship.
- Essential for life –long success.
Who’s responsible for delivering this “education”?
Are We Meeting Our Goals?
How are you accounting for the social-emotional
development differences in your classroom?
 Goal 1: Developing self-awareness and selfmanagement skills to achieve success.
 Goal 2: Using social-awareness and interpersonal
skills to establish and maintain positive
relationships.
 Goal 3: Demonstrating decision-making skills and
responsible behaviors in personal, school, and
community contexts
Emotionally Intelligent Teaching
Emotionally intelligent Teaching:
1) Acknowledging our feelings (and clearing them out) so that they do not
interfere with our thinking.
-- Address the myth of restoring objectivity.
-- Teacher v. Instructor
2) Listening to the child- paying attention to the emotional
message beneath the words so that we can respond to the child's hurt
and not just to the words or behaviour resulting from the hurt.
3) Teaching children how to correctly identify and label their feelings
and other’s feelings. This means teaching the feeling words and the
variations of these such as frustration, excitement, etc., and to identify
the real origin of these feelings.
Activity- applying the SEL skills
4 Questions to ask about an event:
1.
How was each person feeling? (perception of emotions).
2.
What were you and the other person(s) thinking about as a
result of these feelings? (emotions influence how we think.)
3.
What caused each person to feel the way he/she did?
(understanding emotions).
4.
What did you and the other person(s) do to manage these
emotions? (managing emotions).
What Do Teachers Do Well
Instruction
Classroom Teaching
& Enrichment
Successful
Youth
A question…
Instruction
• How many students come to
class every day completely
ready to hear what you have
prepared with nothing
preventing them from giving
you their full attention?
Classroom
Teaching &
Enrichment
Successful
Youth
Barriers to Learning Model
Group 1
Motivationally ready and
able to learn
• The % of students
who come ready and
able to learn varies
from 0-75%
• The number is
decreasing every year
Instruction
Classroom
Teaching &
Enrichment
Successful
Youth
Group 2
Group 1
Motivationally ready and
able to learn
Instruction
Classroom
Teaching &
Enrichment
Group 2
Encounters some barriers
Successful
Youth
• Group 2
Lacking prerequisite skills &
knowledge
Different learning styles &
rates
Minor vulnerabilities
Group 3
Group 1
Motivationally ready and
able to learn
Instruction
Classroom
Teaching &
Enrichment
Group 2
Encounters some barriers
Successful
Youth
Group 3
Encounters many barriers
(SOME OF WHICH
CANNOT BE
ELIMINATED)
• Group 3
 Highly deficient in current capabilities
 May have a differing ability
Barriers to Learning
Instruction
Group 1
Classroom
Teaching &
Enrichment
Motivationally ready and
able to learn
Group 2
Encounters some barriers
Barriers to
Learning
Group 3
Encounters many barriers
ON YOUR PAPER…
Please list 10 possible barriers to the
child’s learning
Successful
Youth
STARTING THE PROCESS BY
SETTING GOALS
BE IN THE STUDENT’S FRONTAL
LOBE… BUT DON’T TAKE AWAY
THEIR NEED TO THINK…
Let’s analyze this from the components of operant
conditioning…
Punishment
Positive Reinforcement
Negative Reinforcement
CONCLUSION
A Classic SEL
“Meta-Cognitive” Model
• STOP, CALM DOWN, & THINK before
you act
• Say the PROBLEM and how you
FEEL
• Set a POSITIVE GOAL
• Think of lots of SOLUTIONS
• Think ahead to the CONSEQUENCES
• GO ahead and TRY the BEST PLAN
Reinforce good decision making
(which is different from “The RIGHT CHOICE”)
For you (the teacher/administrator)
 Watch your language (verbal and non-verbal)
 Watch your energy!
 Think through your approach to “infractions”…
 Be mindful of how you criticize…
 Be mindful of your tone!
 Ask for help… consult with other professionals.
 Don’t cast judgment
 Synergize “Education” and “School”
 Set goals and evaluate
For your students…
 Create challenging and engaging curriculum
 Create a safe, supportive learning community with respectful relationships and
trust (THROUGH Validation of students’ strengths)
 Adopt a multiple intelligences approach to your teaching and school
 Use Evidence-based SEL classroom instruction

I.e. Superflex, Strong start or Second Step
 Infuse SEL concepts throughout the regular academic curriculum
 Engaging students actively in the learning process during and outside of school
 Create opportunities for participation, collaboration, and service
 Involve families and surrounding community
 Model Empathy and Understanding
 Set goals and evaluate
Where can happen?
Front office
Hallways
Playground
Teacher’s Lounge
Sporting Events
Bus
Virtually
everywhere
Lunchroom
Afterschool/
Extra-curriculars
Parent/teacher conferences
Classrooms
Bathrooms