Transcript Slide 1

Professor Michael E Bernard
Melbourne Graduate School of Education
University of Melbourne
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Part 1. Context, Research,
Core Concepts, Benefits
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Students Achieving to Potential,
Well-Behaved, Emotionally Healthy
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Students Under-Achieving, Poorly
Behaved, Emotionally Unhealthy
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What Makes the Difference?
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Social and Emotional Skills and Values!
well-adjusted students
possess a wide range
behaviourally and emotionally
challenged students show delays
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State Health and Physical Education
Curriculum Frameworks
Education Queensland
Focus on Developing Personal and Interpersonal Skills
•Making Decisions
•Building and Maintaining Self-esteem
•Managing Pressure
•Setting Realistic Goals
•Coping with Anxiety
•Communicating Effectively
•Working Cooperatively and Collaboratively
•Communicating Assertively
•Managing Conflict
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State Governments of Education Support Social
and Emotional Learning” (SEL) Initiatives
“State schools will begin
embedding social and
emotional learning into their
school curriculum in a bid to
boost students’ skills in
dealing with stress, selfresponsibility and
interpersonal relations in
today’s society.”
-Ex-Minister of Education
(QLD), Rod Welford
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Component 1:
A positive school
community
Component 2:
Social and emotional
learning for students
Component 3:
Parenting education
and support
Component 4:
Early intervention for
students experiencing
mental health difficulties
Research Shows Relationship of SELs
with Achievement (Bloom, 1977)
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Early Childhood Longitudinal Study (2004)
 20,000+ four- and five-year-old children were surveyed by
teachers and parents
 Findings indicated that young children’s “Approach to
Learning” (e.g. persistence, organisation, eagerness to
learn, attention) that reflects their level of socialemotional competence predicted achievement in their
reading.
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Early Childhood Longitudinal Study (cont.)
Additional findings of interest include:
 Children from families with economic disadvantage found
to demonstrate extreme developmental delays in their
social-emotional competence.
 Girls demonstrate greater degrees of social-emotional
competence than boys.
 Children from different cultural backgrounds showed
differences in their social and emotional competence
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Over 200 Published Research Studies Show
SEL Programs Impact Student Outcomes
• 23% increase in SEL skills
• 9% improvement in attitudes about self,
others, and school
• 9% improvement in prosocial behaviour
• 9% reduction in problem behaviours
• 10% reduction in emotional distress
• 11% increase in standardised
achievement test scores (math and reading)
Source: Durlak, J.A., Weissberg, R.P., Taylor, R.D., & Dymnicki, A.B. (submitted for publication). The
effects of school-based social and emotional learning: A meta-analytic review.
Many Schools Are Implementing SEL
Programs and Are Seeing Positive Benefits
Outback, State Schools
Urban, Independent Schools
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What is Social and Emotional Learning?
“SEL is the process whereby children and adults develop essential social
and emotional skills, knowledge, attitudes and values” (CASEL, 1997).
Recognising one’s emotions and values as well as
one’s strengths and limitations
Managing emotions
and behaviors to
achieve one’s goals
Selfawareness
Selfmanagement
SEL
Showing
understanding and
empathy for others
Social
awareness
Making ethical, constructive
choices about personal and
social behaviour
Responsible
decisionmaking
Relationship
skills
Forming positive
relationships, working in
teams, dealing effectively
with conflict
SEL Skills: Emotional
1. Positive Self-Orientation
- resilient attitudes
(e.g., self-acceptance, tolerance) and
skills (e.g., finding someone to talk
to, relaxation) needed to regulate
emotions and behaviours in tough
situations.
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SEL Skills: Interpersonal
2. Positive Social Orientation
– skills and values of empathy,
respect, responsibility, conflict
resolution, friendship making,
social confidence and
community responsibility
needed to form relationships.
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SEL Skills: Learning
3. Positive Work Orientation
– skills of work confidence,
persistence, organisation,
and work cooperation needed
to manage school work that
is challenging.
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Which SELs Would You Liked to Have
Learned More About in School?
Resilience: positive attitudes (e.g., self-acceptance,
optimism) and coping skills (e.g., relaxation, finding
someone to talk to)
Positive Social Orientation: empathy, conflict resolution,
friendship-making, respect, tolerance
Positive Work Orientation: work confidence, persistence,
organisation, getting along skills
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What is Social and Emotional Learning?
“SEL is also a process of creating a school community
that is caring, supportive, and responsive to students
needs (CASEL, 1997)” through (Bernard, 2008):
1. Building positive relationships
2. Employing positive discipline skills
3. Involving students in decision-making
4. Providing multiple opportunities for
student success
5. Modelling by adults of social and
emotional skills and values
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A Framework for SEL Programming to
Enhance Student Success (CASEL, 2009)
Social and Emotional Learning
Learning
Environment
+
SE Skills
Instruction
=
Positive
Outcomes
Enhancing SEL Promotes Success in
School (CASEL, 2008)
Coordinated School, Family, and Community Support
Positive Social
Behavior
SEL
Learning
Environment
SE Skills
Instruction
SE Skill
Acquisition
Improved
Attitudes
Conduct
Problems
Emotional
Distress
Academic
Success
Examples of Available Research-Based
Social and Emotional Learning Programs
The following SEL programs are some of the “evidencebased” programs that offer professional development
available to schools:
 Aussie Optimism Program
 You Can Do It! Education
 Skills for Adolescence
 Skills for Growing
 Friendly Schools and Families Program
 Friends for Life – Friends for Children
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Impact of SELs on Student Mindset
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Student Essay on Mental Health
and SELs
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Student Essay on Mental Health
and SELs
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An Evaluation of You Can Do It! Education
 In 2006, two representatives from seven primary schools
attended three full-day train-the-trainer sessions
conducted by Professor Michael Bernard
 The participants were trained in You Can Do It! Education
including YCDI classroom and school-wide practices
 Participants conducted professional learning sessions
back at their schools
 Additionally, principals from each school attended a halfday training session
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An Evaluation of YCDI (cont.)
 YCDI was implemented at each school during 2006 and
2007 with ongoing professional learning of staff at school
 The effect of YCDI was determined by comparing the
seven YCDI primary schools with seven primary schools
that did not use YCDI
 The non-YCDI schools were matched to a YCDI school by
the Victorian Department of Education based on socioeconomic ranking
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An Evaluation of YCDI (cont.)
 The “Student Attitude Survey” administered to all Year 5
and 6 students throughout Victoria was used to examine
the impact of YCDI
 Year 5 student responses on the Survey in 2006 were
compared with the responses of these same students in
2007 when they were in Year 6
 Evaluation Question: Were the improvements in student
attitudes from Year 5 to Year 6 different in students
attending YCDI and non-YCDI schools?
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An Evaluation of YCDI (cont.)
Student Well-Being Scales
Student Morale
Student Distress
Type of School
YCDI
Non-YCDI
yes
no
yes
no
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An Evaluation of YCDI! (cont.)
Sample Questions
“I feel positive at school.”
-higher
“I feel happy at school.”
-higher
“I feel tense.”
-lower
“I feel frustrated at school.”
-lower
“I feel depressed at school.”
-lower
“I feel uneasy at school.”
-lower
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An Evaluation of YCDI! (cont.)
Teaching and Learning Scale
Teacher Effectiveness
Teacher Empathy
Stimulating Learning
School Connectedness
Student Motivation
Learning Confidence
Type of School
YCDI Non-YCDI
no
no
no
no
no
no
yes
no
no
no
yes
no
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An Evaluation of YCDI! (cont.)
Sample Questions
“I like school this year.”
“I look forward to going to school.”
“I am good at my school work.”
“I find it easy to learn new things.”
-higher
-higher
-higher
-higher
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An Evaluation of YCDI! (cont.)
Student Relationship Scales
Connectedness to Peers
Classroom Behaviour
Student Safety
Type of School
YCDI Non-YCDI
yes
no
yes
yes
yes
yes
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An Evaluation of YCDI!
Sample Questions
“I get on really well with most of my classmates.”
“I have been teased in an unpleasant way recently
at my school.”
“Students are mean to me at this school.”
“I have been deliberately hit, kicked or threatened
by another student recently.”
“It is often hard to listen to the teacher in class,
because some students are really disruptive.”
-higher
-lower
-lower
-lower
-lower
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Part 2. Implementation Practices
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“Best Practices” in SEL Implementation
 “Effective implementation of SEL is not an event. It is
not something staff members experience briefly until
it is over so they can return to business as usual
(CASEL, 2008).”
 A series of deliberate, planned steps have been
identified that assist schools in supporting school
communities in the effective implementation of SEL.
 The more that SEL is embedded in school culture and
the greater the number of those who are singing
from the same SEL hymn sheet, the greater the
impact of SEL programs.
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Principles of School Leadership
Principle 1. The active involvement of school leadership is necessary for
successful implementation of SEL.
Principle 2. School leadership is responsible for articulating the
importance of SEL to the entire school community and must be vocal in
support of SEL with members of school community.
Principle 3. School leadership must prepare staff for change, deal with
resistance and be supportive throughout implementation.
Principle 4. School leadership must apply gentle pressure to ensure all
staff are committed to implementing SEL and are over time increasing
their SEL teaching skills.
Principle 5. School leadership should model the social and emotional
competencies teachers should teach and students should learn.
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SEL Reflection (CASEL, 2008)
 Think of an
outstanding leader
you have known.
Select someone you
have seen in action.
 Reflect on the qualities
this leader possesses.
that in your eyes make great leaders.
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Outstanding School Leaders
Study compared 12 outstanding and 8 “typical” principals.
Analyses showed that outstanding principals were
distinguished by their self-management skills (emotional
self-awareness, adaptability, etc.) & their relationship
management skills (empathy, developing others, etc.)
 --Williams (2003)
Resilient Educational Leaders
“Smart leaders know that they are models for
everybody in the organization. They know that their
behavior influences others and work hard at
monitoring themselves as they monitor, develop, &
encourage others’ performance. They understand
that positive organizational change requires that
individuals change. Change requires that everyone
develops their social and emotional competencies,
including the leader.”
--Janet Patti (2003)
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Stages in Effective Implementation
of Social and Emotional Learning
Stage 1: “Buy in” and School-Wide Agreement
Stage 2: Planning Practices (ongoing)
Stage 3: Preliminary Implementation Practices
Stage 4: Evaluation Practices (ongoing)
Stage 5: School-Wide Implementation and
Sustainability Practices
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Stage 1: “Buy In” and School-Wide
Agreement
 Principal understands, endorses and advocates for SEL for all

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students
School leadership understands, endorses and advocates for
SEL for all students
Staff understands and endorses SEL for all students
Parents understand and endorse SEL for all students
School Council understands and endorses SEL for all students
SEL incorporated as an explicit priority area in school’s ThreeYear Strategic Plan and Annual Operational Plan
SEL Planning Group appointed
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Stage 2: Planning Practices (Ongoing)
 SEL coordinator(s) appointed
 SEL Planning Group achieves agreement on specific social and
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emotional skills for teachers to teach and students to learn
SEL Content Standards presented to staff
SEL Planning Group conducts Needs Assessment
SEL Planning Group reviews different “evidence-based” SEL
programs and selects one (or more) that meets needs of students
and staff
SEL Planning Group scrutinises and modifies timetable so that
regular time for teaching SEL curriculum is identified
Settings for initial and ongoing SEL professional learning identified
Surveys identified to be used to gather evidence for effectiveness
SEL Action Plan Developed
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Stage 3: Preliminary Implementation
of SEL
 Initial staff training in SEL
 SEL launch
 Staff model and communicate SEL skills and values
 SEL introduced to students (goals, class discussion of
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meanings of SELs)
SEL curriculum taught on a regular basis
SEL classroom-wide practices (awards, feedback, images,
SEL integrated in school-wide activities
Ongoing professional development
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Stage 4: Evaluation Practices (Ongoing)
 Staff provide discussion and feedback of practices and
student outcomes
 SEL Planning Group recommend alterations and
improvements to SEL implementation
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Stage 5: School-Wide Implementation
and Sustainability Practices
 Continuous and ongoing staff development of SEL practice
 Opportunity for staff to strengthen own personal SEL skills
 Teachers continue to integrate SEL in classroom and across curricula

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areas
Students’ SEL skills assessed by teachers and reported on school report
card
Students with challenges provided with more intensive exposure to SELs
Parents learn how to support children’s SELs
SEL integrated into school excursions
Sporting and PE coaches integrate SEL in sporting events
Homework clubs, before- and after-school programs support SEL
Community kept abreast of progress in SEL and opportunities for
community mentoring as well as financial support for SEL identified
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SEL in Literacy Instruction
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Beginning of Literacy Lesson
Share Literacy Goals of Lesson
Say: “Before we begin, I want you to
know what I am planning to teach
in this reading session. These are
the goals of the lesson that you are
trying to achieve. After I describe
the goals of this lesson, I will ask
you to say what they are so I am
sure you understand the goals.”
 (For example, you can say: “Today,
you are going to learn different
ways you can tell the main ideas
that an author is writing about.
Can someone tell me what you will
be learning I this lesson?”)
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Beginning of Literacy Lesson
Develop Positive Mindset of
Students
Say: “Before getting started, it is
important that you have a
positive attitude towards what
you will be learning.”
For example:
 “Let’s make sure everyone has
an ‘I can do it’ rather than an ‘I
can’t do it’ attitude to what
we’re doing today” (ask
students to volunteer what this
means).
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Whole Class Teacher-Led
Literacy Activity
Describe Behaviours for Learning
Say: “For you to be successful in this next
activity, it is very important for you to
know how to be a successful learner.
Here is a list of what are called
‘behaviours for learning’ that will help
you to be successful. I want you to
practice these behaviours during this
activity.” For example:
 reading out loud with a strong
voice so that everyone can clearly
hear you
 coming up to the board to write a
difficult word or sentence
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Whole Class Teacher-Led
Literacy Activity
Describe Positive Self-Talk for Learning
Say: “The self-talk you have when
you are learning to read is very
important.” For example:
“If I keep trying I will understand.”
“It’s important to ask questions
when I don’t understand
something. It’s not the end of
the world if someone laughs.”
“I’m not stupid, even smart people
sometimes find it hard to read.”
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Small Group Literacy Activities
Describe Behaviours for Learning
Say: “As we move into our small groups,
you need to know about and practice
the ‘behaviours for learning’ that will
help you to be successful when learning
in small groups.” For example:
 When you come across a word that is
difficult to read, rather than making a
wild guess or skipping over it, you could
try to sound out the letters. If that
doesn’t work, you could re-read the
whole sentence to see if that helps you
understand the word.
 During the activity if you’re not sure
what to do next, you ask someone in
your group for help.
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Small Group Literacy Activities
Describe Positive Self-Talk for Learning
Say: “Remember everyone, as you’re
heading off to your groups, your selftalk can really help you to get the most
out of your activity. Here’s a reminder
of positive self-talk that can really help
you to be successful.”
 “I can do things that are hard.”
 “When I cannot read a word, I should
try to sound out the letters or re-read
the sentence and then try to read it
again.”
 “The more I try at this, the smarter I
get.”
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Whole Class Reflection: What We’ve
Learned from Literacy Activities
Have Students Reflect on
Achievement of Literacy Goals
Say: “At the end of a lesson, it is
important to think about whether
or not you achieved the goals of
today’s reading session I
discussed before we began.
Could someone say what the goal
was of the session and whether
they achieved it?”
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Whole Class Reflection: What We’ve
Learned from Literacy Activities
Have Students Reflect on Their
Use of Behaviour for Learning
Ask the following question:
 “Who can share with us the
‘behaviours for learning’ that you
used in the session (e.g., “I was
confident”, “I raised my hand to
answer a difficult question”, “I
really tried hard in reading words
that were difficult without giving
up”, “I helped others in my
group”, “I managed frustration
when I found something hard to
understand and I stayed calm.)?”
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Whole Class Reflection: What We’ve
Learned from Literacy Activities
Have Students Reflect on Their
Use of Self-Talk for Learning
Ask the following questions:
 “Who used positive self-talk
during the session to help
them be successful? What was
the self-talk you used (e.g.,
“The more I try, the more I will
learn”)?”
 “Who can describe some
negative self-talk during a
reading activity (e.g., “I don’t
understand this. I must be
stupid.).”
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Literacy Homework
Describe Behaviours for Learning
Say: “When you begin your literacy homework,
it is important to practice ‘behaviours for
learning’’ that will help you to be
successful.” For example:
 if you start to feel tense or frustrated
because the work is hard, keep at it for
another five minutes
 if you get ‘stuck’ and not know what to do
next, take a break and then come back with
a fresh mind
 when you do not understand a word or
sentence you have been reading, practice
the different reading skills and strategies
you have been learning about in class
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Literacy Homework
Describe Positive Self-Talk for
Learning
Say: “The following self-talk can
help you to do homework that is
hard or is taking a lot of time.”
Provide examples:
“The more I try at this, the smarter I
get.”
“Helping others helps me learn.”
“Before getting started, it’s
important that I understand what
the teacher wants me to do.”
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Closing Remark: The Principle of
“Collectivity”
“Can one teacher impact the social-emotional well-being and
academic achievement of all students in a school? Probably not.
However, with all staff and members of the community uniting
("collectivity") to work towards the SEL common purpose, there
will be a shift in the culture of the school.
With all of us participating in the process of social and emotional
learning, the effects of negative and non-supporting home
backgrounds, previous negative school experiences, and
negative peer group pressure can be minimised.
And the human potential of every child MAXIMISED!”
- Michael E. Bernard
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