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Integrating Social-Emotional Learning into Academic Instruction
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 Export to Your Calendar 3/16/2020
When: Monday, March 16, 2020
9am-4pm
Where: Crystal Springs Uplands School, Middle School Campus
10 Davis Drive
Belmont (south San Francisco), California  94002
United States


Online registration is available until: 3/11/2020
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Target Audience

Event Description

Agenda

Meals Provided

Travel / Accommodations

 

Registration

Early Bird Registration!  Register before January 20th and receive $25 off.

Members
$150

Non-Members
$225

 

Target Audience

This event is for educators interested in incorporating Social-Emotional Learning into their classroom lessons.

 

Event Description 

Two-for-One Teaching: Integrating Social-Emotional Learning into Academic Instruction

Alongside community-building and advisory lessons, we can use the academic tasks our students already do—their lessons, discussions, and assignments—as opportunities for them to explore and enact their values. Building bridges in science class can be a context for learning how to collaborate. Writing a paper on the French Revolution can be a context for opening up about what matters. Revising a drawing can be a context for learning to persist in the face of struggle. Not only are students doing meaningful academic work; they’re also learning how they want to approach their education, their work, their surroundings, and each other.


In this highly experiential, make-and-take workshop, we’ll learn protocols that incorporate values work into academic units. Informed by evidence-based psychological science, the workshop will involve writing, drawing, food metaphors, relational frame theory, making stuff you can use, serious discussions about values and vulnerabilities, and empowering students to become the people they want to be. After learning each protocol by doing it ourselves, we’ll reflect on the process and see an example of what it looks like in a classroom. Then, based on what we’ve just learned, we’ll create materials so we can use the protocols with our students. Along the way, we’ll discover some of the psychological science of empowering students, discover and do what matters to them, and we’ll learn how to structure units to incorporate SEL into every stage.


About the Process
Experiential: Learn a protocol you can use with students by trying it yourself.
Reflective: Debrief the experience and examine how it can apply to your practice.
Generative: Based on what you’ve just learned, make something to use in your own work.
Iterative: Repeat this cycle so that you’re building a unit throughout the day.

 

About the Presenters


Lauren Porosoff has been an educator since 2000 and consults on designing curriculum and professional development that empowers students and teachers. She is the author of Curriculum at Your Core: Meaningful Teaching in the Age of Standards, a guide to designing curriculum beginning with values clarification; and articles for AMLE Magazine, Connections Quarterly, Independent School, Kappan, the PBS NewsHour Teachers’ Lounge Blog, Rethinking Schools, and Teaching Tolerance about how students and teachers can make their work meaningful.


 

 

Jonathan Weinstein, Ph.D., is a clinical psychologist and Suicide Prevention Coordinator at the VA Hudson Valley Health Care Service, and an Assistant Professor of Psychiatry and Behavioral Sciences at New York Medical College. As an early contributor to the development of Relational Frame Theory and Acceptance and Commitment Therapy at the University of Mississippi Center for Contextual Psychology, Jonathan studied behavioral analysis and its applications for behavior therapy, social categorization, and education. Jonathan’s publications can be found in Behavior and Social Issues, The Psychological Record, and Salud y Drogas.


Porosoff and Weinstein are the co-authors of EMPOWER Your Students: Tools to Inspire a Meaningful School Experience (Solution Tree, 2018) and the upcoming Two-for-One Teaching: Connecting Instruction to Student Values (Solution Tree, 2020).

 

Agenda 

Agenda (all times approximate)

Introduction - 9:00-9:30 am

  • Who’s in the room? (introductory exercise)
  • Reviewing our essential question (How can we turn academic learning into a context for social-emotional learning?) and process (experiential, reflective, generative, iterative)

How can preparing for learning become a context for understanding personal values?
9:45-10:15 am

  • Experiential: Values-Activating Questions
    Identify how to make upcoming work interesting, challenging, and meaningful.
  • Reflective: Using Values-Activating Questions in the classroom
  • Generative: Writing unit descriptions

How can exploring new material become a context for listening actively?
10:15-11:00 am

  • Experiential: Collaborative Conversations
    Communicate with a partner in ways that lead to a deeper understanding of the material and of one another.
  • Reflective: Using Collaborative Conversations in the classroom
  • Generative: Writing questions that elicit conversation

Psychology Interlude: Deictic Framing
11:00-11:15 am

  • About deictic framing and how it works
  • Reviewing how Values-Activating Questions and Collaborative Conversations use deictic framing to expand students’ awareness of what’s possible

How can reviewing material become a context for exploring values?
11:15-11:45 am

  • Experiential: Emotions & Values Audit - Identify moments during a learning experience that elicited various emotions, and learn how those emotions reveal personal values.
  • Reflective: Using Emotions & Values Audit in the classroom
  • Generative: Creating a “Noticing Emotions” chart for your subject and students


LUNCH 11:45 am - 12:30 pm

 

How can creating work product become a context for enacting values?
12:30-1:30 pm

  • Experiential: Exemplar Study
    Analyze how work reflects the values of the person who created it.
  • Reflective: Using Exemplar Study in the classroom
  • Generative: Choosing exemplars to use with your students

Psychology Interlude: Hierarchical Framing
1:30-1:45 pm

  • About hierarchical framing and how it works
  • Reviewing how Emotions & Values Audit and Exemplar Study use hierarchical framing to help students choose values-consistent behavior

How can refining work product become a context for developing empathy?
1:45-2:30 pm

  • Experiential: Nonjudgmental Peer Review
    Offer reactions, questions, and interpretations instead of making suggestions; and use peers’ feedback to figure out how to revise.
  • Reflective: Using Nonjudgmental Peer Review in the classroom
  • Generative: Revising the peer review process to suit your students

How can reflecting on learning become a context for perspective-taking?
2:30-3:00 pm

  • Experiential: Concentric Self-Portraits
    Bring more awareness to a learning experience by depicting the learning process, ongoing emotions about it, and plans to use it.
  • Reflective: Using Concentric Self-Portraits in the classroom

Closing: Making Space for Values Work in the Academic Classroom
3:00-3:15 pm

  • Academic learning as outcome, process, and context

Meals

Light breakfast and coffee will be served in the morning, and lunch at noon.

 

Travel

Crystal Springs Uplands is 13 miles south of San Francisco International Airport. 

 

Please see CSEE's Event Policy to learn more about cancellations and refunds.


 

CSEE | 910 M Street NW #722, Washington, DC 20001 | (800) 298-4599

 

 

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