1 Social-Emotional Learning Programs Available at Heartland AEA: Gold, Silver, & Promising Program Content Information Angelisa Braaksma, PhD Brian C

  • View
    212

  • Download
    0

Embed Size (px)

Text of 1 Social-Emotional Learning Programs Available at Heartland AEA: Gold, Silver, & Promising...

  • Slide 1
  • 1 Social-Emotional Learning Programs Available at Heartland AEA: Gold, Silver, & Promising Program Content Information Angelisa Braaksma, PhD Brian C. McKevitt, PhD, NCSP
  • Slide 2
  • 2 About This Information The information presented on these slides describes the content of social-emotional learning programs available at Heartland AEA in the Professional Library The program reviews were completed in 2004 by a group of Goal 2 (social/emotional) committee members and summarized in a booklet, available online at http://www.aea11.k12.ia.us/spedresearch/res0102/research- handouts.html. Please consult the booklet for more in-depth information about the program review process. Programs reviewed were rated 1-5, based on their research base (1=no evidence to support effectiveness; 5=strong evidence to support effectiveness)only programs with a rating of 3 and higher are included in these descriptions Other programs were reviewed but are not recommended based on their lack of evidence. See the booklet for a complete list of programs reviewed
  • Slide 3
  • 3 Program Reviewers Sherese Beresford, School Social Worker Charlotte Buttin, Early Childhood Consultant Gloria Frolek Clark, Occupational Therapist Brian McKevitt, School Psychologist Monica McKevitt, School Psychologist MaryAnn Strawhacker, Nurse Consultant Barbara E. Rankin, Challenging Behavior Specialist Stacy S. Volmer, Challenging Behavior Specialist Summaries provided in this presentation were developed by Angelisa Braaksma, Brian McKevitt, and participants of a 2- day AEA training on July 26-27, 2005
  • Slide 4
  • 4 PATHS Curriculum Description - Curriculum that teaches the five areas of social and emotional development: self-control, emotional understanding, self-esteem, peer relations, and interpersonal problem-solving. The curriculum reduces teacher reports of aggressive behavior and increased teacher reports of students exhibiting self-control. Intended ages - K - 6 Rating - 5 Gold Program
  • Slide 5
  • 5 PATHS: Promoting Alternative Thinking Strategies 119 lessons for promoting self-control, positive self esteem, emotional awareness, interpersonal problem solving skills, and relationships Can be used as a prevention or intervention program Best with small groups of 4-9 students but can be used whole class 20-30 minutes per day, 3-5 days per week Curriculum can continue across multiple years Manual includes suggestions for use with students with disabilities, anxious/withdrawn, and gifted students
  • Slide 6
  • 6 PATHS Lessons Sequenced according to increasing developmental difficulty Include direct instruction, dialogue, role plays, story telling, modeling, social reinforcement, attribution training, and verbal mediation Promote generalization
  • Slide 7
  • 7 PATHS Unit 1: Readiness & Self-control Promotes readiness skills and self-control of behavior Optional unit Designed for low developmental level (Kindergarten or students with disabilities) Teaches self-control with stories, role plays, Turtle Technique Can be completed in 5-7 weeks
  • Slide 8
  • 8 PATHS Unit 2: Feelings & Relationships Develops emotional and interpersonal understanding 56 lessons 40-50 different affective states covered Taught in a developmental hierarchy from basic (e.g., mad, sad) to complex (e.g., jealousy, guilt, pride) First three problem solving steps covered: Stop & calm down Identify problem Identify feeling
  • Slide 9
  • 9 PATHS Unit 3: Interpersonal Cognitive Problem Solving Teaches steps to problem solving 33 lessons Usually done during 2nd year of curriculum implementation after review of previous unit
  • Slide 10
  • 10 PATHS Unit 3 (cont.) Steps to problem solving: 1.Stopping and calming down 2.Problem identification 3.Feeling identification 4.Deciding on a goal 5.Generating alternative solutions 6.Evaluating the possible consequences of solutions 7.Selecting the best solution 8.Planning the best solution 9.Trying the formulated plan 10.Evaluating the outcome 11.Trying another solution and/or plan
  • Slide 11
  • 11 PATHS: Building Self Esteem & Peer Relations Interspersed through other units PATHS Kid for Today Giving compliments, friendship issues, teasing, belonging part of other lessons
  • Slide 12
  • 12 PATHS: Supplementary Unit Problem solving meetings Self-control review Friendship and peer relations Review of problem solving Fairness/moral development
  • Slide 13
  • 13 High/Scope Description - Curriculum framework seeks to contribute to childrens intellectual, social, and physical development so they can achieve success and social responsibility in school and life. Video, curriculum materials, and assessment tools are available for educators and families that address a wide range of topics. Intended ages - Birth to adolescence Rating - 4 Silver Program
  • Slide 14
  • 14 High/Scope Curriculum Series Framework for education whose goal is to provide meaningful and realistic educational experiences for all children Fundamental premise is that children are active learners who construct their own knowledge through meaningful interactions Six curriculum components: Active Learning Classroom Arrangement Daily Schedule Content Teacher/Child Interaction Assessment
  • Slide 15
  • 15 High/Scope Curriculum Series Active Learning Appealing materials Opportunities for manipulation Choices for children Language from children Adult support Classroom Arrangement Five or more defined activity areas/centers Wide range of interesting materials Well-organized, child-accessible storage, labeled containers
  • Slide 16
  • 16 High/Scope Curriculum Series Daily Schedule Consistent routine Plan-do-review sequence Small-group instructional workshops Balance of teacher-planned and child-planned activities Content Scope and sequence defined by key experiences in math, language and literacy, science, movement, etc. Teacher-planned daily workshop times focusing on key content areas Child-planned activities related to key experiences Has additional books focusing on Language and Literacy, Mathematics, and Science
  • Slide 17
  • 17 High/Scope Curriculum Series Teacher-Child Interaction Teachers support and extend childrens learning by engaging in instructional dialogue Teachers share control with children Teachers work to create a positive social environment Teachers support childrens intrinsic motivation to learn Assessment Anecdotal notes collected by teachers on childrens progress Student work samples in portfolios Assessment of child progress guided by key experiences Daily assessment and planning by teachers
  • Slide 18
  • 18 High/Scope Curriculum Series What Makes High/Scope Stand Out? Not a packaged curriculum based upon a set of consumables; It is a set of guidelines, principles, and suggested activities Teaching practices can work in a variety of school and nonschool settings 3 Rs are a central part of the curriculum Probably already doing parts of the approach Proven track record
  • Slide 19
  • 19 I Can Problem Solve Description - Prevention curriculum that offers teachers a school-based program focused on developing problem- solving and good thinking skills. Three level of teaching are provided: basic word concepts, focus on own and others feelings, and skills in identifying alternative solutions and thinking about consequences. Intended ages - Pre- K - Elementary Rating - 4 Silver Program
  • Slide 20
  • 20 I Can Problem Solve Originally called Interpersonal Cognitive Problem Solving Goal is to teach children thinking skills that can be used to help resolve or prevent people problems Focus is to teach children how to think, guide children to think for themselves, teach children how to evaluate their own ideas, and encourage children to come up with many solutions to problems on their own
  • Slide 21
  • 21 I Can Problem Solve Lessons focus on Pre-Problem-Solving Skills and Problem-Solving Skills Problem-Solving Dialoguing Both child and teacher must identify the problem When dialoguing, it is important to understand and deal with the real problem Once the real problem has been identified, the teacher must not alter it to fit his or her own needs The child, not the teacher, must solve the problem The focus is on how the child thinks, not on what he thinks
  • Slide 22
  • 22 I Can Problem Solve: Preschool Age 4, language may be appropriate for some 3 year olds Sessions 20 minutes per lesson One lesson/day - 4 months 59 lessons in two categories - pre-problem solving skills and problem-solving skills Each lesson contains a stated purpose, list of suggested materials, and a teacher script
  • Slide 23
  • 23 I Can Problem Solve: Preschool Conducting Lessons Present the lessons as games Vary the wording of the script to suit the group Divide the class into groups of 6 to 8 children, some boys and girls Lessons include ample repetition, so students dont have to be caught up if absent Includes Complementary Applications to assist with generalization to the classroom and to life
  • Slide 24
  • 24 I Can Problem Solve: Kindergarten and Primary Grades Kindergarten and primary grades Sessions 20 - 40 minutes per lesson Daily lesson - 4 months 83 lessons in two categories - pre-problem solving skills and problem-solving skills Each lesson contains a stated purpose, list of suggested mate