Nov 2015 Webinar Deck: Middle Grade Mindset: Elevating Social-Emotional Skills through Peer-to-Peer

ALL Management Corporation ©2014 11/18/2015 ALL Management Corporation ©2015

Middle Grade Mindset: Elevating Social-Emotional Skills Through Peer-to-Peer Learning

In a poll of more than 600,000 students, only one-third were “success ready.”

(Gallop Student Poll, 2013)

11/18/2015 2 ALL Management Corporation ©2015

Introduction

Gaining New Perspective

Promoting social-emotional connections that engage young teens.

Social-Emotional

Student-Driven

Peer-to-Peer

Real-World Connections


Introduction

Gaining New Perspective

Understanding the workings of the middle grade mind.

Brain

Development

Mindset

Learning


The Mysterious Workings of the Adolescent Brain

http://www.ted.com/talks/sarah_jayne_blakemore_the_mysterious_workings_of_the_adolescent_brain

(The Mysterious Workings of the Adolescent Brain, TEDGlobal 2012)

(Sarah-Jayne Blakemore, Professor of Cognitive Neuroscience at University College London UK)

https://youtu.be/Pi5C6k4Zkcc


Brain, Development, Mindset

About the Brain

• The brain is malleable; an individual’s abilities develop continuously.

• Learning and emotion work together in the brain.

• Changes in the brain that underlie learning occur when experiences are active, not passive.

• During early adolescence, synaptic pruning is actively restructuring the brain's neural circuitry.

• The prefrontal cortex, where reasoning and impulse-control takes place, continues to develop.

• The brain’s adaptability helps overcome learning challenges by developing alternative pathways.

• Middle childhood (ages 6 to 10): learning-related skills; self-regulation; interpersonal skills

• Early adolescence (ages 11 to 14): group-based identity; emerging mindset, attitudes, beliefs

• Middle adolescence (ages 15 to 18): sense of values, purpose in life; individuated identity

(Developmental Characteristics of Young Adolescents, 2014) (Mind, Brain, and Education, 2012)(Foundations for Young Adult Success, 2015)

Mind Development


Brain, Development, Mindset

Middle Grade Mindset

• Increasing capacity for analytical thought, reflection, introspection.

• Seek their own sense of individuality, uniqueness, and explore various roles.

• Strive to maintain peer approval as they search for adult identity and acceptance.

• More interested in real-life experiences, authentic learning activities.

• More eager to learn about topics they find interesting, useful, personally relevant.

• Prefer active over passive learning; prefer activities involving peer interactions.

• Keen powers of perception; form impressions of themselves through introspection.

• Fiercely loyal to their peer group; search for social stature within that peer group.

• Transitioning from self-centered to group-sensitive perspective; rights and feelings of others.

• Many of the attitudes, beliefs, values that develop in the middle grades will remain for life.

(Developmental Characteristics of Young Adolescents, 2014)


Learning Pathways

Lifelong Learning

Cognitive Abilities – academic knowledge, learned skills, using critical thinking, problem solving, creativity

Self-Regulation – intrapersonal skills; self-control, self-efficacy; growth mindset, persistence, grit; intrinsic drive

• Support

• Empowerment

• Boundaries and Expectations

• Constructive Use of Time

Social Skills – interpersonal skills; social awareness, values; relationship skills, responsibility, citizenship, leadership

(Lifelong Learning Skills for College and Career Readiness, 2015) (Search Institute: Framework of 40 Developmental Assets for Adolescents, 2010) (Foundations for Young Adult Success: A Developmental Framework, 2015)

Developmental Assets

• Commitment to Learning

• Positive Values

• Social Competencies

• Positive Identity


Academic, Social, Emotional

21st Century Skills

• Life and Career

• Learning and Innovation

• Information, Media, and Technology

• Core Academic Subjects

• 21st Century Themes

SEL is the process by which youth develop intrapersonal and interpersonal skills to succeed in all aspects of life – the noncognitive skills for success.

(Framework for 21st Century Learning, 2015) (The Missing Piece: A Report for CASEL, 2013)

Social and Emotional Learning (SEL)

Academic abilities work in tandem with social-emotional skills to support young people’s success in the 21st century.



Social-Emotional Core Competencies

• Self-Awareness – recognizing own strengths, abilities, behaviors, interests, values

• Self-Management – managing emotions and behaviors; persevere through challenges; set and achieve goals

• Social Awareness – understanding and empathizing with others; social and cultural norms

• Relationship Skills – forming healthy relationships; working in teams and resolving conflicts

• Responsible Decision-Making – making thoughtful, ethical, and safe decisions

(The Missing Piece: A Report for CASEL, 2013) (Social and Emotional Learning–Past, Present, and Future, 2015)

The “SAFE” approach for SEL: Sequenced, Active, Focused, Explicit



SEL Research

• In a 2011 meta-analysis of 213 schools providing SEL programs to more than 270,000 students, those findings showed significant positive impact on student performance, including academic performance, pro-social behaviors, positive attitudes toward self and others, and fewer negative behaviors . Participants in those SEL programs scored an average of 11% higher in academic achievement.

(The Impact of Enhancing Students’ Social and Emotional Learning, 2011) (The Missing Piece: A Report for CASEL, 2013)

A student’s ability to regulate emotion,

attention, and behavior is related to academic

achievement.

• In a national survey of high school dropouts, many of them said they would have stayed if they had been provided social-emotional skills, including building relationships with in-school peers and adults, demonstrating leadership, and sharing their dreams for the future.

• In a recent national survey of 148,189 students in 6th through 12th grades, only 29%–45% reported social competencies such as empathy,

decision-making, and conflict-resolution skills. Many students lack social-emotional competencies, which influences academic performance.


Student-Centered Learning

Student-Centered Learning as the Driving Force:

Student Motivation – tapping into student interests, incentives, and beliefs to initiate and sustain behavior needed for learning

Student Engagement – including academic, behavioral, cognitive, and emotional involvement in an activity

Student Voice – articulating perspectives and ideas; opportunities for choice, collaboration, leadership; sense of belonging, ownership

(Motivation, Engagement, and Student Voice, 2012) (Teacher and Peer Support for Young Adolescents’ Motivation, Engagement, and School Belonging, 2015)

Expression Consultation Participation Partnership Activism Leadership

The Spectrum of Student Voice Oriented Activity

Without motivation, there is no push to learn; without engagement there is no way to learn; and

without voice, there is no authenticity in the learning.



Best Practices

• Research confirms that people learn best when they self-regulate. Cognitively, self-regulated learners plan, set goals, organize, self-monitor, and self-evaluate at various points while building new knowledge or skills.

(Motivation, Engagement, and Student Voice, 2012) (Mind, Brain, and Education, 2012) (Teacher and Peer Support for Young Adolescents’ Motivation, Engagement, and School Belonging, 2015)

• Student-centered learning should initially include significant teacher support, then gradually reducing it as students become more self-directed.

• Educators can also tap into “peer power” for student-centered learning, utilizing the natural inclination of middle grade students to turn to peers, such as through cooperative learning, peer-to-peer learning and mentoring.

• Teachers can help students transition to more self-directed learning through need-supportive teaching, in which teachers provide students with appropriate levels of autonomy support (choice, relevance), structure (expectations, pacing), and involvement (emotional support).



Peer-to-Peer Methodology

• Peer-to-Peer learning, or “reciprocal peer learning,” is a two-way sharing of knowledge, ideas, and experiences between the participants; it’s a way

of moving beyond independent to interdependent or mutual learning.

(CCC Middle Grades Research Series - Peer-to-Peer Learning Pedagogy, 2015) (What Is Peer Learning and Why Is It Important , 2002) (The Relationship between Cross-Age Teaching and Social & Emotional Learning, 2015)

• Peer-to-peer learning typically begins with team-building activities; then to cooperative learning, reflective discussions, and group work.

• Peer-to-Peer learning typically involves students within a given class or cohort, simultaneously learning and contributing to the process, so they are better able to make equal contributions.

• In peer-to-peer learning, there is also less confusion about roles compared to situations in which one of the 'peers' is a senior student or in an advanced class, such as with cross-age tutoring.

• Teachers are still actively involved in the learning process, but in a supportive role, either as a group facilitator, or just initiating and monitoring the activities.


Exemplar

Career & College Clubs

• Student-centered, student-driven; peer-to-peer learning.

• Taught by students, for students; facilitated by adult “coach.”

• Group-established “club space” for learning environment.

• Progression through interactive activities; students rotate as “lead mentors.”

• Real-world topics and skill development for career and college readiness.

• Elevated leadership skills and “student voice” through peer-to-peer mentoring.

(Career & College Clubs, 2015) (ACT More Promising Results: Evaluating the Effectiveness of Career & College Clubs, 2015)


Career & College Clubs – Peer-to-Peer Learning

https://vimeo.com/channels/careerandcollegeclubs/125713257 (CCC Meeting Videos Career & College Clubs, 2014)

https://youtu.be/Pi5C6k4Zkcc


Career & College Clubs – Peer-to-Peer Learning


Discussion


Conclusion

Karen Hall Education Coordinator Career & College Clubs

(310) 242-8809 [email protected]

www.careerandcollegeclubs.org

Next Webinar: Middle Grade Leadership: Cultivating a Schoolwide Success Culture Through Peer-to-Peer Mentoring

Webinar On-Demand: http://careerandcollegeclubs.org/webinar-series/

mailto:[email protected]

http://www.careerandcollegeclubs.org/

http://careerandcollegeclubs.org/webinar-series/















Documents

Nov 2015 Webinar Deck: Middle Grade Mindset: Elevating Social-Emotional Skills through Peer-to-Peer