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Social Emotional Foundations for Early Learning (SEFEL)
Training Tips and Resources: Notes
Objectives:
 Participants will understand importance of and how to implement strategies for:
 Review a comprehensive model of professional development
 Learn presentation basics
 Explore training materials for the content you will use to train others
 Explore different strategies to help you organize your training program
Qualtiy Professional Development is:
 Of considerable duration
 Specific in content, not general theory
 Participatory
 Coherent
 Relevant
Notes:
How It Works:
 Evidence based practices
 Benefits all children
 Consistent and intentional
 Builds upon what you’re already doing
Notes:
Different Levels of Professional Developmant Approaches and Impact on Adult Learning
Social-Emotional Foundations for Early Learning (SEFEL): Training Tips and Resources
NC Early Learning Network June 28, 2013
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Theory and Discussion: 10% knowledge; 5% skill demonstration; and 0% use of strategy
+ Demonstration in Training: 30% knowledge; 20% skill demonstration; and 0% use of strategy
+ Practice & Feedback in Training: 60% knowledge; 60% skill demonstration; and 5% use of
strategy.
+ Coaching in the Classroom: 95% knowledge; 95% skill demonstration; and 95% use of strategy.
Notes:
Social Emotional Foundations for Early Learning Content Areas:
 Effective Workforce
 Tier 1: Nuturing and Responsive Relationships and High Quality Supportive Environments
 Tier 2: Targeted Social Emotional Support
 Tier 3: Intensive Intervention
Notes:
SEFEL Stakeholders’ Input
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Notes:
Train all Pre K Staff on Tier 1 & 2 (2 days of training)
Train-Coach-Train (with targeted classrooms/staff)
Train-Coach-Train (all staff in a Professional Learning Community)
Explore: Center for Social Emotional Foundations in Early Learning (CSEFEL); Technical Assistance Center on
Social Emotional Intervention (TACSEI) and Iowas’ CyBox
Other resources: Facebook, Pinterest, Edmodo, and SEFEL ListServ
Social-Emotional Foundations for Early Learning (SEFEL): Training Tips and Resources
NC Early Learning Network June 28, 2013
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Guiding Questions for Planning SEFEL Training
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Notes:
Who is your audience
How many training sessions
Who are the presenters
What resources are available
Where will training occur
Time Frame
Technical Supports
Anticipated Challenges
Three Key Components of a Presentation
 Speaker
 Audience
 Contentare xxceptional presenters born that way?
Notes:
Speaker
 Everyone is looking at me
 Combating nerves
 Non-verbal communication
 First impression
 Eye contact
 To sit or stand
 Communicate passion
 Verbal communication – paint a picture
 Good storytelling
 Verbal graffiti
 Humor
 Using notes
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Notes:
Social-Emotional Foundations for Early Learning (SEFEL): Training Tips and Resources
NC Early Learning Network June 28, 2013
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Audience
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Notes:
Is your audience engaged
Typcial adult attention span is 20 minutes
90/20/8
Duration less than 90 minutes
Change pace at least every 20 minutes
Audience participates every 8 minutes
Audience Questions
How will you handle general questions
How will you handle challenging questions
Content
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Slides
Minimum 24 point font
Maximun 2 different fonts
Use upper and lower case
6 words on 6 lines
One main idea per slide
Notes:
Practical Implications for Better Presentations
 Presentations must be both verbal and visual
 Too much slide information overloads people’s cognitive systems
Can your visuals be understood in 3 seconds
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Notes:
If not, redesign them to support your presentation
Slide design and delivery must help people organize and integrate information
Social-Emotional Foundations for Early Learning (SEFEL): Training Tips and Resources
NC Early Learning Network June 28, 2013
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People Learn Better When……
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How we process information
Through dual channels
With limited capacity
Actively
Dual Channels: we have separate information processing channelsfor visual and verbal material
Limited capacity: people pay attention to a few pieces of information, in each channel, at a time
Active Procesing: people understand when they pay attention to relevant material, organize it into a
coherent mental structure, and integrate it with propr knowledge
Notes:
Effects of Multimedia on Learning
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Notes:
Modality principle: people learn better when words are presented as a narration not as a text.
Redundancy principle: people learn better from narration and graphics instead of narration, graphics, and
text.
Coherence principle: people learn better when extraneous material is exluded.
Presenters:
Robin Rooney, Director
NC Early Learning Network
FPG Child Development Institute
919-962-3801
[email protected]
and
Brenda Little, Regional Consultant
NC Early Learning Network
FPG Child Development Institue
336-749-2495
[email protected]
Social-Emotional Foundations for Early Learning (SEFEL): Training Tips and Resources
NC Early Learning Network June 28, 2013