Social & Emotional Learning:
From Theory to Practice
As you enter the room,
please respond to the
prompt by the door.
Model Lesson: Do Now
Which of your five senses do
you feel is most important?
Model Lesson: Reading
• “Perseverance is the hard work you
do after you get tired of the hard
work you already did.”
– Newt Gingrich
Model Lesson: Learning Targets
• Long-Term Learning Target
Perseverance: I can keep trying.
• Short-Term Supporting Target
I continue to work through difficult tasks.
Model Lesson: Activity
• In your circle(s), grab your rope and put it at
your feet in the circle.
• Your circle leader will task you to make shapes
using the ropes while you have your eyes
closed.
Debrief – Participant Role
• What did the group do that helped you
complete the task?
• What did the group struggle with?
• What does this tell you about our group?
• Think about something your are grappling
with. How can perseverance help you?
Debrief – Teacher Role
• What is the role of a debrief after an activity?
• What difficulties do we face in debriefing
activities?
Social and Emotional Learning Theory
• SEL theory demonstrates the importance of
whole-child well-being in academic &
professional success with empirical research
• SEL skills are plastic throughout life
• SEL theory focuses on two major areas:
relational character and performance
character
SEL Theory: Relational Character
• Social awareness & relationship skills (CASEL)
• Collaboration & stewardship (our school)
• Health relational character emerges from positive
relationships
– Safe, supportive environment
– Development of effective interpersonal skills
• Attachment theory shows primary attachment
moves from parents to peers in adolescence
– Structured SEL facilitates formation of positive peer
relationships: anti-bullying & beyond
SEL Theory: Relational Character
• Lifespan development theory indicates the
importance of supportive social environments
in moral development
– Ability to take others’ perspectives
– Application of democratically developed laws
• In practice: Participatory & consensus-based decision
making
– Personal principles of conscience
• In practice: Case studies, discussions, dilemmas
SEL Theory: Performance Character
• Self-awareness, self-management, responsible
decision-making (CASEL)
• Grit (A. Duckworth), mindset (C. Dweck)
• Performance character traits correlate with
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Leadership roles
Better pay & job performance
Motivation
Mental health
Work persistence
Grade point average
Magnet school in St. Paul Public Schools
Founded 1971 by parents and teachers
Minnesota’s original “charter” school
SEL at OWL
• Highest 2015 graduation rate in St. Paul &
Minneapolis – district or charter – 95%
• 7 years 100% College Acceptance Rate
• University of Chicago 5Essentials survey
– Students rate school “strong” for supportive
environment, student-teacher trust, safety, and
ambitious instruction
SEL at OWL
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SEL at the heart of the school for 45 years
Students meet in Crews daily
Approximately 15 students, grades 6-12
3 sets of student-led conferences each year
Crew lessons address academic advising,
leadership development, & specific learning
targets based on habits of working & learning:
– Integrity, Responsibility, Perseverance, Collaboration &
Stewardship
SEL at OWL
• Crew Leader is significant adult connecting
student, parents & teachers
• Crews form families within the school,
fostering increased sense of belonging
• Students are more comfortable, connected,
and more prepared for advanced academics
Questions
Resources
• Mini-book: Habits of Work and Learning
Lessons
• www.casel.org
• www.homeroom.institute
• [email protected]
• [email protected]
• [email protected]