Format

Workshop

First Presenter's Institution

Oklahoma Schools Advisory Council

First Presenter’s Email Address

kcoody@osac.us

First Presenter's Brief Biography

Dr. Kaylin Coody has over 40 years of experience in public schools, working as a Speech-Language Pathologist, Special Education Director, Assistant Superintendent and Superintendent. She currently provides training and consultation for public schools across the state of Oklahoma.

Location

Session Five Breakouts

Strand #1

Head: Academic Achievement & Leadership

Strand #2

Heart: Social & Emotional Skills

Relevance

According to Zins, Bloodworth, Weissberg and Walberg (2007), “Schools can give students ample opportunities to develop and practice appropriate social-emotional skills and serve as bases from which to promote and reinforce SEL. Ultimately, these efforts can enable students to become knowledgeable, responsible, caring, productive, nonviolent, ethical, and contributing members of society.” Teachers struggle to meet the academic, social and emotional needs of students, especially high-risk students. By incorporating social and emotional learning (SEL) strategies into everyday instruction through a focus on SEL strategies, leads to an increase student achievement and reduce disciplinary incidences. In this session, participants will learn of common-sense, easy-to-employ strategies for classrooms at all grade levels.

Brief Program Description

This presentation will provide participants with strategies to address Social Emotional Learning (SEL) to better meet the needs of today's learner. Participants will learn about simple, focused, researched-based activities to enhance SEL in classrooms at all levels.

Summary

The demands of school are intense and numerous. Unfortunately, this often leads to a focus on only academics in the classroom, with little time or effort toward students' social-emotional growth. According to Zins, Bloodworth, Weissberg, and Walberg (2007), “Schools can give students ample opportunities to develop and practice appropriate social-emotional skills and serve as bases from which to promote and reinforce SEL. Ultimately, these efforts can enable students to become knowledgeable, responsible, caring, productive, nonviolent, ethical, and contributing members of society.” Focused inclusion of social and emotional learning (SEL) into everyday instruction has been proven to increase student achievement and reduce disciplinary incidences in the academic setting. Furthermore, the research has shown that schools that effectively embed SEL foster greater trust, positive relationship, and increased productivity.

This presentation will provide a brief review of the Collaborative for Academic, Social, and Emotional Learning (CASEL) model's core competencies. The CASEL model is widely-recognized domains of social and emotional learning: self-awareness, self-management, social awareness, relationship management, and responsible decision-making. School districts across the United States and Europe utilize this model for SEL programs.

This session will focus on easy-to-embed SEL strategies for classrooms from PK-12.

Evidence

Soma and Allen (2019, p C) reports the following:

  • 1 out of every 4 children attending school has been exposed to traumatic stress.
  • 14% of children have experienced abuse by a caregiver.
  • Over 1/3 of students have been bullied in school.
  • 70% of children living in inner city neighborhoods are exposed to chronic toxic stress.

School districts across the United States and Europe utilize the CASEL (Collaborative for Academic, Social, and Emotional Learning) model in SEL program development. The CASEL model is widely-recognized domains of social and emotional learning: self-awareness, self-management, social awareness, relationship management, and responsible decision-making.

Learning Objective 1

Have increased information on researched-based strategies, easy-to-embed ideas to implement Social Emotional Learning

Learning Objective 2

Immediately implement strategies to incorporate SEL practices into their classroom routines

Learning Objective 3

Have increased understanding of childhood development related to social-emotional expectations.

Keyword Descriptors

SEL, mental health, students, relationships, classroom culture

Presentation Year

2022

Start Date

3-8-2022 10:15 AM

End Date

3-8-2022 11:30 AM

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Mar 8th, 10:15 AM Mar 8th, 11:30 AM

Social-Emotional Learning in the Classroom

Session Five Breakouts

This presentation will provide participants with strategies to address Social Emotional Learning (SEL) to better meet the needs of today's learner. Participants will learn about simple, focused, researched-based activities to enhance SEL in classrooms at all levels.