social-emotional learning (sel) and emotional intelligence (eq or ei) soft skills aren’t so...

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Social-Emotional Learning (SEL) and Emotional Intelligence (EQ or EI)Soft skills arent so soft anymore.

The Connection between Emotional Intelligence, Differentiation, Achievement, and UltimatelyThe business and professional life of our Net Gen students.Debbie Rohlmeier, McKinney ISDApril 19, 2010

Music, put sign by sign in sheet saying to log into computerJackdaw bagsPaper on table with diagonal lineColored markers on each table: Pink, Brown, Green, OrangeTic-Tac-Toe memory minderBooks Both Da Vinci books, Whole New Mind, Emotional Intelligence, Outliers, Blink, Habits of the Mind seriesStudent Da Vinci self assess examples and Curiosita notebookHandouts: Mindset21st Century SkillsDaniel Pink slidesDa Vinci self assessment and Da Vinci and Me self evalGolemans list of EI/EQ skillsCosta Habits of the Mind?Article that ties it all together1

Tie EI/EQ to differentiation, achievement, development of the whole child and their futureMeet mentors: brain/cognitive sciences, business, entertainment, education, geniusConnect emotional intelligence (soft skills) to 21st century workplacewhere our net gen kids are heading.Improve your social emotional healthLeave with more questions than answersAt the Finish LineDisclaimer This is what I aspire to be. Im a work in progress. Some things Ive always done, others I am trying, others have failed, and others are yet to be implemented. Its a process. Chose this topic because a dear friend encouraged me to present on anything gifted. I was advised to share what Im good at. I like to think Im a pretty e/affective teacher, but nothing extraordinary. But it did force me to think about what are my strengths? I realized that I am best when I know my students, show them I care, and work with them.2

Schedule4:30 5:00 Intro5:00 5:40 Task 1*5:40 6:25 Task 2 *6:25 6:45 Task 3*(*includes 15 minute recap/discussion)6:45 7:15 RecapMentor Gallery

We all love Lucy because...

The Cogs of DifferentiationStudents Seek: Teachers Respond: * Challenge * Invitation* Affirmation * Investment* Power *Persistence* Purpose * Reflection* Affirmation * Opportunity

Curriculum and InstructionAre the VehicleFocusedEngagingAuthenticChallengingScaffoldedIt all matters

It really IS about a whole child a GT child

Cognition and affect are inseparable.

We are creating a generation of learners who cant think, or even feel, for themselves. What they need is an emotional rudder. (Yang and Damasio, 2007)

Students who develop self-confidence achieve more

Happiness breeds success (NOT the other way around)Folkman and Moskowitz, 2000)

Mentally-Healthy Kids Do their best workand find their niche in the world.Knuver and Brandsma, 1993) Knuver Study 7000 students positive correlation between cognitive/academic outcomes and affective/emotional outcomes1021st Century Student Outcomes and Support Systems

21st Century SkillsLearning and Innovation SkillsCreativity and InnovationCritical Thinking and Problem SolvingCommunication and Collaboration

Information, Media and Technology SkillsInformation LiteracyMedia LiteracyICT (Information, Communications and Technology) Literacy

Life and Career SkillsFlexibility and AdaptabilityInitiative and Self-DirectionSocial and Cross-Cultural Skills Productivity and AccountabilityLeadership and ResponsibilityIts All in Your MindWhat would you say?True or False?What are the consequences of thinking that your intelligence or personality is something you can develop as opposed to something that is a fixed, deep-seated trait?

Read from pgs. 12/13 in Mindset13

Intelligence is static Desires to look smart Performance goals Avoids challenges Gives up easily Sees effort as fruitless Ignores useful feedback Response to failure: repair self-esteemCant achieve to full potential Intelligence can be developed Desire to learn Learning Goals Seek challenges Setbacks are learning opportunities Effort is path to mastery Learns from feedbackGreater sense of free will and self-efficacy

People may start with different temperaments and different aptitudes, but it is clear that experience, training, and personal effort take them the rest of the way.

15http://eqpd.wikispaces.com/ Persisting Thinking and communicating with clarity Managing impulsivity Gathering data through all senses Listening with understanding and empathy Creating, imagining, creativity Thinking flexibly Responding with wonderment and awe Thinking about thinking (metacognition) Taking responsible risks Striving for accuracy Finding humor Questioning and posing problems Thinking independently Applying past knowledge to new situations Remaining open to continuous learningTie Curriculum to SELYear Long Theme: Establishing Identities within Various CommunitiesEnduring Understandings: We learn about ourselves by studying the lives of others.My personal qualities can help or hinder the formation of relationships. What others think about us (or our community) affect how we think about ourselves (our community).In a culture where we are bombarded with other people trying to define us, the individual has responsibilities to various communities who, in turn, have responsibilities to us.Parallels exist between our growing up and a communitys maturation.

18Connect the Dots!Look at your big idea dotsDraw lines from any ideas that have connectionsWrite one classroom implication/action based on your discoveries.Further Discussion and FeedbackClick the Discussion tab on EQPD wiki

Comment or question on any issuePost a link Presentation feedbackgood, bad, ugly!Further professional development inquiries and suggestions