ITL 606 SEL Playbook
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School
National University College *
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Course
606
Subject
Arts Humanities
Date
Jan 9, 2024
Type
docx
Pages
6
Uploaded by GrandStarApe40
Card #1: Self identity
SEL in Action:
List
3 SEL strategies you heard the children suggest in the video “Dear Teacher: Heartfelt Advice for Teachers from Students”.
One student suggested allowing him to move around while working as it is how he works best.
Another suggested to allow him to look where he pleases as he is still listening to what is being
taught.
A third student suggested keeping directions short and not long winded.
SEL Snapshot:
Read about the purpose and intention of the Star Student activity. Describe the process
you will use with your students (identify your grade level) to celebrate the uniqueness and likeness of each child’s identity.
I currently work in an ED classroom with 9
th
and 10
th
grade students. The students are into different sports so I think it
would make it more fun for them to receive either a trophy or a belt to signify they are the Star Student rather than a cape.
To demonstrate the way it is meant to be done, I would like to give them an outline of potential questions they can ask that
allow us to learn about the students’ backgrounds and culture. They will be the “reporters” while I pretend to be the “Star”
and they can practice asking and coming up with questions while “scribing” the star’s responses for their “article.” Once
their report has been completed, they will choose one response they found interesting, unique, or that they had in common
and share that information with the class. Think About It:
After viewing the second and third videos in the SEL in Action section, what practices will you apply to provide opportunities for students to examine their self-identity as a person, as a learner and as a contributor to the classroom, school and community? I will keep an open dialogue with students and parents about our goal to have students “examine their
self-identity as a person, as a learner and as a contributor to the classroom, school and community.”
Every other day I will give students small assignments that are designed for them to reflect on
themselves and whether they are achieving these goals. I am also a big believer in holding open
discussions with the class so I would like to implement that on Fridays during our last period of the dy
so that they can leave for the weekend with it still on their minds and will hopefully go home and hold
similar discussions with their families. Act on It: Set an attainable goal for yourself that articulates a vision you have for building classroom community. The classroom that I currently work in has a very tight knit group of students and I admire how
protective and caring they are with one another. I would absolutely want to have a classroom
community where the students are as close to the students I currently work with. The one change I
would aim to make though is to have them be more accepting of new students and to make others feel
welcomed as they join us and become part of our classroom community.
Card #2: Culturally and Responsive Teaching
SEL in Action:
Watch the Culturally Responsive teaching at the San Francisco Public library video. Describe the five components of Academic Mindset?
There are actually four components of Academic Mindset:
“I belong to this academic community” meaning students believe that they are not just there as
another person or another body, but they are part of the social and intellectual community.
“I can succeed at this” positive mindset where students feel confident in their ability to succeed and
do well at certain types of tasks or areas of study which greatly connects to their academic
perseverance.
“My ability and competence grow with my effort” is a way of thinking that even if the student makes
a mistake or struggles, their effort will lead to academic growth, and it will be viewed as a positive.
“This work has value for me” meaning the student feels that what they are being taught connects to
them in some way, typically their future educational pursuit or some aspect of their lives.
Think About It:
After viewing the video, reading the quotes, and reviewing the snapshot, what are the core SEL values you will apply in your classroom to recognize and address culture and identity, through your teaching and your student’s learning.
My biggest takeaway from all this that I fully intend to bring to my classroom are the discussions of
topics that may seem taboo such as race, culture, and identity. The way that the teacher changed the
students’ perspectives of the Spanish speaking students was incredible and it was all because she
opened a path of communication where students could discuss culture, background, etc. and the
assignment she gave helped deepen that sense of acceptance. I am a believer in talking to the students
like adults (within school policies) as I do work at a high school and find it helps develop their
mentalities no longer as young and immature children but as growing, maturing, young adults.
Think About It:
Think about your answers to the previous questions posed in the “Think About It” section. Identify strategies you might use in your own classroom and develop a plan of action using the provided downloadable form. Add to Your Personal Action Plan.
Similar to the teacher telling her story, I will implement time for us to come together as a class and
simply hold open discussions. These open discussions will allow us to talk about our thoughts and
opinions on topics that cannot be so easily written about. There are some topics that can be difficult to
write about in an academic setting but if given the opportunity to voice their opinions and viewpoints,
it becomes much easier and productive.
Including assignments that relate to the topics that we discuss will be a great way to guide their
thinking and allow them to do their own research on it as opposed to attempting to alter their thinking
into my own. It is best to let them hold their own viewpoints as long as they are respectful of others
and willing to listen to different perspectives.
Card #3: Building the Classroom Community to Increase Understanding on Diversity and Inclusion of All Students
Intro: Watch the video on How Schools Can Improve Diversity Equity and Inclusion Practices
. What practices do you think schools should engage in to create a culture of respect and trust, and prepares students to learn?
Schools should have a full time director of adversity/inclusion so that they can focus on this school
characteristic and ensure that it is being applied in each classroom.
Once again, opening up the dialogue as Nicole DuFauchard stated because if there is o talk about it
then how are we to expect people to create the type of community that we want. SEL in Action:
After watching the videos Using Diversity to Build a Culture of Belonging and Building a Community in the Classroom; List
3 SEL strategies you observed.
One SEL strategy was having all students be involved with the bilingual teacher and not just the
English learners this way it does not seem that any students are different in a negative way.
A second strategy I observed was allowing students to collaborate to create their social contracts for
the classroom which helps them feel empowered.
Another SEL strategy observed was once again related to the social contracts but more specifically, all
of the words were written using “positive language to encourage students to become their best
selves.”
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Think About It:
What does an inclusive classroom look like? Brainstorm and draw a concept map with the elements. Act
on
It: Inclusive Classroom
Social Emotional Learning
Problem Solving Strategies
Class Meetings
Build a Community
Classroom Ecology
Help Each Student Feel They Belong
Build a sense of belonging as it relates to the topic discussed earlier of Academic Mindset
Expanding students’ cultural community is important especially with where I work as there is a very
diverse group of students who attend our school so having Pen Pals would be a unique strategy.
Thirdly, the idea for school leaders and administrators to perform a sort of equity audit in relation to a
classrooms learning environment.
Think about the intentional strategies listed in “Plan It”.
List three strategies that are appropriate for your grade level and subject area.
Card #4: Title: Inclusive Classroom Strategies for Teachers
SEL in Action:
Watch
the video and provide
a 3-5 sentence summary of your learning and how it connects to your SEL comprehension so far.
Students noticed that one student in their class, Nick, was different than them and were curious why
his learning seemed different than theirs until they learned that he had autism. The students were
educated on what autism is and how it effects people’s learning. By being able to discuss that Nick
had autism rather than ignoring or trying to hide it, it allowed students to learn the importance of
accepting people who are different and students even made an extra effort to avoid behaviors that
would only make things harder for Nick.
Think About It:
Answer
each of the guided reflection questions in this section.
As I have mentioned before and will continue to mention every opportunity that I have, it is crucial to
have open talks and discussions with your students! There are lots of things that, as children, they do
not understand or know how to deal with, so it is our responsibility to educate them, not only in
academics, but with their social intelligence as well. Having these talks will create those higher levels
of connections between students as we all want for our students.
Act on It: List your action plan
in the box below, following the directions listed on this card.
This section of the card asks us to create an entire event for educational professional development so I
would simply follow the guidelines that are given to us in a downloadable quick reference guide.
Create groups of 4-5 people
Set 20-minute rounds for conversation (at least three rounds)
Provide questions that directly relate to our field of work.
Offer and encourage the participants the opportunity to write down key points throughout the
conversations.
One person stays at each group while the others move onto the next table with their written key ideas,
questions, etc., from the previous conversation(s).
Conversations and information that has been written will begin to connect, at the end of the final
rounds they can either return to original groups or stay seated, and each conversation can have the
same questions or new ones depending on how we choose to run the event.
In the end, there will be open discussions where every one of the participants will be able to talk about
what they learned, heard, or shared throughout the multiple conversations and what conclusions were
made by the end of it all.
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