Issue link: http://educator.cta.org/i/1476161
T H E S E A R E S I G N A T U R E practices from the Collaborative for Academic, Social, and Emotional Learning (CASEL): Welcoming or inclusion activities Rather than jumping right into instruction, starting with brief routines and rituals provides interactive experiences that give everyone a voice and connects the community of learners. Examples: • Use opening check-ins to give students an opportunity to identify their emotions (self-awareness). Scaffolding tools include Zones of Regulation or the Mood Meter; you can also use images and word banks. • Ask everyone to share an act of kindness they have given or received recently (social awareness). • Inspired by Brené Brown, permission slips help set intention and focus. Share examples such as, "I give myself permission to make a mistake and try again." Then ask students to create their own permission slip (self-management). Engaging strategies As educators, we often use engaging strategies like breakout rooms/small group discussions, wait time, brain breaks, jigsaw, etc. However, we still need to be explicit with SEL . Examples: • Co-create shared expectations ahead of time for col- laborative work, and revisit regularly to ensure that everyone's needs are being met (relationship skills, responsible decision-making, social awareness). • Design for inquiry with voice and choice to provide opportunities for learners to construct meaning through communication and collaboration with peers. Using an approach like Discover, Discuss, Demonstrate gives opportunities to explore content before direct instruc- tion (relationship skills, responsible decision making, self-management). • Incorporate movement breaks to refresh and reset the brain. Depending on what suits the situation, the break could be to calm or to energize (self-management). As you use engaging strategies, activities and protocols, offer both interactive and reflective options. And make time to debrief these experiences, to identify and connect what learners are doing to SEL competencies and specific skills. Optimistic closure What is most important about this practice is the intentional and authentic reflection and understanding of the learning experience. This allows everyone to both collectively and individually appreciate what has been accomplished and anticipate what comes next. Examples: • Do a closing check-in on emotions by asking something like, "Which one to two words sum up your feelings about our time together?" (self-awareness). • Reflect through a gratitude practice (social aware- ness). Ask learners to acknowledge something or someone they are thankful for. Guide them to think deeply and name the feelings they are experiencing (self-awareness). • The goal of looking ahead is to get everyone excited moving forward, and it is also an opportunity to hold ourselves accountable through goal setting and organi- zation. Use a planner and/or set a reminder to execute next steps toward long-term goals (self-management). — Lainie Rowell Excerpted from from a story that appeared in Edutopia. From a CASEL video. for the classroom Daily SEL Practices 45 A U G U S T / S E P T E M B E R 2 0 2 2