Presentation on theme: "Cross Phase SEAL Network Summer. People will forget what you say, People will forget what you do, But people will never forget the way you made them feel…"— Presentation transcript:
People will forget what you say, People will forget what you do, But people will never forget the way you made them feel…
Agenda: please note that the afternoon session will be divided into Primary and Secondary. 9.00-9.15COFFEE 9.15-9.25INTRODUCTIONJG 9.25-9.45UPDATESCW 9.45-10.15SEF 6: Leadership and management ML All staff in school understand SEAL and the pedagogical and whole school approaches to learning 10.15-10.45SEF 5: The quality of provision KD/JC Staff consider the emotional needs of the wider community 10.45-11.00COFFEE 11.00- 11.30SEF 5: The quality of provision KD/JC Staff consider the emotional needs of the wider community……. 11.45-12.45SEF 3:Achivement and standards CD Evidence (both hard and soft) is used to determine the impact of SEAL……. 12.45-1.30LUNCH PMPrimary and secondarySEAL team
Starter Why should SEAL be central to school improvement?
Snowballing Benefits of this technique: Individual and group work Allows those who are struggling with a topic to learn from others without exposure Encourages the quiet to speak in groups Focuses the group on the most important points Drawbacks Some teachers will worry about ‘snowballs’ being thrown – adapt to pass the parcel type activity- e.g. folded paper passed around until teacher indicates Names or not on the papers – how does teacher assess learning?
Updates SEAL Team Changes Family SEAL DVD Spectrum – KS3 PSHEE and SEAL Resource Attendance Exclusions
Spectrum Dorset, Poole, Bournemouth and Wiltshire Project Based on and a continuation from Rainbow PSHEE and SEAL scheme of work which includes lesson plans and resources PSHEE, SEAL, ECM, Mapped Launch Date – October 2009
Themes Personal Identities Relationships Diversity EWBFC Healthy lifestyles Risk
Spectrum– Related Aspects – Year 7 PSHEE Key Concept – Healthy Lifestyles Theme of module – Body image – Teen magazine production PSHE Personal Wellbeing Criteria PSHE Economic wellbeing and financial capability criteria SEAL SkillsSEAL Overall OutcomesSEAL Intended Learning outcomes for Year 7 P1.2.a Recognising that healthy lifestyles, and the wellbeing of self and others, depend on information and making responsible choices. E 1.2.b Learning how to manage money and personal finances. Self awareness 17. I understand how health can be affected by emotions and know a range of ways to keep myself well and happy. I know that laughter is good for us as well as fun. I understand that different people laugh at different things. P1.2.b Understanding that physical, mental, sexual and emotional health affect our ability to lead fulfilling lives, and that there is help and support available when they are threatened. E 1.2.d Becoming critical consumers of goods and services. Managing Feelings P2.2.a use knowledge and understanding to make informed choices about safety, health and wellbeing E 3.g personal budgeting, money management and a range of financial products and services P2.2.e know when and how to get help P3.c physical and emotional change and puberty
Reflective learners Assess themselves and others, identifying opportunities and achievements YEAR GROUP: 7 TERM: Summer WEEK: 1 THEME: LEARNING INTENTION/ ‘I CAN’ I can understand that identity is affected by a range of factors. I can identify some factors which contribute to a healthy lifestyle. I can identify the changes I have been through and give advice to others. VOCABULARY: well fit, healthy lifestyles, peers, role model, body image, WAGs, celebrities, influences: positive and negative, media, changes. RESOURCES Power point Health matters. TEACHING/LEARNING ACTIVITIES Engagement Complete the guess who task from the power point. Students to write three words to describe themselves, teacher then collects these in and reads some out, class to try and guess who these words describe. Explain to class that in this unit of work, they will be looking at healthy lifestyles, so that they can make informed decisions for present and future life. Ask students what they think constitutes a healthy lifestyle – display answers. Why is there concern at present about healthy lifestyles? (Answers may include problems of obesity, eating disorders, unhealthy young people, cost to the National Health Service etc). Core Activity Activity 1 Discuss how do you feel about your body? Complete the how do you feel about your body task, students to draw three different stages in their development and show how they have changed. Discuss how we are all different and remind them of the good to be me seal module they did last year. Activity 2 Students to look at the images of the celebrities on the power point (Posh Spice, Dawn French, Atlas from the Gladiators, Jessica Simpson, Johnny Depp, Marilyn Manson Students to discuss the two scenarios on the power point, depending on the class these could be discussed in pairs, groups or as a whole class.
SEF 6: Leadership and management All staff in school understand SEAL and the pedagogical and whole school approaches to learning
SEF 5: The quality of provision Staff consider the emotional needs of the wider community
SEF 3:Achivement and standards Evidence (both hard and soft) is used to determine the impact of SEAL…….
SEAL and the competency curriculum Delivering the habits of success Jason Goddard
Starter Allow three minutes for students to join up numbers in sequence on their own. After three minutes blow the whistle and ask how the got on. Repeat the exercise with them working in pairs. How many improved? Relate this to teamwork.
SEAL (Social and Emotional Aspects of Learning) ‘The most important thing to have happened in education this century’ Andrew Curran, Consultant Neuro- scientist Successful learnersSuccessful learners Developing the habits of learning how to learn Confident IndividualsConfident Individuals Developing the habits of emotional intelligence Responsible CitizensResponsible Citizens Developing the habits of social intelligence Successful learners Confident Individuals Responsible citizens
Changing view of social and emotional education Traditional viewTraditional view For young childrenFor young children Responsibility of the homeResponsibility of the home Special needs/ those with problemsSpecial needs/ those with problems Trouble shooting preventionTrouble shooting prevention Bolt on extra/low status activityBolt on extra/low status activity Holistic view Everyone including adultsEveryone including adults Everywhere e.g. secondary schools, workplacesEverywhere e.g. secondary schools, workplaces All of us, including ‘without problems’(?)All of us, including ‘without problems’(?) Positives e.g. wellness, growth, strengths,Positives e.g. wellness, growth, strengths, Central to educational goals – learning and behaviourCentral to educational goals – learning and behaviour
‘Spoonfed students can’t cope with degrees’ Telegraph The illiterate of the 21 st century are those that can’t learn how to learn 50% employers are worried about literacy and numeracy but 70% are more worried about lack of emotional intelligence Addicted to praise – wafer thin confidence – D weck More suicides, more depression, more self harm ‘Affluenza’ If you have to try hard you must be thick!
Wanted: Resilient, independent learners who have flexible skills and competencies; who can work well in teams and lead themselves and others to perform up to and beyond their potential. For the 21 st century Learning School
What are the habits of the best learners?..\videos\advise from pupils to teachers about SEAL.wmv..\videos\advise from pupils to teachers about SEAL.wmv
Cultivating resilience in the brightest? To encourage performance – what would you do? Tell him you still think he is brilliant Tell him he didn’t get it because he didn’t deserve it Tell him worse things happen at sea and it’s not the end of the world Tell him he has such talent that he definitely has a fantastic future Tell him he was robbed
Truth or Myth? Praise of able students fosters effortPraise of able students fosters effort Belief in own high levels of intelligence fosters enterprise and creativityBelief in own high levels of intelligence fosters enterprise and creativity High ability students love working hard and don’t want easy workHigh ability students love working hard and don’t want easy work Kids that have to try hard will not achieve as much as those who find it easyKids that have to try hard will not achieve as much as those who find it easy
You believe…. Intelligence is fixed: You need to be able to do it quickly and easily to prove you are cleverYou need to be able to do it quickly and easily to prove you are clever You need to out perform others – alwaysYou need to out perform others – always Only thick people have to work hard to get good gradesOnly thick people have to work hard to get good grades Avoid:Avoid: having to try too hard, high performing peers, setbacks and mistakeshaving to try too hard, high performing peers, setbacks and mistakes Intelligence is cultivated through learning: You can become more clever the harder you tryYou can become more clever the harder you try It’s smart to engage fully with tasks, apply skills, make mistakes, make a big effortIt’s smart to engage fully with tasks, apply skills, make mistakes, make a big effort Its better to avoid easy stuff – the harder and more impossible, the more it will grow your brainIts better to avoid easy stuff – the harder and more impossible, the more it will grow your brain Feeling unsure and out of your comfort zone is excitingFeeling unsure and out of your comfort zone is exciting OR
Get the habit of success………..\EQ\10 habits for success.ppt..\EQ\10 habits for success.ppt..\EQ\10 habits for success.ppt 1.Take responsibility for yourself 2.Have a target or goal 3.Plan and prioritise – be disciplined and grow your willpower 4.Work together to achieve more 5.Believe in yourself 6.Be persistent and resilient 7.Listen to and learn from others 8.Be optimistic 9.Maintain your mind and body - keep learning! 10.Have courage to make changes
Learning to learn – what is it? Developing a set of skills and habits that facilitate a self- awareness and resilience in learning.Developing a set of skills and habits that facilitate a self- awareness and resilience in learning. Being able to transfer skills and learning from one context to anotherBeing able to transfer skills and learning from one context to another Understanding how you as an individual learn best and knowing how to use this effectivelyUnderstanding how you as an individual learn best and knowing how to use this effectivelyHOW? Using metacognition (thinking about learning) to develop the above as part of the school experience Excellence is not an art but a habit - Aristotle
Our mission…. To develop a modern world class curriculum that will inspire, challenge all learners and prepare them for their future. ‘We are entering the most dramatic paradigm shift in education history’ Mark Treadwell
Aims of the new curriculum CREATE Successful learnersSuccessful learners Confident IndividualsConfident Individuals Responsible citizensResponsible citizens Integrate the PLTS Team workingTeam working Independent enquiryIndependent enquiry Self managementSelf management Reflective learningReflective learning Effective participationEffective participation Creative thinkingCreative thinking
Before: Compartmentalised: Assessment of Subject Levels After: Cohesive, connected Focus on learning, skills and processes, ECM across the curriculum English Maths ICT D & T Music Art Citizen Geog History MFL PE PSHE RE Science
Project-based learning Flexible time, place Less ‘teaching’ and teachers Learning to learn Synergy of connected learning SEAL
How do we measure progress? Developing, progressing, mastery..\Training courses ITL\wiifm project\Assessment of PLTS progress.doc..\Training courses ITL\wiifm project\Assessment of PLTS progress.doc..\competency based curriculum\neale wade feedback example.doc..\competency based curriculum\neale wade feedback example.doc
A new pedagogy? Good? Fount of knowledge ‘filling empty vessels’ Didactic – teacher guides students Teacher questions Outcome focus Intelligence is fixed Teacher talks OutstandingFacilitator Student centred activity Students construct questions/challenges Students co-designers Students judge success, self correcting Creative opportunities Success and failure equal partners for learning Reflection/ metacognition Develops habits/dispositions Language for learning
Leadership EQ competencies Self- management Self controlSelf control TransparencyTransparency AdaptabilityAdaptability AchievementAchievement InitiativeInitiative OptimismOptimism How do you rate yourself?..\videos\seal_deb_michel_school_i mprovement_800k.wmv
Leadership EQ competencies Relationship Management InspirationInspiration InfluenceInfluence Developing othersDeveloping others Change catalystChange catalyst Conflict managementConflict management Teamwork and collaborationTeamwork and collaboration The biggest challenge as Heads??
REFLECTIVE, LIFELONG LEARNERS METACOGNITION METACOGNITION TEACHING & LEARNING STYLES – VARIETY EMOTIONAL INTELLIGENCE SELF-MANAGEMENT (ASSESSMENT FOR LEARNING) RELATIONSHIPS EMOTIONAL IMPACT THE POSITIVE LEARNING ENVIRONMENT ENGAGEMENT The Learning School What matters?
Planning: Your time..\videos\maths and SEAL collaborative.wmv..\videos\maths and SEAL collaborative.wmv..\videos\collaborative planningme.wmv