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Help Students Become Savvy Social Thinkers ?? OTTF FSS EN One Two Three Four Five Six Seven.

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Presentation on theme: "Help Students Become Savvy Social Thinkers ?? OTTF FSS EN One Two Three Four Five Six Seven."— Presentation transcript:




4 Help Students Become Savvy Social Thinkers

5 ?? OTTF FSS EN One Two Three Four Five Six Seven

6 Social Thinking is a social learning concept that involves the consideration of the components of perspective taking

7 Emotions Prior Knowledge Points of View Intentions Thoughts & Beliefs PP ee rr ss pp ee cc tt ii vv ee TT aa kk ii nn gg

8 Mirror, mirror on the wall… I don’t know an angry face at all

9 Internal External SocialSkills Social Skills Social Social Thinking

10 Social Thinking Social Skills Expected Behaviours Unexpected Behaviours Normal okay neutral good thoughts about you Uncomfortable weird thoughts about you

11 Social Memory REACT People remember the types of thoughts that they have about other people. People have thoughts all the time but they REACT to their feelings.

12 Social Thinking / Cognition Skills Essential For Academic Success




16 details They get lost in the details and cannot choose the most important.




20 Step # 1 Emotions of the characters Step # 2 The setting Step # 3 Details that help define what the characters are doing in the setting The most critical detail to be considered is what people are feeling in the setting Consider:


22 Lack of social cognition results in difficulty making connections with fictional text

23 Making Inferences Difficulty Understanding Character Development Especially if the dimensions of the characters are revealed through subtle details of gesture, tone or behaviour rather than spelled out clearly in the narration

24 People Files

25 Group Work

26 A B C Delivering Social Thinking / Social Skills Programming in Schools

27 Social Thinking Michelle Garcia Winner Advantages: Spans all ages Able to use existing materials with small modifications to “commonize” the language Program can be modified to school environment

28 Social Thinking A Social Thinking guidebook written for teens and young adults


30 Your skin is all blotchy…how come? Your hair looks funny like that Why did you wear that today? Note to self: AVOID her Uh…gotta go… away from you! It’s not always about telling people exactly what you see or think about them. You have to be aware of their thoughts and feelings because this is what drives their reaction to you.

31 Only an ignoramus wouldn’t know that That zit is almost as big as your nose Boy, are you stupid Your hair looks funny that way

32 FACT: FACT: It is important to “care” about the thoughts others have about you AND to monitor and possibly modify your behaviour based on others’ thoughts

33 Step # 1: Think about people near you You notice people around you and other people notice you

34 motive Determine the other person’s motive for being near you Step # 2: Think about why the person is near you Getting books for next class Getting ready to go home at the end of classes Skipping classes

35 Someone bumps into you Should you get mad? motive Figure out the motive by using social thinking skill called “reading others’ plans” Accidental / immediately apologized Deliberate / friend saying “Hi” Deliberate / act of bully

36 Step # 3: Think about what other people are thinking about you Walking down the hallway, staying below the radar because of expected behaviours Moving with the flow Watching to avoid collisions

37 Step # 4: Monitor and modify your behaviour Unexpected behaviour Unexpected behaviour results in a reputation of the “dude” who hides behind and hugs pillars going down the hallway

38 Step # 4 Allows For Repair Took too long at locker Moving quickly to next class Bump into person Person reacts angrily Realize did something unexpected Repair.. “Sorry, I didn’t see you” Anger replaced by normal thought Person’s social memory positive

39 Change


41 Tiny Middle Huge Change-O-Meter Ripple Wave Tsunami

42 Student’s behaviour Emotions of others Consequences Emotions of student Expected Unexpected Or

43 Michelle Garcia Winner Expected & Unexpected Behaviours

44 Computer Time At School Behaviours That Are Expected Computer Time At School Behaviours That Are Unexpected Expected Behaviours Unexpected Behaviours How They Make Others Feel Consequences You Experience How You Feel About Yourself Follow classroom rules; if you are unclear about the rules, ASK the teacher or other students Some teachers allow you to play computer games until class starts. If this is the rule in your class, play but as soon as class starts (bell rings, teacher looks ready to work) then STOP playing computer games and switch your attention to the lesson You only search on allowable Internet sites Be Respectful of computer equipment Calm Happy Focused Ready to work You can continue to work on computer lessons You will get to play a little and learn the computer lessons the teacher is teaching You will get better and faster at using the computer The computer equipment will stay in good working order and you will have a computer next time to use Focused Happy Proud Calm Not learning the rules for the class. NOT following the rules Playing computer games when you are supposed toe working on a lesson Doing random searches without specific permission to do so Distracting others OR allowing other so distract you Being rough with the computer equipment Confused Disappointed Frustrated Irritated Angry Stressed You may be asked to leave the lab Teacher may scold you or nag you If you look at inappropriate sites, you will be banned from the computer lab and might even have to serve a detention If you are distracting others, you may be asked to leave You might break the computer Might not be able to use the computer next time Nervous Embarrassed Frustrated Sad Upset Stressed Never Assume

45 Expected Behaviours For Change Room

46 Serious Legal Consequences of Unexpected Behaviours

47 1 2 3 4 5 Very informal social behaviour Reasonable social behaviour Odd behaviour Scary behaviour Maybe Physically hurtful/ threatening

48 When does a 2 become a 3 or a 4 become a 5?

49 In elementary school, Fred liked to touch and smell other students’ hair. Fred was a little boy and everyone thought it was a bit odd (3) but no one was afraid of him. This behaviour continued into intermediate school levels. One day, he put his face really close to a girl’s hair and she screamed! She told the principal and her parents that Fred was harassing her by scaring her. The principal agreed that Fred’s behaviour once considered a 3 4 was now a 4 – truly scary and possibly against the law

50 Black or White Thinkers

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