Ginny Beck and Peggy polczinski Café Part II Winning Ideas: SEL & UDL strategies to allow all children to learn at their ability levels Ginny Beck and Peggy polczinski Café Part II

Working Agreements Ask Questions and Construct Answers Engage Fully and Embrace Discomfort Integrate and Construct New Information Open Your Mind to Diverse Views and Value Others’ Strengths Utilize What You Learn, Share it, and Feed it Back *LearningForward.org National Professional Learning Working Agreements ***** 21st Century Learning Elements

Fundamental Principles of Trust Compassion: 1) Help students and parents feel understood  2) Know the difference between Formal Authority and Moral Authority 3) Understand how each personal action affects the rest of the organization Openness: 1) See our own blind spots 2) Create a culture in which students feel comfortable talking about their mistakes 3) Give and receive feedback and criticism in high risk situations  Reliability: 1) Aim for consistency  2) Align words and actions 3) Stick to principles in difficult situations Expertise: 1) Do your students and parents trust that staff members know what they are doing and that they understand their needs and goals?  2) Are you an expert in what your students and their families experience?  Do you know what central obstacles they face?  ~ Dr. Hank Smith

Positive Learning Experiences Allow for Safe Educational Environments

Add to KWL Chart

http://www.edutopia.org/keys-social-emotional- learning-video Video…SEL review http://www.edutopia.org/keys-social-emotional- learning-video Take notes: words phrases that stood out to you…

Udl review

Read short article from Mindup Curriculum

Strategy: What is the Emotion that people are describing?

Foldable Booklet Strategy Fold a sheet of paper in half (longest parallel sides). Fold the “half” into fourths (2X4 matrix). Fold. Tear the middle. Squeeze and fold to make the booklet. To prepare us for the research basis of UDL we will use an interactive note taking tool. Locate a piece of paper that is 8X11 on your table. Follow the directions on the slide. Help your neighbors! Presenter may have to model creating the booklet that will have a cover, six pages and a back cover for a total of 8 surfaces. Once the Booklet is made, direct the participant to create a title: “UDL Brain Networks” Then have them number the pages from 1-to-6 at the bottom of each page.

SOMA Strategy

Stand up, hand up, pair up strategy 1. What is one skill, characteristic, or trait you possess as an adult that you feel has helped you to weather your storms or that has led to your success? 2. If you could magically wish this on your students, what is one skill, characteristic, or trait you’d like your students to have? Provided positive interaction to set us up to explore SEL more deeply. Have them talk about when and where they learned that skill…can it be taught

two-minute mysteries Mindful Awareness Strategy

What is your Learning Style? Two Additional Strategies -read second two-minute mystery after learning styles strategy. When rereading, give them time (several different times) to use Think Fast or One Sentence Strategy.

Relationship Skill Activity: More Alike than Different

More Alike Than Different At their tables find two things you have in common not related to work –

We Are More Alike Than Different Please take out your phone and stand up. Find a person you do not know One partner find a picture on phone The other partner will try to match. Keep looking for pictures until you find a match Share about your photos When asked, please find a new partner

Strategies Numbered Heads-A Modified Activity 1. Jigsaw 2. Visual Schedules 3. Interactive Notebooks There are 3 strategy banks in your packet and we will review them using a modified jigsaw approach. Number off at your table from 1-4 or 1-8 if a large group. Locate your strategy bank in your packet as indicated on the slide. Read your strategy and highlight key areas. Share your strategy with your table group. OPTION If there is a large group you may have the participants number off from 1-8 and put them in families of 8. Have them locate and read the assigned strategy silently. (1s read Differentiated Lecture, 2s read Flexible Grouping etc.). Move them to EXPERT groups where all the 1’s all the 2’s, 3’s, etc. will sit together and discuss the strategy and come up with an example of how they would use the strategy in their classroom. Provide 10 minutes for the discussion. Have them turn to their home “family” group and share the strategy with the group. Provide approximately one minute per person to share. Debrief the process with the group.