Collaboration and Social Emotional Learning in the Classroom Elizabeth Levy, Barrel of Monkeys

1. Collaboration and Social Emotional Learning in the Classroom Elizabeth Levy, Barrel of Monkeys

2. Some Essential Questions How does collaboration among students enhance their experience? What does social emotional learning look like? How do I know when I see it? Am I already doing it? How can I adapt new strategies?

3. Our Purpose Today 3 Rs: Reflect, Refresh, Renew Reflect (written reflection) Refresh (learning new strategies, experiential activity) Renew (verbal reflection)

4. General Agreements • Be Fully Present, No Food or Phones. • Hands =High Five + Magic Sign • 2 B4 Me • Experience Discomfort and Non-Closure. • OUCH + Snaps • 24 Hour Rule • Respect Time • Use Our Tools CPS Department of Arts Education, 2014

5. Housekeeping Reminders • Hands Raised for Questions • Magic Sign = Our quiet sign • Talk time = 2 minutes • No food or phones during session • Index cards

6. Barrel of Monkeys Agreements • Every Idea is a Good Idea • Support Each Other’s Ideas • Respect Yourself and Others • Keep the Peace (Respect the Forcefield) • Respect the Magic Sign

7. Ice Breaker Take out that Index Card! What do I hope to gain from today’s workshop?

8. Strategy #1- Warming Up Warm-ups Exercises that help get the group focused, loosened up, leave previous experiences behind, take the temperature of the room. When repeated, they can build ritual and practice skill. Goal 1 - Develop self-awareness and self-management skills to achieve school and life success. 1A — Identify and manage one's emotions and behavior. Goal 2: Use social-awareness and interpersonal skills to establish and maintain positive relationships. 2A--Recognize the feelings and perspectives of others. 2C --Use communication and social skills to interact effectively with others.

9. Group Reflection—Warming Up How can you modify this strategy to work with the population you are serving? How does this support social emotional learning?

10. Strategy # 2– Group Work: Spectrum of Difference An up-on-your-feet exercise where participants can explore their thoughts and opinions using the architecture of the room. One side of the room reflects “Strongly Agree”, the other side reflects “Strongly Disagree”. Participants move across the spectrum of the room depending on how they feel on certain issues. • Goal 1 - Develop self-awareness and self-management skills to achieve school and life success.1A — Identify and manage one's emotions and behavior. 1B — Recognize personal qualities and external supports. • Goal 2: Use social-awareness and interpersonal skills to establish and maintain positive relationships.2A  — Recognize the feelings and perspectives of others. 2B — Recognize individual and group similarities and differences. 2C — Use communication and social skills to interact effectively with others. • Goal 3: Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts. 3A — Consider ethical, safety, and societal factors in making decisions 3B — Apply decision-making skills to deal responsibly with daily academic and social situations.

11. Group Reflection: Group WorkSpectrum of Difference How can you modify this strategy to work with the population you are serving? How does this support social emotional learning?

12. Strategy #3—Group Work:Group Writing Writing a story or letter or persuasive argument in a group, facilitated by adult facilitator. Students are asked to build ideas together, support each other’s ideas and collaborate on making a finished product. Goal 1 - Develop self-awareness and self-management skills to achieve school and life success. 1C — Demonstrate skills related to achieving personal and academic goals. Goal 2: Use social-awareness and interpersonal skills to establish and maintain positive relationships.2A  — Recognize the feelings and perspectives of others. 2C — Use communication and social skills to interact effectively with others. 2D — Demonstrate an ability to prevent, manage, and resolve interpersonal conflicts in constructive ways. Goal 3: Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts. 3A — Consider ethical, safety, and societal factors in making decisions. 3B —Apply decision-making skills to deal responsibly with daily academic and social situations. 3C — Contribute to the well-being of one's school and community.

13. Group Reflection: Group WorkGroup Writing How can you modify this strategy to work with the population you are serving? How does this support social emotional learning

14. Strategy #4: Work in Pairs Students now have the opportunity to work individually, and then share their work with a partner, giving and receiving feedback. Goal 2: Use social-awareness and interpersonal skills to establish and maintain positive relationships. 2A  — Recognize the feelings and perspectives of others. 2C — Use communication and social skills to interact effectively with others. Goal 3: Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts. 3B — Apply decision-making skills to deal responsibly with daily academic and social situations.

15. Think, Pair, Share Reflection Set a written goal to implement one of the strategies we experienced today. What can be replicated? What needs to be modified? Share with a partner, and then we’ll share with the group!

16. Elizabeth Levy elevy@barrelofmonkeys.org www.barrelofmonkeys.org