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WHY THE GLOBAL DIMENSION IS IMPORTANT TO SEAL?

This project aims to integrate the Global Dimension within the SEAL program, helping students develop social, emotional, and global skills. The website provides resources and learning outcomes to support this integration.

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WHY THE GLOBAL DIMENSION IS IMPORTANT TO SEAL?

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  1. WHY THE GLOBAL DIMENSION IS IMPORTANT TO SEAL? Teacher development day Deborah Michel 7 March 2011

  2. Background Emotional health Learning Behaviour SEAL

  3. What do we want for our children? We want children who ‘…..learn how to communicate their feelings, set themselves goals and work towards them, interact successfully with others, resolve conflicts peaceably, control their anger and negotiate their way through the many complex relationships in their lives today and tomorrow’ Understand themselves in relation to their social, emotional and physical world – local and global. Adapted from Reva Klein, Defying Disaffection. OHT 1.9

  4. Learning and emotions ‘Students who are anxious, angry or depressed don’t learn’ Daniel Goleman… All memory and learning have an emotional component

  5. The aim of SEAL A universal entitlement for children to take part in carefully planned work based on evidence-based good practice to help them develop the social, emotional and skills they need in school and throughout their lives now and in the future

  6. The key ingredients of effective approaches • Understanding the nature and role of SEAL • Whole school approach and policy development • Integrating into teaching and learning and curriculum • A supportive culture and environment • Pupil supports • Effective partnerships • Assessing and monitoring • Leadership and staff development for SEAL From Katherine Weare

  7. SOCIAL AND EMOTIONAL ASPECTS OF LEARNING • Self awareness • Empathy • Motivation • Managing feelings • Social skills

  8. Key components: It is based on the notion that the skills will be most effectively learnt through: A whole school approach to creating the climate and conditions for learning that implicitly promote the skills and allow these to be practiced and consolidated; Direct and focused learning opportunities (during tutor time and across the curriculum); Using learning and teaching approaches that support students to learn new skills and consolidate those already learnt Staff development Involvement of parents and carers

  9. enjoy and achieve, safe, healthy, economic wellbeing, positive contribution Student participation Personal-isation and inclusion Staff development Engaging parents /carers Managing feelings Policy other Self awareness confident individuals, responsible citizens, successful learners Pedagogy Climate and ethos Social skills Motivation Assess-ment Empathy Curriculum Extended schools Leader- ship Environ-ment

  10. If the vision is shared then everyone has a role You can’t do it alone!

  11. Underpinning ideas • Emotional understanding e.g. recognising and labelling feelings, fight/flight, emotional hijack • Emotional management – e.g. anger, anxiety, calming down, dealing with emotions • Understanding motivation • Assertiveness • Diversity – similarities and differences - empathy • Rights and responsibilities • Conflict resolution • Friendship, belonging to groups, team and group skills

  12. Underpinning ideas • Emotional understanding and management – recognising in-justice – capturing anger and using it to make a difference in the global context. • Understanding motivation – using this to plan how you are going to run a project around the global dimension and the environment • Assertiveness • Diversity– ‘walk in the shoes of others’ • Rights and responsibilities – Charter Human Rights, Global development goals, social justice • Conflict resolution – understanding conflict across the world • Friendship, groups, team and group skills – global community

  13. How? • Experiential – small group challenges • Enquiry – questions and Philosophy for Children • Circle time • Assemblies • Whole school focus for the week • Whole school resources

  14. SEAL is about … • Learning about you and others • teaching and learning • Applying what you have learnt … • at school • at home • in the community – local, national global

  15. A CRYSTAL …

  16. Self-awareness Motivation Emotional management Global family locality country friends dimensions Empathy Social skills

  17. The key objective of this new project is to provide clear pathways and appropriate resources for embedding the Global Dimension within the SEAL programme, engaging school pupils in global and development issues. SEAL and Global Dimensions Website

  18. How are the links made? The SEAL/GD learning outcomes e.g. 23. I can set a challenge or goal, thinking ahead and considering the consequences.

  19. How are the links made? The SEAL/GD learning outcomes e.g. 23. I can imagine or visualise how I would like our world to be and set a challenge or goal, thinking ahead and considering the consequences for myself, others and the environment and I can follow this through.

  20. In pairs or table groups – discuss the presentation and any issues it raises for you. Identify 2 or 3 questions to think about and for the presenters.

  21. Deborah Michel Centre for Wise Education www.wiseeducation.org.uk

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