Social Emotional Learning: Strategies for Positive Interactions and Relationships, Study Guides, Projects, Research of Design

Download Social Emotional Learning: Strategies for Positive Interactions and Relationships and more Study Guides, Projects, Research Design in PDF only on Docsity! PERFORMANCE DESCRIPTORS SOCIAL EMOTIONAL LEARNING Grades 6-12 Social Emotional Learning Performance Descriptors 1A Identify and manage one’s emotions and behavior. Stage E Stage F Stage G 1. Describe the physical responses common to a range of emotions. 2. Describe emotions associated with personal experiences. 3. Practice expressing positive feelings about others. 4. Evaluate ways of dealing with upsetting situations (e.g., being left out, losing, rejection, being teased). 5. Demonstrate emotions in various contexts in role-plays. 6. Practice handling pressure situations (e.g., taking a test, participating in a competitive activity). 1. Identify factors that cause stress both positive and negative. 2. Identify physical reactions to stress (e.g., increased energy and alertness, increased heart rate and respiration, sweaty palms, red face, etc.). 3. Recognize emotional reactions to stress. 4. Describe strategies for dealing with upsetting situations (e.g., disappointment, loss, separation). 5. Reflect on the possible consequences before expressing an emotion. 6. Use “I-statements” to describe how you feel, why you feel that way, and what you might like to change. 7. Practice strategies to reduce stress (e.g., talking to a friend or trusted adult, considering what led to these feelings, physical exercise). 1. Recognize emotions as indicators of situations in need of attention. 2. Distinguish how you really feel from how others expect you to feel. 3. Distinguish between different emotions (e.g., fear and anger, shame and sadness). 4. Analyze emotional states that contribute to or detract from your ability to solve problems. 5. Analyze the effect of self-talk on emotions. 6. Practice self-calming techniques (deep breathing, self-talk, progressive relaxation, etc.) to manage stress. 7. Demonstrate an ability to process emotions to facilitate problem- solving (e.g., overcome negativity, and develop a positive attitude). Grade 6 (E-F-G) Grade 7 (F-G-H) Grade 8 (G-H-I) Grade 9-10 (H-I-J) Grade 11-12 (I-J) Social Emotional Learning Performance Descriptors 1B Recognize personal qualities and external supports. Stage H Stage I Stage J 1. Identify what you like about yourself, including things that might be considered atypical for your gender. 2. Take an inventory of your personal strengths and describe them in your journal. 3. Describe a situation in which you needed help and where you sought it. 4. Analyze how others in your life have helped you resist negative influences. 5. Reflect on a time when you overcame an obstacle to accomplish something that was important to you. 6. Analyze the role of extra-curricular activities in how you feel about school. 1. Identify possible career and volunteer opportunities based on your identified interests and strengths. 2. Identify things about yourself and situation that you cannot change and devote your energy to something you can change. 3. Establish criteria for deciding which of two sports or other activities to engage in. 4. Make a plan to improve your performance in a school subject or area of family responsibility. 5. Evaluate how various experiences (e.g., summer jobs or volunteer work) have contributed to developing an interest or skill. 6. Differentiate among relationship factors that impact personal and career goals. 1. Identify the skills and credentials required to enter a particular profession and begin to prepare accordingly. 2. Analyze how the example of the professional work or community service of an adult in your life has contributed to an important life goal. 3. Demonstrate decision making based on what is right rather than media images of success. 4. Reach out to help others achieve their goals. 5. Develop relationships that support personal and career goals. Grade 6 (E-F-G) Grade 7 (F-G-H) Grade 8 (G-H-I) Grade 9-10 (H-I-J) Grade 11-12 (I-J) Social Emotional Learning Performance Descriptors 1C Demonstrate skills related to achieving personal and academic goals. Stage E Stage F Stage G 1. Develop a friendship goal with action steps to be taken by certain dates. 2. Develop an academic goal with action steps to be taken by certain dates. 3. Monitor progress on planned action steps for a friendship goal. 4. Monitor progress on planned action steps for an academic goal. 5. Analyze why you needed to change or delay action steps for achieving a recent goal. 6. Evaluate your level of achievement with regard to a recent goal. 1. Set a goal that you could expect to achieve in a month or two to improve some aspect of your school performance. 2. Identify obstacles to achievement of your goal. 3. Brainstorm possible ways to overcome obstacles in achieving your goals. 4. Make a plan with action steps and timeframes to achieve your goal. 5. Monitor progress on your goal. 6. Evaluate your success and analyze what you might have done differently. 1. Identify resources to help progress towards a goal (e.g., research materials). 2. Analyze how barriers and supports influenced the completion of action steps toward achieving a goal. 3. Analyze how you might have made better use of supports and overcome obstacles in working on a recent goal. 4. Distinguish between a short and long-term goal. 5. Apply goal-setting skills to develop academic success. 6. Set a positive social interaction goal. Grade 6 (E-F-G) Grade 7 (F-G-H) Grade 8 (G-H-I) Grade 9-10 (H-I-J) Grade 11-12 (I-J) Social Emotional Learning Performance Descriptors 1C Demonstrate skills related to achieving personal and academic goals. Stage H Stage I Stage J 1. Set a goal that you could achieve in a month or two related to an area of interest (e.g., a sport, hobby, musical instrument, etc.). 2. Establish action steps and timeframes toward the achievement of this goal. 3. Identify people who can help you achieve your goal and ask for their help. 4. Monitor progress on achieving your goal and make adjustments in your plan as needed. 5. Evaluate your level of goal achievement, identifying factors that contributed or detracted from it. 6. Analyze what you learned from this experience and what you would do differently next time. 1. Identify who helped you and how in achieving a recent goal. 2. Analyze why you were or were not able to overcome obstacles in working on a recent goal. 3. Analyze the impact of an unforeseen opportunity on achieving a goal. 4. Analyze why scheduling conflicts might require you to change the time frame for achieving a goal. 5. Analyze how using illegal substances could interfere with achievement of a long- term goal. 6. Analyze how academic achievement can contribute to achievement of a long- term goal. 1. Set a long-term academic/career goal with dates for completion of the action steps. 2. Anticipate barriers to achieving your goal and make contingency plans for overcoming them. 3. Analyze how current decisions about health behavior may affect long-term education and career goals. 4. Evaluate the feasibility of the goal of getting a summer job based on your ability to complete the necessary action steps in a timely manner. 5. Evaluate your achievement on two recent goals by using criteria related to goal setting, making and working a plan, and accessing available supports. 6. Establish a behavioral contract to improve a coping strategy and journal your progress in fulfilling it. Grade 6 (E-F-G) Grade 7 (F-G-H) Grade 8 (G-H-I) Grade 9-10 (H-I-J) Grade 11-12 (I-J) Social Emotional Learning Performance Descriptors 2B Recognize individual and group similarities and differences. Stage E Stage F Stage G 1. Describe the basic rights of all individuals regardless of their social or cultural affiliations. 2. Describe examples of how the media portray various social and cultural groups. 3. Analyze how responsible students help their classmates. 4. Demonstrate strategies for building relationships with others who are different from oneself. 5. Design a project that shows how your class or school is enriched by different cultures. 1. Identify unwelcome teasing or bullying behaviors. 2. Identify ways to overcome misunderstanding among various social and cultural groups. 3. Identify ways to advocate for others. 4. Describe situations where minority groups have been respected at school or in the community. 5. Discuss stereotyping and its negative impact on others. 6. Demonstrate respect for members of various ethnic and religious groups. 1. Investigate the traditions of others (e.g. memorize phrases from other languages, familiarize yourself with the music or cuisine of other cultures). 2. Identify negative depictions of differences among people (e.g., gender or sexual orientation stereotyping, discrimination against socio-economic or culture minorities, prejudices based on misinformation) in readings completed for coursework. 3. Explain how a lack of understanding of social and cultural differences can contribute to intolerance. 4. Evaluate ways of overcoming a lack of understanding of those who are different. 5. Explain why bullying or making fun of others is harmful to oneself or others (e.g., physical or verbal). 6. Listen respectively to opposing points of views on controversial issues. Grade 6 (E-F-G) Grade 7 (F-G-H) Grade 8 (G-H-I) Grade 9-10 (H-I-J) Grade 11-12 (I-J) Social Emotional Learning Performance Descriptors 2B Recognize individual and group similarities and differences. Stage H Stage I Stage J 1. Analyze the consequences of ignoring the rights of other people. 2. Evaluate how the actions of literary characters or historical figures have demonstrated human similarities and differences. 3. Analyze why students who are different may be teased or bullied. 4. Describe strategies for preventing or stopping bullying. 5. Role-play strategies for preventing or stopping bullying. 6. Evaluate the effectiveness of strategies for preventing or stopping bullying. 1. Discuss stereotyping and its negative effects for both the victim and perpetrator. 2. Analyze how various social and cultural groups are portrayed in the media. 3. Analyze how exposure to cultural diversity might either enhance or challenge your health behaviors (e.g., differing driving or eating habits, more or less psychological pressure based on differing cultural norms). 4. Evaluate efforts to promote increased understanding among groups. 5. Evaluate efforts to provide members of various groups with opportunities to work together to achieve common goals. 6. Evaluate how protecting the rights and responsibilities of minority student groups contributes to protecting the rights of all students. 7. Develop and maintain positive relationships with peers of different genders, races, and ethnic groups. 1. Analyze your perception of cultural variation in light of experiences you have had with members of various cultural groups. 2. Analyze how the media create and/or reinforce societal expectations of various social and cultural groups. 3. Analyze the meaning of citizenship in various countries and historical periods. 4 Evaluate how marketing and media shape how social and cultural groups. perceive themselves. 5 Evaluate how getting to know and work with others from various social and cultural groups can change your perceptions of these groups. 6 Practice opposing intolerance and stereotyping (e.g., participate in mock trials of students accused of non- conformist behavior). 7 Demonstrate an ability to work well with those of different ethnic groups and religions. Grade 6 (E-F-G) Grade 7 (F-G-H) Grade 8 (G-H-I) Grade 9-10 (H-I-J) Grade 11-12 (I-J) Social Emotional Learning Performance Descriptors 2C Use communication and social skills to interact effectively with others. Stage E Stage F Stage G 1. Describe the qualities of an effective communicator. 2. Respond positively to constructive criticism. 3. Take responsibility for one’s mistakes. 4. Interview an adult on the topic of how to develop friendships. 5. Demonstrate support for others’ contributions to a group/team effort. 6. Distinguish between positive and negative peer pressure. 7. Demonstrate strategies for resisting negative peer pressure. 1. Recognize the difference between positive and negative relationships. 2. Describe ways to express forgiveness. 3. Practice reflective listening. 4. Respond non- defensively to criticism or accusation through role-play. 5. Demonstrate encouragement of others and recognition or their contributions. 6. Demonstrate graciousness in winning and losing. 7. Practice turning criticism into constructive feedback. 1. Role-play how to report bullying behavior. 2. Participate in setting and enforcing class rules. 3. Practice strategies for maintaining positive relationships (e.g., pursuing shared interests and activities, spending time together, giving and receiving help, practicing forgiveness). 4. Recognize the importance of setting limits for yourself and others. 5. Demonstrate an ability both to assume leadership and be a team player in achieving group goals. 6. Learn to maintain an objective, non- judgmental tone during disagreements. Grade 6 (E-F-G) Grade 7 (F-G-H) Grade 8 (G-H-I) Grade 9-10 (H-I-J) Grade 11-12 (I-J) Social Emotional Learning Performance Descriptors 2D Demonstrate an ability to prevent, manage, and resolve interpersonal conflicts in constructive ways. Stage H Stage I Stage J 1. Evaluate the effectiveness of various strategies for dealing with negative peer pressure (e.g. ignoring it changing the subject, calling attention to negative consequences, suggesting alternatives). 2. Teach conflict resolution skills to younger children 3. Role-play de-escalating a conflict to avoid a fight. 4. Use a conflict analysis checklist to analyze and resolve a conflict situation. 5. Practice peer mediation skills. 6. Explain the concept of a win-win resolution to conflict. 1. Identify how both parties to a conflict might get their needs met. 2. Analyze scenarios to show how power struggles contribute to conflict. 3. Develop strategies for resisting negative peer pressure from different sources (e.g., best friends, casual acquaintances). 4. Evaluate the effectiveness of enforced resolutions vs. mutually agreed upon resolutions to conflict. 5. Apply conflict resolution skills to de-escalate, defuse, and/or resolve differences. 6. Demonstrate problem- solving techniques through participation in a simulation (e.g., a diplomatic effort to resolve an international conflict, a legislative debate). 1. Analyze the causes of conflict in various situations (e.g., with a friend, someone you are dating, a neighbor, someone with a different political position, another country). 2. Analyze strategies for dealing with sexual harassment and an abusive relationship. 3. Evaluate the appropriateness of various approaches to resolving conflict (e.g., reflective listening, self- management, debate, mediation, decision making by a leader, war, court rulings, etc.). 4. Recommend ways for students to have a voice in establishing and enforcing school rules. 5. Analyze how conflict can escalate into violence. 6. Demonstrate various approaches for resolving conflict. Grade 6 (E-F-G) Grade 7 (F-G-H) Grade 8 (G-H-I) Grade 9-10 (H-I-J) Grade 11-12 (I-J) Social Emotional Learning Performance Descriptors 3A Consider ethical, safety, and societal factors in making decisions. Stage E Stage F Stage G 1. Describe how differing points of view affect your decision-making process. 2. Describe what it means to be dependable and why this is sometimes difficult (e.g., meeting deadlines, keeping commitments). 3. Explain why it is important to obey laws. 4. Analyze what it means to be responsible with regard to one’s family, friends, school community. 5. Evaluate conflicting points of view in making a decision. 1. Recognize that an individual is responsible for his/her behavior. 2. Identify the need for rules at school, home, and in society. 3. Analyze what it means to be responsible for one’s health. 4. Analyze the needs of others in planning how work or sharing goods should be divided (e.g., those with handicaps, those who are disadvantaged, and those with special abilities). 5. Analyze the risks of potentially dangerous situations. 6. Develop strategies to work things out rather than retaliate when you feel wronged. 1. Identify safe alternatives to risky behaviors (e.g., riding in a car with a drunk driver, riding a skate board in a dangerous place, resisting smoking or drugs). 2. Describe common socially accepted behavior in a variety of situations (e.g. attending a football game or concert joining a new group, going to a job interview, participating in class, etc.). 3. Define the roles of responsibility as a victim, bystander, perpetrator, rescuer in a situation. 4. Assess one’s own risk for various types of injury. 5. Make journal entries on how your actions have affected others. 6. Judge the seriousness of unethical behaviors (e.g., cheating, lying, stealing, plagiarism, etc.). Grade 6 (E-F-G) Grade 7 (F-G-H) Grade 8 (G-H-I) Grade 9-10 (H-I-J) Grade 11-12 (I-J) Social Emotional Learning Performance Descriptors 3A Consider ethical, safety, and societal factors in making decisions. Stage H Stage I Stage J 1. Recognize the impact of unethical or destructive behavior on family, friends, or loved ones. 2. Recognize the legal issues related to the use of alcohol, tobacco, and other drugs by adolescents. 3. Analyze how media advertising influences consumer choices. 4. Consider how fairness and respect would influence planning, implementing, and evaluating a service- learning project in your school or community. 5. Practice replacing beliefs about peer group norms that support irresponsible behavior with beliefs that support responsible behavior. 6. Analyze how a literary character or historical figure considered societal and ethical factors in making important decisions. 1. Explain how to reduce negative outcomes in risky situations. 2. Explain how laws reflect social norms and affect our personal decision making. 3. Analyze how personal decisions can affect your health and the health of others. 4. Examine how the depiction of violent acts in the media and entertainment might impact individuals and groups. 5. Show how social norms influence how we behave in different settings (e.g., hospitals, restaurants, sporting events). 6. Promote alcohol-free social events among peers. 1. Describe the value of resisting peer pressure that causes social or emotional harm to self or others. 2. Explain how a change in a current social policy (e.g., health care coverage for children, free public education, child care assistance for working families) would impact the behaviors of individuals and groups. 3. Evaluate the consequences for yourself and others of following ethical principles in your relationships. 4. Evaluate ethical issues involved in a social policy. 5. Predict how a jury of one’s peers would judge various behaviors. 6. Show how a service project contributes to the good of society. Grade 6 (E-F-G) Grade 7 (F-G-H) Grade 8 (G-H-I) Grade 9-10 (H-I-J) Grade 11-12 (I-J) Social Emotional Learning Performance Descriptors 3C Contribute to the well-being of one’s school and community. Stage E Stage F Stage G 1. Identify various ways that community workers assist residents in beautifying and protecting neighborhoods. 2. Gather information on a community issue or need. 3. Develop a plan with your classmates to address a community issue or need. 4. Monitor your progress on implementing a plan to address a community issue or need. 5. Evaluate implementation of a class plan to address a community issue. 6. Make recommendations on how you would improve a plan that addresses a community issue. 1. Work with other students to plan and implement a service project in your school. 2. Describe ways of showing respect for your school environment. 3. Support activities of various groups in your school. 4. Contribute in positive ways to your home environment. 5. Describe the role of a community service worker. 6. Plan and implement with other students a service project in your community. 7. Plan a field trip to a community agency. 1. Identify sources of information about your community. 2. Identify responsibilities of citizenship (e.g., obeying laws, serving on juries, being informed about issues, being involved in influencing public policy). 3. Analyze what you learned about yourself and the community from involvement. In a community improvement activity. 4. Analyze the consequences of participating or not participating in the electoral process. 5. Collect information about how groups are working to improve the community. 6. Evaluate a recent project that addressed a community need or issue. 7. Make a plan with your family to participate in a community improvement activity. Grade 6 (E-F-G) Grade 7 (F-G-H) Grade 8 (G-H-I) Grade 9-10 (H-I-J) Grade 11-12 (I-J) Social Emotional Learning Performance Descriptors 3C Contribute to the well-being of one’s school and community. Stage H Stage I Stage J 1. Defend a position on an issue or public event in a simulated congressional debate. 2. Defend a position in writing on an important citizenship topic (e.g., the rule of law, the value of an independent judiciary, separation of powers in government, protecting the rights of minorities, etc.) 3. Evaluate your participation in a simulated state or federal election. 4. Describe the role of political parties and interest groups and how they differ in their positions on issues. 5. Describe the roles of voluntary organizations in a democratic society. 6. Explain how one’s decision and behaviors affect the well being of one’s school and community. 1. Identify possible service projects to do within your school. 2. Identify possible service projects to do within your community. 3. Explain how one’s decisions and behaviors affect the well being of one’s school and community. 4. Describe how various organizations contribute to the well-being of your community. 5. Evaluate the impact on yourself and others of your involvement in a activity to improve your school or community. 6. Evaluate how you might improve your participation in a service project in your school or community. 1. Design a survey to identify school needs. 2. Prioritize identified school needs. 3. Compare and contrast government’s record on important public policy issues (e.g., protecting human rights, developing renewable sources of energy, etc.). 4. Develop a project and action plan to address an identified school need. 5. Conduct research on a school need of interest. 6. Work cooperatively with other students in addressing an identified need in the broader community (e.g., working on a political campaign, a literacy project, an effort to reduce hunger, an educational program to raise awareness about climate change, etc.). 7. Communicate the results of a group service project to interested school and community groups. Grade 1 (A-B) Grade 2 (A-B-C) Grade 3 (B-C-D) Grade 4 (C-D-E) Grade 5 (D-E-F)