“Seed” Project for 2022/23

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“Seed” Project for 2022/23

Building Character through Characters:

Implementing Social and Emotional Learning in the English Language Classroom

through Stories

Project code: NT1322

NET Section, CDI, EDB

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What is Social and Emotional Learning (SEL)?

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SEL is …

acquire the knowledge,

skills and attitudes

to develop healthy identities

to manage emotions and achieve personal and

collective goals to feel and show empathy for others to establish and maintain

supportive relationships to make responsible and

caring decisions

apply them

The process through which

all young people and adults

an integral part of education

and human development

https://casel.org/what-is-sel/

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The 5 core competencies of SEL

• Self-awareness

• Self-management

• Social awareness

• Relationship skills

• Responsible decision-making

https://casel.org/sel-framework/

CASEL’s SEL Framework to develop healthy

identities

to manage emotions and achieve personal and

collective goals to feel and show empathy for others to establish and maintain

supportive relationships

to make responsible and

caring decisions

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What are the SEL needs of our students?

Credit: Freepik: Free Vectors

(https://www.freepik.com/popular-vectors)

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Why does SEL matter?

… A great deal of research over the last several decades has demonstrated the benefits of social and emotional skills, documenting effects on positive academic, interpersonal, and mental health outcomes.

Research shows that classrooms function more effectively and students learning increases when children have the skills to focus their attention, manage negative emotions, navigate relationships with peers and adults, and persist in the face of difficulty

Children who are able to effectively manage their thinking, attention, and behaviour are also more likely to have better grades and higher standardised test scores, while those with strong social skills are more likely to make and sustain friendships, initiate positive relationships with teachers, participate in classroom activities, and be positively engaged in learning.

Jones, S., Brush, K., Bailey, R., Brion-Meisels, G., Mclntyre, J., Kahn, J., Nelson, B., & Stickle, L. (2017). Navigating SEL from the inside out. Harvard Graduate School of Education.

https://www.wallacefoundation.org/knowledge-center/Documents/Navigating-Social-and-Emotional-Learning-from-the-Inside-Out.pdf

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Objectives of the project

• explore different ways to scaffold students’ reading and responding to story characters that are conducive to the development of the core competencies of SEL

• design, conduct and review English learning activities based on fiction or real life stories selected for students to develop positive values and apply SEL skills

• identify suitable children literature with characters that lend themselves to the discussion of attitudes, challenges and feelings in support of SEL

• engage participating teachers in developing, using and reviewing strategies for developing students’ SEL skills (e.g. role plays, visualisation exercises, behavioural rehearsals)

• develop teachers’ ability to identify assessment goals and review strategies or tools for assessing the SEL of students

Story

Characters

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We hope to find out …

• What pedagogical approaches and learning activities are effective in supporting students’ SEL?

• How can SEL be implemented and promoted through using stories in the English language classroom?

• How can teachers be empowered to support SEL of students?

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What you are going to do aligns with the English Language Education curriculum

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What you are going to do aligns with the English Language Education curriculum

• Schools are encouraged to:

promote the development of strategies, values and attitudes that are conducive to effective, self-directed, independent and lifelong learning (p.7);

focus on strengthening values education through the use of a wide array of learning and teaching resources which provide contexts for students to explore a wealth of value-laden issues and stimuli for critical and imaginative responses (p.9)

• Among the learning objectives for ELEKLA, the language development strategies, literary competence development strategies and attitudes specific to language and literature learning are especially relevant to the development of the generic skills, and the personal and social values and attitudes broadly recognized and valued in all KLAs (p.26).

https://www.edb.gov.hk/attachment/en/curriculum-development/kla/eng-edu/Curriculum%20Document/ELE%20KLACG_2017.pdf

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Language Learning

Objectives SEL Skills

1. IDENTIFY + 2. PRE-ASSESS

4. TEACH

1. IDENTIFY + 2. PRE-ASSESS

4. TEACH 5. PRACTICE + 6. ASSESS

Integration

3. PLAN

Adapted from A Framework for SEL Integration: It’s Time to Teach Differently By Dr. Tara Laughlin, Director of Readiness Curriculum at PAIRIN

https://measuringsel.casel.org/framework-sel-integration-time-teach-differently/

A Framework for SEL Integration

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Focusing on the Characters:

protagonist / antagonist

Reading skill focus:

To locate specific

information in response to

questions

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Focusing on the character’s reactions as the plot unfolds

to develop… Reading skill focus:

To understand intention, attitudes and feelings conveyed in a text

responsible decision

making

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Focusing on points of view of the writer or the characters ^social

awareness

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Focusing on characterisation to develop…

Reading skill focus:

To understand intention, attitudes and feelings conveyed in a text by recognising features such as choice and use of

language and images

relationship

skills

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Focusing on character transformation

Reading skill focus:

To identify details that support the gist or main ideas

self-

management

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Mastery of SEL knowledge &

skills

(S) Sequenced and well- connected steps with a clearly defined path

(A) Active student

engagement in the form of experiential learning

(F) Focused development of a couple of SEL skills with multiple practice opportunities

(E) Explicit plans with time and resources dedicated to SEL

outcomes

How do we promote SEL in the English Language classroom?

(S.A.F.E.R. Model)

Adapted from Blyth, Olson & Walker, 2017; Durlak, Weissberg, Dymnicki, Taylor & Schellinger, 2011

(R)

• Taking time to reflect on how SEL is connecting to other parts of our lives

• Thinking about

the growth areas

and how SEL can

support/ help

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How do we promote SEL in English Language classroom?

(Effective instructional practices for developing SEL skills)

Jones, S., Brush, K., Bailey, R., Brion-Meisels, G., Mclntyre, J., Kahn, J., Nelson, B., & Stickle, L. (2017).

discussion tasks/

activities writing tasks/

activities vocabulary

building

role-play activities

use of visual display

use of videos

use of songs use of games

drawing tasks/

activities art/ creative projects

didactic instruction

SEL tools/

handouts teacher choice kinesthetic

activities use of books/

stories

skill practice

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Observation

Teacher Report

Self- report

Direct Assessment

Peer

Nomination

Direct Behaviour

Ratings

Identifying Assessment Goals and SEL of Students

Clark, M. (2019)

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Overview of an SEL Unit developed

C.C.C. Heep Woh Primary School (Cheung Sha Wan) Level: P2

Duration: 5 lessons (50 minutes) SEL competence: Self-awareness

SEL subskills: self-efficacy and growth mindset

• To analyse the characters using an SEL lens

• To explore the use of an SEL tool to cope with life

circumstances of characters and self

• To apply the SEL tool/

develop the target SEL competencies

• To learn the

language related to the SEL tool

A Flicker of Hope

Author:

Julia Cook Illustrator:

MacKenzie Haley

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Language Learning

Objectives SEL Skills

1. IDENTIFY + 2. PRE-ASSESS

4. TEACH

1. IDENTIFY + 2. PRE-ASSESS

4. TEACH

5. PRACTICE + 6. ASSESS

Integration

3. PLAN

A Framework for SEL Integration

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The Cycle of Self-efficacy

Believe in future success

Achieve success

Work hard

Experience failure

Learn from experience

Empowered through

disappointments

Grow skill set

Reference: https://www.inspired-engagement.com/power-of- hope-teaching-and-developing-hopeful-thinking-in-students/

An optimistic character

A pessimistic

character

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A utomatic Negative Thoughts

Positive Empowering Thoughts

The Building of Self-efficacy

Understanding PET s as a way to catch ANT s

Credit: Freepik: Free Vectors

(https://www.freepik.com/popular-vectors )

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To analyse the character using an SEL lens

S ^peech

T ^houghts E ^ffects

F ^eelings

Characterisation model

“FEST”

Using relevant characterisation model to help students understand the Social

and Emotional needs of the pessimistic character

I don’t have any gifts.

I can’t do anything right.

Who are my real friends?

Am I good enough?

Miss Purple’s Speech Miss Purple’s Thoughts

Learning Experience:

Focus 1

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To explore the use of an SEL tool to cope with life circumstances of characters

A ^utomatic N ^egative T houghts (ANT s)

Recognising types of

Automatic Negative Thought patterns I CAN’T do

anything right.

Who I want to be seems IMPOSSIBLE.

I am AFRAID to make mistakes.

I have a bad day AGAIN.

Learning Experience:

Focus 1

Noticing the “ ANT s” of the pessimistic character

“Can’t” ANT

“Always me” ANT

“Impossible” ANT

“Scared” ANT

Credit: Freepik: Free Vectors

(https://www.freepik.com/popular-vectors )

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Using the image of PET s spray to help students understand the SEL tool –

“Positive Empowering Thoughts” (PETs)

Fighting ANT s with

Positive Empowering Thoughts (PETs) _Learning

Experience:

Focus 2

Credit: Freepik: Free Vectors

(https://www.freepik.com/popular-vectors )

Noticing the “PET s” of the

optimistic character

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Learning the language needed to apply the SEL Tool “PET s”

Developing some more PET s to help students and others

fight with the ANT s

PET s Spray

Don’t give up!

Keep working hard!

If you try harder, you can do it.

Everything is possible if you try!

You can be the best.

It’s okay to make mistakes.

You are not alone!

Desired outcomes

Credit: Freepik: Free Vectors

(https://www.freepik.com/popular-vectors )

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Applying the SEL Tool and developing the target SEL competency _outcomes ^Desired

Transfer of SEL knowledge from story context to real life situations

Teacher sharing own experience with ANTs.

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No one likes me .

I can’t run.

Passing the piano exam is impossible.

Students used PET s to get rid of their own ANT s and their

classmates’ ANT s.

PET s Spray

Desired

outcomes

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Overview of an SEL Unit developed

Aberdeen St. Peter’s Catholic Primary School Level: P2

Duration: 10 lessons

SEL competencies: Relationship skills and Social awareness SEL subskills: acceptance, inclusion and empathy

 To analyse the character

using the STEAL model

 To make predictions about stories and characters using pictorial clues

 To develop the target SEL

competencies

 To apply the SEL tools

The Invisible Boy

Author: Trudy Ludwig Illustrator:

Patrice Barton

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● To make predictions about stories, characters, topics of interest using pictorial clues

● To understand intention, attitudes and feelings conveyed in a text by recognising features such as choice and use of language and images

Social and Emotional Learning Objectives

• To demonstrate awareness for individuals, their emotions, experiences and perspectives

• To develop positive relationship

• To recognise how group behavior affect individuals’ emotions, attitude and behaviours

• To develop empathy and be able to identify how one’s behavior affects others emotionally

ELE connections,

Reading Objectives

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How do we promote SEL in the English Language classroom?

Teaching challenging concepts of

empathy, acceptance and inclusion

Credit: Adobe: Free Stock Images (https://stock.adobe.com/)

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Mastery of SEL knowledge &

skills

(S) Sequenced and well- connected steps with a clearly defined path

(A) Active student

engagement in the form of experiential learning

(F) Focused development of a couple of SEL skills with multiple practice opportunities

(E) Explicit plans with time and resources dedicated to SEL outcomes

How do we promote SEL in the

English Language classroom? (The S.A.F.E.R. Model)

Adapted from Blyth, Olson & Walker, 2017; Durlak, Weissberg, Dymnicki, Taylor & Schellinger, 2011

(R) Reflection on how SEL is

connecting to other parts of our lives

Thinking about the growth areas and how SEL can

support/ help

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Ls Focus Learning Objectives & Activities

1-2 Introduce concepts of Visibility/

Invisibility

• Picture walk for a general idea of visibility/invisibility: preparing

for gradual mastery of the concept & importance of inclusion

• Introduce STEAL as a tool to study characters

3-10 Through in- depth study of the story,

teaching and practising the chosen SEL competencies:

*Inclusion

*Acceptance

*Empathy

• Use

SUPERPOWERS

of See, Hear, Feel –

students are taught to “NOTICE” others, making them visible

• Kindness Chart

now that students notice others, how can they “INCLUDE” others PRACTICE & APPLICATION

• Favourite lunch – Ss draw and share about their favourite lunch and

give one another “compliments”

• Pair-work sentence strip matching – match the different social

scenarios with a kind response

• Trifold Brian journal and Brian puppet – How can you be kind to

Brian? (role-play)

• Inclusion written hearts – write kind messages to encourage

someone

• Kindness box activity – pick an item and use it to encourage

someone (role-play)

The Flow ^(S) Sequenced and well-

connected steps with a clearly defined path

Mastery of SEL

knowledge & skills

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The Flow ^(S) Sequenced and well- connected steps with a clearly defined path

Mastery of SEL knowledge & skills

Brian’s Journey to Visibility – Anchor Chart

(sequenced storyboard)

Not seen &

heard in

Mrs Carlotti’s Lesson

Not selected for

Kickball Team in playground Excluded from birthday party talks in Cafeteria Arrival of a

new student Justin (turning point)

Included finally in Special Class Project with 2 classmates

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Visual support – each time Brian feels invisible

(S) Sequenced and well- connected steps with a clearly defined path

Mastery of SEL knowledge & skills

Students visualising the impact of connection, friendship and inclusion as they removed tissue paper on Brian based on his experience of acceptance and kindness along the journey of visibility.

Brian’s Journey to

Visibility

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This Invisible boy is hard to see!

What tool can help us see this character

CLEARLY?

Recognise how group behavior affects individuals’ emotions, attitude and behaviors (Inclusion)

(F) Focused development of a couple of SEL skills with multiple practice opportunities

Mastery of SEL knowledge & skills

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(F) Focused development of a couple of SEL skills with multiple practice opportunities

Mastery of SEL knowledge & skills

ays hinks

ffects on others ctions

ooks

STEAL for characterisation

study & SEL (Social Awareness)

My Superpowers for SEL

(Relationship Skills)

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What makes Brian feel visible?

What makes Brian feel invisible?

What is it like to feel invisible?

What is it like to feel excluded?

Do what we Say, Think and how we Act make others invisible?

(F) Focused development of a couple of SEL skills with multiple practice opportunities

Mastery of SEL knowledge & skills

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(F) Focused development of a couple of SEL skills with multiple practice opportunities

Mastery of SEL knowledge & skills

The Invisible Boy

Author: Trudy Ludwig Illustrator:

Patrice Barton

Discuss what the characters involved are feeling, and what SEL skills might have helped them.

What skill does Justin need in this situation?

Be proactive. Think Win-win!

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Brian feels invisible when…

“Brian doesn’t take up a lot of space” or has no space.

WHERE & WHEN does Brian feel invisible?

invisible (F) Focused development of a couple of SEL skills with multiple practice opportunities

Mastery of SEL knowledge & skills

Feeling invisible in Mrs Carlotti’s lesson

Students are being loud and whiny. Their visibility in getting Mrs Carlotti’s attention is evident by their colourful characters in the illustrations and their demonstrative acting out.

Brian is quiet and seen in black and white.

visible

Not

included Credit: Freepik: Free Vectors

(https://www.freepik.com/popular-vectors) included

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invisible

Classmates Very visible

Brian feels invisible when…

He is not “picked first”, and

he is not “ the best friends of the best players.

He is not even “the friend of the best friends”.

Is Brian then picked?

Who gets picked ?

Is Brian the best friend of the best players?

Is Brian picked next?

Who gets picked next ? Is Brian a friend of the best friends?

Not

included (F) Focused development

of a couple of SEL skills with multiple practice opportunities

Mastery of SEL knowledge & skills

WHERE & WHEN does Brian feel invisible?

Trying to join

Kickball Team in Playground

All Brian’s classmates are in colour when chosen for a team.

They notice Brian but decide they have enough players without him.

Brian feels invisible when…

He is not included in a game.

Is Brian “picked first”?

Who gets “picked first”?

Is Brian the best player?

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Listening to

Birthday party stories in cafeteria

WHERE & WHEN does Brian feel invisible?

Brian - Very very invisible Classmates

very visible

Brian feels invisible when…

He is not included in the chat.

(F) Focused development of a couple of SEL skills with multiple practice opportunities

Mastery of SEL knowledge & skills

While at lunch students talk about the birthday party they attended. Brian sits with them in black and white and in silence because he wasn’t invited.

Not

included

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Tool for students to practise and develop their superpowers

(A) Active student

engagement in the form of experiential learning

Mastery of SEL knowledge & skills

Students work in groups to match picture clues with

what they see, hear , and feel in various real life scenarios.

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(A) Active student

engagement in the form of experiential learning

Mastery of SEL knowledge & skills

Learning to “read” an

environment/ situation

to look for someone

who is alone or invisible

to offer friendship

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Hand puppets Realia

(A) Active student

engagement in the form of experiential learning

Mastery of SEL knowledge & skills

Role-play

Kindness box activity – pick an item and use it to

encourage someone (role-play)

Act !

Role-playing and Replaying the same scenarios –

“What could these characters do differently?"

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Kindness Tool Box –

How can I include others? (R) Reflection on

how SEL is connecting to other parts of our lives

Thinking about the growth areas and how SEL can

support/ help

Mastery of SEL knowledge & skills

Pair work sentence strip matching – match the different social scenarios with a kind response

Opportunities to connect with their

peers outside their friendship group

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Journal

Mastery of SEL knowledge & skills

(R) Reflection on how SEL is connecting to other parts of our lives

Thinking about the growth areas and how SEL can

support/ help Trifold Brian journal and Brian

puppet – How can you be kind to Brian?

(role-play)

Act !

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Journal Mastery of SEL

knowledge & skills (R) Reflection on how SEL is

connecting to other parts of our lives

Thinking about the growth areas and how SEL can support/ help Trifold Brian journal and Brian

puppet – How can you be kind to Brian?

(roleplay)

Act !

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(R) Reflection on how SEL is

connecting to other parts of our lives

Thinking about the growth areas and how SEL can

support/ help

Mastery of SEL knowledge & skills

Inclusion written hearts –

write kind messages to include someone

ACT !

Encourage

students to leave their comfort zone and reach out to others

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Excellent teamwork (E) Explicit plans with time and resources dedicated to SEL outcomes

Mastery of SEL knowledge & skills

Regular co-planning sessions Building professional capacity in

professional development programme on SEL

Developing & refining the

unit of work collaboratively

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Building Character through Characters —

Identifying teachable moments

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When we see others from the inside, as we do in stories

when we live with them, and hurt with them, and hope with them, we learn a new respect for people.

William Kilpatrick

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Project timeline 2022/23

Jun – Jul 2022 Setting up the support

Aug – Nov 2022 Professional Development

Baseline observation and data collection Oct 2022 – Jan 2023 Co-planning for trial lessons

Feb – May 2023 Implementation May – Jun 2023 Review

Data collection

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https://www.shutterstock.com/image-photo/hand-flip-wooden-cube-word-change-739797655

There is a difference between

NOT KNOWING and NOT KNOWING YET Sheila Tobias

School commitment – A Growth Mindset

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School commitment

Plan-

to allocate adequate co- planning time for designing suitable lesson activities for students

Implement-

to try out the planned lessons

Evaluate-

to evaluate the effectiveness of the lesson

activities in promoting students’ SEL

Share-

to share with other

schools their Seed

project experience

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Personnel involved in the “Seed” Project

Support from the School Senior Management

Project Teachers, including the

NET

School Project Coordinator

Advisory

Teachers

(ATs) from

NET Section

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Application details and procedures

Please refer to Appendix C of the EDB Circular Memorandum No. 1/2022

Closing date for application 10 March 2022

School Application Form to be completed in duplicate by School Heads and sent to:

The Human Resources Management Unit 4/F East Wing, Central Government Offices,

2 Tim Mei Avenue, Tamar

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Enquiries

General

Mr Edward Lai

Life-wide Learning Section, Curriculum Development Institute, Education Bureau

(Tel: 2892 5824)

Project-related Ms Carol Pang

Native-speaking English Teacher Section, Curriculum Development Institute, Education Bureau

(Tel: 3549 8336)

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NET Scheme e-platform

https://nets.edb.hkedcity.net/individual.php?p=84

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References

Blair, C., & Razza, R. P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78(2), 647-663.

Blyth, Dale; Olson, Brandi; Walker, Kate. (2017). Ways of Being: A Model for Social & Emotional Learning. University of Minnesota Extension Center for Youth Development.

Bull, R., Espy, K. A., & Wiebe, S. A. (2008). Short-term memory, working memory, and executive functioning in preschoolers: Longitudinal predictors of mathematical achievement at age 7 years. Developmental Neuropsychology, 33(3), 205-228.

CDC English Language Education Key Learning Area Curriculum Guide (Primary 1 - Secondary 6) 2017

https://www.edb.gov.hk/attachment/en/curriculum-development/kla/eng-edu/Curriculum%20Document/ELE%20KLACG_2017.pdf

Clark, M. (2019) Assessing Students' Social and Emotional Learning: A Guide to Meaningful Measurement (SEL Solutions Series) W. W. Norton, Incorporated

Denham, S. A. (2006). Social-emotional competence as support for school readiness: What is it and how do we assess it? Early Education and Development, Special Issue: Measurement of School Readiness, 17, 57-89.

Durlak, J.A., Weissberg, R.P., Dymnicki, A.B., Taylor, R.D., & Schellinger, K.B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405-432.

Examples of Social and Emotional Learning in High School English Language Arts Instruction https://www.casel.org/wp-content/uploads/2017/08/SEL-in-High-School-ELA-8-20-17.pdf

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Howse, R. B., Lange, G., Farran, D. C., & Boyles, C. D. (2003). Motivation and self-regulation as predictors of achievement in economically disadvantaged young children. The Journal of Experimental Education, 71(2), 151-174.

Jones, S., Brush, K., Bailey, R., Brion-Meisels, G., Mclntyre, J., Kahn, J., Nelson, B., & Stickle, L. (2017). Navigating SEL from the inside out. Harvard Graduate School of Education.

Ladd, G. W., Birch, S. H., & Buhs, E. S. (1999). Children’s social and scholastic lives in kindergarten: Related spheres of influence? Child Development, 70(6), 1373-1400.

A Framework for SEL Integration: It’s Time to Teach Differently

Laughlin, T. (2018). A Framework for SEL Integration: It’s Time to Teach Differently, https://measuringsel.casel.org/framework-sel-integration-time-teach-differently

McClelland, M. M., Cameron, C. E., Connor, C. M., Farris, C. L., Jewkes, A. M., & Morrison, F. J. (2007). Links between behavioral regulation and preschoolers’ literacy, vocabulary, and math skills. Developmental Psychology, 43(4), 947-959.

OECD Study on Social and Emotional Skills

http://www.oecd.org/education/ceri/social-emotional-skills-study/

Ponitz, C. E. C., McClelland, M. M., Jewkes, A. M., Connor, C. M., Farris, C. L., & Morrison, F. J. (2008). Touch your toes! Developing a direct measure of behavioral regulation in early childhood. Early Childhood Research Quarterly, 23(2), 141-158.

Raver, C. C. (2002). Emotions matter: Making the case for the role of young children’s emotional development for early school readiness. Social Policy Report, 16(3), 3-19.

SEL: What Are the Core Competence Areas and Where are they Promoted?

https://casel.org/sel-framework/

SEL is

https://casel.org/what-is-sel/

“Seed” Project for 2022/23