How it all Adds Up:

1

How it all Adds Up The Math and Social and
Emotional Learning Connection
2
2 Sources

• ASDs 15 Social and Emotional Learning (SEL)
  Standards
• Institute of Educational Sciences Practice
  guide Encouraging Girls in Math and Science

3
The Scope

• 1A. Students demonstrate awareness of their
  emotions.
• (I am aware of what I am feeling.)
• 1B. Students demonstrate awareness of their
  personal traits.
• (I am aware of my traits, know what I do well,
  and know what areas I can work on.)
• 1C. Students demonstrate awareness of their
  external supports.
• (I am aware of the supports I have around me.)
• 1D. Students have a sense of personal
  responsibility.
• (I am aware of my responsibilities.)
• 2D. Students demonstrate ability to set and
  achieve goals.
• (I can set and achieve goals that will help me
  to be successful.)

4
Recommendation 1

• Teachers should explicitly teach students that
  academic abilities are expandable and improvable
  in order to enhance their beliefs about their
  abilities.

5
Recommendation 1 - the Social and Emotional
Learning (SEL) Connection

• 1A. Students demonstrate awareness of their
  emotions.
• (I am aware of what I am feeling.)
• 1B. Students demonstrate awareness of their
  personal traits.
• (I am aware of my traits, know what I do well,
  and know what areas I can work on.)

6
Brain Plasticity

• The lifelong ability of the brain to reorganize
  neural pathways based on new experiences.

7
Kid friendly FUN FACT

• Dr. Marian Diamonds research
• Result
• The brains of the rats in the learning
  environment actually WEIGHED more than the
  control group rats! Their brains grew!

8
More on Brain Plasticity
Dendrites and learning
From Were born to Learn by Rita Smilkstein
9
Recommendation 2

• Teachers should provide students with
  prescriptive, informational feedback regarding
  their performance.

10
Recommendation 2 - the Social and Emotional
Learning (SEL) Connection

• 1B. Students demonstrate awareness of their
  personal traits.
• (I am aware of my traits, know what I do well,
  and know what areas I can work on.)
• 1D. Students have a sense of personal
  responsibility.
• (I am aware of my responsibilities.)

11
Samples of feedback

• I noticed that
• The steps you took to solve that problem were
• Show me what strategies you used when.
• Talk to me about
• The effort you showed was
• Using pictures helped you understand and solve
  this problem. - or other specifics regarding the
  strategy the student used.

12
Recommendation 3

• Teachers should expose students to role models
  who have achieved in math or science in order to
  promote positive beliefs that all people are
  capable in math, thereby invalidating stereotypes
  regarding the type of person (e.g. male vs.
  female) who is most likely to be successful in
  these fields.

13
Recommendation 3 - the Social and Emotional
Learning (SEL) Connection

• 1C. Students demonstrate awareness of their
  external supports.
• (I am aware of the supports I have around me.)
• 2D. Students demonstrate ability to set and
  achieve goals.
• (I can set and achieve goals that will help me
  to be successful.)

14
Recommendation 4

• Teachers should choose activities connecting
  math and science activities to careers in ways
  that spark initial curiosity about math and
  science content.

15
Recommendation 4 - the Social and Emotional
Learning (SEL) Connection

• 2D. Students demonstrate ability to set and
  achieve goals.
• (I can set and achieve goals that will help me
  to be successful.)

16
Recommendation 5

• Teachers should provide opportunities for
  students to engage in spatial skills training.

17
Edutopia.org

• Cooperative Arithmetic

18
More to come

• Be watching for more ways to draw the math/SEL
  connections as the year progresses.