Friday, March 28, 2014
What if ... communities sought to educate the heart as well as the mind?
This is the idea behind the work of Kimberly Schonert-Reichl at the University of British Columbia in Vancouver, Canada. Kimberly will be one of the keynote presenters at the upcoming Social and Emotional Learning Summit May 5-6 at TCF Stadium. The two day summit presented by the University of Minnesota Extension Center for Youth Development and Youthprise initiative is designed to move from understanding to action. Check out Dr. Schonert-Reichl's brief video on why we should educate the heart. At the May summit she will discuss how schools, neighborhoods and others have used data in Vancouver to change the way community leaders and citizens work together to educate the heart.
What if ... our communities did holistic assessments of children that included their sense of belonging, reflection, engagement, and assertiveness?
This is the theme of another keynote speaker at the May summit. Gil Noam is the Executive Director of PEAR (Programs in Education, Afterschool, and Resilience) at Harvard University. Learn how teachers, youth workers and others use holistic data on young people to inform and improve their practices.
What if ... Minnesota wanted to ensure all our youth are socially and emotionally equipped to learn and persist in that learning toward goals they set?
This question is being explored in Minneapolis and Saint Paul by a Generation Next Task Force I chair. What does socially and emotionally equipped mean and how would we know if they were? The task force is working to refine a high level goal in this area as well as explore existing data and ways of measuring key dimensions of social and emotional learning.
What if ... learning opportunities beyond the classroom - opportunities in 4-H, sports, and the wide variety of community youth programs - became more intentional about developing and measuring key dimensions of social and emotional learning?
A small group of out of school time leaders and funders are asking this very question. How might our field focus on some social and emotional learning attitudes and skills. How would this relate to quality improvement efforts underway? How would assessing it help us become more intentional? How might it help us better report on outcomes that are valued by our families, communities and schools? How might it unintentionally negatively affect our programs? These questions are also the focus of the second day of the SEL Summit in the Extension Center for Youth Development's symposium Assess It to Address It.
What if ... your community leaders wanted to support social and emotional learning? How would you help them?
Dale Blyth, Extension professor, School of Social Work, College of Education and Human Development *
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