WELCOME TO THE WEBCAST Advancing Social and Emotional Learning in Practice and Policy � Note: The webcast will be silent until it begins 2. Log all of your at 10am ET questions in the “Q&A” box 2 1 1. Check your audio connection: 10 July 2019 USAID ECCN
ADVANCING SOCIAL AND EMOTIONAL LEARNING IN POLICY AND PRACTICE
OVERVIEW USAID ECCN Salzburg Global Seminar Ø ECCN is a forum for collaboration, networking, information, and knowledge sharing that USAID and its implementing partners use to equitably increase Ø Salzburg Global Seminar’s mission is to challenge current and access to education in crisis and conflict-affected environments. future leaders to shape a better world. Ø Priority Areas: Safer Learning Environments, Improved Programming, Enhanced Equity, & Stronger Local Institutions. Ø ECCN’s external Partner Initiatives program showcases timely and important research on issues of education in crisis and conflict settings. Save the Children was one of 5 Partner Initiatives selected by ECCN. Website eccnetwork.net salzburgglobal.org Twitter @EdCCNetwork @SalzburgGlobal E-mail usaideccn@edc.org info@SalzburgGlobal.org
SPEAKERS Shailendra Sharma Daniela Labra Stephanie Jones Principal Advisor to the Director Co-Founder and General Professor of Education of Education Director Harvard University Delhi Government AtentaMente (United States) (India) (México) jonesst@gse.harvard.edu shailendraksharma10@gmail.com daniela@atentamente.mx Nina Weisenhorn Dominic Regester Sr. Advisor in Education in Program Director Crisis and Conflict Salzburg Global Seminar USAID Office of Education (Austria) (United States) dregester@SalzburgGlobal.org nweisenhorn@usaid.gov
AGENDA Introductions SEL and Salzburg Global Seminar India : The Happiness Curriculum México : Construye-T Contextualizing SEL SEL and USAID Q&A Closing Remarks
THE HAPPINESS CURRICULUM IN DELHI Integrating the science of emotions into classrooms Shailendra Sharma Principal Advisor to the Director of Education Delhi Government (India) shailendraksharma10@gmail.com
REVISITING THE BUILDING BLOCKS OF SEL
INTENTION AND APPROACH Ø Help children develop skills of mindfulness, self-awareness, critical thinking and reflection Ø Adopt a scientific, structured approach to social emotional learning Ø Encourage students to explore the qualitative nature of happiness Ø A 35 minute period is scheduled in the timetable each day for Grades 1-8 Ø Weekly structure for the classes with specific activities planned for each day Ø Daily Mindfulness Practice, observation and discussion on emotions using stories & experiential activities as mediums Ø 20 Stories & Activities provided as a bank for the year without the expectation of having to complete them in a specified period
SCALE Ø Implemented in all 1024 schools in Delhi from Grades Nursery - VIII Ø 800,000 students being reached every day Ø 18,000 teachers have been trained to facilitate the classes during regular school hours
IMPACT Ø Numerous stories of change have been related by students, teachers and parents describing how Happiness classes have led to reduced mental tension and a calmer state of mind
IMPACT CONT… Ø The stories and activities have led to reduced misunderstandings between friends and improved relations with parents and teachers
TESTIMONIALS Ø “I am able to control my temper better” Ø “I was overjoyed when my daughter – student, Grade 8 came and told me that I was the source of her happiness which she discovered Ø “I feel an increased sense of gratitude through an activity in the Happiness when someone does something for me” Class” – a Parent of Grade 7 student – student, Grade 7 Ø “This is the first time I have seen a Ø “I keep things in their proper place in curriculum that focuses on building the class so that others can find them better human beings which is the when they need it” – Khushi, Grade 3 greatest need of the hour” – a Middle School Teacher
SEL AS PUBLIC POLICY IN MÉXICO The case of Construye T Daniela Labra Co-Founder and General Director AtentaMente (México) daniela@atentamente.mx
Mexico, a leading country in � Socio-emotional Text Education They were not The importance of developing skills 2017: SOCIO- part EMOTIONAL such as self-awareness, empathy and of what was taught SKILLS team work is acknowledged in school 10 July 2019 USAID ECCN
Genesis of a nation-wide intervention VIOLENCE EDUCATION WELLBEING • Mexico is significantly below • Mexico ranks 1 st in • Between 60% - 70% of Mexican workplace stress in the average in the PISA test. students have been victims of world. violence (OECD). • 75% of employees report • Violence spread throughout the being stressed (IWO). country: organized crime, decomposition of the social fabric The importance of developing skills such as self-awareness, empathy and team work is acknowledged
An answer from prevention: SEL in the curricula Professional development ● In-person (12 hours, 8500 Principals and tutors) ● Online program (40 hours, 50,000 teachers) ● Online tutoring/support (4000 tutors) Construye T (K10-12), 2016-2018 Curriculum development ● • Instructional design Federal, Nation-wide ● • 352 lessons (teachers and students) 4 (10) 6 teens, 280,000 teachers, 16,000 Research schools The importance of developing skills ● Program evaluation design: Efficacy and fidelity of such as self-awareness, empathy and implementation team work is acknowledged
CONSTRUYE T BUILD YOURSELF EXPERIENCE IN FULL IMPLEMENTATION KNOW YOURSELF 3 Transversal Skills: RELATE • Attention • Clarity • Emotional literacy CHOOSE YOURSELF
EMOTIONAL Buy-in and sustainability: MATERIAL PROFESSIONAL WELLBEING TEACHERS AND PRINCIPALS PHYSICAL SOCIAL FIRST
KEY ELEMENTS TO IMPACTING PUBLIC POLICY: 1 2 3 EMBODYING AND SCIENTIFIC AND MAPPING KEY SPEAKING OUT FIELD EVIDENCE STAKEHOLDERS In the education sector and other • Being and advocating Evidence-based program, from mexico for • sectors too. Mexico, with renowned researchers • Inviting international and national Previous experience in different education • experts as spokespersons levels and other workplace contexts. 4 5 POSITIONING ALLIANCES Becoming a reference of SEL in • • National and international Mexico. • Researchers, universities, experts, Multidisciplinary team with • entrepreneurs, policy-makers knowledge and experience, fidelity 19 of implementation.
HOW DID/DO WE IMPACT EDUCATIONAL POLICY? 2 3 1 PUBLIC FORUMS & NATIONAL OPERATIONALIZATION CONFERENCES CURRICULA • High-school, Construye-T/ Book • Preeschool, Banorte Fundation Promoting SEL in different Invited by SEP (Ministry of • Junior school/ Books (McGraw Hill) spheres and sectors. education) as part of expert group 4 5 CONTINUITY: THE UNCERTAIN TEACHER HIGHER EDUCATION FUTURE Designing SEL curriculum for teacher higher-education • Lobbying: new Ministers, stakeholders, ESCUELAS NORMALES policy-makers) other NGOs, public opinion. • FUNDING! 20
RESOURCES FOR SOCIAL AND EMOTIONAL LEARNING Decision-making and implementation Stephanie Jones Professor of Education Harvard University (United States) jonesst@gse.harvard.edu
SOCIAL AND EMOTIONAL LEARNING RESOURCES Navigating SEL Frameworks Navigating SEL Strategies and Practices Contextualizing SEL for Different Settings
NAVIGATING SEL FRAMEWORKS THE TAXONOMY PROJECT Ø System for transparently navigating between and communicating across different disciplines, perspectives, organizing systems in the field. Ø Uses a common coding system to look at widely-used frameworks and determine what skills/competencies they include and how they are defined . Ø Designed to function as a Rosetta Stone, allowing users to: Understand how skills and Communicate clearly and Navigate between terms are defined in various precisely across disciplines, frameworks that employ frameworks. perspectives and sectors. different language.
THE TAXONOMY PROJECT EXPLORE SEL
NAVIGATING SEL STRATEGIES AND PRACTICES KERNELS OF SEL Targeted; flexible; easy to use, adapt, integrate
CONTEXTUALIZING SEL FOR DIFFERENT AUDIENCES
CONTEXTUALIZING SEL CONT.…
SOCIAL AND EMOTIONAL LEARNING AT USAID Nina Weisenhorn Sr. Advisor in Education in Crisis and Conflict USAID Office of Education (United States) nweisenhorn@usaid.gov
U.S. GOVERNMENET BASIC EDUCATION STRATEGY Vision The goal of the U.S. Government Strategy on International Basic Education is to achieve a world where education systems in partner countries enable all individuals to acquire the education and skills needed to be productive members of society. Objective 1 Improve Learning Outcomes Objective 2 Expand Access to Quality Basic education for All, Particularly Marginalized and Vulnerable populations.
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