Part 1: Analysis of Context

1. What do we know about our learners?

–       They are willing to speak about their feelings

–       They need more language to describe their emotions

–       They like to express their thinking (especially with digital technology)

–       They need more vocabulary to describe their social emotional learning and more strategies to set social emotional learning goals

–       They are developing a better understanding of what self-reflection entails

–       They need to develop an understanding of what self-regulated learning environment are

–       They are working on understanding the difference between self regulation and self regulated learning environment

–       They need more info on learning environments that best support their learning (i.e. what helps you learn better)

–       They are starting to understand that there is more than one way to describe their SEL learning (using words, various art medium, etc…)

 

2. What evidence supports what we know about our learners?

– Classroom observation

– One on one conference / conversation with students

– Self-reflection on FreshGrade (as a class or individually)

– Students’ portfolios

– Journals

Part 2: Focus and Planning

3. What focus emerges as a question to pursue?

1.   How to help students develop personal emotional awareness

2.   How to help student regulate their emotions?

3.   How to help students determine/chose/take steps to chose the environment that is the most conducive to their learning

4. What professional learning do we need?

We need to:

– Attend Shelley Moore’s Curriculum for All workshop and other SEL presenters’ workshops

– Devote time at staff meeting to SEL

– Collaborate with colleagues to further our knowledge of SEL

– Organize “Learn-Lunch” with SEL Helping Teachers to further our understanding of SEL

5. What is our plan?

We pan to:

– Use  “I can” statement to engage students in self-reflection on Emotional Learning

– Be open to exploring the use of Minds up and Zones of Regulation

– Provide students with strategies to calm themselves down and to regulate their emotions (such as Minds Up and the Zones of Regulation)

– Help students develop SEL vocabulary using the Zones of Regulations to identify their emotions

– Support students in practicing communicating their emotions

– Help students identify and take steps to create a learning environment that best suits their needs

 

Part 3: Reflect, Adjust, Celebrate

6. How will we know our plan is making a difference? (evidence / success criteria)

–       Our students will use detailed vocabulary to describe their emotions (vocabulary  in Zones of Regulation)

–       Our students will use strategies to regulate themselves (using Minds Up and Zones of Regulation)

–       Our students will use different art medium to express their emotions

–       Enhanced level of calm and serene engagement as noted by teachers and parents and students

–       Improved interactions between students

–       Increased number of students choosing their learning environment

7. Based on the evidence, does our inquiry require adjustment?