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One on one interaction, discussion with them in the classroom.

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Exit ticket at the end of the class to check in their confidence level towards the new learning

At the end of the unit, and end of the unit reflection looking at diverse aspects: ATLs, wellbeing, and concept based learning

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Establishing classroom goals that are co-created with the students.

Model and facilitate collaborative working.

Always start the class with a clear output in mind which is scaffolded with the students.

Start the class with a grounding activity that fosters team building.

End the class with a reflection session with the student's takeaways along with celebration points and bumps along the way.

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Exit ticket at the end of the class to check in their confidence level towards the new learning

At the end of the unit, and end of the unit reflection looking at diverse aspects: ATLs, wellbeing, and concept based learning

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Create a safe non judgemental space for students to share their thoughts and ideas without fear.

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Encouraging physical movement and play.

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Kanjal, Jyasyi, and Spencer:

Circular time storytelling, quiet corner, opportunities to journal, time to eat when feeling hungry, naptime (especially in block 7/8).

Getting outside of the classroom walls!

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Best strategy that I am talking to students everyday morning in HR simply asking them about their today's assignments, classes,How will be their day today? How they are feeling etc. Just a 5 minutes informal talk help to to engage them and building positive relationship.

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I have gained a newer perspective on it during PASS Interventions on a one to one with my HR advisees

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In my classroom - checking the pulse of the class, doing something that the students like, one on one talk with the student, acknowledging good deeds and kindness.

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Seeming gap between student and teacher perception of student attitudes and outcomes, and reality presented by the data.

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Talk to students apart from school life for positive bond.

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Collaborative discussions provide opportunities for students to engage in small group or whole-class discussions where they can share their thoughts, opinions, and experiences. This allows for active engagement, perspective-taking, and understanding of diverse viewpoints.

Taking meditation sessions, was an effective session where the students benefitted in terms of reduced stress, better focus & calmness.

Shagun Rawat

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Be a child while dealing with the children. It helps.

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Be a child while dealing with the children. It helps.

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Interpreting data and analysing the same when a large number of students

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A simple 5 minute informal chat before class begins, to ease them out and share how the day has been progressing so far.

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A simple 5 minute informal chat before class begins, to ease them out and share how the day has been progressing so far.

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Domains and quadrants; dimension: concept of preparedness of learning

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Using PASS data to modify classroom teaching methods

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There's an occasional question mark on the reliability of the data provided.

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Check-in at the beginning of the class as to their where they are in the process of making the final work. What in the work inspires them to carry on ?

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"No one is alone", this is an incredible activity which helps them know that no one is alone and there is some one who is like you and has similar likes and dislikes like you.

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Grounding activity- How has the day been so far and what are they hoping to do in class? Discuss how we can make the learning activity fun and productive.

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How to use PASS data for making counselling plans

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Helped to get to know the specific domains

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Take 5 minutes in the beginning of the class to understand how the students are feeling, their concerns, and how you might be able to help them. Focus your conversations around your subject areas and your scope of help.

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I joke with students. I use student responses by referencing their names to reinforce whatever learning we are doing

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Being a good listener

Guide them through the process of understanding their needs

scope for interaction

pairing for peer support

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1. Playing charades/ taboo with prompts written on chits. This can be done to revise concepts or generally to establish connect with the students.

2. Creating flash fiction ( a one line story) with multiple prompts (could be based on a theme). This is a entertaining and fun engagement activity.

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Starting with the class discussion about the previous learning and discussing the class goals. In this case, they feel ownership of their learning.

Strategies: 2 mostly

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Wouldn't you love to wave a magic wand and instantly increase classroom participation? With these discussion strategies, you'll have all the magic you need!

I think you'll agree with me when I say there's nothing that lets the wind out of your sails in education quite like a lack of classroomparticipation. You know what I'm talking about... when you try to initiate a discussion only to be met with a silent room full of students looking at anything but you. I've been in this position more times than I can count, and it reminds me every. single. time. of how essential it is to have a few go-to discussion strategies to rely on.

Discussion routines are timeless classroom engagement strategies that take little prep but pack a big punch; they increase classroom participation and ensure that the vast majority of students are engaged throughout the entire lesson! They help students initiate conversations with one another and take charge of the discussion, allowing you as the teacher to take a back seat and facilitate the learning. I use them to discuss short stories, nonfiction texts, Article of the Week, novels; you name it!

If this sounds like something your classroom could benefit from, read on to see how to intentionally establish expectations and routines for facilitating your classroom discussions, as well as read about my eight favorite routines guaranteed to enhance learning for all your students!

DISCUSSION ROUTINES 101: EXPECTATIONS & ROUTINES

Facilitating successful discussion routines is just like any other instructional activity. If you take the time to establish discussion norms and review key routines, you'll increase the likelihood of student success. In my classroom, discussions have five expectations:

1. Come prepared.

2. Listen attentively.

3. Mutual respect.

4. Show appreciations/acknowledgements. (No put downs)

5. Stay on task.

Students are also more successful with discussion strategies when you set parameters around them. Plan for things such as:

1. Who will students discuss with? (Table groups, shoulder partner, groups of 3, etc.)

2. Who will speak first? (The student with the longer hair, the older student, etc.)

3. How long will they have to share their thoughts? (30 seconds? 2 minutes?)

4. What should listening partners or other group members do after someone speaks? (Agree/Disagree, acknowledge, reflect, etc.)

Taking a few minutes to preplan your discussion routines before executing each week will ensure students stay on track and eliminate some last-minute stress.

Once you've made a plan for how you'll facilitate the discussion, it's time to pick your text or topic & identify a discussion routine.

Discussion Routine #1: Four Corners

Four Corners is a discussion strategy that invites students to connect with the text on an emotional or intellectual level separate from the standards. You won't be asking students about the main idea or the organizational structure the author decided to use. Instead, you'll be asking students what they think or how they feel about the content or topics in the text!

Before class begins, preread your text and develop a list of subjective statements related to the topic. Label all four corners of your room with the phrases "strongly agree," "agree," "disagree," "strongly disagree." After reading the text, read aloud each statement and have students quietly think and make notes of their stance. Then, read the statements aloud one at a time. Students will leave their seats and stand next to their perspective on the topic.

Give them time to discuss with students who share the same view and students with opposing views. Afterward, wrap up your discussion and circle it back to the text and the task at hand.

Discussion Routine #2: Compass Points

The Compass Points discussion routine is used to help students think about a concept or topic from multiple perspectives. As a result, students will be able to identify areas where they need more information.

Students can complete this routine in small groups, individually, or as a whole group. I like to combine all three by hanging up four posters around the room labeled with the compass points. Each student receives four sticky notes. Read aloud your questions one at a time and have them jot their thoughts on each sticky note. The students will answer the following questions in response to the text:

N-What else do you Need to know or find out about this idea?

E- What Excites you about this idea? What is the upside?

S- What is your current Stance or opinion on the idea or what Suggestions do you have at this point?

W- What do you find Worrisome about this idea or proposition? What is the downside?

After they've considered and responded to all four questions, they will place their sticky notes on the appropriate compass point. Once everyone's thinking has been laid bare, have them form groups of 3-4 and conduct a gallery walk to read and discuss the different answers.

Discussion Routine #3: Chalk Talk

Chalk Talk is a silent discussion routine that invites students to discuss anything from a text-based question to a quote, historical document, piece of writing, image, poem, etc. The sky's the limit!

To facilitate a "Chalk Talk," you'll need to prepare your set of questions or prompts ahead of time and write them on a big sheet of paper, one question per. Place students in groups of 2-4 and spread them across the questions. Provide plenty of markers at each station for students to use. To start the discussion, students will focus on the subject written in the middle of the paper. They will respond and record their thinking on the large paper. After their initial responses, they should "discuss" with their groups silently; students should write all reactions, comments, and questions on the poster paper.

Next, students will switch to different stations in silence, reading and commenting on other poster papers. Once students have traveled around to the other stations and are back at their original location, they should read the comments and debrief. What do they notice about the responses? What new thinking emerged?
Bonus: This discussion routine is just as easy to facilitate digitally using a platform like Padlet.
Discussion Routine #4: Tug of War

The "Tug of War" discussion strategy will help your students understand the forces that may "tug" on both sides of a dilemma. For example, when reading the book by Alan Gratz, you might have students discuss how Cuba closed its border to the Jewish refugees aboard the MS St Louis. By using an instructional strategy like the Tug of War, students will analyze the "pull" of multiple factors going back and forth and appreciate the fairness of a topic that may not always be black and white.

To facilitate this discussion, you'll first need to identify the two opposing sides of a given issue. Using sticky notes, invite students to determine as many "tugs" (reasons) as possible that pull them towards a particular side of that topic and place them on the whiteboard (class) or table (group). Once complete, they will do the same thing on the other side of the topic.

After identifying the tugs, have students arrange the "tugs" to strengthen the argument by placing the strongest reasons at the end of the rope and the weakest toward the middle. Finally, have students discuss their reasoning and placement of "tugs."

Using this discussion routine, you can assess the students' ability to see both sides of a dilemma, how the class views a dilemma, and ultimately, how clearly students can articulate their thoughts and opinions.

Discussion Routine #5: Four C's

The 4C's is a discussion strategy that provides a set of questions for students to answer in a purposeful, structured way. In a four-square format, your students will answer questions based on the content or text you provide.

Connections - What connections do you draw between the text and your own life or your other learning?

Challenge -What ideas or assumptions do you want to challenge within the text?

Concepts - What key concepts or ideas do you think are important and worth holding on to form the text (themes)?

Changes - What changes did the text bring about in your attitude or thinking?

Discussion Routine #6: Connect-Extend-Challenge

This Connect-Extend-Challenge discussion routine is a great way to help students connect prior knowledge with new content. I like to use this discussion routine after reading a chunk of text that builds on something students already know but offers a unique perspective or critical piece of information.

With this strategy, you will share your source of new information (article, text, video clip, image, infographic, etc.) and give students time to read or digest the information. It may be helpful to view or read the material two to three times to understand and synthesize the information thoroughly. Afterward, pose the following three questions to your students and give them ample think time:

Connect: How do the ideas and information in this text connect to what you already know about _______?

Extend: How does this information extend or broaden your thinking about _______?

Challenge: Does this information challenge or complicate your understanding of _______? What new questions does it raise for you?

Pair students up with a partner or small group to round-robin share out and then debrief with a whole-class discussion.

Discussion Routine #7: Penny For Your Thoughts/Fishbowl

The Penny For Your Thoughts discussion routine offers a unique opportunity to have a whole-class discussion in which every student's voice can be heard; however, it does take a bit of time and prep work. To prepare your room, you'll need to arrange the classroom furniture before class begins. Form a circle of chairs around the perimeter of the room facing the center. Bring enough pennies to give every student at least two. To prepare for the discussion, you'll need to generate a set of questions in response to a poem, text, short story, etc. that you've just finished reading. You'll increase the likelihood that all students can succeed if you create scaffolded questions and provide a fair amount of level one, two, and three DOK questions.

Kick off your discussion by posing a question and then allowing students to step up and drop their penny in a jar, placed in the center, as they answer the question. Students can use their pennies to respond to the first answer, provide a different answer, or extend/add on to the previous answer. Students on the outside might observe, take notes, complete a graphic organizer, or use a rubric to give feedback.

An alternative to this discussion routine is a "Fishbowl." In a fishbowl, you'll place two chairs in the middle of the room facing each other, with the rest of the students sitting in a circle around them. With this strategy, the two students in the middle will have a conversation (questions predetermined by you).

Both of these variations offer a great way for students to find their voice, listen to others, observe academic conversations, and note how their classmates feel about a topic!

Discussion Routine #8: The Pyramid

This last discussion routine is a student favorite, and you should be prepared for it to get loud! To prepare for this routine, make sure you have a few higher-level essential questions that could have multiple possible answers. For example, after reading this text on plastic disease in coral reefs, students could discuss potential questions like:

Whose responsibility is it to ensure that our corals remain healthy and plastic free?

If countries like Austrailia can curb coral disease with proper waste removal systems, whose responsibility is it to ensure countries like Indonesia do the same? What happens when they don't?

To start this discussion routine, begin by pairing students in groups of two and presenting the question. After each partner has had a chance to share, the group of two will join another group creating a group of four. These new groups of four students will discuss the same question, ensuring they listen to all points of view. When each group of four has finished, two groups will join, forming a group of eight, and the students will once again discuss the question. This process will repeat itself until the whole class has joined as one and the topic is discussed as an entire group.

DISCUSSION STRATEGIES ARE A WINNING ROUTINE FOR EFFECTIVE TEACHERS

Adding discussion routines to your toolbox of instructional strategies will take some practice, but it will be well worth the rehearsal when your classroom participation skyrockets (win!) and students can fully lead the conversation with little or no support from you (double win). Don't leave the fate of your lesson in the hands of those few students who always raise their hand. By planning a couple of discussion routines each week, you can ensure whole class engagement and participation as well as take some of the pressure off you.

Give one of these discussion strategies a try this week and let me know how it goes. I'd love for you to leave a comment below or find me on FB or IG!

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8 Discussion Strategies Guaranteed To Enhance Learning For All Students

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Wouldn't you love to wave a magic wand and increase student engagement? With these discussion strategies, you'll have all the magic you need!

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That SEL and PASS are interlinked in a vicious circle. And the student is at the centre agaqin

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Asking students and giving them the autonomy to decide at times what they want to discuss. Following up on those discussions is also essential.This can be done individually and also in a group.

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Asking students and giving them the autonomy to decide at times what they want to discuss. Following up on those discussions is also essential.This can be done individually and also in a group.

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Regular check-in to understand their areas of concern, team building games, brain breaks

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Each student takes turns sharing two true statements about themselves and school and one false statement. The rest of the class then tries to guess which statement is the lie. This game not only helps students learn more about each other and the different school activities and rules but also encourages active listening and critical thinking.

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Holistic view of the student

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Celebration Circle every Monday Class and setting Goals for the week. Allowing students to share their struggles and achievement's to build the bond and slowly bring them to discussions leading towards the planned session.

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Student attitudes to school and self. Using concrete data to meet special needs.

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Using PASS Data to the optimal

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PASS allows to delve deeper into the psyche of our learners. So, in a way, it facilitates bringing forth relevant, and timely intervention to address any learners concerns.

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Short breaks when it's a double block

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Practicing active listening during classroom discussions, one-on-one interactions, and even informal conversations. Give students full attention, maintain eye contact, and validate their feelings and perspectives. Encourage them to share their thoughts, feelings, and concerns without fear of judgment.

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To know and understand students view about things happening around them in school.

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To know and understand students view about things happening around them in school.

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Designing interactive activities through games helps them put their guard down and get involved in the learning.

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The best strategy I find is a simple greeting and talking about their day. This helps in setting the tone of the classroom. You know how to direct in what direction you need to lead your class in. This is important no matter which grade you are teaching

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Apart from delivering concepts, coming with a set of structured questions for Math Practice makes students more involved and collaborate with each other.

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Regular check-ins with students as conversations to understand students' well being status.

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I work to build a positive relationship with students and with the class as a team. In doing this the students want to do well and work well with their peers. When students feel safe and appreciated they work better.

by Chandeen

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The strategy that works well in my class is to give the students brain breaks and give them some time to vent out. Students like to share their feelings about assessments, their frustration, it's good to be a listening ear to them without being judgemental for their SEL.

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Understand students better

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Misleading data which may lead to inaccuarte interpretations and understanding.

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Take a Pollev to test attitudes and emotions to see what students feel about a topic or their confidence in it. This helps them think deeply about their own connection with the topic.

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Quadrants

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Helps analyse students' understanding and perception of the school.

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Helps analyse students' understanding and perception of the school.

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Engage with students about what they are currently experiencing/struggling with outside my own class, including stress from other classes, extracurriculars, upcoming holidays, etc., and being cognisant of these same issues before "piling on" to them.

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Student attitude to various aspects of the school and to their perception of their own attributes as learners.

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1. Personalised Taboo cards for learning how to rephrase what a student is going through.

2. "One thing I want you to know" is...

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That it's a school survey conducted on students

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The 4 quadrants and how can we identify students in these categories and then work on the same

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About Pass and what, as teachers can we gain from the same for the good of our students.

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The validity and reliability of the data

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The validity and reliability of the data

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The domains and quadrants that help you analyze through triangulation

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The domains and quadrants that help you analyze through triangulation

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I think Jitendra's presentation of ways to raise student positivity was really good. The challenge for is to know what strategies to use to implement his conclusions.

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the integration of the three other areas, the sense of purpose, level of autonomy, etc made me think about it with a broader perspective

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the integration of the three other areas, the sense of purpose, level of autonomy, etc made me think about it with a broader perspective

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Analysing the data

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Pass data assesses how students feel about the school and as a learner for themselves.

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Data may be misleading

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The time of data collection and guiding the students is very important to collect good data. May be not look at generic view but individual data.

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Constructive data is good to use and helps you to do lot of analysis.

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Authenticity of data based on specific questions

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When the Pass test is conducted is also important. Timing is everything.

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Attitude of teachers has to change towards students not the other way around.

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Solely relying on data won’t take us anywhere

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Pupil is a disenfranchised term for learners with special needs . 

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Pupil is a disenfranchised term for learners with special needs . 

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Analyse the data and understand the PASS

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Authenticity of PASS data and it’s misinterpretation

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Well being is is a holistic concept and the 4 domains are inseparable. 

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Well being is is a holistic concept and the 4 domains are inseparable. 

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It can be further use to enhance our self awareness as an educator

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General understanding Pass and feedback 

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General understanding Pass and feedback 

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Sel influences one’s wellbeing. Pass gives an idea about it

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Importance of PASS analysis

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How to use the PASS data

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Some fact about the data, using PASS model

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About the pass model and it’s relevance to student progress

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Foster knowledge, skills, and attitudes across five areas of social and emotional competence;

Establish equitable learning environments and coordinate practices across four key settings that support students' social, emotional, and academic development.

Download more information on the framework (available in and Spanish).

Use our reflection protocol to facilitate a discussion on implementation efforts in your school, district, or other setting.

Read more about the 2020 update to our framework, which highlighted the potential of SEL in promoting educational equity and excellence.

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Communities

Communities. Community partners often provide safe and developmentally rich settings for learning and development, have deep understanding of community needs and assets, are seen as trusted partners by families and students, and have connections to additional supports and services that school and families need. Community programs also offer opportunities for young people to practice their social and emotional skills in settings that are both personally relevant and can open opportunities for their future. To integrate SEL efforts across the school day and out-of-school time, school staff and community partners should align on common language and coordinate strategies and communication around SEL-related efforts and initiatives.
Learn more: CASEL Guide to Schoolwide SEL - Community Partnerships

Families & Caregivers

Families & Caregivers. When schools and families form authentic partnerships, they can build strong connections that reinforce students' social and emotional development. Families and caregivers are children's first teachers, and bring deep expertise about their development, experiences, culture, and learning needs. These insights and perspectives are critical to informing, supporting, and sustaining SEL efforts. Research suggests that evidence-based SEL programs are more effective when they extend into the home, and families are far more likely to form partnerships with schools when their schools' norms, values, and cultural representations reflect their own experiences. Schools need inclusive decision-making processes that ensure that families-particularly those from historically marginalized groups-are part of planning, implementing, and continuously improving SEL.

Schools can also create other avenues for family partnership that may include creating ongoing two-way communication with families, helping caregivers understand child development, helping teachers understand family backgrounds and cultures, providing opportunities for families to volunteer in schools, extending learning activities and discussions into homes, and coordinating family services with community partners. These efforts should engage families in understanding, experiencing, informing, and supporting the social and emotional development of their students.
Learn more: CASEL Guide to Schoolwide SEL - Family Partnerships

Schools

Schools. Effectively integrating SEL schoolwide involves ongoing planning, implementation, evaluation, and continuous improvement by all members of the school community. SEL efforts both contribute to and depend upon a school climate where all students and adults feel respected, supported, and engaged.

Because the school setting includes many contexts-classrooms, hallways, cafeteria, playground, bus-fostering a healthy school climate and culture requires active engagement from all adults and students. A strong school culture is rooted in students' sense of belonging, with evidence that suggests that it plays a crucial role in students' engagement. SEL also offers an opportunity to enhance existing systems of student support by integrating SEL goals and practices with universal, targeted, and intensive academic and behavioral supports. By coordinating and building upon SEL practices and programs, schools can create an environment that infuses SEL into every part of students' educational experience and promotes positive social, emotional, and academic outcomes for all students.
Learn more: CASEL Guide to Schoolwide SEL

Classrooms

Classrooms. Research has shown that social and emotional competence can be enhanced using a variety of classroom-based approaches such as: (a) explicit instruction through which social and emotional skills and attitudes are taught and practiced in developmentally, contextually, and culturally responsive ways; (b) teaching practices such as cooperative learning and project-based learning; and (c) integration of SEL and academic curriculum such as language arts, math, science, social studies, health, and performing arts. High-quality SEL instruction has four elements represented by the acronym SAFE: Sequenced - following a coordinated set of training approaches to foster the development of competencies; Active - emphasizing active forms of learning to help students practice and master new skills; Focused - implementing curriculum that intentionally emphasizes the development of SEL competencies; and Explicit - defining and targeting specific skills, attitudes, and knowledge.

SEL instruction is carried out most effectively in nurturing, safe environments characterized by positive, caring relationships among students and teachers. To facilitate age-appropriate and culturally responsive instruction, adults must understand and appreciate the unique strengths and needs of each student and support students' identities. When adults incorporate students' personal experiences and cultural backgrounds and seek their input, they create an inclusive classroom environment where students are partners in the educational process, elevating their own agency. Strong relationships between adults and students can facilitate co-learning, foster student and adult growth, and generate collaborative solutions to shared concerns.
Learn more: CASEL Guide to Effective SEL Programs

Self-Awareness

Self-awareness: The abilities to understand one's own emotions, thoughts, and values and how they influence behavior across contexts. This includes capacities to recognize one's strengths and limitations with a well-grounded sense of confidence and purpose.

Such as:

Integrating personal and social identities

Identifying personal, cultural, and linguistic assets

Identifying one's emotions

Demonstrating honesty and integrity

Linking feelings, values, and thoughts

Examining prejudices and biases

Experiencing self-efficacy

Having a growth mindset

Developing interests and a sense of purpose

Check out this video from PBS Learning Media for more information.

Self-Management

Self-management: The abilities to manage one's emotions, thoughts, and behaviors effectively in different situations and to achieve goals and aspirations. This includes the capacities to delay gratification, manage stress, and feel motivation and agency to accomplish personal and collective goals.

Such as:

Managing one's emotions

Identifying and using stress management strategies

Exhibiting self-discipline and self-motivation

Setting personal and collective goals

Using planning and organizational skills

Showing the courage to take initiative

Demonstrating personal and collective agency

Check out this video from PBS Learning Media for more information.

Social Awareness

Social awareness: The abilities to understand the perspectives of and empathize with others, including those from diverse backgrounds, cultures, and contexts. This includes the capacities to feel compassion for others, understand broader historical and social norms for behavior in different settings, and recognize family, school, and community resources and supports.

Such as:

Taking others' perspectives

Recognizing strengths in others

Demonstrating empathy and compassion

Showing concern for the feelings of others

Understanding and expressing gratitude

Identifying diverse social norms, including unjust ones

Recognizing situational demands and opportunities

Understanding the influences of organizations and systems on behavior

Check out this video from PBS Learning Media for more information.

Responsible Decision-Making

Responsible decision-making: The abilities to make caring and constructive choices about personal behavior and social interactions across diverse situations. This includes the capacities to consider ethical standards and safety concerns, and to evaluate the benefits and consequences of various actions for personal, social, and collective well-being.

Such as:

Demonstrating curiosity and open-mindedness

Learning how to make a reasoned judgment after analyzing information, data, and facts

Identifying solutions for personal and social problems

Anticipating and evaluating the consequences of one's actions

Recognizing how critical thinking skills are useful both inside and outside of school

Reflecting on one's role to promote personal, family, and community well-being

Evaluating personal, interpersonal, community, and institutional impacts

Check out this video from PBS Learning Media for more information.

Relationship Skills

Relationship skills: The abilities to establish and maintain healthy and supportive relationships and to effectively navigate settings with diverse individuals and groups. This includes the capacities to communicate clearly, listen actively, cooperate, work collaboratively to problem solve and negotiate conflict constructively, navigate settings with differing social and cultural demands and opportunities, provide leadership, and seek or offer help when needed.

Such as:

Communicating effectively

Developing positive relationships

Demonstrating cultural competency

Practicing teamwork and collaborative problem-solving

Resolving conflicts constructively

Resisting negative social pressure

Showing leadership in groups

Seeking or offering support and help when needed

Standing up for the rights of others

Check out this video from PBS Learning Media for more information.

Social & Emotional Learning

Social and emotional learning (SEL) is an integral part of education and human development. SEL is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.

SEL advances educational equity and excellence through authentic school-family-community partnerships to establish learning environments and experiences that feature trusting and collaborative relationships, rigorous and meaningful curriculum and instruction, and ongoing evaluation. SEL can help address various forms of inequity and empower young people and adults to co-create thriving schools and contribute to safe, healthy, and just communities.

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Our SEL framework, known to many as the "CASEL wheel," helps cultivate skills and environments that advance students' learning and development.