Description

Academics and social-emotional learning should not live in separate silos and can easily be melded, as demonstrated in the Integration of Social-Emotional Learning in Academics module. All strategies shared will be instructional strategies that promote emotional/intellectual safety. These low floor-high ceiling strategies will make learning accessible to students in all grade levels and content areas

Outcomes:

  1. Recognize components of a learning task that provide intellectual safety.
  2. Shift current instructional strategies to create opportunities for personal response.
  3. Create low floor-high ceiling learning tasks that will allow learners of all ability levels to access the learning.
https://player.vimeo.com/video/441333088

To view individual chapters, select the chapter from the choices on the right.

Reflective Questions:

  1. What current activities that I use in my classroom instruction can I embed the component of personal response in?
  2. Which of these strategies that promote intellectual safety can I modify to be appropriate for my grade level and subject content?
  3. How will I support my students to begin developing a growth mindset through the implementation of these strategies? How will that impact their personal and academic growth?

PowerPoint Presentation:

Module Presentation

Resource Document:

Module Resource Document

Contributors

John Antonetti
National Consultant

Darbie Valenti
Elementary Gifted Teacher
St. Joseph School District
darbie.valenti@sjsd.k12.mo.us

Professional Biographies

John Antonetti

John Antonetti has taught A.P Chemistry and Kindergarten and most grades in between in his home state of Arkansas. Once described by Larry Lezotte as a “teacher’s teacher,” Mr. Antonetti works with schools across the country and Canada on student engagement, writing, rigor and relevance, and high-yield best practices. As the former Director of Curriculum in the Sheridan School District in Arkansas, he took what he learned in his home district and developed strategies and protocols that work across all school types. He has partnered with five school districts that were awarded the nationally-recognized Broad Prize for Urban Education. While hands-on work in schools is his passion, John is also a highly-sought keynote speaker. His humor and parables are recognized by teachers, administrators, and parents as relevant examples of the power of teachers. Using his engagement cube and the Powerful Task Rubric for Designing Student Work, John co-authored with Jim Garver the ASCD best-seller 17,000 Classroom Visits Can’t be Wrong: Strategies that Engage Students, Promote Active Learning, and Boost Achievement. Antonetti and Terri Stice are the authors of #PowerfulTaskDesign: Rigorous and Engaging Tasks to Level Up Instruction which looks at the role technology can play in amplifying powerful lesson design.

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Darbie Valenti

Representing the St. Joseph School District, Darbie Valenti loves first and teaches second. With empathy as the basis of her work, she builds relationships with her students while promoting a growth mindset to empower them to believe that they can make meaningful and impactful changes to our world. Darbie’s 18 years of teaching experience spans elementary and middle school and also includes serving as an adjunct professor for Northwest Missouri State University. Darbie has received numerous teaching honors, including being recognized as the 2017 Missouri Teacher of the Year, which have afforded her the opportunity to serve as an ambassador for STEM education as well as trauma-informed education in her state, nation and around the globe as she fulfills her passion of building capacity in teachers.

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Course Content