1. No category

Using Children’s Literature
Differently…..Addressing Academic/
Behavioral/Personal/Emotional Issues of
ALL Learners
Laura Beltchenko
[email protected]
Associate Superintendent Curriculum and Instruction, Wauconda CUSD #118
Doctoral Student, National Louis University, Illinois
The OK Book
Amy Rosenthal and illustrated by
Tom Lichtenheld
Laura Beltchenko, 2013
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Bridging the Cognitive and Affective
Domains in the Classroom
Today’s Agenda
• Create an adult learning environment
• Demonstrate the use of children’s literature as
“mentor texts” for academic and social behaviors
development
• Share standards and different models of
Social/Emotional Learning
• Walk away with activities that can be used in your
classroom that weave reading, writing and
personal/social/emotional development
• A personal thank you for allowing me to share my
passion for children’s literature. LB
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What Do We Know About
Student Learning?
• Brain research tells us:
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Affective or
Social/Emotional Learning
• As teachers, we naturally emphasize the
cognitive domain in our teaching. After all,
students think and learn with their brains (we
hope!). Yet the affective domain can
significantly enhance, inhibit or even prevent
student learning. The affective domain includes
factors such as student motivation, attitudes,
perceptions and values. Teachers can increase
their effectiveness by considering the affective
domain in book selection, lesson planning, read
alouds, center activities.
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Sequenced, Active, Focused and Explict
Durlak, Taylor, Weissberg, Schellinger, 2011
• S: use a Sequenced set of activities to
achieve skill objectives
• A: use Active forms of learning
• F: include at least one program
component Focused on developing
personal or social skills
• E: Explicitly target particular personal
or social skills for development
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What do We Need as Educators, to
Support our Students
Social and Emotional Needs?
• Maturity:
Maturity self-awareness, self-acceptance,
tolerance of others.
• Integrity:
Integrity respect for self and others that
enables the teacher to avoid exploitation of
emotions.
• Responsibility:
Responsibility an attitude of responsiveness as
well as a willingness to guide group participants
through potentiall difficult discussions
• Adaptability:
Adaptability the ability to adjust plans to
meet the needs of the group at the moment,
and to allow participants their
own interpretations.
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Attributes continued:
• Empathy:
Empathy the ability to understand
another person’s feelings without
actually experiencing them.
• Respect:
Respect the recognition of the value
of another person’s feelings, and his or
her inherent worth and uniqueness.
• Genuineness:
Genuineness sincerity, spontaneity,
openness; awareness and acceptance of
one’s own inner experiences.
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Illinois PBIS “+” Illinois Social
and Emotional Learning Standards
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Emotional Intelligence
Emotional Intelligence is
the ability to perceive
and express emotions,
emotions
to understand and use
them and to manage
emotions so as to
foster personal growth.
Salovey & Mayer, 1990,
1997, 2000
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Picture Books and the Art that
Tells Their Stories
Although each attribute in the E.I. Framework
is valuable, today’s presentation will focus on
the Regulation of Emotions.
• Be open to feelings both pleasant
and unpleasant.
• Monitor and reflect on emotions
• Manage emotion in oneself or others through
personal action
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The Nice Book
David Ezra
http://blaine.org/sevenimpossiblethings/?p=1478
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(CASEL) http://casel.org/
“CASEL focuses on SEL as an essential
part of education and speaks of five
basic sets of skills or competencies that
can be systematically focused on at
home and in school.” CASEL, 2011
Their five core competencies, provide the
behavioral support that provide
students with a foundation for
successful learning.
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CASEL Core Competencies:
Achieving Success in School, Work and
Life
1. SelfAwareness:
Identify ones
thoughts, feeling
and strengths,
and recognizing
how they
influence one’s
choices and
actions.
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The Big Orange Splot
Daniel Pinkwater
2. Social-Awareness: Identify and
understand the thoughts and
feelings of others, respecting their
rights and appreciating diversity.
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CASEL Core Competencies:
Achieving Success in School, Work and
Life
• 3. Self-Management
Establishing and
working toward short
and long term goals,
and handling emotions
so that they facilitate
rather than interfere
with the task at hand.
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CASEL Core Competencies:
Achieving Success in School, Work and
Life
• 4. Responsible Decision Making:
Generating implementing and evaluating
positive and informed solutions to
problems, and assuming responsibility
for personal decisions and behaviors.
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Responsible Decision Making
Award-Winning Children’s Author and Illustrator
Kevin Henkes
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CASEL Core Competencies:
Achieving Success in School,
Work and Life
5. Relationship Skills: Learning the
skills to communicate, listen and
negotiate situations to establish and
maintain healthy and rewarding
connections with individuals and groups.
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Illinois Social/Emotional
Learning Standards
• Goal 1:
1 Develop self-awareness
and self-management skills to
achieve school and life success.
Why this goal is important:
important
Involves knowing your emotions,
how to manage them and ways to
express them constructively.
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Learning Standard 1A: Identify and
Manage One’s Emotions and Behavior
• Early Elementary 1A.1a,
Recognize and
accurately label
emotions and how they
are linked to behavior.
• Later Elementary 1A.2a,
Describe a range of
emotions and the
situations that cause
them.
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Learning Standard 1A: Identify and
Manage One’s Emotions and Behaviors
• Middle School 1A.3a,
Analyze factors that create
stress or motivate successful
performance.
• Early H.S 1A.4a,
Analyze how thoughts and
emotions affect decision making
and responsible behavior.
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Learning Standard 1A: Identify and
Manage One’s Emotions and Behavior
• Early Elementary 1A.1b,
Demonstrate control of
impulsive behavior.
• Late Elementary 1A.2b,
Describe and demonstrate
ways to express emotions in
a socially acceptable manner.
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Learning Standard 1A: Identify and
Manage One’s Emotions and Behavior
• Middle School 1A.3b,
Apply strategies to manage stress
and to motivate successful
performance.
• Early H.S. 1A.4b,
Generate ways to develop more
positive attitudes.
• Late H.S. 1A.5b,
Evaluate how expressing more
positive attitudes influences others.
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Illinois Social and Emotional
Learning Standards
• Goal 2:
2 Use social-awareness and
interpersonal skills to establish and
maintain positive relationships.
Why this goal is important:
important Success in
school and life requires us to have the
ability to recognize the thoughts,
feelings and perspectives of others,
including those different from ones
own.
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Goal 2., Learning Standard A:
Recognize the feelings and perspectives
of others
Verbs that are designed to build upon
knowledge:
• Early Elem: Recognize
• Late Elem: Identify
• Middle/Jr. High: Predict
• Early H. S.: Analyze
• Late H. S.: Demonstrate
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Learning Standard 2A: Recognize the
feelings and perspectives of others.
• Early Elementary 2A.1a,
Recognize that others
may experience situations
differently from oneself.
• Late Elementary 2A.2a,
Identify verbal, physical and
situational cues that indicate
how others may feel.
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Learning Standard 2A: Recognize the
feelings and perspectives of others.
Middle/Jr. High 2A.3a
Predict others’ feelings
and perspective in a
variety of situations.
Early H. S., 2A.4a
Analyze similarities and
difference between one’s own
and others’ perspectives.
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Learning Standard 2Ab: Recognize the
feelings and perspectives of others.
• Early Elementary 2A.1b,
Use listening skills to
identify the feelings and
perspectives of others.
• Late Elementary 2A.2b.,
Describe the expressed
feeling and perspectives of
others.
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Illinois Social and Emotional
Learning Standards
• Goal 3.
3 Demonstrate decision-making
skills and responsible behaviors in
personal, school and community
contexts.
Why this Goal is Important:
Important Achieving
these outcomes requires an ability to
make decisions, solve problems,
generate alternative solutions and
learn from one’s decision making.
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Goal 3, Learning Standard A: Consider
ethical factors in making decisions.
• Early Elementary 3A.1a,
Explain why unprovoked
acts that hurt others are
wrong.
• Late Elementary 3A.1b,
Demonstrate the ability to
respect the rights of self
and others.
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Goal 3, Learning Standard B:Apply decision
making skills to deal responsibly with daily
academic and social situations.
• Early Elementary 3B.1a,
Identify a range of
decisions that students
make at school.
• Late Elementary 3B.1b,
Identify and apply the
steps of systematic
decision making.
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Goal 3, Learning Standard B: Apply decision
making skills to deal responsibly with daily
academic and social situations.
• Middle/J. High 3B.3a.,
Analyze how decision-making skills improve
study habits and academic performance.
• Early H.S. 3B.4a.,
Evaluate personal abilities to gather
information, generate alternatives, and
anticipate the consequences of decisions.
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Turn and….
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Mellow Out…gives voice to emotional
life… and to gifted children
“Our culture is not always kind
to individuals who behave a
little differently. Thus, even
when they are in association
with negative behaviors or
disorders, overexcitabilities
may be seen as strange.”
Michael M. Piechowski, Yunasa
Books, Madison, Wisconsin
2006,
www.mellowout.us
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Emotional Intelligence Framework
from Vantassel-Baska, Cross & Olenchak, 2009
• Perception, appraisal, and expression of
Emotion
• Emotional facilitation of thinking
• Understanding and analyzing
emotional information
• Regulation of emotion
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Asynchronistic Development
http://www.hoagiesgifted.org/asynchrony_squared.htm
As Linda Kreger Silverman so aptly describes
it "...gifted children develop in an uneven
manner, ... they are more complex and
intense than their age-mates, ... they feel
out-of-sync with age peers and 'age
appropriate curriculum,' ... the internal and
external discrepancies increase with IQ, and
... these differences make them extremely
vulnerable."
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The Mysterious
Benedict Society Trilogy
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Children's Literature Embraces
these Attributes
• 1. Psychomotor
• 2. Sensual (senses)
• 3. Imaginational
• 4. Intellectual
• 5. Emotional
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Dabrowski’s Theory of Emotional Development
Examples of Heightened Sensitivities (overexcitabilities).
(Piechowski, 2006)
1. Psychomotor
• Organic excess of energy
• Love of movement for its
own sake
• Rapid speech
• Pursuit of Intense physical activity
• Impulsiveness and restlessness
• Intense drive
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Clarice Bean series by Lauren Child.
Website:
http://www.milkmonitor.com/
Joey Pigza series by Jack Gantos
Jack Gantos's second book about
Joey Pigza is just as delightful
and soulful as his first. Joey's
attempts to keep the fragile
peace in his life intact are
touching, and his intense longing
to just be normal will mirror the
feelings of most preteens,
whether they have ADD or not.
Joey Pigza may sometimes lose
control, but he never loses his
heart.
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Dabrowski’s Theory of Emotional Development Examples of
Heightened Sensitivities (overexcitabilities).
(Piechowski, 2006)
2. Sensual (5 senses)
• Heightened experience of sensual
pleasure Seeking sensual outlets for
inner tension
• Desires for comfort, luxury and refined
beauty
• Pleasures of taste and smell
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Sensual (5 senses)
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Dabrowski’s Theory of Emotional Development Examples of
Heightened Sensitivities (overexcitabilities).
(Piechowski, 2006)
•
•
•
•
•
•
3. Imaginational
Dreams are retold in detail and vivid
color
Predilection for fairy tales and magic
Love of poetic language, rich imagery,
fantasy
Speaking and writing in metaphors
Imaginary companions
Inventiveness
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Imaginational
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Dabrowski’s Theory of Emotional Development Examples of
Heightened Sensitivities (overexcitabilities).
(Piechowski, 2006)
•
•
•
•
•
4. Intellectual
Persistence in asking probing
questions
Sharp sense of observation
Independence of thought
Striving for synthesis of knowledge
Striving for more understanding and truth
than with academic learning and achievement
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Dabrowski’s Theory of Emotional Development Examples of
Heightened Sensitivities (overexcitabilities).
(Piechowski, 2006)
•
•
•
•
•
•
•
•
5. Emotional
Compassion and empathy
Strong affective recall of past experiences
Intense desire to offer love
Fears, anxieties, depression
Enthusiasm and excitation
Intense loneliness
Attachment to persons, living things or places
Great intensity of feelings.
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What Does SEL Look Like in My
Classroom?
The How and When of SEL.
Start with a read aloud and a retelling ☺
Developmental Bibliotheraphy can provide a
framework to lesson planning.
Looking at a Read Aloud….
Differently
How Do We Use Pictures Books to Lead in a
Social/Emotional Book Discussion/Read Aloud:
1. Pre read the book. (that goes without staying)
2. Introduce why you are reading this selection to
the child. (To focus on a characters feelings)
3. Maximize successful listening and talking skills.
4. Open and guide discussion using open ended
questioning.
5. Balance “heavy” and “light” experiences in the
book.
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Light and Heavy
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And the Important
Attributes are…..
• To know and enjoy children’s literature,
understand child development in general as
well as that of special needs, gifted and
culturally diverse students.
• You must also gain the trust of the
children with whom you are working and
know something about how to use children's
books for both the cognitive and affective
domains.
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Start with Authors that Address
Children’s (Personal/Social) Issues
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Examples of Student Character
Education Behavior Traits
• Citizenship:
Citizenship Working
• Honesty:
Honesty Rely on
together, sense of
yourself to tell the truth
community and
and keep your word.
cooperation.
• Courage:
Courage Logical risk• Respect:
Respect Treat others
taking and truth
the way you want to be
• Social Justice:
Justice
treated.
Heightened awareness,
• Compassion:
Compassion Show that
acceptance and tolerance
you care about others
of individual differences
by treating them with
• Humor: Ability to laugh
kindness and
as ones self as well as
understanding.
demonstrate a positive
• Responsibility:
Responsibility You are
attitude.
accountable for the
things you say and do.
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Character Counts/First Class
• Trustworthiness/Honesty/Courage
• Respect/Acceptance
• Responsibility/Self
control/Perseverance
• Fairness/ Problem Solving
• Caring/Compassion
• Citizenship/Teamwork
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Authors and Illustrators of good children's
literature use language and illustrations that
delight and intrigue the reader.
http://www.education.wisc.edu/ccbc/books/detailListBooks.asp?idBookLists=175
Author Peggy Rathmann
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Fulfilling Illustrations
•
Details of the
illustrations should be
so fascinating that a
child can look
repeatedly and always
find more: a surprise
or a bit of humor, a
special feeling or
relationship just by
looking at the
characters face, eyes
or body posturing.
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These and other books depict
Character Trait Development and
Personal/Emotional Learning
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Character Feelings
and Traits
• A feeling is an emotion that changes,
but a trait describes what the
character is like on the inside.
• A trait usually does not change in short
story.
• One effective way to teach character
traits and increase vocabulary is to
connect the trait to a familiar person in
a current or historical event.
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Characters and Animals or Humans
Books should
depict characters
whether animal
or human who
display real
emotions,
feelings and
relationships that
the student can
recognize.
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Developmental Bibliotheraphy
• Does not require a trained mental
health professional.
• It is meant to help prevent
problems not to cure them.
• Hynes and Hynes-Berry (1986) list
some of the qualifications that
teachers already possess.
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Stages of Bibliotheraphy
Yes, you are doing this as you set up your picture book/literature or
discussions/read alouds in your classrooms.
Lets view them in terms of character traits.
• Identification
• Surfacing of Emotions
• (the Catharsis)
• Insight
• Universalization
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Identification (recognizing)
• The process by which the reader
identified with a character in the book,
recognizing something of himself in what
is pointed out or read in the story.
Book characters can be very real to
children.
• We often call this a …….
Text to self connection
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Surfacing of Feelings)
(catharsis)
• This occurs as the reader follows the
character through a difficult situation
to a successful resolution.
This is a continuation of
Text to Self
and incorporating
Text to World
situations.
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Relationships of the Characters
Using the story in a
Readers Theatre or
shared dialog to assist
in the identification
(recognition) of an
issue brings it to
catharsis (piquing
awareness) and sees it
through to insight and
(thinking) about our
self as it relates to
the characters.
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Insight (thinking)
• The reader develops an awareness of the
character’s situation to their own life. The
reader reflects on the story and makes an
awareness transfer which fosters:
• Self understanding
• Brings their own opinions and self
understanding into sharper focus
• This insight can lead to changed
attitudes and hopefully changed behavior.
(This insight doesn’t necessarily lead to
immediate action.)
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Universalization (awareness)
• Bringing the story character “full
circle”.
• It is the point at which the student
truly can identify with the character
presented in the text/story/picture
book.
• The student can relate to how the
story character handled a situation
and can see relationships in their own
life.
Universalization concept courtesy
ofBeltchenko,
J.Delisle 2013
Laura
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Take a Close Look at the ART of
the Picture Book. Illustrations are
the Palette that Make it Work!
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Picture books should ring with emotional
content so that children care about
what is going on in the story line.
Illustrations should be vibrant and
original.
http://pbskids.org/lions/stories/chickssalsa.html
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Illustrations should not merely
accompany the story line but
complement and enhance it.
http://www.pigeonpresents.com/teachersguides/knuffle_teachguide.pdf
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Wordless Books
Books with only illustrations allow for
conjecturing and discussion. Interpretation
of the plot via the pictures can often lead to
“recognizing, feeling and thinking”.
http://www.thefishknowthesecret.com/
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Word Choice/Voice
http://www.memfox.net/mem-reads-aloud/#
Books should
introduce words that
can help children
categorize words
into feelings and
emotions. “Looking
at the character in
this illustration, how
do you think he
feels?”
AND WHY? Laura Beltchenko, 2013
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“Plotting Along”
Leaving you with a thought to
ponder……
Plots that are
not completely
predictable allow
for conjecturing
and discussion
between adult
and child as the
book is read.
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Web Resources
• Responsive Classroom:
http://www.responsiveclassroom.org/
• Committee for Children:
http://www.cfchildren.org/
• Morningside Center (video from PS 81):
http://www.morningsidecenter.org/
• Edutopia Magazine (George Lucus Foundation):
http://www.edutopia.org/search/apachesolr_search
/social%20and%20emotional%20learning
• Illinois PBIS Network:
http://www.pbisillinois.org/
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Web Resources Cont.
• Good Media Good Kids, University of Notre
Dame:
http://goodmedia.nd.edu/
• Teaching Philosophy to Children:
www.teachingchildrenphilosophy.org
• Philosophy for Children, stories page:
https://www.mtholyoke.edu/omc/kidsphil/stories.html
• Illinois Social and Emotional Standards website:
http://isbe.net/ils/social_emotional/standards.htm
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Recommended Readings
• Halsted, J. (2009). Some of My Best Friends
Are Books (2nd ed.). Scottsdale, Az.: Great
Potential Press.
• McElmeel, S. (2002). Character Education, A
Book Guide for Teachers, Librarians, and
Parents. Greenwood Village, Colorado: Greenwood
Publishing Group.
• Findlay, D. (2001). Characters with Character,
Using Children’s Literature in Character
Education. Fort Atkinson, Wisconsin: Highsmith
Press
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Begin with the End in Mind!
Bring Books into the Personal/Social
and of Course the Academic
Development of Your Students!
Laura Beltchenko,2013
[email protected]