Social Emotional Engagement - Knowledge and Skills

Presented virtually by Emily Rubin MS, CCC-SLP

The WHAT:
This virtual workshop will reveal the findings of research in social neuroscience and how we are more aware of the important role of ensuring our learners feel connected and engaged in order to learn. Our recent shift to remote learning reminded us that our students need learning environments where social emotional engagement is a “fuel” for learning. When school communities gain knowledge of a social and emotional scope and sequence of skills and how to enhance student engagement within classroom lessons, we create a positive school climate that is focused on the success of every student. The Social Emotional Engagement – Knowledge and Skills (SEE-KS) program will be shared as an approach for fostering social emotional engagement, presenting information in multiple ways, and promoting student participation and relationships. Consistent with a Universal Design for Learning (UDL) framework, SEE-KS provides freely accessible tools that participants will be able to use for measuring student engagement, designing instruction to address social emotional engagement within everyday classroom lessons, and building capacity through teacher-to-teacher mentorship. As we are now more than ever being asked to provide instruction in remote learning environments, this workshop will address instructional strategies that can get the hook, present information in different ways, and foster different modes of expression in both in-person and remote settings.

The WHEN:

9:00am – 10:30am “The Why” - Current developments in social neuroscience; social emotional engagement is a powerful “fuel” for learning. This session will include virtual breakout room discussions so that small groups of participants can discuss how they have gauged student engagement in their classrooms.

10:30am – 11:00am Morning break

11:00am – 12:30pm “The What” – Fostering social emotional engagement within a universal design for learning framework This session will include a discussion of instructional strategies that are designed to enhance student investment, independence and initiation. Virtual breakout rooms will enable small group discussion about application of these strategies in both in classroom and remote learning settings.

12:30pm – 1:30pm Lunch (on your own)

1:30pm – 3:00pm “The How” – Enhancing student engagement using teacher to teacher mentorship; application of appreciative inquiry techniques using video case studies. Participants will have virtual discussion with each other about mentorship and our video case study.

The WHY:

As a result of this activity, the participant will be able to…

Identify at least two implications of social neuroscience that impact how we design instruction to enhance student engagement.
Identify three domains of essential instructional strategies that promote active student engagement and positive outcomes.
Apply a checklist of instructional strategies for fostering the emotional “hook,” providing information in different ways, and fostering student expression within academic activities.

The WHO:

Emily Rubin, MS, CCC-SLP is the Director of Communication Crossroads, Inc. in Atlanta, GA. She is a speech-language pathologist specializing
in autism, Asperger’s Syndrome, and related social learning disabilities. As a former adjunct faculty member and lecturer at Yale University, she has served as a member of their Autism and Developmental Disabilities Clinic. She recently participated as a member of the American Speech-Language-Hearing Association’s Ad Hoc Committee on Autism Spectrum Disorders (ASD), a committee charged with developing guidelines related to the role of speech-language pathologists in the diagnosis, assessment, and treatment of ASD. Along with Jennifer C. Townsend, M.Ed, she is a co-developer of the Social Emotional Engagement – Knowledge and Skills (SEE-KS) professional learning approach. Emily is also the co-author of SCERTS, a criterion referenced assessment tool and framework for social and emotional development. She lectures internationally and provides consultation to educational programs developing programs for social and emotional learning and engagement in the classroom setting.

Americans with Disabilities Act (ADA)
CESA #1 will provide reasonable accommodations for qualified individuals with disabilities attending our workshops or events. If you require accommodations, please contact the workshop coordinator for that event.