SEL Connections

Intentional Close
An intentional close makes space for participants to reflect on their learning and progress, assess their level of confidence, and identify personal next steps. It encourages participants to recognize the contributions they and others have made to the meeting or learning session and highlights the importance of the work.
Description

Participants review the SEL skills or focal constructs connected to their local/state SEL standards (or the SEL competency wheel with focal constructs) that they used or saw others use during the engagement and select one to share with the group. The group is invited to stand if they are able. As volunteers share out, everyone who selected that same skill sits down when the sharing person does. Soon the entire group is seated.

When and Why

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In this low-risk activity, reviewing and connecting learning to SEL skills, focal constructs and standards. It helps participants keep sight of the SEL nature of the work we do in meetings, professional learning, and classrooms and how the same experience connects to a variety of SEL skills. This is particularly relevant as a community is establishing a common language and a common understanding of SEL. 

How to Facilitate

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  1. Reflect on the current context, the demographics of participants, and the purpose of this engagement. 
  2. Distribute a copy of your local or state SEL standards (or the CASEL Framework) and ask participants to put a checkmark next to each of the SEL skills they used or saw others using, during your time together.
  3. After a minute or two, ask participants to go back through the skills or constructs they checked and circle one that is especially important to them. 
  4. After another minute, when you notice almost everyone is done writing, invite all to stand. 
  5. Explain that as you go around the room, one at a time participants will read their one circled specific SEL skill or construct (or local/state standard) and then be seated. 
  6. Encourage participants to look boldly around the room as they read their choice, because everyone who chose the same skill or standard will sit down at this same time. Invite participants who want to wave or make a signal of connection, to do so!
  7. Ask for a volunteer or invite someone to begin. Listen without comment to the sharing.
  8. Once everyone is seated,make a general closing remark or connection to student or adult skill development.

Modification

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  • Use your district’s/region’s/organization’s strategic plan if it includes SEL by asking what connections they saw between SEL and the elements of the plan.
  • In a virtual environment, start in gallery mode with cameras off. As skills, constructs or standards are named people turn on their cameras. Eventually, everyone will be visible in the room together. 

How does SEL Connections support SEL?

Self-Awareness/Identity:
Participants have an opportunity to understand their own emotions, thoughts, and values and how they influence behavior across contexts. Facilitators consider their own and participants’ identities in the design of the practice.

Social Awareness/Belonging:
Participants are encouraged to understand the perspectives of and empathize with others, including those from diverse backgrounds, cultures, and contexts. Facilitators create an experience of acceptance, respect, and inclusion within a group or community.
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