Authentic Task #1: Developing Strategies to Support Students
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Authentic Task #1: HELPING STUDENTS DEVELOP SEL COMPETENCIES AND 21ST CENTURY SKILLS WITH MINDFULNESS
Reflect on the students you serve and the ways they may need support in developing SEL competencies and cultivating 21st century learning skills. Assess your students and identify which area— SEL competency or 21st Century skills– is the most relevant and essential for them to develop. Also include how underlying and institutional beliefs, norms, practices, and assumptions limit or support student development of SEL competencies and 21st Century kills. Develop a practical, effective, and sustainable way to address and skill build in this identified area. For this assignment, complete the following:
Identifying needs:
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Assess if your students understand and have strategies to cultivate the five SEL competencies. Include how underlying and institutional beliefs, norms, practices, and assumptions limit or support student development of SEL competencies. Identify and appraise which one or more of the competencies need further development?
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Assess if your students have cultivated 21st Century skills designed to help them thrive in today’s world. Include how underlying and institutional beliefs, norms, practices, and assumptions limit or support student development of 21st Century kills. Identify and evaluate if there are one or more of these skills that need further development?
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Prioritize which of these two areas feels the most applicable and urgent to develop in your students and why?
Selecting a practice:
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Review the sample practices from module 2. Assess which practice(s) can support your students in developing one of the key skills in part one.
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Identify one strategy that you think most tangibly supports the areas you wish to develop.
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Describe and appraise how this strategy can support the development of the most important skill you identified in part one.
Practical application:
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Design and describe the strategies, activities or routines you could use to integrate this identified practice into the classroom.
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Appraise times throughout the day, week, or school year that this practice could be most applicable or supportive.
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Consider and describe one or more unexpected scenarios when this identified practice could support your students in the moment.
RUBRIC: HELPING STUDENTS DEVELOP SEL COMPETENCIES AND 21ST CENTURY SKILLS
|
Criteria |
Exceeds Expectations |
Meets Expectations |
Approaching Expectations |
Does not Meet Expectations |
|
Identifying Needs |
Learner gives several examples of specific SEL and 21st Century skills students need support in developing and includes several examples of how underlying and institutional beliefs, norms, practices, and assumptions limit or support student development of SEL competencies and 21st Century kills. Learner describes in great detail which of these needs is most urgent and in need of support. |
Learner gives examples of specific SEL and 21st Century skills students need support in developing and includes examples of how underlying and institutional beliefs, norms, practices, and assumptions limit or support student development of SEL competencies and 21st Century kills. Learner describes in detail which of these needs is most urgent and in need of support. |
Learner gives few examples of specific SEL and 21st Century skills students need support in developing and includes few examples of how underlying and institutional beliefs, norms, practices, and assumptions limit or support student development of SEL competencies and 21st Century kills. Learner describes which of these needs is most urgent and in need of support. |
Learner gives few examples and speaks generally about SEL and 21st Century skills students need support in developing and includes few or vague examples of how underlying and institutional beliefs, norms, practices, and assumptions limit or support student development of SEL competencies and 21st Century kills. Learner briefly describes which of these needs is most urgent and in need of support. |
|
Selecting a Practice |
Learner gives several, specific examples of practices they can use to support students in developing SEL competencies or 21st Century skills. Learner identifies and describes a strategy they wish to implement and describes in great detail how this strategy supports students in developing SEL competencies and skills. |
Learner gives specific examples of practices they can use to support students in developing SEL competencies or 21st Century skills. Learner identifies and describes a strategy they wish to implement and describes in some detail how this strategy supports students in developing SEL competencies and skills. |
Learner gives few examples of practices they can use to support students in developing SEL competencies or 21st Century skills. Learner identifies and describes a strategy they wish to implement and describes with few details how this strategy supports students in developing SEL competencies and skills. |
Learner gives a brief or general example of practices they can use to support students in developing SEL competencies or 21st Century skills. Learner identifies and describes a strategy they wish to implement but describes with little or no detail how this strategy supports students in developing SEL competencies and skills |
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Practical Application |
Learner gives several specific and in-depth examples of strategies, activities, or routines they can use to integrate the identified practice into their classroom routines. Learner describes in great detail several unexpected scenarios when the identified practice can support students in the moment. |
Learner gives several specific examples of strategies, activities, or routines they can use to integrate the identified practice into their classroom routines. Learner describes in some detail and offers unexpected scenarios when the identified practice can support students in the moment. |
Learner gives few specific examples of strategies, activities, or routines they can use to integrate the identified practice into their classroom routines. Learner describes with few details and offers a unexpected scenarios when the identified practice can support students in the moment. |
Learner has difficulty giving examples of strategies, activities, or routines they can use to integrate the identified practice into their classroom routines. Learner has difficulty describing and offering unexpected scenarios when the identified practice can support students in the moment. |