Social Belonging for Formative Assessment - Facilitator ...

Social Belonging for Formative Assessment - Facilitator ...

Social and Emotional Learning To Support Formative Assessment Social Belonging Learning Objectives By the end of this session, participants will be able to: Define social belonging Understand the importance of belonging for formative assessment

Feel familiar with the research base in this area Use actionable strategies to implement belonging interventions with students Train other adults using the materials provided Belonging: What Is It? Feeling like an accepted, valued, and legitimate group member

How Does Social Belonging Relate to Formative Assessment? Teacher delivers instruction Teacher provides feedback and/or adjusts

Student responds Teacher interprets student response Vulnerability

How Does Social Belonging Relate to Formative Assessment? Teacher delivers instruction Teacher provides feedback and/or adjusts

Student responds Teacher interprets student response How Does Social Belonging Relate to Formative Assessment?

Teacher delivers instruction Teacher provides feedback and/or adjusts Safe space of

trust, respect, and comfort Student responds Teacher interprets student response How Does Social Belonging Relate to

Formative Assessment? Social belonging in classrooms helps create safe, collaborative environments in which formative assessment can take hold. Formative assessment practices also leverage the social aspect of learning in which students maximize their growth through feedback from teachers and peers. An implicit message behind efforts to build social belonging and formative assessment is: Were all in this together! Lets work together so everyone learns!

Belonging Is a Fundamental Need We constantly monitor belonging status We are sensitive to even very subtle indicators that belonging is threatened Have you ever observed a student who is struggling with belonging? Exclusion Is Painful Psychological consequences Sadness, anger Decreased self-esteem

Impaired self-regulation Poorer cognitive functioning Physical consequences Loneliness poses the same health risks as smoking, drinking, and obesity Belonging Matters for Everyone Particularly key moments Adolescence

Transitions to a new school, grade level, or classroom Other times of transition Belonging is particularly important for people from marginalized groups, such as English learners, economically disadvantaged students, and students of color Do I belong here? Do I Belong Here?

Im not sure More vigilant Do I Belong Here? Im not sure More

vigilant Classmate doesnt say hi in Bad hall grade Assume the on quiz worst Teacher canceled

meeting Do I Belong Here? Yes! Less vigilant Do I Belong Here? Yes!

Less vigilant Classmate Benefit doesntof say the hi doubt in hall

Belonging in School: So What? Positive Health Outcomes School Belongin g Positive

Academic Outcomes Decreased: Increased: Substance use Early sexual initiation Violence

Suicidal ideation Disordered eating Self-efficacy Motivation

Attendance Persistence Achievement Belonging as a Psychological Hub Belonging and Identity Belonging Perceived fit within a group Identity Importance placed on being a member of a group

Belongin g Identity Classroom Strategies To Promote Social Belonging Emphasize similarities between yourself and your students Try a Jigsaw Classroom: Initially designed to

reduce racial conflict, but has also been shown to increase belonging more globally Create formal and informal ways for teachers and students to learn about each others interests, aspirations, and the good things going on in their lives outside of school Exercise To Normalize Belonging Uncertainty Normalizing Belonging Uncertainty

Help young people frame setbacks and worries about belonging as common and transitory instead of proof that they dont belong Ive been there, too. It gets better. Normalizing Belonging Uncertainty Reflective reading and writing exercise

Part 1: Students read example letter(s) from more advanced students that convey the message: Its typical to worry about belonging but over time these concerns fade Normalizing Belonging Uncertainty Letter from an eighth-grader to a sixth-grader So, if youre like me when I started at ______ Middle School, you have a lot of worries. It was so hard to find all of my classes and to get to know my teachers at

first! Worst of all, I was really worried that I didnt fit in. I thought I was just different from everyone else. The other students all seemed so sure they were right for this school. But then after my first year, I figured out that most students didnt think they fit in, either. Its so funny, right? We all felt we were different and didnt fit in. I guess were more alike than we thought, at least in some ways. Good luck, _______________

Normalizing Belonging Uncertainty Reflective reading and writing exercise Part 1: Students read example letter(s) from more advanced students that convey that its typical to worry about belonging but over time these concerns fade Part 2: Saying-is-believing: Writing exercise to give students the opportunity to internalize the message Values Affirmation Exercise

Values Affirmation Exercise Writing exercise in which students reflect on values that are important to them Students are presented with a list of possible values Students select the ones most important to them Students write an essay describing why those values are important to them Values Affirmation Exercise

Please write down your top five values from the list above and rank them in order of importance. Spend the next 1530 minutes writing about the two values that are most important to you. Write about why that value is important to you and when and how you experience this value in your life. Values Affirmation Exercise To alleviate tunnel vision remind students that there are many aspects to

their identities Values Affirmation Exercise Thank You SEL for Formative Assessment by Davidson, S., Bates, L., McLean, C. and Lewis, K. is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

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