Social Belonging for Formative Assessment - Facilitator Presentation

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 Student feedback and/or responds adjusts

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

Teacher delivers instruction

Teacher Student provides responds feedback and/or adjusts

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

Safe space of trust,

Teacher respect, and comfort delivers instruction

Teacher provides Student feedback and/or responds adjusts

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: “We’re all in this together! Let’s 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?

Classmate doesn’t say Bad “hi” in hall grade Assume the on quiz worst Teacher canceled meeting Do I Belong Here? Do I Belong Here? Belonging in School: So What?

Decreased: Increased: • Substance use • Self-efficacy • Early sexual initiation • Motivation • Violence • Attendance • Suicidal ideation • Persistence • Disordered eating • 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 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 other’s 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 don’t belong Normalizing Belonging Uncertainty

Reflective reading and writing exercise – Part 1: Students read example letter(s) from more advanced students that convey the message: It’s 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 you’re 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 didn’t 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 didn’t think they fit in, either. It’s so funny, right? We all felt we were different and didn’t fit in. I guess we’re 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 it’s 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 15‒30 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.