Instructions

To help students make the connection between specific SEL skills and activities, it is recommended that educators facilitate a conversation using some of the prompts and questions below after the students have completed an activity related to a particular SEL skill they have previously been explicitly taught. Questions and prompts are to be used in a group setting.

Note: Depending on the range of academic abilities within a group, adaptations may need to be made so that everyone can participate.

Reflection Prompts and Questions:

• Take a moment to pause and check in with yourself. Notice your breathing and any feelings and thoughts you might have.
• How did it feel to participate in this activity? What was happening to cause you to feel that way?
• Who else felt the same way? Who may have felt differently?
• What were some of the things you noticed about yourself while doing the activity?
• What were some things you noticed going on in our group during the activity that were helpful?
• What SEL skills did we use during this activity?
• What are some times during the school day when you may also need to use these skills?
• What were some things you noticed going on in our group that might have been challenging?
• What might we do next time to make it better?

Source

Open Circle provides evidence-based social and emotional learning (SEL) curriculum and professional development for elementary schools. This innovative program proactively develops children’s skills for recognizing and managing emotions, empathy, positive relationships and problem solving. Open Circle helps schools build communities where students feel safe, cared for and engaged in learning. For more information please visit us at https://www.open-circle.org

Evidence That It Works

Metacognitive reflection, or the ability to monitor and think deeply about one’s own thoughts and behavior, has been linked to the development of self-awareness, self-regulation, executive functions, and decision-making–all key SEL skills.

Researchers suggest that discussing our experiences with others might actually enhance our metacognition by unearthing our introspective blindspots. Indeed, one study found that humans are better at determining the causes of others’ behavior than their own. This sort of “social metacognition” can ultimately help us to develop a more accurate view of ourselves and the world.

Why Does It Matter?

Helping students make connections is a critical component in learning and applying SEL skills.

Taking just a few moments at the end of an activity to guide students through reflective thinking and discussion about their experience can deepen students’ understanding of SEL skills, and also reinforce the concept that SEL skills have relevance, use, and purpose outside of the classroom setting. In addition, these conversations can increase levels of trust, empathy, and an overall sense of community amongst group members.