Instructional Hub

Social Emotional Learning Goal 1: Young people develop a self-awareness that nurtures and affirms a strong sense of identity, informs decisions about their actions, and builds a sense of agency.

SEL Goal #1 focuses on students knowing and understanding their emotions, interests, strengths and abilities, and having a strong sense of identity, including aspects rooted in culture, ethnicity, race, religion, gender identity or expression, ability, for example, and using those understandings to inform decisions about personal behaviors, habits, and routines. These skills enable young people to respond thoughtfully, affect change, cope with emotions, and motivate themselves to persevere when faced with personal, academic, or work-related obstacles. It is critical for caring adults to support young people in their efforts to establish and monitor their progress toward goals, whether personal, academic, career, or work-related. These social emotional competencies and mindsets, thought processes, and strategies can contribute to a strong sense of identity and promote self-confidence and agency as they provide a strong foundation for thriving in school and life.

The high leverage instructional moves that support students’ development of self-awareness are identified below, organized by the PCSD Next Generation Skill(s) that they are also aligned with. Click on the name of the instructional move to learn more about the move and how to implement it, with fidelity, in your classroom.

4 CornersChalk TalkFishBowlFour AsJigsawSave the Last WordSocratic SeminarWorld Café

3-2-1 BridgeConnect, Extend, ChallengeI Used to Think...But Now I Think...Take a StandTrue for Who?

Co-Creation and Use of RubricsPeer FeedbackReflect with a FormTwo-Sided Notebooks

Cognitive WritingGuided Investigations

Collaboratively Created Classroom NormsCommunity CircleCulture of ErrorPersonal Learner Profiles

Social Emotional Learning Goal 2: Young people use social awareness and interpersonal skills to establish, navigate, and maintain mutually supportive relationships with individuals and groups that nurture a strong sense of belonging.

SEL Goal #2 focuses on students’ ability to recognize and empathize with the thoughts, feelings, and perspectives of other individuals and groups, including ideas and perspectives that are different from their own, as this is central to forming and maintaining supportive relationships. Equally important to establishing strong and supportive relationships are strategies and skills that enable decisions regarding personal actions, communicating with other people or groups, and navigating conflicts with others, and considering contextual factors.

The high leverage instructional moves that support students’ development of social awareness and interpersonal skills are identified below, organized by the PCSD Next Generation Skill(s) that they are also aligned with. Click on the name of the instructional move to learn more about the move and how to implement it, with fidelity, in your classroom.

4 CornersChalk TalkFishBowlFour AsJigsawSave the Last WordSocratic SeminarThink, Pair, ShareWorld Café

3-2-1 BridgeConnect, Extend, ChallengeI Used to Think...But Now I Think...Take a StandTrue for Who?

Co-Creation and Use of RubricsPeer Feedback

Concept MappingGuided Investigations

Collaboratively Created Classroom NormsCommunity CircleCulture of ErrorMorning MeetingShow Call

Social Emotional Learning Goal 3: Young people demonstrate intentional decision-making skills and behaviors that consider social, emotional, and physical safety and well-being in personal, school, and community contexts.

SEL Goal #3 focuses on students’ ability to make thoughtful and intentional decisions considering their individual and collective wellbeing as this is the foundation of an individual’s participation in community. Each person needs the ability to solve problems by accurately defining issues and decisions to be made, generating multiple solutions, anticipating the outcomes of each, and having the ability to evaluate and learn from the outcomes of their decision making.

The high leverage instructional moves that support students in learning to make thoughtful and intentional decisions are identified below, organized by the PCSD Next Generation Skill(s) that they are also aligned with. Click on the name of the instructional move to learn more about the move and how to implement it, with fidelity, in your classroom.

Chalk TalkFishBowlFour AsJigsawSave the Last WordSocratic SeminarThink, Pair, ShareWorld Café

3-2-1 BridgeConnect, Extend, ChallengeI Used to Think...But Now I Think...Take a StandTrue for Who?

Co-Creation and Use of RubricsPeer FeedbackReflect with a Form

Concept MappingGuided Investigations

Collaboratively Created Classroom NormsCommunity CircleCulture of ErrorMorning MeetingShow Call

Academic conversations, or classroom-based discussions, are one of the most important practices teachers can bring to their classroom to promote learning, thinking, and academic achievement. Too often, however, a discussion falls flat, or one or two students dominate the conversation while other students disengage.

Discussion protocols provide structure and procedures that not only allow all student voices to be heard but also hold all students accountable for thinking and participating in the discussion. They are an important part of an equity based, culturally responsive classroom as they “allow more students to join in the conversation confidently, especially English learners, introverted students, disengaged students, and historically marginalized students. These are all students whose communication styles and funds of knowledge are not typically leveraged in classrooms.” (Hammond, ASCD, 2020). When engaged in a discussion protocol, all students are developing the skills of communication and collaboration, while also developing self-awareness, social-awareness, interpersonal and decision-making skills.

Each of the nine identified Discussion Protocols is aligned to one or more of the PCSD Next Gen Skills. Click on the name of the instructional move to learn more about the move and how to implement it, with fidelity, in your classroom.

4 CornersChalk TalkFishbowlFour AsJigsawSave the Last WordSocratic SeminarThink-Pair-ShareWorld Café

A Thinking Routine is a set of questions, or a brief set of steps, designed to scaffold and support student thinking. All the Thinking Routines here come from the Harvard Graduate of Education’s Project Zero Thinking Routine Toolbox. Project Zero researchers designed thinking routines to deepen students’ thinking and to help make that thinking “visible.” Thinking routines help to reveal students’ thinking to the teacher and also help students themselves to notice and name particular “thinking moves,” making those moves more available and useful to them in other contexts.

The use of Thinking Routines in your classroom helps to foster critical thinking skills in all students, signaling the importance of metacognition while also honoring discourse, perspective-taking, and reflection.

What follows is just a small sampling of the dozens of Thinking Routines available on the Project Zero website.

Each of the five identified Thinking Routines is aligned to one or more of the PCSD Next Gen Skills. Click on the name of the routine to learn more about the move and how to implement it, with fidelity, in your classroom.

I Used to Think...But Now I Think...

The Thinking Routines identified above are just a small sampling of Thinking Routines available on the Project Zero website:

PZ's Thinking Routines Toolbox | Project Zero (harvard.edu)

Cognitive Capacity Builders are a set of high leverage instructional moves selected for their focus on engaging students in academically rigorous tasks where they are expected to take academic risks, stretch and defend their thinking, analyze and evaluate their thinking, and make connections between and among concepts through a variety of methods. There are opportunities to scaffold these moves in a variety of ways so that all learners can experience rigor and meaningful learning. Many of the cognitive capacity builders tap into students’ prior knowledge and lived experiences to help them make meaning of new learning.

Each of the six identified Cognitive Capacity Builder moves is aligned to one or more of the PCSD Next Gen Skills. Click on the name of the instructional move to learn more about the move and how to implement it, with fidelity, in your classroom.

Cognitive WritingConcept MappingGuided InvestigationsStory-ify ItStretch It

Engaging students in the process of self-assessment, reflection, and peer feedback is an important part of engaging and rigorous learning experience. It starts with clearly communicating the learning targets to students so that they know what is expected of them and what success looks like. Asking students to reflect on the process and products of their learning, provide feedback to their peers, and assess their own progress is part of establishing high expectations for all. Finding ways to involve students in this process that taps into visual thinking, student voice, and student choice helps to ensure that your assessment practices are culturally responsive and supportive of students’ social/emotional learning.

Each of the five identified strategies for engaging students in self-assessment, reflection, and feedback is aligned to one or more of PCSD Next Gen Skills. Click on the name of the instructional move to learn more about the move and how to implement it, with fidelity, in your classroom.

Co-Creation and Use of RubricsPeer FeedbackReflect with a Form

These are specific instructional moves that help to create and maintain and intellectually, emotionally, and socially safe learning environment for students. These moves are intended to be used to complement additional building-wide and classroom efforts to create a welcoming and affirming environment for all. They provide opportunities for social/emotional learning to be wedded to academic content learning in purposeful and meaningful ways, to highlight student risk-taking and success, and to help students feel connected to the classroom community.

Each of the six identified strategies is aligned to one or more of the PCSD Next Gen Skills. Click on the name of the instructional move to learn more about the move and how to implement it, with fidelity, in your classroom.

Call and ResponseCommunity CircleMorning Meeting

Social Emotional Learning Goal 1: Young people develop a self-awareness that nurtures and affirms a strong sense of identity, informs decisions about their actions, and builds a sense of agency.

SEL Goal #1 focuses on students knowing and understanding their emotions, interests, strengths and abilities, and having a strong sense of identity, including aspects rooted in culture, ethnicity, race, religion, gender identity or expression, ability, for example, and using those understandings to inform decisions about personal behaviors, habits, and routines. These skills enable young people to respond thoughtfully, affect change, cope with emotions, and motivate themselves to persevere when faced with personal, academic, or work-related obstacles. It is critical for caring adults to support young people in their efforts to establish and monitor their progress toward goals, whether personal, academic, career, or work-related. These social emotional competencies and mindsets, thought processes, and strategies can contribute to a strong sense of identity and promote self-confidence and agency as they provide a strong foundation for thriving in school and life.

The high leverage instructional moves that support students’ development of self-awareness are identified below, organized by the PCSD Next Generation Skill(s) that they are also aligned with. Click on the name of the instructional move to learn more about the move and how to implement it, with fidelity, in your classroom.

4 CornersChalk TalkFishBowlFour AsJigsawSocratic SeminarWorld Café

3-2-1 BridgeConnect, Extend, ChallengeI Used to Think...But Now I Think...Take a StandTrue for Who?

Co-Creation and Use of RubricsPeer FeedbackRecursive Graphic OrganizersReflect with a FormTwo-Sided Notebooks

Cognitive WritingGuided Investigations

Collaboratively Created Classroom NormsCulture of Error

Social Emotional Learning Goal 2: Young people use social awareness and interpersonal skills to establish, navigate, and maintain mutually supportive relationships with individuals and groups that nurture a strong sense of belonging.

SEL Goal #2 focuses on students’ ability to recognize and empathize with the thoughts, feelings, and perspectives of other individuals and groups, including ideas and perspectives that are different from their own, as this is central to forming and maintaining supportive relationships. Equally important to establishing strong and supportive relationships are strategies and skills that enable decisions regarding personal actions, communicating with other people or groups, and navigating conflicts with others, and considering contextual factors.

The high leverage instructional moves that support students’ development of social awareness and interpersonal skills are identified below, organized by the PCSD Next Generation Skill(s) that they are also aligned with. Click on the name of the instructional move to learn more about the move and how to implement it, with fidelity, in your classroom.

4 CornersChalk TalkFishBowlFour AsJigsawSocratic SeminarWorld Café

3-2-1 BridgeConnect, Extend, ChallengeI Used to Think...But Now I Think...Take a StandTrue for Who?

Co-Creation and Use of RubricsPeer FeedbackRecursive Graphic Organizers

Concept MappingGuided Investigations

Collaboratively Created Classroom NormsCulture of ErrorShow Call

Social Emotional Learning Goal 3: Young people demonstrate intentional decision-making skills and behaviors that consider social, emotional, and physical safety and well-being in personal, school, and community contexts.

SEL Goal #3 focuses on students’ ability to make thoughtful and intentional decisions considering their individual and collective wellbeing as this is the foundation of an individual’s participation in community. Each person needs the ability to solve problems by accurately defining issues and decisions to be made, generating multiple solutions, anticipating the outcomes of each, and having the ability to evaluate and learn from the outcomes of their decision making.

The high leverage instructional moves that support students in learning to make thoughtful and intentional decisions are identified below, organized by the PCSD Next Generation Skill(s) that they are also aligned with. Click on the name of the instructional move to learn more about the move and how to implement it, with fidelity, in your classroom.

Chalk TalkFishBowlFour AsJigsawSocratic SeminarWorld Café

3-2-1 BridgeConnect, Extend, ChallengeI Used to Think...But Now I Think...Take a StandTrue for Who?

Co-Creation and Use of RubricsPeer FeedbackReflect with a Form

Concept MappingGuided Investigations

Collaboratively Created Classroom NormsCulture of ErrorShow Call

Academic conversations, or classroom-based discussions, are one of the most important practices teachers can bring to their classroom to promote learning, thinking, and academic achievement. Too often, however, a discussion falls flat, or one or two students dominate the conversation while other students disengage.

Discussion protocols provide structure and procedures that not only allow all student voices to be heard but also hold all students accountable for thinking and participating in the discussion. They are an important part of an equity based, culturally responsive classroom as they “allow more students to join in the conversation confidently, especially English learners, introverted students, disengaged students, and historically marginalized students. These are all students whose communication styles and funds of knowledge are not typically leveraged in classrooms.” (Hammond, ASCD, 2020). When engaged in a discussion protocol, all students are developing the skills of communication and collaboration, while also developing self-awareness, social-awareness, interpersonal and decision-making skills.

Each of the nine identified Discussion Protocols is aligned to one or more of the PCSD Next Gen Skills. Click on the name of the instructional move to learn more about the move and how to implement it, with fidelity, in your classroom.

4 CornersChalk TalkFishbowlFour AsJigsawSocratic SeminarWorld Café

A Thinking Routine is a set of questions, or a brief set of steps, designed to scaffold and support student thinking. All the Thinking Routines here come from the Harvard Graduate of Education’s Project Zero Thinking Routine Toolbox. Project Zero researchers designed thinking routines to deepen students’ thinking and to help make that thinking “visible.” Thinking routines help to reveal students’ thinking to the teacher and also help students themselves to notice and name particular “thinking moves,” making those moves more available and useful to them in other contexts.

The use of Thinking Routines in your classroom helps to foster critical thinking skills in all students, signaling the importance of metacognition while also honoring discourse, perspective-taking, and reflection.

What follows is just a small sampling of the dozens of Thinking Routines available on the Project Zero website.

Each of the five identified Thinking Routines is aligned to one or more of the PCSD Next Gen Skills. Click on the name of the routine to learn more about the move and how to implement it, with fidelity, in your classroom.

3-2-1 BridgeConnect, Extend, ChallengeTake a StandTrue for Who?

The Thinking Routines identified above are just a small sampling of Thinking Routines available on the Project Zero website:

PZ's Thinking Routines Toolbox | Project Zero (harvard.edu)

Cognitive Capacity Builders are a set of high leverage instructional moves selected for their focus on engaging students in academically rigorous tasks where they are expected to take academic risks, stretch and defend their thinking, analyze and evaluate their thinking, and make connections between and among concepts through a variety of methods. There are opportunities to scaffold these moves in a variety of ways so that all learners can experience rigor and meaningful learning. Many of the cognitive capacity builders tap into students’ prior knowledge and lived experiences to help them make meaning of new learning.

Each of the six identified Cognitive Capacity Builder moves is aligned to one or more of the PCSD Next Gen Skills. Click on the name of the instructional move to learn more about the move and how to implement it, with fidelity, in your classroom.

Cognitive WritingConcept MappingGuided InvestigationsStory-ify ItStretch It

Engaging students in the process of self-assessment, reflection, and peer feedback is an important part of engaging and rigorous learning experience. It starts with clearly communicating the learning targets to students so that they know what is expected of them and what success looks like. Asking students to reflect on the process and products of their learning, provide feedback to their peers, and assess their own progress is part of establishing high expectations for all. Finding ways to involve students in this process that taps into visual thinking, student voice, and student choice helps to ensure that your assessment practices are culturally responsive and supportive of students’ social/emotional learning.

Each of the five identified strategies for engaging students in self-assessment, reflection, and feedback is aligned to one or more of PCSD Next Gen Skills. Click on the name of the instructional move to learn more about the move and how to implement it, with fidelity, in your classroom.

Peer FeedbackReflect with a FormRecursive Graphic OrganizersTwo-Sided Notebooks

These are specific instructional moves that help to create and maintain and intellectually, emotionally, and socially safe learning environment for students. These moves are intended to be used to complement additional building-wide and classroom efforts to create a welcoming and affirming environment for all. They provide opportunities for social/emotional learning to be wedded to academic content learning in purposeful and meaningful ways, to highlight student risk-taking and success, and to help students feel connected to the classroom community.

Each of the six identified strategies is aligned to one or more of the PCSD Next Gen Skills. Click on the name of the instructional move to learn more about the move and how to implement it, with fidelity, in your classroom.

Culture of ErrorShow Call

Social Emotional Learning Goal 1: Young people develop a self-awareness that nurtures and affirms a strong sense of identity, informs decisions about their actions, and builds a sense of agency.

SEL Goal #1 focuses on students knowing and understanding their emotions, interests, strengths and abilities, and having a strong sense of identity, including aspects rooted in culture, ethnicity, race, religion, gender identity or expression, ability, for example, and using those understandings to inform decisions about personal behaviors, habits, and routines. These skills enable young people to respond thoughtfully, affect change, cope with emotions, and motivate themselves to persevere when faced with personal, academic, or work-related obstacles. It is critical for caring adults to support young people in their efforts to establish and monitor their progress toward goals, whether personal, academic, career, or work-related. These social emotional competencies and mindsets, thought processes, and strategies can contribute to a strong sense of identity and promote self-confidence and agency as they provide a strong foundation for thriving in school and life.

The high leverage instructional moves that support students’ development of self-awareness are identified below, organized by the PCSD Next Generation Skill(s) that they are also aligned with. Click on the name of the instructional move to learn more about the move and how to implement it, with fidelity, in your classroom.

4 Corners

3-2-1 BridgeConnect, Extend, ChallengeI Used to Think...But Now I Think...Take a Stand

Co-Creation and Use of RubricsPeer FeedbackRecursive Graphic OrganizersTwo-Sided Notebooks

Cognitive WritingGuided Investigations

Social Emotional Learning Goal 2: Young people use social awareness and interpersonal skills to establish, navigate, and maintain mutually supportive relationships with individuals and groups that nurture a strong sense of belonging.

SEL Goal #2 focuses on students’ ability to recognize and empathize with the thoughts, feelings, and perspectives of other individuals and groups, including ideas and perspectives that are different from their own, as this is central to forming and maintaining supportive relationships. Equally important to establishing strong and supportive relationships are strategies and skills that enable decisions regarding personal actions, communicating with other people or groups, and navigating conflicts with others, and considering contextual factors.

The high leverage instructional moves that support students’ development of social awareness and interpersonal skills are identified below, organized by the PCSD Next Generation Skill(s) that they are also aligned with. Click on the name of the instructional move to learn more about the move and how to implement it, with fidelity, in your classroom.

4 Corners

3-2-1 BridgeConnect, Extend, ChallengeI Used to Think...But Now I Think...Take a Stand

Co-Creation and Use of RubricsPeer FeedbackRecursive Graphic Organizers

Concept MappingGuided Investigations

Social Emotional Learning Goal 3: Young people demonstrate intentional decision-making skills and behaviors that consider social, emotional, and physical safety and well-being in personal, school, and community contexts.

SEL Goal #3 focuses on students’ ability to make thoughtful and intentional decisions considering their individual and collective wellbeing as this is the foundation of an individual’s participation in community. Each person needs the ability to solve problems by accurately defining issues and decisions to be made, generating multiple solutions, anticipating the outcomes of each, and having the ability to evaluate and learn from the outcomes of their decision making.

The high leverage instructional moves that support students in learning to make thoughtful and intentional decisions are identified below, organized by the PCSD Next Generation Skill(s) that they are also aligned with. Click on the name of the instructional move to learn more about the move and how to implement it, with fidelity, in your classroom.

3-2-1 BridgeConnect, Extend, ChallengeI Used to Think...But Now I Think...Take a Stand

Co-Creation and Use of RubricsPeer Feedback

Concept MappingGuided Investigations

Academic conversations, or classroom-based discussions, are one of the most important practices teachers can bring to their classroom to promote learning, thinking, and academic achievement. Too often, however, a discussion falls flat, or one or two students dominate the conversation while other students disengage.

Discussion protocols provide structure and procedures that not only allow all student voices to be heard but also hold all students accountable for thinking and participating in the discussion. They are an important part of an equity based, culturally responsive classroom as they “allow more students to join in the conversation confidently, especially English learners, introverted students, disengaged students, and historically marginalized students. These are all students whose communication styles and funds of knowledge are not typically leveraged in classrooms.” (Hammond, ASCD, 2020). When engaged in a discussion protocol, all students are developing the skills of communication and collaboration, while also developing self-awareness, social-awareness, interpersonal and decision-making skills.

Each of the nine identified Discussion Protocols is aligned to one or more of the PCSD Next Gen Skills. Click on the name of the instructional move to learn more about the move and how to implement it, with fidelity, in your classroom.

4 Corners

A Thinking Routine is a set of questions, or a brief set of steps, designed to scaffold and support student thinking. All the Thinking Routines here come from the Harvard Graduate of Education’s Project Zero Thinking Routine Toolbox. Project Zero researchers designed thinking routines to deepen students’ thinking and to help make that thinking “visible.” Thinking routines help to reveal students’ thinking to the teacher and also help students themselves to notice and name particular “thinking moves,” making those moves more available and useful to them in other contexts.

The use of Thinking Routines in your classroom helps to foster critical thinking skills in all students, signaling the importance of metacognition while also honoring discourse, perspective-taking, and reflection.

What follows is just a small sampling of the dozens of Thinking Routines available on the Project Zero website.

Each of the five identified Thinking Routines is aligned to one or more of the PCSD Next Gen Skills. Click on the name of the routine to learn more about the move and how to implement it, with fidelity, in your classroom.

I Used to Think...But Now I Think...True for Who?

The Thinking Routines identified above are just a small sampling of Thinking Routines available on the Project Zero website:

PZ's Thinking Routines Toolbox | Project Zero (harvard.edu)

Cognitive Capacity Builders are a set of high leverage instructional moves selected for their focus on engaging students in academically rigorous tasks where they are expected to take academic risks, stretch and defend their thinking, analyze and evaluate their thinking, and make connections between and among concepts through a variety of methods. There are opportunities to scaffold these moves in a variety of ways so that all learners can experience rigor and meaningful learning. Many of the cognitive capacity builders tap into students’ prior knowledge and lived experiences to help them make meaning of new learning.

Each of the six identified Cognitive Capacity Builder moves is aligned to one or more of the PCSD Next Gen Skills. Click on the name of the instructional move to learn more about the move and how to implement it, with fidelity, in your classroom.

Cognitive WritingConcept MappingGuided InvestigationsStory-ify ItStretch It

Engaging students in the process of self-assessment, reflection, and peer feedback is an important part of engaging and rigorous learning experience. It starts with clearly communicating the learning targets to students so that they know what is expected of them and what success looks like. Asking students to reflect on the process and products of their learning, provide feedback to their peers, and assess their own progress is part of establishing high expectations for all. Finding ways to involve students in this process that taps into visual thinking, student voice, and student choice helps to ensure that your assessment practices are culturally responsive and supportive of students’ social/emotional learning.

Each of the five identified strategies for engaging students in self-assessment, reflection, and feedback is aligned to one or more of PCSD Next Gen Skills. Click on the name of the instructional move to learn more about the move and how to implement it, with fidelity, in your classroom.

Two-Sided Notebooks

These are specific instructional moves that help to create and maintain and intellectually, emotionally, and socially safe learning environment for students. These moves are intended to be used to complement additional building-wide and classroom efforts to create a welcoming and affirming environment for all. They provide opportunities for social/emotional learning to be wedded to academic content learning in purposeful and meaningful ways, to highlight student risk-taking and success, and to help students feel connected to the classroom community.

Each of the six identified strategies is aligned to one or more of the PCSD Next Gen Skills. Click on the name of the instructional move to learn more about the move and how to implement it, with fidelity, in your classroom.

Show Call

Social Emotional Learning Goal 1: Young people develop a self-awareness that nurtures and affirms a strong sense of identity, informs decisions about their actions, and builds a sense of agency.

SEL Goal #1 focuses on students knowing and understanding their emotions, interests, strengths and abilities, and having a strong sense of identity, including aspects rooted in culture, ethnicity, race, religion, gender identity or expression, ability, for example, and using those understandings to inform decisions about personal behaviors, habits, and routines. These skills enable young people to respond thoughtfully, affect change, cope with emotions, and motivate themselves to persevere when faced with personal, academic, or work-related obstacles. It is critical for caring adults to support young people in their efforts to establish and monitor their progress toward goals, whether personal, academic, career, or work-related. These social emotional competencies and mindsets, thought processes, and strategies can contribute to a strong sense of identity and promote self-confidence and agency as they provide a strong foundation for thriving in school and life.

The high leverage instructional moves that support students’ development of self-awareness are identified below, organized by the PCSD Next Generation Skill(s) that they are also aligned with. Click on the name of the instructional move to learn more about the move and how to implement it, with fidelity, in your classroom.

Jigsaw

Take a StandTrue for Who?

Co-Creation and Use of RubricsPeer FeedbackTwo-Sided Notebooks

Anticipation/Reaction GuideCognitive WritingGuided Investigations

Social Emotional Learning Goal 2: Young people use social awareness and interpersonal skills to establish, navigate, and maintain mutually supportive relationships with individuals and groups that nurture a strong sense of belonging.

SEL Goal #2 focuses on students’ ability to recognize and empathize with the thoughts, feelings, and perspectives of other individuals and groups, including ideas and perspectives that are different from their own, as this is central to forming and maintaining supportive relationships. Equally important to establishing strong and supportive relationships are strategies and skills that enable decisions regarding personal actions, communicating with other people or groups, and navigating conflicts with others, and considering contextual factors.

The high leverage instructional moves that support students’ development of social awareness and interpersonal skills are identified below, organized by the PCSD Next Generation Skill(s) that they are also aligned with. Click on the name of the instructional move to learn more about the move and how to implement it, with fidelity, in your classroom.

Jigsaw

Take a StandTrue for Who?

Co-Creation and Use of RubricsPeer Feedback

Anticipation/Reaction GuideConcept MappingGuided Investigations

Social Emotional Learning Goal 3: Young people demonstrate intentional decision-making skills and behaviors that consider social, emotional, and physical safety and well-being in personal, school, and community contexts.

SEL Goal #3 focuses on students’ ability to make thoughtful and intentional decisions considering their individual and collective wellbeing as this is the foundation of an individual’s participation in community. Each person needs the ability to solve problems by accurately defining issues and decisions to be made, generating multiple solutions, anticipating the outcomes of each, and having the ability to evaluate and learn from the outcomes of their decision making.

The high leverage instructional moves that support students in learning to make thoughtful and intentional decisions are identified below, organized by the PCSD Next Generation Skill(s) that they are also aligned with. Click on the name of the instructional move to learn more about the move and how to implement it, with fidelity, in your classroom.

Jigsaw

Take a StandTrue for Who?

Co-Creation and Use of RubricsPeer Feedback

Concept MappingGuided Investigations

Academic conversations, or classroom-based discussions, are one of the most important practices teachers can bring to their classroom to promote learning, thinking, and academic achievement. Too often, however, a discussion falls flat, or one or two students dominate the conversation while other students disengage.

Discussion protocols provide structure and procedures that not only allow all student voices to be heard but also hold all students accountable for thinking and participating in the discussion. They are an important part of an equity based, culturally responsive classroom as they “allow more students to join in the conversation confidently, especially English learners, introverted students, disengaged students, and historically marginalized students. These are all students whose communication styles and funds of knowledge are not typically leveraged in classrooms.” (Hammond, ASCD, 2020). When engaged in a discussion protocol, all students are developing the skills of communication and collaboration, while also developing self-awareness, social-awareness, interpersonal and decision-making skills.

Each of the nine identified Discussion Protocols is aligned to one or more of the PCSD Next Gen Skills. Click on the name of the instructional move to learn more about the move and how to implement it, with fidelity, in your classroom.

Jigsaw

A Thinking Routine is a set of questions, or a brief set of steps, designed to scaffold and support student thinking. All the Thinking Routines here come from the Harvard Graduate of Education’s Project Zero Thinking Routine Toolbox. Project Zero researchers designed thinking routines to deepen students’ thinking and to help make that thinking “visible.” Thinking routines help to reveal students’ thinking to the teacher and also help students themselves to notice and name particular “thinking moves,” making those moves more available and useful to them in other contexts.

The use of Thinking Routines in your classroom helps to foster critical thinking skills in all students, signaling the importance of metacognition while also honoring discourse, perspective-taking, and reflection.

What follows is just a small sampling of the dozens of Thinking Routines available on the Project Zero website.

Each of the five identified Thinking Routines is aligned to one or more of the PCSD Next Gen Skills. Click on the name of the routine to learn more about the move and how to implement it, with fidelity, in your classroom.

I Used to Think...But Now I Think...Take a StandTrue for Who?

The Thinking Routines identified above are just a small sampling of Thinking Routines available on the Project Zero website:

PZ's Thinking Routines Toolbox | Project Zero (harvard.edu)

Cognitive Capacity Builders are a set of high leverage instructional moves selected for their focus on engaging students in academically rigorous tasks where they are expected to take academic risks, stretch and defend their thinking, analyze and evaluate their thinking, and make connections between and among concepts through a variety of methods. There are opportunities to scaffold these moves in a variety of ways so that all learners can experience rigor and meaningful learning. Many of the cognitive capacity builders tap into students’ prior knowledge and lived experiences to help them make meaning of new learning.

Each of the six identified Cognitive Capacity Builder moves is aligned to one or more of the PCSD Next Gen Skills. Click on the name of the instructional move to learn more about the move and how to implement it, with fidelity, in your classroom.

Anticipation/Reaction GuideCognitive WritingConcept MappingGuided InvestigationsStory-ify It

Engaging students in the process of self-assessment, reflection, and peer feedback is an important part of engaging and rigorous learning experience. It starts with clearly communicating the learning targets to students so that they know what is expected of them and what success looks like. Asking students to reflect on the process and products of their learning, provide feedback to their peers, and assess their own progress is part of establishing high expectations for all. Finding ways to involve students in this process that taps into visual thinking, student voice, and student choice helps to ensure that your assessment practices are culturally responsive and supportive of students’ social/emotional learning.

Each of the five identified strategies for engaging students in self-assessment, reflection, and feedback is aligned to one or more of PCSD Next Gen Skills. Click on the name of the instructional move to learn more about the move and how to implement it, with fidelity, in your classroom.

Two-Sided Notebooks

Social Emotional Learning Goal 1: Young people develop a self-awareness that nurtures and affirms a strong sense of identity, informs decisions about their actions, and builds a sense of agency.

SEL Goal #1 focuses on students knowing and understanding their emotions, interests, strengths and abilities, and having a strong sense of identity, including aspects rooted in culture, ethnicity, race, religion, gender identity or expression, ability, for example, and using those understandings to inform decisions about personal behaviors, habits, and routines. These skills enable young people to respond thoughtfully, affect change, cope with emotions, and motivate themselves to persevere when faced with personal, academic, or work-related obstacles. It is critical for caring adults to support young people in their efforts to establish and monitor their progress toward goals, whether personal, academic, career, or work-related. These social emotional competencies and mindsets, thought processes, and strategies can contribute to a strong sense of identity and promote self-confidence and agency as they provide a strong foundation for thriving in school and life.

The high leverage instructional moves that support students’ development of self-awareness are identified below, organized by the PCSD Next Generation Skill(s) that they are also aligned with. Click on the name of the instructional move to learn more about the move and how to implement it, with fidelity, in your classroom.

4 CornersFishBowlFour AsJigsawSave the Last WordSocratic SeminarWorld Café

3-2-1 BridgeConnect, Extend, ChallengeI Used to Think...But Now I Think...Take a Stand

Co-Creation and Use of RubricsPeer FeedbackRecursive Graphic OrganizersReflect with a FormTwo-Sided Notebooks

Anticipation/Reaction GuideCognitive WritingGuided Investigations

Call and ResponseCulture of Error

Social Emotional Learning Goal 2: Young people use social awareness and interpersonal skills to establish, navigate, and maintain mutually supportive relationships with individuals and groups that nurture a strong sense of belonging.

SEL Goal #2 focuses on students’ ability to recognize and empathize with the thoughts, feelings, and perspectives of other individuals and groups, including ideas and perspectives that are different from their own, as this is central to forming and maintaining supportive relationships. Equally important to establishing strong and supportive relationships are strategies and skills that enable decisions regarding personal actions, communicating with other people or groups, and navigating conflicts with others, and considering contextual factors.

The high leverage instructional moves that support students’ development of social awareness and interpersonal skills are identified below, organized by the PCSD Next Generation Skill(s) that they are also aligned with. Click on the name of the instructional move to learn more about the move and how to implement it, with fidelity, in your classroom.

4 CornersFishBowlFour AsJigsawSave the Last WordSocratic SeminarThink, Pair, ShareWorld Café

3-2-1 BridgeConnect, Extend, ChallengeI Used to Think...But Now I Think...Take a Stand

Co-Creation and Use of RubricsPeer FeedbackRecursive Graphic Organizers

Anticipation/Reaction GuideConcept MappingGuided Investigations

Call and ResponseCulture of ErrorShow Call

Social Emotional Learning Goal 3: Young people demonstrate intentional decision-making skills and behaviors that consider social, emotional, and physical safety and well-being in personal, school, and community contexts.

SEL Goal #3 focuses on students’ ability to make thoughtful and intentional decisions considering their individual and collective wellbeing as this is the foundation of an individual’s participation in community. Each person needs the ability to solve problems by accurately defining issues and decisions to be made, generating multiple solutions, anticipating the outcomes of each, and having the ability to evaluate and learn from the outcomes of their decision making.

The high leverage instructional moves that support students in learning to make thoughtful and intentional decisions are identified below, organized by the PCSD Next Generation Skill(s) that they are also aligned with. Click on the name of the instructional move to learn more about the move and how to implement it, with fidelity, in your classroom.

FishBowlFour AsJigsawSave the Last WordSocratic SeminarThink, Pair, ShareWorld Café

3-2-1 BridgeConnect, Extend, ChallengeI Used to Think...But Now I Think...Take a Stand

Co-Creation and Use of RubricsPeer FeedbackReflect with a Form

Concept MappingGuided Investigations

Culture of ErrorShow Call

Academic conversations, or classroom-based discussions, are one of the most important practices teachers can bring to their classroom to promote learning, thinking, and academic achievement. Too often, however, a discussion falls flat, or one or two students dominate the conversation while other students disengage.

Discussion protocols provide structure and procedures that not only allow all student voices to be heard but also hold all students accountable for thinking and participating in the discussion. They are an important part of an equity based, culturally responsive classroom as they “allow more students to join in the conversation confidently, especially English learners, introverted students, disengaged students, and historically marginalized students. These are all students whose communication styles and funds of knowledge are not typically leveraged in classrooms.” (Hammond, ASCD, 2020). When engaged in a discussion protocol, all students are developing the skills of communication and collaboration, while also developing self-awareness, social-awareness, interpersonal and decision-making skills.

Each of the nine identified Discussion Protocols is aligned to one or more of the PCSD Next Gen Skills. Click on the name of the instructional move to learn more about the move and how to implement it, with fidelity, in your classroom.

4 CornersFishbowlFour AsJigsawSave the Last WordSocratic SeminarThink, Pair, ShareWorld Café

A Thinking Routine is a set of questions, or a brief set of steps, designed to scaffold and support student thinking. All the Thinking Routines here come from the Harvard Graduate of Education’s Project Zero Thinking Routine Toolbox. Project Zero researchers designed thinking routines to deepen students’ thinking and to help make that thinking “visible.” Thinking routines help to reveal students’ thinking to the teacher and also help students themselves to notice and name particular “thinking moves,” making those moves more available and useful to them in other contexts.

The use of Thinking Routines in your classroom helps to foster critical thinking skills in all students, signaling the importance of metacognition while also honoring discourse, perspective-taking, and reflection.

What follows is just a small sampling of the dozens of Thinking Routines available on the Project Zero website.

Each of the five identified Thinking Routines is aligned to one or more of the PCSD Next Gen Skills. Click on the name of the routine to learn more about the move and how to implement it, with fidelity, in your classroom.

3-2-1 BridgeConnect, Extend, Challenge

The Thinking Routines identified above are just a small sampling of Thinking Routines available on the Project Zero website:

PZ's Thinking Routines Toolbox | Project Zero (harvard.edu)

Cognitive Capacity Builders are a set of high leverage instructional moves selected for their focus on engaging students in academically rigorous tasks where they are expected to take academic risks, stretch and defend their thinking, analyze and evaluate their thinking, and make connections between and among concepts through a variety of methods. There are opportunities to scaffold these moves in a variety of ways so that all learners can experience rigor and meaningful learning. Many of the cognitive capacity builders tap into students’ prior knowledge and lived experiences to help them make meaning of new learning.

Each of the six identified Cognitive Capacity Builder moves is aligned to one or more of the PCSD Next Gen Skills. Click on the name of the instructional move to learn more about the move and how to implement it, with fidelity, in your classroom.

Anticipation/Reaction GuideCognitive WritingConcept MappingGuided InvestigationsStory-ify ItStretch It

Engaging students in the process of self-assessment, reflection, and peer feedback is an important part of engaging and rigorous learning experience. It starts with clearly communicating the learning targets to students so that they know what is expected of them and what success looks like. Asking students to reflect on the process and products of their learning, provide feedback to their peers, and assess their own progress is part of establishing high expectations for all. Finding ways to involve students in this process that taps into visual thinking, student voice, and student choice helps to ensure that your assessment practices are culturally responsive and supportive of students’ social/emotional learning.

Each of the five identified strategies for engaging students in self-assessment, reflection, and feedback is aligned to one or more of PCSD Next Gen Skills. Click on the name of the instructional move to learn more about the move and how to implement it, with fidelity, in your classroom.

Co-Creation and Use of RubricsPeer FeedbackReflect with a FormRecursive Graphic OrganizersSharing Learning Targets

These are specific instructional moves that help to create and maintain and intellectually, emotionally, and socially safe learning environment for students. These moves are intended to be used to complement additional building-wide and classroom efforts to create a welcoming and affirming environment for all. They provide opportunities for social/emotional learning to be wedded to academic content learning in purposeful and meaningful ways, to highlight student risk-taking and success, and to help students feel connected to the classroom community.

Each of the six identified strategies is aligned to one or more of the PCSD Next Gen Skills. Click on the name of the instructional move to learn more about the move and how to implement it, with fidelity, in your classroom.

Call and ResponseCollaboratively Created Classroom NormsCommunity CircleCulture of ErrorMorning MeetingShow Call