Melissa WheelerJefferson High School
Melissa Wheeler holds a BS in Kinesiology from San Francisco State University
and certifications as an Ashtanga Yoga Instructor and an Ayurvedic Practitioner. She has been teaching PE and/or Health Education since 2000 at Jefferson High School in Daly City, California where she is also an Instructional Coach and Department Chair. She has completed numerous other wellness and mindfulness related trainings including Yoga Ed Instructor, Niroga Corp Instructor, MBSR training, and graduate level coursework at California Institute of Integral Studies (CIIS) in Integrated Health Studies. She lives in Belmont, California and loves music, food, travel, and the outdoors. |
Social Emotional Learning/SEL Mindfulness Strategies
SEL strategies help break down barriers related to stress and trauma while effectively addressing behavior problems and suffering academic performance. We will practice several effective, simple SEL mindfulness based strategies for the PE or classroom setting. Light movement. Yoga mat or towel is helpful. Leave with experience, resources and plans for implementation at your site.
PE State Standards Addressed:
•Standard 1: Demonstrate knowledge and competency in motor skills, movement patterns and strategies needed to perform a variety of physical activities.
•Standard 3: Demonstrate knowledge of psychological and sociological concepts, principles, and strategies as they apply to learning and performance of physical activity.
Additional Standards Addressed:
•Emerging SEL State Standards from the CASEL (Collaborative for Academic Social Emotional Learning
•High-quality standards for SEL are integrated and reflected in standards from other subject areas including1:
oNational Health Education Standards
oCommon Core State Standards (CCSS)
Goals/Outcomes:
Participants will develop a plan for implementation of SEL/Mindfulness strategies in their classes.
Learning Objectives:
•Participants will be able to compare and contrast how they felt before mindfulness to how they felt after mindfulness.
•Participants will be able to explain why SEL mindfulness practices are effective strategies for increased student success.
•Participants will be able to develop a plan to use SEL/Mindfulness in their classes at school.
Agenda:
•SEL and Mindfulness Overview (6 min)
•Practice- Lying/supine, seated and active mindfulness practices (44 min)
•Create plans for implementation (5 min)
•Share out (5 min)
Activate Prior Knowledge/Anticipatory Set:
Discussion of…
•Barriers to student success (behavioral and academic)
•stress, PTSD, C-PTSD
•Social Emotional Learning/SEL
•Mindfulness
Concept Development:
Discussion of:
•Social Emotional Learning/SEL
•mindfulness
•Mindfulness and the nervous system
•Mindfulness and how to strategically use for behavioral modification and improved academic success
Skill Development & guided practice:
•Check-in, self-assess before mindfulness
•Mindfulness strategies: Supine, seated, active
•Check-in, self-assess after mindfulness, share out in whip
•Discussion
Relevance:
•Discussion of how and why to do this in school
•Presentation of several stories and pieces of evidence
•share sources for further inquiry, appendix
Independent Practice:
Participants construct a plan for implementation including where, when, who, needs, and why.
Closure:
Participants share plans for implementation
Appendix
•Research from Niroga, David Lynch Foundation, Mindful Schools, UC Berkeley’s Greater Good Science Center (GGSC)
•Resources, links
•Content/Curriculum (PPt, Handouts)
Handouts:
Mindfulness CAHPERD Handout Wheeler Feb 2016
Mindfulness CAHPERD plan Handout Wheeler Feb 2016
Mindfulness CAHPERD PPT Print Version Wheeler Feb 2016
Thursday 1:00 - 2:00 pm
Stevens Creek/Winchester
SEL strategies help break down barriers related to stress and trauma while effectively addressing behavior problems and suffering academic performance. We will practice several effective, simple SEL mindfulness based strategies for the PE or classroom setting. Light movement. Yoga mat or towel is helpful. Leave with experience, resources and plans for implementation at your site.
PE State Standards Addressed:
•Standard 1: Demonstrate knowledge and competency in motor skills, movement patterns and strategies needed to perform a variety of physical activities.
•Standard 3: Demonstrate knowledge of psychological and sociological concepts, principles, and strategies as they apply to learning and performance of physical activity.
Additional Standards Addressed:
•Emerging SEL State Standards from the CASEL (Collaborative for Academic Social Emotional Learning
•High-quality standards for SEL are integrated and reflected in standards from other subject areas including1:
oNational Health Education Standards
oCommon Core State Standards (CCSS)
Goals/Outcomes:
Participants will develop a plan for implementation of SEL/Mindfulness strategies in their classes.
Learning Objectives:
•Participants will be able to compare and contrast how they felt before mindfulness to how they felt after mindfulness.
•Participants will be able to explain why SEL mindfulness practices are effective strategies for increased student success.
•Participants will be able to develop a plan to use SEL/Mindfulness in their classes at school.
Agenda:
•SEL and Mindfulness Overview (6 min)
•Practice- Lying/supine, seated and active mindfulness practices (44 min)
•Create plans for implementation (5 min)
•Share out (5 min)
Activate Prior Knowledge/Anticipatory Set:
Discussion of…
•Barriers to student success (behavioral and academic)
•stress, PTSD, C-PTSD
•Social Emotional Learning/SEL
•Mindfulness
Concept Development:
Discussion of:
•Social Emotional Learning/SEL
•mindfulness
•Mindfulness and the nervous system
•Mindfulness and how to strategically use for behavioral modification and improved academic success
Skill Development & guided practice:
•Check-in, self-assess before mindfulness
•Mindfulness strategies: Supine, seated, active
•Check-in, self-assess after mindfulness, share out in whip
•Discussion
Relevance:
•Discussion of how and why to do this in school
•Presentation of several stories and pieces of evidence
•share sources for further inquiry, appendix
Independent Practice:
Participants construct a plan for implementation including where, when, who, needs, and why.
Closure:
Participants share plans for implementation
Appendix
•Research from Niroga, David Lynch Foundation, Mindful Schools, UC Berkeley’s Greater Good Science Center (GGSC)
•Resources, links
•Content/Curriculum (PPt, Handouts)
Handouts:
Mindfulness CAHPERD Handout Wheeler Feb 2016
Mindfulness CAHPERD plan Handout Wheeler Feb 2016
Mindfulness CAHPERD PPT Print Version Wheeler Feb 2016
Thursday 1:00 - 2:00 pm
Stevens Creek/Winchester