SEE-KS is an acronym for Social Emotional Engagement Knowledge and Skills. Through SEE-KS we recognise that we can encourage student’s social growth, and by encouraging relationship growth among all students in a class, we can improve class culture, and enhance academic outcomes.
We know that communication is key, and our children will sit within one of three language stages; before words, emerging language and conversational. Their communication stage will help us design the supports and activities that will be most meaningful to them.
We want to see our children develop from engaging socially, emotionally and academically to being confident communicators and learners, leading to them taking ownership of their social relationships and learning outcomes. Within SEE-KS there are three areas that we consider in all that we do.
- Fostering Investment
- Fostering Independence
- Fostering Initiation
Fostering our children’s investment is the process of getting them engaged. Without investment from the children we cannot ensure deeper levels of learning. To do this we use a range of approaches to plan and deliver meaningful and purposeful lessons and activities that the children will naturally want to engage with. We facilitate this by ensuring 2 key things;
- Student interests have been considered to stimulate motivation for learning.
Before words– Hands-on, meaningful materials, gross motor movement, contextual support such as music, art, cooking, and “real life” materials.
Emerging Language – All of the above as well as purposeful application or an engaging social interaction within activities (e.g., when sounding out words, having the students act out or role play the meaning of that word or share their knowledge with a peer)
Conversational – All of the above as well as Link meaningful topics and materials to tasks with clear application to daily life (e.g., linking math equations to real-life application, embedding writing in a letter or newspaper submission, the use of role play).
2. Students have the tools to stay actively engaged and persist in tasks
Before Words- Providing materials for students to hold and manipulate that are soothing or stimulating, providing alternative seating, and providing adjusted social complexity (e.g., additional adult support or smaller group opportunities) when needed.
Emerging Language – All of the above as well as Providing visuals for learners to express their emotion and make requests for help or a break (e.g., an emotion key ring)
Conversational- All of the above as well as Embedding discussion prior to the task as to what might be helpful when in need of help or when tasks are complete.
Our children’s independence is key to their lifelong learning. Children must be confident in their own abilities to complete tasks and engage in activities. To support this, we ensure we have the right balance of supports to enable children to succeed without decreasing their independence. We facilitate this by ensuring 2 key things;
1.Students have access to information presented in different ways
Before words- Contextual information (embedding language in natural routines), Concrete visual tools (e.g., real life objects graphics, photographs), Objects of reference to support transitions across activities (e.g., holding a paint brush to represent time for art activity, activity bins in sequence).
Emerging Language- Visual supports such as photos, graphics and the written word, Contextual information (embedding language in natural routines and using rehearsal/role play), Concrete visual tools (e.g., real life objects, graphics, photographs), Photos, graphics, and/or writing to support transition across activities.
Conversational – Visual supports such as written language, photos, and graphics (e.g., a “to do” list or “help box”), Using rehearsal/role play and hands-on materials Written daily agendas, help boxes, photos graphics, and/or writing to support transition across activities.
- Social expectations are presented in multiple ways
Before words- Contextual information (e.g., turning the lights off for quiet time, using music to represent change in activities). Concrete visual tools (e.g., real life objects, graphics, photographs to represent basic social expectations such as where to sit –name card on card, materials laid out on the table).
Emerging Language- All of the above as well as additional support for social cues (e.g., visual social narratives paired with graphics and photographs). Imaginative play or role play Visual tools across contexts and through rehearsal and experiential learning so that transfer of information to new contexts is maximized.
Conversational –All of the above as well as Role play and/or rehearsal of social expectations. Additional support for social cues (e.g., visual social narratives paired with graphics and photographs).
Children taking the lead in their own learning and interactions is a huge milestone. It means they are able to generalise previously taught skills across a range of environments and partners. It also demonstrated their executive functioning skills in planning, initiating and carrying out thought processes to achieve a goal which they have set themselves. . To facilitate this, there are two key things we must do;
1.Ensuring students have a variety of ways to show what they know and ways to express it.
Before words- Providing choices of materials in see-through containers to elicit gestural forms of communication within familiar routines and unfamiliar activities.
Emerging Language- Providing duplicate sets of visual supports during lessons for students to reference during group instruction (e.g., a chart of the ABCs, ten frames, etc.), Providing graphics to denote people’s names and verbs for subject + verb word combinations in both familiar and novel situations, Provide multiple options for expression (e.g., a selection of pictures to point to or hold, a dry erase board, thumbs up/thumbs down, hand signals, role play, verbalizing with a peer, share outs in group settings).
Conversational – All of the above as well as Providing visual supports for content (what to say), timing (when to talk), and social conventions (how to engage)
- Students have frequent opportunities for initiating in everyday activities
Before Words- Providing adjusted social complexity (e.g., additional adult support or smaller group opportunities) when needed. Being responsive to nonverbal signals for communication. Providing close proximity to concrete objects and see-through containers.
Emerging Language- Balancing teacher-led discourse with student-led discourse using frequent pair shares, providing open-ended questions and dialogue, Whole group participation (e.g., choral responses) Peer interaction (e.g., turn and talks, peer matches and peer group collaboration, students taking the lead at front board). Providing close proximity to visuals such as photos, graphics and the written word.
Conversational– All of the above as well as Providing close proximity to visuals such as written sentence starters and requests for peer collaboration