What Does Play Have to Do with Classroom Learning? Exploring Social-Executive Functioning and Social-Emotional Learning for Early Learners
In this course you will learn how to promote executive functioning with fun and innovative strategies to help kids understand and improve their group, classroom, and play dynamics. We’ll thoroughly explore how to figure out social expectations, make smart guesses, and other Social Thinking concepts. We’ll also delve into our new assessment and treatment-planning tool, which is paired with a checklist and play activities. The goal of this course is to offer cutting-edge information and teach attendees how to use We Thinkers! Volume 2 Social Problem Solvers with fidelity. Builds on the precursory course “Teaching Social Thinking to Early Learners Through Stories and Play-Based Activities.”
Who should attendInterventionists supporting ages 4 - 7. At our conferences we share our latest frameworks, lessons, and strategies for teaching social thinking with a wide variety of interventionists, including: speech-language pathologists, special and general education teachers, social workers, counselors, clinical and school psychologists, occupational therapists, behavior specialists, and school administrators to name a few. It’s also used by family members and caregivers across settings.
- What You Will Learn
- CE Credit
Course Content Disclosure: While this course includes information on other products and the work of other authors, it focuses primarily on the content included in the We Thinkers! Volume 2 Social Problem Solvers curriculum, storybooks, and the GPS assessment and treatment* guide for the purpose of teaching this information with fidelity.
Social-executive functioning is at the heart of successful play, social interaction, and learning as part of a group. In this course, we’ll teach how to move from the five basic Social Thinking lessons in We Thinkers! Volume 1 Social Explorers (formerly The Incredible Flexible You!) to the more complex lessons presented in We Thinkers! Volume 2. Attendees will engage in research-based group learning activities and learn strategies to apply in the classroom, clinic, or home the next day. Explore concepts such as the role of play and working as part of a group in the development of self-regulation, social problem solving, and executive functioning. We will also look at why a child who has difficulty with social attention will have trouble with sharing an imagination and interacting/playing with peers. Learn to teach kids to become better social observers and decipher the hidden rules and social expectations of a situation. From there we move to teaching strategies around the concepts of flexible versus stuck thinking, recognizing the size of the problem, making smart guesses, and sharing an imagination. Learn to use Social Thinking’s newest tool, the Group Collaboration, Play and Problem Solving (GPS) Scale, to understand the five different levels of play and how they relate to classroom participation and academic standards. Understand how this scale interfaces with and expands upon other known scales such as the Westby Play Scale (2000), a highly regarded standard in the literature of play assessment. Learn how the lessons and activities in the We Thinkers! curriculum are adapted for each level of Social Thinking’s GPS and how the information can be used in Pre-K–2 mainstream classrooms as part of social emotional learning (SEL), Positive Behavioral Interventions and Supports (PBIS), and Response to Intervention (RTI) programs. Our goal is to teach how to use We Thinkers! Volume 2 and related treatment ideas with fidelity. The information presented on this day builds on the five core Social Thinking concepts presented in our precursory course “Teaching Social Thinking to Early Learners Through Stories and Play-Based Activities.”
*Treatment refers to using conceptual and strategy-based frameworks to help individuals improve their social competencies.
- Describe two (2) strategies for helping individuals learn to be more flexible thinkers.
- Describe two (2) strategies to help individuals learn how problem solving involves self-regulation.
- Design a lesson to promote a child’s development of Shared, Collaborative, Imaginative Play (SCIP).
- Describe two (2) aspects of each of the five levels of play as explained through Social Thinking’s Group Collaboration, Play and Problem Solving (GPS) Scale.
- Define two (2) different strategies to provide differentiated instruction to students who have different interactive play abilities.
- Explain how to teach students to read the hidden rules to figure out what behaviors are expected in a specific situation.
This agenda may change without notice.
|7:30-8:30||Use social competencies to problem solve how to sign in, find a seat, and enjoy a cup of coffee or tea while getting to know fellow attendees.
|8:30-10:15||Explore Shared, Collaborative, Imaginative Play (SCIP): how it develops, the relation to social-executive functioning, the connection to academics and classroom learning, and why it can be so difficult for an individual with a social learning challenge
|10:30-12:00||Introduce Social Thinking’s Group Collaboration, Play and Social Problem Solving Scale (GPS)
|12:50-2:15||Detail the tenets of teaching and related strategies embedded in the five units of We Thinkers! Volume 2: expected and unexpected behavior, smart guesses, flexible vs. stuck thinking
||Continue to explore practical strategies for teaching We Thinkers! Volume 2: size of the problem and sharing an imagination
We are proud to be a continuing education provider for Speech-Language Pathologists, Social Workers, Marriage and Family Therapists, Clinical and School Psychologists, and Certified Counselors, such as Licensed Professional Counselors, Licensed Mental Health Counselors, Licensed Professional Clinical Counselors, and others.
We offer continuing education units/credits/clock hours through:
- ASHA: American Speech-Language-Hearing Association
- CES: Commonwealth Educational Seminars
- NBCC: National Board for Certified Counselors
- And more!