Page 18 - 2019-2020 Leader Manual

Noticing New in Programs

Noticing New  Brainstorm: why is this skill important?
checklist  Choose: pick an activity provided
 Remind: participants of today’s SEL theme (Noticing Us) picture
 Make: activity work - adapt if needed
 Debrief: debrief Noticing New (questions below)
 Overlap Noticing New and Noticing Us
Finishing up  Pack: Picture + Materials
 Review: Fill Review: Lesson Feedback (how it went, concerns).
Debrief Activity with participants (Noticing New)
 What was it like? What did you like? What did you not like?
 How did you feel? What words describe type today’s skill ?
 What is important to you about type today’s skill ?

When planning activities always have a few questions in mind. These questions act as a filter for how you
approach each of your lesson plans:

 What social skills are needed to do this task? (e.g., being able to work in groups larger than
two)
 Being able to share something personal with another person, taking on a group role, etc.
 What emotional skills are needed to do this task? (e.g., being able to get to calm; being able
to manage waiting; being able to say, “Stop, I don’t like that”)

 What children/youth will have difficulty doing this task? (e.g., ADHD, high functioning
autism, students who are antsy, anxious, shy, frustrated ...) Also, we need to think “is this
task discriminatory or inappropriate for participants” (e.g. cultural)

 What typical “age” can do this? (e.g. Ages & stages of appropriate development)

Leader Manual, Social Programs, Calgary Neighbourhoods page. 18