Living the Theory
An Authentic Approach to Social
and Emotional Aspects of
Learning (SEAL)
What is SEAL?
• Social and Emotional Aspects of Learning
– non statutory element of primary and
secondary curriculum from 2007
• Underpins learning in all other curriculum
areas
• Primary and Secondary Set
• http://nationalstrategies.standards.dcsf.go
v.uk/primary/publications/banda/seal
Skills Based
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Self awareness
Managing feelings
Motivation
Empathy
Social skills
Primary and Secondary Themes
• New beginnings
• Getting on and falling
out
• Say no to bullying
• Going for goals
• Good to be me
• Relationships
• Changes
• A place to learn
• Learning to be
together
• Keeping on learning
• Learning about me
This project
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TDA funded
Across GONW
Supported by National Strategies
100 teachers / school staff
Evaluated baseline +
• ‘Practical SEAL skills for school
leadership’
Adult Learning Approach
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Experiential adult learning
Knowledge, skills and understanding
NLP techniques to embed
TA and EI to develop self awareness
Extensive support materials
Self Directed project to embed learning
(Boyatzis 1998)
• Process is the content
Practitioner Research Approach
• Experiential Learning Cycle (Kolb 1984)
• Change Cycle (Lewin 1943 )
• Action Research Cycle (McNiff 1988)
McNiff’s
(1988: 44)
model of the
Action
Research
Cycle
Premises
• 4 levels of learning: Individual, Inter
personal, Pedagogical, and Organisational
• Achieved through ‘Living the Theory’
(Whitehead 1989) and Modelling (Bandler
and Grindler 1979)
• Supported learning to ensure transfer of
learning
• Desired output – cultural change in
schools at all levels
The programme
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Contract prior to arrival
2 consecutive days experiential learning
Experimentation space
1 day experiential learning and feedback
Establish projects
3 x half day cluster support groups
Optional M level accreditation
The Evaluation Findings
RESOURCES
ACTIVITIES
DISCUSSION
CONCEPT
INSIGHT
UNDERSTANDING
PERCEIVED
RELEVANCE
APPLICATION
• All teachers reported a changed self awareness and
attitude to teaching
• 90% of teachers reported a deeper understanding of
teaching and learning
• 95% of teachers reported an increase of knowledge,
skills and understanding
• 87% reported an increase in understanding of leadership
• 97% reported congruence between the course and their
value systems
• 100% reported continued motivation
• 90% could evidence impact
Supporting Evidence
• “through exceptionally clear resources and
experiential learning it succeeded in
putting ‘theory into context’. It guided
SEAL leaders towards understanding how
some theories drawn from transactional
analysis can be a practical tool for
teachers seeking to understand SEAL and
use it to shape and change the motivation,
behaviour, emotions of themselves, their
pupils and their school teams”
• “The evidence provides strong satisfaction
with all three aspects of course structure,
delivery style and resources, implying a
highly positive impact on participants
availing themselves of the opportunities
offered by the course”
• “Participants valued the experience of
reflective practice promoted by the
substance, sequencing and structure of
the programme”
Challenges
• Accreditation completion was low
• Participants reported wanting a longer
overall timescale
• Acquiring + 6 months evaluation data
• Attendance at cluster meetings
• Intransient views of a minority of staff
towards SEAL
Conclusions
• “Despite the challenges, the programme
was overwhelmingly rated highly effective
and inspiring, and exceptionally well
designed and delivered, by almost every
participant, and favourably compared with
all other courses. The conversion of
‘concept to context’ was an outstanding
feature”.
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Kaz Stuart
University of Cumbria
SEPE
Rydal road
Ambleside
Cumbria
LA22 9BB
015394 30250 / 07950 039206
Karen.stuart@cumbria.ac.uk