Social Competencies (a non-cognitive skill in the 21st century)

1. SOCIAL COMPETENCIES
(Assessing 21st Century Non-cognitive Skills)
Resource Speaker: MHELCAR C. ANIERDES, MA Ed.
BED SHS Coordinator
COLEGIO SAN AGUSTIN- BACOLOD
Confidential and Proprietary. Copyright © 2010 Educational Testing Service.
October 24, 2017
Nature’s Village, Talisay City

2. LEADERS SAY NON-COGNITIVE
SKILLS ARE IMPORTANT.

3. NON-COGNITIVE SKILLS
• Are those attitudes, behaviors, and strategies which
facilitate success in school and workplace, such as
motivation, perseverance, and self-control. These
factors are termed ‘non-cognitive’ as they are
considered to be distinct from the cognitive and
academic skills usually measured by tests or teacher
assessments.

4. • This term is most strongly associated with the work of Nobel
Prize-winning economist James Heckman. He analyzed large
data sets to show that attributes such as self-discipline and
persistence — not just academic achievement — affected
education, labor market and life outcomes.

5. • "Every skill or trait is cognitive in the sense that it involves
and reflects the processing of information of some kind in
our brains," he says. And West adds that traditional
academic skills more often than not are complements, not
substitutes, for the attitudes and personality traits captured
by the term "non-cognitive skills."

6. Social Competencies
• Complex communication
• Emotional Intelligence
• Social intelligence
• Teamwork/ Collaboration
• Leadership
• Cultural sensitivity
• Tolerance for diversity
• Work Ethic

7. • "Increasingly teachers who are on the front line say that it's very
important to teach kids to be more socially and emotionally
competent," says Roger P. Weissberg, chief knowledge officer of the
Collaborative for Social and Emotional Learning (CASEL), which
promotes the concept and the term nationwide.
• "Teachers feel, and growing research supports, that it helps them
academically, it improves school climate, it improves discipline, and
it's going to help them to be college and career — and life — ready."

8. O NOT everyone naturally ‘gets’ social skills
O There is a direct correlation between poor social skills,
behavior problems, and academic achievement.
Poor Social Skills Behavior Problems AcademicAchievement
Why do I need to teach Social Skills?

9. Why Teach Social Skills?
•Understanding social interactions helps us to predict the behavior of others
•Helps students take part in groups
•Helps students form friendships
•Cost of poor social skills
•About 50,000 children and youth die each year because of poor social
skills (Olhoff and Olhoff, 2004)
•More difficulty obtaining and keeping a job

10. Why Teach Social Skills?
• Persons with AS have a significantly higher risk for depression (1 in
15)
• Teens and adults with AS have a significantly higher rate of suicide
• Unable to handle rejection
• Greater difficulty with relationships
• Difficulty managing their own emotions
• Often have fewer skills for dealing with these problems

11. Percentage Employers Rating Skill as “Very Important”
21ST CENTURY SKILLS
ORAL COMMUNICATIONS
TEAM WORK/COLLABORATION
PROFESSIONALISM/WORK ETHICS
WRITTEN COMMUNICATIONS
CRITICAL THINKING/PROBLEM SOLVING
SOCIAL RESPONSIBILITY
LEADERSHIP
INFORMATION TECHNOLOGY
CREATIVITY/INNOVATION
DIVERSITY

12. Breathing Exercise

13. Proactive Not Reactive
• Teach the student to have a plan to keep themselves in check:
• Teach them breathing techniques
• Give them an outlet for tensing muscles such as a stress ball they
keep in their pocket
• Teach them how to go to their “calm” place

14. Positive Affirmations
•I can do it!
•I’ll try my best and that will be good enough!
•I am safe.

15. SOME STRATEGIES TO ASSESS
SOCIAL COMPETENCIES

16. Worry Journal
My Worries: How Did I Handle My Worries:

17. Anger Management Activity
We have to TEACH new coping skills
and distraction techniques to keep stressors
from piling higher!
Brainstorm coping skills we can teach studentsJ!

20. Anger Control Stoplight
When you are angry, use your stoplight to
remind you how to behave appropriately.
When you feel like you might lose control,
STOP. Next, CALM DOWN and think of a
solution to your problem.
When you are calm, you can GO ahead and
solve your problem!

21. I Feel Cards
Students often need a visual & a word to describe how they are feeling.
*Tip of the day:

22. Responsible Thinking
What are you doing? or What did you do?
Is that ok?
What happens when you ______?
Is that what you want to happen?
Is __________ going to get you what you want?
What are you going to do next time?

23. INCREDIBLE 5 POINT SCALE

24. SOCIAL SKILLS STRATEGIES

25. TAKING TURNS VISUALS

26. SAY HELLO VISUAL

27. TOPIC BOARD VISUAL

28. CONVERSATION CHECKLIST

29. PIE CHART VISUAL STRATEGY

30. MINT NEW THOUGHT ACTIVITY

31. GREEN ZONE ACTIVITY

33. Green Zone Activity

34. VALIDATING WORDS ACTIVITY

35. Using Magnets to Show What Attracts
1. Get some magnets that both attract and repel each other
depending on how they are positioned. Allow the kids to hold them
and demonstrate how the magnets “attract” and “push away.
2. Say something like this: “The things we do and say affect other
people like magnets affect other magnets. Some things we do and
say “attract” other people. That means that other people like it.
When they like it they want to be around us. Some things we do and
say can push away other people, just the way one magnet can push
away another magnet.”

36. Using Magnets Activity Worksheet

38. PEOPLE POINTS ACTIVITY
• Other people are usually watching and listening to us. The
information they get with their eyes and ears goes into their minds.
Some of the information about you stays there a long time. People
talk with other people. The information they have in their minds,
about you–both good stuff and bad stuff–can get passed on to the
minds of others in this way.
• When you put a good memory about yourself into another person’s
mind, we will call that a People Point. It’s something like scoring a
point each time you do something cool, or nice, or when you behave
well, or when you deal with something hard without getting too
upset.”

39. PEOPLE POINTS ACTIVITY
• Other people also remember when we do things that they do
NOT like. Like when you do something mean, or rude, or out
of control. Or, if you don’t pay attention when another
person is upset or having a hard time. When that happens,
we will call that earning Negative People Points.” [Now,
encourage the child to recall a recent time when they earned
Negative People Points.]

41. Negative Thinking Table Activity
SITUATIONS NEGATIVE
THINKING
POSITIVE
THINKING
You have to take a test. I am going to fail. This is
going to be hard.
I will try the best I can and
will be happy with that. It
will be okay.
You are going to a new
school.
You need to ask the
teacher a question.
You are shy and some new
students try to talk with
you.

42. APPROACHES TO MEASURING NON-
COGNITIVE SKILLS
SELF-ASSESSMENT
Ratings by others; Interview
Situational Judgment Test
Conditional Reasoning Test

43. Confidential and Proprietary. Copyright © 2010 Educational Testing Service. All rights reserved.
Copyright © 2011 by Educational Testing Service.