Social Emotional Learning by Karina Teco Camacho https://padlet.com/r170023/6etx7fh220h6gefg An integral part of education and human development en-us 2021-11-19 04:08:06 UTC 2023-08-19 05:28:25 UTC hello@padlet.com https://padlet.net/icons/png/1f98b.png WHAT IS SEL? r170023 https://padlet.com/r170023/6etx7fh220h6gefg/wish/1901299409 is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities.]]> 2021-11-19 04:13:03 UTC https://padlet.com/r170023/6etx7fh220h6gefg/wish/1901299409 r170023 https://padlet.com/r170023/6etx7fh220h6gefg/wish/1901300752 2021-11-19 04:14:09 UTC https://padlet.com/r170023/6etx7fh220h6gefg/wish/1901300752 KEY SETTINGS r170023 https://padlet.com/r170023/6etx7fh220h6gefg/wish/1901301850 2021-11-19 04:15:03 UTC https://padlet.com/r170023/6etx7fh220h6gefg/wish/1901301850 SEL advances educational equity and excellence through; r170023 https://padlet.com/r170023/6etx7fh220h6gefg/wish/1901305434 - authentic school-family-community partnerships
- trusting and collaborative relationships
- rigorous and meaningful curriculum and instruction
- ongoing evaluation]]> 2021-11-19 04:17:47 UTC https://padlet.com/r170023/6etx7fh220h6gefg/wish/1901305434 Social-Emotional Learning r170023 https://padlet.com/r170023/6etx7fh220h6gefg/wish/1901318084 2021-11-19 04:27:30 UTC https://padlet.com/r170023/6etx7fh220h6gefg/wish/1901318084 r170023 https://padlet.com/r170023/6etx7fh220h6gefg/wish/1901327293 2021-11-19 04:34:45 UTC https://padlet.com/r170023/6etx7fh220h6gefg/wish/1901327293 2020 definition r170023 https://padlet.com/r170023/6etx7fh220h6gefg/wish/1901335638 2021-11-19 04:40:50 UTC https://padlet.com/r170023/6etx7fh220h6gefg/wish/1901335638 STRATEGY FOR USING SEL r170023 https://padlet.com/r170023/6etx7fh220h6gefg/wish/1901339905 2021-11-19 04:44:03 UTC https://padlet.com/r170023/6etx7fh220h6gefg/wish/1901339905 Effectiveness of SEL for adolescents r170023 https://padlet.com/r170023/6etx7fh220h6gefg/wish/1901344423 2021-11-19 04:47:29 UTC https://padlet.com/r170023/6etx7fh220h6gefg/wish/1901344423 r170023 https://padlet.com/r170023/6etx7fh220h6gefg/wish/1901346189 If we really want all students to leave school having developed certain academic, social, personal, and cultural capacities, we need to think really carefully about whether we as educators are creating the types of experiences that we know from research will help develop those capacities. 

Dr. Dave Paunesku, PERTS.

]]> 2021-11-19 04:48:58 UTC https://padlet.com/r170023/6etx7fh220h6gefg/wish/1901346189 SEL EDUCATIONAL ADVANCES BY: r170023 https://padlet.com/r170023/6etx7fh220h6gefg/wish/1901347954
  1. Supporting authentic school-family-community partnerships where young people, families, educators, and community partners work together to plan, implement, and continuously improve strategies and programs to best serve all students in their local context. SEL helps stakeholders develop the skills and relationships to communicate and collaborate effectively across different perspectives and backgrounds.
  2. Fostering trusting and collaborative relationships where educators can attune to and appreciate students’ developmental needs and unique strengths; develop a deeper awareness of students’ cultures, backgrounds, and learning differences; and create classroom environments that are inclusive of all learners. SEL helps young people and adults learn and practice empathy, perspective-taking, and active listening to build deeper connections with one another.
  3. Promoting rigorous and meaningful curriculum and instruction that sets high standards and expectations for all students and actively engages them in developing academic, social, and emotional skills to achieve their goals and contribute to their communities. Evidence-based SEL programs and approaches help ensure all students have consistent opportunities to learn and practice developmentally-appropriate skills that help them thrive.  
  4. Applying ongoing evaluation of policies, practices, and outcomes to ensure all students are treated fairly, have access to supportive learning environments, engage in high-quality educational opportunities and programs, and achieve excellence in academic, social, and emotional outcomes. SEL implementation grounded in research and continuous improvement helps drive efforts toward equitable and optimal outcomes. 


]]> 2021-11-19 04:50:23 UTC https://padlet.com/r170023/6etx7fh220h6gefg/wish/1901347954 r170023 https://padlet.com/r170023/6etx7fh220h6gefg/wish/1901354956 2021-11-19 04:55:44 UTC https://padlet.com/r170023/6etx7fh220h6gefg/wish/1901354956 r170023 https://padlet.com/r170023/6etx7fh220h6gefg/wish/1901361523 2021-11-19 05:00:24 UTC https://padlet.com/r170023/6etx7fh220h6gefg/wish/1901361523 SEL IS FOR EVERYONE!! r170023 https://padlet.com/r170023/6etx7fh220h6gefg/wish/1901363263 2021-11-19 05:01:30 UTC https://padlet.com/r170023/6etx7fh220h6gefg/wish/1901363263 r170023 https://padlet.com/r170023/6etx7fh220h6gefg/wish/1901375538 2021-11-19 05:11:12 UTC https://padlet.com/r170023/6etx7fh220h6gefg/wish/1901375538 r170023 https://padlet.com/r170023/6etx7fh220h6gefg/wish/1901387646 SEL is sometimes called "the missing part" because it represents a part of education that links academic knowledge with a specific set of skills important to success in schools, families, communities, workplaces, and life in general.]]> 2021-11-19 05:20:41 UTC https://padlet.com/r170023/6etx7fh220h6gefg/wish/1901387646 Resources for creating a healthy school culture r170023 https://padlet.com/r170023/6etx7fh220h6gefg/wish/1901392170 2021-11-19 05:24:30 UTC https://padlet.com/r170023/6etx7fh220h6gefg/wish/1901392170 Elementary school r170023 https://padlet.com/r170023/6etx7fh220h6gefg/wish/1901398641 Teachers work together across grade levels to include social-emotional learning into daily instruction. Activities include:
  • read-aloud stories on related topics
  • guided discussion
  • role-playing and problem-solving
  • opportunities to reflect on and demonstrate learning through writing, art, and presentations
Students can take home materials that reinforce social-emotional learning with families. Monthly school events highlight specific social-emotional skills, reinforce new learning and introduce ideas for using skills across different contexts.
]]> 2021-11-19 05:29:47 UTC https://padlet.com/r170023/6etx7fh220h6gefg/wish/1901398641 Middle school/Junior high school r170023 https://padlet.com/r170023/6etx7fh220h6gefg/wish/1901400163 At the beginning of the school year, school staff works together to create a shared understanding of social-emotional learning. They use this to develop strategies for using social-emotional competencies in academic and extra-curricular activities. School-wide events use the language of social-emotional learning and focus on positive relationships and responsible decision-making.]]> 2021-11-19 05:31:10 UTC https://padlet.com/r170023/6etx7fh220h6gefg/wish/1901400163 High school r170023 https://padlet.com/r170023/6etx7fh220h6gefg/wish/1901401340 School staff develops learning modules that reinforce social-emotional competencies. English teachers work together to plan literature projects that explore social-emotional learning at each grade level. School publications, signage, and events use the language of social-emotional learning.]]> 2021-11-19 05:32:07 UTC https://padlet.com/r170023/6etx7fh220h6gefg/wish/1901401340 Choosing instructional resources r170023 https://padlet.com/r170023/6etx7fh220h6gefg/wish/1901405884 2021-11-19 05:36:18 UTC https://padlet.com/r170023/6etx7fh220h6gefg/wish/1901405884 r170023 https://padlet.com/r170023/6etx7fh220h6gefg/wish/1901413226 Pp. 14 - 19]]> 2021-11-19 05:43:01 UTC https://padlet.com/r170023/6etx7fh220h6gefg/wish/1901413226 r170023 https://padlet.com/r170023/6etx7fh220h6gefg/wish/1901421940 2021-11-19 05:50:46 UTC https://padlet.com/r170023/6etx7fh220h6gefg/wish/1901421940 r170023 https://padlet.com/r170023/6etx7fh220h6gefg/wish/1902894301  Current findings showed that SEL programs yielded significant positive effects on targeted social-emotional competencies and attitudes about self, others, and school. ]]> 2021-11-19 20:27:45 UTC https://padlet.com/r170023/6etx7fh220h6gefg/wish/1902894301 r170023 https://padlet.com/r170023/6etx7fh220h6gefg/wish/1902894487 They also enhanced students’ behavioral adjustment in the form of increased prosocial behaviors and reduced conduct and internalizing problems and improved academic performance on achievement tests and grades. ]]> 2021-11-19 20:27:52 UTC https://padlet.com/r170023/6etx7fh220h6gefg/wish/1902894487 A schoolwide approach r170023 https://padlet.com/r170023/6etx7fh220h6gefg/wish/1902900238 2021-11-19 20:32:44 UTC https://padlet.com/r170023/6etx7fh220h6gefg/wish/1902900238 Practical strategies r170023 https://padlet.com/r170023/6etx7fh220h6gefg/wish/1902902927 2021-11-19 20:35:05 UTC https://padlet.com/r170023/6etx7fh220h6gefg/wish/1902902927 Why SEL matters? r170023 https://padlet.com/r170023/6etx7fh220h6gefg/wish/1902931229 2021-11-19 20:59:13 UTC https://padlet.com/r170023/6etx7fh220h6gefg/wish/1902931229 r170023 https://padlet.com/r170023/6etx7fh220h6gefg/wish/1902934721 The rationale for educating students with disabilities in integrated settings is to ensure their normalized community participation by providing them with systematic instruction in the skills that are essential to their success in the social and environmental contexts in which they will ultimately use these skills. (Gartner & Lipsky, 1987, p. 386) ]]> 2021-11-19 21:02:59 UTC https://padlet.com/r170023/6etx7fh220h6gefg/wish/1902934721 r170023 https://padlet.com/r170023/6etx7fh220h6gefg/wish/1902940228 The construct of social-emotional learning emerged in the literature in a systematic way with the publication of Promoting Social and Emotional Learning: Guidelines for Educators (Elias et al., 1997), which followed the blockbuster publication by Daniel Goleman (1995), Emotional Intelligence. Goleman’s book relied on prior action research identifying programs that had been found effective in building children’s social competence using rigorous experimental designs. The term “social-emotional learning” (SEL) was developed for use in research and practice in emotional intelligence as applied to the schools because it reflected a strong recognition of the role of both social and emotional factors in successful academic learning. ]]> 2021-11-19 21:08:36 UTC https://padlet.com/r170023/6etx7fh220h6gefg/wish/1902940228 r170023 https://padlet.com/r170023/6etx7fh220h6gefg/wish/1902947731  A look at the skills involved in SEL illuminates many of the possible connections between SEL and learning disabilities (CASEL, 2003; Payton et al., 2008): 
1. Recognizing emotions in self and others 
2. Regulating and managing strong emotions (positive and negative) 
3. Recognizing strengths and areas of need 
4. Listening and communicating accurately and clearly 
5. Taking others’ perspectives and sensing their emotions 
6. Respecting others and self and appreciating differences 
7. Including identifying problems correctly 
8. Setting positive and realistic goals 
9. Problem-solving, decision making, and planning 
10. Approaching others and building positive relationships 
11. Resisting negative peer pressure 
12. Cooperating, negotiating, and managing conflict nonviolently 
13. Working effectively in groups 
14. Help-seeking and help-giving 
15. Showing ethical and social responsibility ]]> 2021-11-19 21:15:46 UTC https://padlet.com/r170023/6etx7fh220h6gefg/wish/1902947731 r170023 https://padlet.com/r170023/6etx7fh220h6gefg/wish/1902954039 SEL also addresses the confluence of individual skills and the way in which the environment promotes the development of those skills and supports their use. ]]> 2021-11-19 21:22:00 UTC https://padlet.com/r170023/6etx7fh220h6gefg/wish/1902954039 SEL Skill Area #1: Recognizing Emotions in Selfand Others r170023 https://padlet.com/r170023/6etx7fh220h6gefg/wish/1902958428 Children share difficulty with students in special education in general, as well as a growing number of both nonclassified and gifted students: they have an inadequate feelings vocabulary and thus have trouble recognizing feelings in themselves and others. Feelings vocabulary represents the way we process the world around us. We are pre-wired to perceive an extraordinarily wide-ranging and subtle array of feelings, but we tend to not use that capacity. For many children, the principal feelings they deploy during the day are sad, glad, and mad.

Imagine a student working on a math problem and having difficulty. If he or she were to take the time to do some introspection, what feeling is most likely to be detected? If you ask students, they will tell you – mad, or perhaps sad. But if you were to probe more deeply, you would likely find that the feeling was more nuanced: frustration, inadequacy, disappointment, bafflement, anxiety, perhaps even challenge. With any of these feelings, it is possible to work with a child to arrive at a more constructive response than if he or she is feeling mad (which usually leads to externalizing and lashing out at others) or sad (which often leads to resignation and learned helplessness). ]]> 2021-11-19 21:27:13 UTC https://padlet.com/r170023/6etx7fh220h6gefg/wish/1902958428 SEL Skill Area #2: Regulating and ManagingStrong Emotions (Positive and Negative) r170023 https://padlet.com/r170023/6etx7fh220h6gefg/wish/1902962966 Students inevitably sit in classes, especially in inclusion contexts, beset with strong emotions. These emotions often interfere with the learning process. Traditionally, it might be expected that students would learn anger management or some other kinds of self-control skills, and these are highly valuable. Every educator knows that all students are sitting in their classes often feeling confused about what is being presented. Often they also feel anger for a variety of reasons. 

What are they supposed to do with these strong feelings? The SEL perspective always looks at the interaction between the child, the educators, and the learning context. From that point of view, it is unrealistic to expect students who are most impaired to exercise self-control independently. The use of a Feelings Thermometer and a Confusion (or Clarity) Thermometer recognizes that students who are in the midst of dealing with strong feelings are least able to bring them back under control without some environmental support and assistance. 

SEL pedagogy generally involves the use of extensive verbal and visual prompts and cues to remind students to use skills that they have been taught ]]> 2021-11-19 21:32:28 UTC https://padlet.com/r170023/6etx7fh220h6gefg/wish/1902962966 SEL Skill Area #3: Recognizing Strengths and Area of Need r170023 https://padlet.com/r170023/6etx7fh220h6gefg/wish/1902968229 Students learn well through their strengths, and opportunities to use their strengths can leverage a greater willingness to work on areas to weakness or learning difficulty. This is accomplished by helping students work in areas of their multiple intelligences (MI) strength, or preference (Armstrong, 1994). Working through the multiple intelligences is more than just pedagogy. It represents finding windows into the soul of children and ways to reach them in powerful and meaningful ways. When students are working within their areas of MI strength, they are able to mobilize confidence and enjoyment in ways that can be cut off if they are “off-modality.” Thus, it becomes vital for students to have opportunities to learn in their preferred modalities. 

Think more about the modalities in which students show what they have learned. Often, it is in writing. Many children respond well when given chances to be creative within the written modality. Examples include presenting findings as a newspaper article, talk-show interview, a play, or inverse. Further inroads can be made by giving students opportunities to use other modalities, or more integrative modalities, to show what they know. They might make a diorama, create a poster, do tape-recorded interviews, create a series of charts or graphs, host a quiz show, make a video script and record it, or stage a debate. Many of these project formats involve small-group work. 

A great deal can be gained by such work because it allows students a chance to build both the inter-and intrapersonal skills they need for life success as well as success in all kinds of academic circumstances (Ferretti et al., 2001). ]]> 2021-11-19 21:38:12 UTC https://padlet.com/r170023/6etx7fh220h6gefg/wish/1902968229 SEL APPROACHES TO SKILL- BUILDING INTERVENTIONS r170023 https://padlet.com/r170023/6etx7fh220h6gefg/wish/1902972147 There is a clear compatibility between standard sets of recommendations designed to improve the classroom environment for students and the kinds of skills included on the SEL list. For example, Thompson (1997) suggests that interventions should include problem solving, strategies for remembering things said and presented, and coping techniques. Thompson also emphasizes the importance of ongoing support functions because of students’ difficulties with internalization. ]]> 2021-11-19 21:42:50 UTC https://padlet.com/r170023/6etx7fh220h6gefg/wish/1902972147 r170023 https://padlet.com/r170023/6etx7fh220h6gefg/wish/1902974462 The following accommodations are widely agreed upon for children with diverse disabilities:
(a) setting minimum goals and sharing them with students;
(b) providing guiding questions prior to reading;
(c) providing work in smaller units;
(d) having consistent order and structure in the classroom;
(e) offering immediate and specific feedback in a firm but caring tone; and
(f) providing extensive review and reinforcement ]]> 2021-11-19 21:45:41 UTC https://padlet.com/r170023/6etx7fh220h6gefg/wish/1902974462 r170023 https://padlet.com/r170023/6etx7fh220h6gefg/wish/1903167409 From an SEL point of view, interventions that are comprehensive and link academic and social emotional learning have the greatest likelihood of helping students with LD. Three examples are presented below;]]> 2021-11-20 02:27:38 UTC https://padlet.com/r170023/6etx7fh220h6gefg/wish/1903167409 Applications to language arts r170023 https://padlet.com/r170023/6etx7fh220h6gefg/wish/1903169955 Community share sessions, peer discussion circles, and whole-class constructive conversations embed the text and themes from the text into the daily rhythm of the classroom. The focus is on one type of writing – writing persuasively – toward the goal of positive personal change.

Writing in reflective journals is also used, along with response journal prompts designed to help students make literary inferences of greater depth, sophistication, and generalization that parallel their understanding of their social world and social interaction. ]]> 2021-11-20 02:31:32 UTC https://padlet.com/r170023/6etx7fh220h6gefg/wish/1903169955 Using computer-assisted instruction to engage reluctant learners r170023 https://padlet.com/r170023/6etx7fh220h6gefg/wish/1903175883 There is little doubt that learning disabilities can be both taxing and discouraging for students. Their experience with multiple helpers and their persistent need for help can make them reluctant learners. 

The effectiveness of computer-assisted instruction is that it serves as an exemplar of working through the multiple intelligences using a combination of motion, sound, color, text, and physical activity. It engages spatial skills, cognitive skills, and, in recent innovative applications, emotions. Because it allows children and adolescents to work in a context of strength as opposed to a context of deficit, the computer becomes a tool for positive self-exploration and change. ]]> 2021-11-20 02:40:28 UTC https://padlet.com/r170023/6etx7fh220h6gefg/wish/1903175883 Multimedia autobiography r170023 https://padlet.com/r170023/6etx7fh220h6gefg/wish/1903178165  This technique uses the computer’s ability to scan pictures, link sound to pictures, and create a slide show through commonly available word-processing software and Power Point. Students are helped to look at their lives and define themselves in terms of their strengths, not their disabilities. They are helped to examine times when they have been successful, met and overcome challenges, and had feelings of  positive self-worth. ]]> 2021-11-20 02:43:56 UTC https://padlet.com/r170023/6etx7fh220h6gefg/wish/1903178165 The emotional and relational factors in learning and remediative situations have not received sufficient attention to date. SEL provides many approaches that can be incorporated into interventions. SEL theory also shows that group interventions afford important opportunities for building skills necessary for effective social interaction and relationships; multimodal interventions provide greater likelihood of positive results, which mobilize greater confidence and hope... r170023 https://padlet.com/r170023/6etx7fh220h6gefg/wish/1903179319 2021-11-20 02:45:42 UTC https://padlet.com/r170023/6etx7fh220h6gefg/wish/1903179319 References :) r170023 https://padlet.com/r170023/6etx7fh220h6gefg/wish/1903220381 2021-11-20 03:45:57 UTC https://padlet.com/r170023/6etx7fh220h6gefg/wish/1903220381