CLO 1 - Describe the diversity of students and its impacts on schools.

CLO 2 - Examine various educational models and the role of schools in communities and with government. 

CLO 3 - Analyze teacher practice and decision-making. 

CLO 4 - Explore the professional and ethical complexities of teaching. 

CLO 5 - Synthesize foundational elements of education into a personal philosophy of education and teaching. 

CLO 6 - Evaluate professional learning of pre-service and in-service teachers and educators. 

• Value the efforts made by educators to address life and academic inequity with educational and learning frameworks. 

• Create familiarity with Social and Emotional Learning (SEL). 

• Identify indicators of SEL present in schools.

• Synthesize reasons for school changes towards SEL. 

• Analyze SEL for connections to personal educational experiences. 

• Analyze SEL for connections to broader social, political, historical, and economic themes. 

• Generate perceptions of SEL to in-classroom expectations. 

Evolving Conceptual Framework 

One "top-down," heavily structural perspective on society might suggest:

Society has norms and social structures that influence communities. These communities need schools to support the learning of their members. The schools are guided by policy and money, often directly provided by the local, state, and federal government. These policies and value structures influence teachers who must make professional and ethical decisions in classrooms with students for learning. 

Academic Vocabulary in the Field of Education

Social and Emotional Learning (SEL) encompasses a wide range of skills and aims to achieve positive outcomes across multiple domains. Here are some key learning outcomes of SEL:

Self-awareness is the ability to understand and be mindful of your thoughts, feelings, emotions, motivations, and values. 

• Understanding and naming emotions: Identifying and labeling different positive and negative emotions.

• Recognizing the connection between emotions and thoughts: Understanding how thoughts and beliefs influence emotions, and vice versa.

• Identifying personal strengths and weaknesses: Recognizing skills and areas for improvement.

• Setting goals and developing a growth mindset: Having a positive outlook on learning and personal development.

Self-management is your ability to consciously and productively regulate your thoughts, emotions, and behaviors.

• Managing emotions effectively: Developing healthy coping mechanisms and strategies for dealing with strong emotions.

• Setting and achieving goals: Developing planning and organizational skills to stay on track.

• Making responsible decisions: Weighing options and consequences before making choices.

• Demonstrating self-discipline: Controlling impulses and sticking to commitments.

Social Awareness is the ability to understand and perceive the emotions, feelings, and perspectives of others. 

• Taking perspectives of others: Understanding and appreciating the viewpoints of others, even if different from your own.

• Recognizing and respecting diversity: Celebrating differences and understanding how experiences shape individuals.

• Identifying and understanding social norms: Recognizing social situations' unspoken rules and expectations.

• Showing empathy and compassion: Understanding and caring about the feelings of others.

Relationship skills are a set of abilities that allow you to form, maintain, and navigate healthy and enriching connections with others.

• Communicating effectively: Expressing thoughts and feelings clearly and respectfully.

• Active listening: Paying attention to others and understanding their messages.

• Building and maintaining healthy relationships: Fostering positive connections with others.

• Resolving conflict peacefully: Using collaborative problem-solving skills to find solutions.

Decision-making is the cognitive process of selecting a course of action among several possible alternatives. 

• Identifying responsible choices: Considering the potential consequences of different actions.

• Making ethical decisions: Applying moral principles to choices.

• Demonstrating integrity: Acting consistently with beliefs and values.

• Seeking help when needed: Knowing when to reach out for support.

Primary Concept - Where might this exist in real life? 

Primary Concept - What is Social and Emotional Learning (SEL) and how does is support all students? 

There is a consensus among educators, parents, and policymakers that education should focus on supporting essential capacities to help children navigate the world successfully. 

This broad notion of educating the “whole child” generally includes at least the abilities to:

• develop healthy personal relationships

• treat others with respect and dignity

• develop the capacity to problem-solve and think creatively

• succeed in postsecondary education and the labor market

• be a contributing citizen in a democracy. 

To nurture these capacities, schools should be healthy, caring spaces that create a climate of support for equitable pathways for children to reach these goals while creating a challenging and dynamic learning environment. Social and emotional learning (SEL) is critical for developing these capacities.

More than half of U.S. states now have articulated learning standards (sometimes called “competencies” or “benchmarks”) for SEL that draw upon different frameworks. The Collaborative for Academic, Social, and Emotional Learning (CASEL) developed the most influential framework. Many states have either adopted or adapted the CASEL framework to create their own state-specific SEL standards.

The CASEL framework (also widely known as the “CASEL wheel”) is organized around five competence clusters, including thoughts, attitudes, and behaviors related to self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. 

• Self-awareness - The ability to understand one’s emotions, thoughts, and values and how they influence behavior across contexts. This includes capacities to recognize one’s strengths and limitations with a well-grounded sense of confidence and purpose.

• Responsible decision-making - The ability to make caring and constructive choices about personal behavior and social interactions across diverse situations. This includes considering ethical standards and safety concerns and evaluating the benefits and consequences of various actions for emotional, social, and collective well-being.

• Self-management - The ability to effectively manage one’s emotions, thoughts, and behaviors and achieve goals and aspirations. This includes the capacities to delay gratification, manage stress, and feel motivation and agency to accomplish personal and collective goals.

• Social awareness - The ability to understand the perspectives of and empathize with others, including those from diverse backgrounds, cultures, and contexts. This includes the capacities to feel compassion for others, understand broader historical and social norms for behavior in different settings, and recognize family, school, and community resources and supports.

• Relationship skills - The ability to establish and maintain healthy and supportive relationships and to effectively navigate settings with diverse individuals and groups. This includes the capacities to communicate clearly, listen actively, cooperate, work collaboratively to problem solve and negotiate conflict constructively, navigate settings. 

Primary Concept - What are the outcomes of SEL

Student Learning Outcomes of SEL - Social and Emotional Learning (SEL) impacts student learning in several positive ways, both directly and indirectly. Here are some critical connections:

• Improved focus and concentration - Students who manage their emotions and regulate their behavior can better focus on learning tasks and avoid distractions.

• Increased motivation and engagement - When students feel safe, supported, and connected to their classmates and teachers, they are more likely to be motivated to learn and participate in class.

• Enhanced problem-solving and critical thinking skills - SEL programs often teach students self-awareness, self-reflection, and perspective-taking, essential for effective problem-solving and critical thinking.

• Reduced stress and anxiety - By learning healthy coping mechanisms for dealing with stress and anxiety, students are better able to manage these emotions and avoid their negative impact on learning.

• Improved relationships with teachers and peers - Positive social interactions create a safer and more supportive learning environment, enhancing self-esteem and promoting learning.

• Reduced disruptive behavior - Students who have developed conflict resolution and anger management skills are less likely to engage in disruptive behavior that can interfere with learning for themselves and others.

• Increased resilience and perseverance - Students with strong self-awareness and a growth mindset can bounce back from challenges and persist in facing difficulty.

• Overall improved academic achievement - Numerous studies have shown that students participating in SEL programs tend to have higher academic achievement, better attendance, and lower dropout rates.

Primary Concept - What does the research suggest about SEL? 

Overall, the impact of SEL on student learning is significant and multifaceted. By developing essential social and emotional skills, students gain the tools they need to succeed in the classroom and life.

Recently (2017), the National Commission on Social, Emotional, and Academic Development examined the relevant evidence regarding SEL across various disciplines. The council concluded that social and emotional competencies are essential to learning, positive development, and success in school, careers, and life. Its report cited research over the past two decades that has:

• Demonstrated the impact of SEL on various outcomes, including children’s well-being, behavior, and academic outcomes. 

• Indicates high-quality SEL programming is a low-cost intervention that positively impacts teachers and other staff and improves school culture and climate.

• Reports effects of SEL programs has grown dramatically over the past two decades, providing solid scientific evidence to support the use of SEL programs in schools.

• Summarizes the findings from 12 independent meta-analyses of hundreds of school-based SEL programs in PreK–12th grade. 

• Describes some of the crucial elements needed to implement high-quality, evidence-based SEL programs in schools and successfully sustain effective SEL programs.

The Learning Policy Institute (LPI) cites research showing that SEL programs can "positively impact students' academic achievement, social-emotional skills, and mental health," reducing risk behaviors and improving school climate.

A 2023 report by the Center on the Developing Child at Harvard University highlights SEL's impact on brain development, learning, and lifelong success. Several impressive statistics support the use of social and emotional learning (SEL) in schools:

Academic Achievement - Academic achievement is a broad term encompassing the extent to which a student, teacher, or institution has attained their educational goals.

• A Durlak et al. (2011) meta-analysis found that students participating in SEL programs showed an average 11 percentile point increase in standardized achievement tests. This positive impact lasts long-term, with studies showing higher academic performance years later.

• The Collaborative for Academic, Social, and Emotional Learning (CASEL) reports improved graduation rates and reduced absenteeism associated with SEL programs, including an 11% increase in standardized achievement tests and improved graduation rates.

Social and Emotional Wellbeing - Social and emotional well-being (SEWB) refers to the state of an individual's overall health and fulfillment in both the social and emotional domains

• Durlak et al. (2011) also found that SEL programs led to a 9% decrease in conduct problems, such as classroom misbehavior and aggression.

• A review by Elias et al. (1997) reported a 10% decrease in emotional distress like anxiety and depression among students participating in SEL.

• The Collaborative for Academic, Social, and Emotional Learning (CASEL) reports the following:

  1. Social-Emotional Skills: 23% improvement in social and emotional skills

  2. Social-Emotional Skills: 9% improvement in attitudes about self, others, and school.

  3. Mental Health: A 10% decrease in emotional distress, such as anxiety and depression.

These are just some of the learning outcomes of SEL. The specific skills and knowledge targeted will vary depending on the age group, development level, and particular program or curriculum being implemented. Overall, SEL aims to equip individuals with the tools and knowledge necessary to navigate life's social and emotional complexities, leading to positive outcomes in academic achievement, mental health, relationships, and career success.

Teacher's Corner - What are some examples of SEL? 

Here are some specific classroom examples of Social and Emotional Learning (SEL) activities, categorized by the core SEL competencies:

Self-Awareness - Self-awareness is the ability to understand and be mindful of your thoughts, feelings, emotions, motivations, and values

• Morning reflections - Students spend a few minutes journaling or responding to prompts about their emotions, goals, or daily challenges.

• Strength and weakness sharing - Students create "brainstorm webs" about their strengths and weaknesses, fostering self-understanding and appreciation for individual differences.

• Guided breathing exercises - Before starting a difficult task or transition, students take a few minutes to practice calming breaths, promoting mindfulness and self-regulation.

• Mindfulness - Using mindfulness practices to improve focus during reading time.

Self-Management - Self-management refers to your ability to consciously and productively regulate your thoughts, emotions, and behaviors.

• "Cool-down corner" or calming space - Create a designated area equipped with calming tools like sensory objects, fidget toys, or calming music, allowing students to self-regulate when overwhelmed.

• Goal-setting and progress tracking - Students set personal academic or social-emotional goals, track their progress through charts or visuals, and celebrate achievements.

• Positive self-talk activities - Engage students in practicing self-compassionate and encouraging phrases to replace negative self-talk, building self-esteem and resilience.

Social Awareness - Understand and perceive the emotions, feelings, and perspectives of others. 

• Perspective-taking activities - Students role-play different characters in a story or scenario, encouraging them to consider others' feelings and viewpoints.

• Empathy circles - Students share personal experiences and practice offering comfort and support to peers, fostering empathy and understanding.

• "Gratitude jars" - Students write down things they are grateful for and share them with the class, fostering appreciation and positive connections.

Relationship Skills - Relationship skills are a set of abilities that allow you to form, maintain, and navigate healthy and enriching connections with others.

• Collaborative games and projects - Engage students in activities that require teamwork, communication, and problem-solving, fostering collaboration and healthy social interactions.

• Compliment circles - Students take turns offering genuine compliments to each other, building positive relationships and self-esteem.

• Conflict resolution role-playing - Students practice different strategies for resolving conflicts peacefully and respectfully, learning communication and negotiation skills

Decision-Making - Decision-making is the cognitive process of selecting a course of action among several possible alternatives. 

• "What if" scenarios - Present students with hypothetical situations and discuss the potential consequences of different choices, promoting responsible decision-making.

• "Values ladder" activity - Students identify and use their core values to guide their decision-making in challenging situations.

• Ethical dilemmas discussions - Present students with ethically complex scenarios and engage them in thoughtful discussions about different perspectives and responsible choices.

Promoting social and emotional learning for all students involves:

• Teaching and modeling social and emotional skills

• Providing opportunities for students to practice and hone those skills

• Allowing students to apply these skills in various situations.

One of the most prevalent SEL approaches involves training teachers to deliver explicit lessons that teach social and emotional skills and then finding opportunities for students to reinforce their use throughout the day. Another curricular approach embeds SEL instruction into content areas such as English language arts, social studies, or math (Jones & Bouffard, 2012; Merrell & Gueldner, 2010; Yoder, 2013; Zins et al., 2004). Research-based SEL programs enhance students' competence and behavior in developmentally appropriate ways from preschool through high school (Collaborative for Academic, Social, and Emotional Learning, 2013, 2015).

Teachers can also naturally foster skills in students through their interpersonal and student-centered instructional interactions throughout the school day. Adult-student interactions support SEL, resulting in positive student-teacher relationships, enabling teachers to model social-emotional competencies for students, and promoting student engagement (Williford & Sanger Wolcott, 2015). Teacher practices that provide students with emotional support and create opportunities for students' voice, autonomy, and mastery experiences promote student engagement in the educational process.

(*Adapted From Why Social and Emotional Learning Is Essential for Students.)

Teacher's Corner - How do we know it is working? 

Effective classroom management structures are vital for student learning. Consistently revisiting classroom values, goals, and expectations throughout the year establishes a climate for success. They typically involve routines, procedures, and expectations established early in the year. But as time progresses, we may ALL benefit from a reset. Though it’s tempting to push through minor misbehaviors and forge ahead with academics, reminding everyone of expectations can support students’ sense of safety and engagement.

One method that can be helpful is class goals. Developing and implementing class goals facilitates a fresh start, refocusing everyone on shared intentions. You can connect these to broader GLOS, Hā, or SEL framework structures. That is the most professional and organized way to approach your classroom. You can say, "This is how we do things."

As educators and teachers, we must think systematically. We can start by: 

1. Establishing class goals

2. Synthesizing Students' Responses & Reflections

3. Enacting Shared Goals

4. Tracking Progress

5. Being Consistent

ESTABLISHING CLASS GOALS - Reflect individually on the current school year using prompts such as these:

• What is going well for you? (what I want to continue doing)

• What do you think could be improved? (routines and structures I want to keep but may need to revise and reteach)

• What is missing? (new ideas or structures to try out)

SYNTHESIZING STUDENTS’ REFLECTIONS - Share highlights from your reflection with your class, then facilitate student reflection. Ask students for additional input through discussions and written responses to these prompts:

• What do you like about our class?

• What do you wish were different about our class?

• What do you think our classroom should look like/sound like?

• How do you know if students are learning in our class?

You can synthesize responses using an anchor chart, word map, or initial list of ideas or highlights. 

ENACTING SHARED GOALS - When finalizing class goals, use concise goals that include student-friendly language, are agreed upon by teacher and students, are visible and accessible for quick reference, and are aligned with current classroom expectations. While class goals may use wording similar to classroom rules or expectations, the main distinction is that the goals are reviewed consistently through frequent reflection paired with tracking or monitoring—which, I’ve noticed, helped the goals become more pertinent to my students. 

• Have students select three to five goals. These goals must align with teacher and student reflections while reinforcing established expectations. 

• Set goals should also encompass the ideal “classroom culture” you discussed. 

• Shared goals should become a part of the daily routine, and students should begin to hold each other more accountable.

• Use goals like these..., and after selecting our goals, discuss what they would look like in action. 

(1) Use a good voice level - independent work typically requires a different voice level than collaborative activities or projects.

(2) Follow directions the first time - Following directions aligns with being an active listener, maintaining student safety, minimizing off-task behavior, and maximizing productivity. 

(3) Be respectful and kind to classmates and teachers - Compliance means staying mindful of our language, how we treat others when working together, and how we listen when others share.

(4) Stay on-task - Staying on-task and completing work relates to building positive work habits and actively participating in learning. 

(5) Do your best - Goals relate to our school’s overarching goals (e.g., be respectful, responsible, safe) and how they contribute to our learning community. 

TRACKING PROGRESS - You can develop a system for reviewing progress after setting goals. Check-ins allowed students to reflect, acknowledge what went well and what needed improvement, and set manageable time frames to focus on expectations throughout the day. 

• Designate specific times for check-ins by subject, daily, or weekly. 

• Connect class goals with something tangible or relevant to students, such as working toward a larger class goal or reward, which increases buy-in. 

• Establish a consistent review of class goals by posting visible goals. 

• Before starting instruction, you could support students in reciting the mantras and class goals at our affirmation station during morning meetings. 

• Prompt students to individually select a class goal for the day. 

• Institute a subject-specific goal check-in thrice daily at the end of our math, English language arts, and science/social studies blocks. These check-ins were brief (one to two minutes). Through reflection, teacher feedback, and group consensus, students looked at the class goals and determined whether we met the expectations for each goal during the specified instructional time. 

CONSISTENCY IS KEY - Consistently referring to class goals is integral to the process. If individual students or the class needed a simple redirection, refer to the class goal chart or prompt them by asking, “What class goal are we not meeting right now?” and “How can we fix it?” Students often quickly reflect, respond, and redirect behavior with minimal intervention. 

Class goals are most effective when teachers use them within an existing classroom management structure. Please look at what strategies you already have that work well and envision how class goals can support and supplement them. Connect class goals to an overarching class objective or reward, align them with individual student recognition, and reinforce specific behavior management strategies.

By collaborating with students to generate class goals and establish a system to reflect on and measure them, you can leverage class goals to support creating an ideal culture and community of learners.

(*Adapted from Victoriana Savas, https://www.edutopia.org/article/using-class-goals-norms)

• https://www.edutopia.org/article/using-class-goals-norms

• https://www.teachthought.com/pedagogy/social-emotional-learning/ 

Assessment 2.3 - Social and Emotional Learning - Survey & Reflection 

Module 3, Week 7 - Standardization of Teacher's Work (Analyze teacher practice and decision-making.)