Collaborative for Academic, Social and Emotional Learning (2022). Fundamentals of SEL. Retreived from https://casel.org/fundamentals-of-sel/ on January 12, 2022.
This website offers a detail explanation of the CASEL model of SEL. There are videos and infographics that give an overview of the model and offer specifics on the various components of the model.
The Global Metacognition Institute. (2021). What's The Difference Between Self-Regulation, Self-Regulated Learning, and Metacognition? Retrieved January 14, 2022, from https://www.youtube.com/watch?v=6YkAiXdl0EE
This video, by the global metacognition institute, outlines the difference between self-regulation, self-regulated learning and metacognition. They define self regulation as something that happens outside the learning processes (self regulation FOR learning) which include sleep, hydration, and exercise. Self-regulated learning is defined as the STRATEGIES and APPROACHES people use to learn. This means learners will evaluate their approach to learning like understanding their break times, their reading level, or their note taking approach. They define metacognition as the planning, monitoring, evaluating and regulating of thought processes. What one is actually doing with ones mind while one is engaging with the learning strategies (thinking about self-regulated learning). Self-regulated strategies may improve their approach but if they are not actually paying attention to their mind while they are engaging in these strategies, they may not be self-regulating effectively.
Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8(APR), 422. https://doi.org/10.3389/FPSYG.2017.00422/BIBTEX
In Panadero’s review, he explores Self-regulated learning (SRL) through cognitive, metacognitive, behavioural, motivational, emotional/affective aspects of learning. He highlights the expansive number of variable that’s come to play when researching SRL in the area of educational psychology. In his paper he analyzes six models of SRL and compares them. In his analysis, he explores each model in detail, through its history, description, empirical support, and instruments, then compares the model to the number of citations, phases, and conceptualization. He then discusses the empirical evidence and implications for education before proposing future research related to them. He reaches 2 main conclusions in his review: (1) SRL models form an integrative and coherent framework for researching student success; (2) there are different effects of SRL models when accounting for students’ developmental stages or education levels.
Parish, Nina. (2018). How to Teach Self-Regulation. Edutopia. Retrieved on January 12, 2022 from https://www.edutopia.org/article/how-teach-self-regulation (Links to an external site).
In this article, a middle school Special Education Teacher gives advice on how to help promote and teach self-regulation in the classroom. Her advice is as follows: set up your classroom in a way that provides structure and supplies tool necessary to help model and teach self-regulation. Create a positive environment where your classroom feels like a safe space. For example, try not to immediately punish a student in front of the class after a behaviour has occurred. Instead, allow time for both of you to cool off before having a one-one conversation with the student. Sticking to a consistent routine with clear expectations also helps promote self-regulation. You should also teach your students how to study by showing them how to manage their time and organize their materials, opposed to assuming they already know how. Instead of saying all your instructions at once, scaffold them so students have more processing time. Lastly, make sure you are modelling and practicing appropriate behaviour, so the students know what positive self-regulation looks like.
Schonert-Reichel, Kimberly & Hymel, Shelley (2007). Educating the Heart as Well as the Mind. Social and Emotional Learning for School and Life Success. Education Canada. Retrieved on January 12, 2022 from https://eric.ed.gov/?id=EJ771005.
The article describes the social emotional learning framework CASEL. CASEL is a framework that is implemented school-wide with the goal of "supporting learners to learn how to engage in effective forms of self regulation within different activities." The author goes on to describe the 5 competencies within the model and what skills are importance for proficiency within those competencies.
Scott G. Paris & Alison H. Paris (2001) Classroom Applications of Research on Self-Regulated Learning, Educational Psychologist, 36:2, 89-101, DOI: 10.1207/ S15326985EP3602_4
The authors of this article discuss how SRL is more likely to exist in classrooms where students are encouraged to challenge themselves, are supported in pursuing goals and have autonomy. As well, students should be guided to engage in more effective approaches to learning, work together with peers, and teachers can focus on students efficacy and mastery. Furthermore, this article discusses the benefits of self assessment and opportunities for a variety of modalities to show learning comprehension.
Social Emotional Learning & Why It Matters for Educators. (2020, July 9). National University. https://www.nu.edu/resources/social-emotional-learning-sel-why-it-matters-for-educators/#:~:text=Social%20emotional%20learning%20(SEL)%20is,and%20demonstrate%20empathy%20for%20others
This resource outlines how social and emotional learning aims to help students better understand their thoughts and emotions, to become more self aware, as well as empathetic to not only their own community, but the world around them. It lists the benefits including students increases in productivity, self-awareness, and social-awareness. In this article you will learn what SEL is in education, including the five social emotional learning competencies, how to approach SEL as an educator, as well as the benefits of SEL and why it is important. The use of SEL in our case study classroom could assist the teacher in classroom management and transitioning students back after their holiday. The limitation is that some of the examples throughout may be more associated to the US than Canada, however the main message is the same and applicable across all educational environments.
Why High School SEL Programs Feel 'Lame'—And How to Fix Them. Sawchuk, S. (2021). Why High School SEL Programs Feel 'Lame'—And How to Fix Them. Education Week, 41(9), 13-16. https://web.s.ebscohost.com/ehost/detail/detail?vid=0&sid=d053f34b-ad71-4aad-9c61-d07c60923ecc%40redis&bdata=JkF1dGhUeXBlPXNoaWImc2l0ZT1laG9zdC1saXZlJnNjb3BlPXNpdGU%3d#AN=153002246&db=a9h
This article outlines steps to make Social and Emotional Learning (SEL) feel authentic and in alignment with the cognitive and psychological development of high school aged learners. This article addresses how much of the current SEL practices are tuned out by adolescents and feels patronizing to many of these students. They fail to address the core psychological needs and motivations of many learners in this age group. This article details five steps for incorporating SEL into high school classrooms and also provides tips for how to make these feel authentic to the learners. The first step is to integrate SEL into academic learning by engaging in discourse and dialogue on subject-specific SEL and focusing on organizational skill sets with learners and scaffolding social-emotional implications into lessons. The next step is to focus on a cohesive SEL practice across classrooms and subject areas. Step three focuses on how staff can model SEL practices in our work and school culture. For this to work, schools need to have a student-centered model at the heart of their school climate. The fourth step is to incorporate SEL into extracurricular activities and looking beyond the classroom for opportunities. The last step is to consider peer mentoring opportunities this gives learners the opportunity to lead and model SEL skills in meaningful ways. This article has a lot of practical steps for educators to incorporate SEL at the secondary level regardless of subject or school culture.
Woolf, N. ((2021). A Comprehensive Guide to Adult SEL. Panorama Education. https://www.panoramaed.com/blog/comprehensive-guide-adult-sel
This article provides a thorough overview to adult SEL that was a very informative read as an introduction to the content. There are both strategies for integrating and planning for adult SEL as well as ways in which to introduce SEL and wellness programs for staff. I found this article to be really effective and will read it again as I continue to learn about SEL.
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekarts, P. Pintrich, & M. Zeidner (Eds.), Self-regulation: Theory, research, and applications(pp. 13–39). Orlando, FL: Academic.
Zimmerman, B. (1989) Models of Self-Regulated Learning and Academic Achievement. Self-Regulated Learning and Academic Achievement
Chapter one of Self-regulated Learning and Academic Achievement, providing an overview of the history of research and theories on the cognitive development of self-regulation. It starts by speaking about operant, phenomenological, Social Cognitive, Volitional, Vygotskyan and cognitive constructivist views of self regulation. The book continues to discuss the research and applications of these theories at length.