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Social and Emotional Learning

Social and Emotional Learning

Related:  Social & Emotional Learningsärskilda behovPedagogy

21 Ways Teachers Can Integrate Social-Emotional Learning If there’s anything the past year in education has made painfully obvious, it is the urgency of social-emotional education for our students. Kids need support and instruction to manage successfully in school (whether that’s in person or online) and in life. Skills like recognizing and managing emotions, being a good friend, controlling impulses, communicating effectively, and working with others are invaluable. Here are 25 simple ways you can support social-emotional learning for your students every day.

13 Resources on the Keys to Effective Feedback - ASCD Inservice Effective student feedback consists of a few key elements that bring about positive change in student performance. Just as adults need clear directions and reviews when learning new skills, students need to have goal-oriented, user-friendly, timely, and consistent feedback. Learn specific strategies tied to these keys from Susan M. Brookhart, Doug Fisher & Nancy Frey, Grant Wiggins, and other education experts with this selection of resources just released on ASCD myTeachSource®. For more resources on effective feedback instructional practices, go to ASCD myTeachSource and sign up for a free two-week trial.

Social Emotional Learning Activities Welcome to our Social Emotional Learning Activities page. Below you will find free resources – lessons, activities, and printables – in the following skill areas: Communication, Cooperation, Emotion Regulation, Empathy, Impulse Control, and Social Initiation. These resources are age-appropriate for elementary and middle school students and are typically used in a classroom or a small group setting. And in most cases, if materials are required for the activity, they are items that you already have in your classroom or office. As you will see below, many of the SEL activities and lesson plans include characters from our game-based, social emotional learning curriculum. And if you are using, or plan to use the online games, these activities will reinforce the learning that occurs during gameplay.

How 'Slow Looking' Can Help Students Develop Skills Across Disciplines Eight seconds — that’s the latest estimate of the length of the human attention span. The push to cover more material in the same amount of classroom time also provides a challenge, especially when teachers are told that the skills (like critical thinking and creativity) their students will need in order to compete in the 21st century are ones that take time to develop. For educators working with a new generation raised in a world of rapid information exchange, it may seem difficult to hold students’ attention when it comes time for extended observation. As an antidote, Project Zero researcher Shari Tishman offers “slow looking" — the practice of observing detail over time to move beyond a first impression and create a more immersive experience with a text, an idea, a piece of art, or any other kind of object.

A De-escalation Exercise for Upset Students So often we find students in a stressed or anxious state of mind. The most telltale signs are inappropriate behaviors or outbursts, negative comments, and anxiety-ridden movements such as fidgeting, leg shaking, and fist clenching. These signals should raise immediate concern and indicate to educators that a response may be needed. The goal is to guide the student to a self-regulated mindset, but how does a teacher do that? Social and Emotional Learning in the Daily Life of Classrooms Integrating social and emotional learning into existing initiatives, including teacher evaluation, Common Core State Standards implementation, and professional learning, is no easy task. Regional technical assistance providers and state and district leaders can use this module to: Deepen their knowledge and skills for integrating a social and emotional learning emphasis into their policy and planning work. Strengthen connections between social and emotional learning, the Common Core State Standards, and teacher evaluation and professional development systems.

How Revising Math Exams Turns Students Into Learners, Not Processors Teaching metacognitive skills According to Cover, the Lakeview School District has had “a big equity push” in recent years, with two organizations being brought in to lead monthly dialogues for cohorts of about 15 faculty members. Those dialogues prompted Cover to reflect on areas where she had struggled in school — primarily writing. “I recalled that I learned to write by doing rewrites on English and history papers,” she says. “So why not bring more complex math problems and do the same in my class?” Reflecting on Teaching Jon KonenSchool Principal "May the Force be with you!" Almost as commanding as the force, do you use the power of reflective thinking? The ability to reflect effectively can help a teacher both personally and professionally. One of the most underutilized tools educators use is the ability to reflect.

How SEL Helps You as a Teacher Setting goals, asking for help, showing empathy. These are all examples of social-emotional skills that help students thrive—both in and out of the classroom. There are many benefits to social-emotional learning (SEL). In fact, some researchers argue that these skills are foundational to learning and can be even more important than academic skills. When students have limited social-emotional skills, they’re more likely to struggle when they face a new challenge or conflict.

The Role of Metacognition in Learning and Achievement To illustrate the value of metacognition and how it actually plays a role in learning, we can consider an example from mathematics, where it has been shown that metacognition plays a central role in learning and achievement. Specifically, when novice students were compared to seasoned mathematicians, the students selected a seemingly useful strategy and continued to apply it without checking to see if the strategy of choice was actually working well. Thus, a significant amount of time was wasted in fruitless pursuits. The more experienced mathematicians on the other hand, exercised metacognition, monitoring their approach all along the way to see if it was actually leading to a solution or merely to a dead end. Being aware of how one is engaging with the process of learning influences how the student interprets the task at hand, and what strategies are selected and employed in service of achieving learning goals. 1.

What is AT? - Assistive Technology Industry Association Assistive technology (AT): products, equipment, and systems that enhance learning, working, and daily living for persons with disabilities. Get started learning about assistive technology and the ATIA: What is assistive technology? Assistive technology (AT) is any item, piece of equipment, software program, or product system that is used to increase, maintain, or improve the functional capabilities of persons with disabilities. Assistive technology helps people who have difficulty speaking, typing, writing, remembering, pointing, seeing, hearing, learning, walking, and many other things. A Guide to the Core SEL Competencies [Activities Included] When implementing social-emotional learning (SEL), it can be helpful to narrow your focus to a few SEL competencies that are most relevant for the students and educators in your school community. That's why many district and school leaders use the framework from CASEL (the Collaborative for Academic, Social, and Emotional Learning). CASEL outlines five core social-emotional learning competencies that can be taught in many ways in any type of school or district community. In this guide, you'll learn about the five core SEL competencies—complete with definitions, equity considerations, and examples of what these competencies may look like and sound like in practice. For each core competency, we also share examples of low-lift SEL strategies, activities, and teaching practices that you can use right away in your school community to promote student SEL and adult SEL.