Social-emotional skills can boost Common Core implementation

2014 ◽  
Vol 96 (3) ◽  
pp. 58-62 ◽  
Author(s):  
Maurice J. Elias
Keyword(s):  
Common Core ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Emotional Skills ◽  
Academic Knowledge ◽  
College Ready ◽  
The Common

The same competencies neglected in the implementation of the Common Core are those that ultimately most help students become what the author calls college-ready, career-ready, and contribution-ready. These include communication, meta-cognition, resilient mindset, responsible character, and social-emotional learning, intertwined with academic knowledge. An example of the importance of these areas for successful Common Core implementation is provided in the context of a central Common Core focus: students’ deep engagement with text.

Using dialogic reading strategies to promote social-emotional skills for young students: An exploratory case study in an after-school program

2018 ◽  
Vol 16 (4) ◽  
pp. 436-448 ◽  
Author(s):  
Angel Fettig ◽  
Amy L Cook ◽  
Laura Morizio ◽  
Kaitlin Gould ◽  
Lauren Brodsky
Keyword(s):  
Reading Strategies ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Dialogic Reading ◽  
After School ◽  
Social Emotional ◽  
Emotional Skills ◽  
After School Program ◽  
Young Students

As educators begin to understand the need for a social-emotional learning curriculum for young students, finding opportunities to implement a curriculum that supports students’ social-emotional development is important. Research supports that using shared reading opportunities that are common in young students’ in-school and out-of-school routines to embed social-emotional learning could have potential impact for young students’ social emotional as well as academic development. This article describes an exploratory mixed-methods case study that examines the use of dialogic book reading strategies in promoting social-emotional skills of young elementary students in an after-school program in the United States. A pre–post case study design was employed to examine preliminary social-emotional outcomes. In addition, parent interviews were conducted to explore the perceived benefits of the intervention in the home environment. The results suggest that dialogic reading may be a helpful strategy to promote young students’ social-emotional learning. The implications for research and practice are discussed.

scholarly journals The Social-Emotional Learning Process to Develop Practicing Skills for Hands-on Students

2020 ◽  
Vol 10 (8) ◽  
pp. 597-602
Author(s):  
Kridsanapong Lertbumroongchai ◽  
◽  
Kobkiat Saraubon ◽  
Prachyanun Nilsook
Keyword(s):  
Learning Process ◽  
Process Model ◽  
Mixed Reality ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Academic Knowledge ◽  
Depth Interview ◽  
The Social ◽  
Hands On

The purpose of this research is to synthesize the social-emotional learning process to develop practicing skills for hands-on students, to develop the process, and to evaluate the process. In this study, the documentary research method and in-depth interview method were employed. The results showed that the synthesis of the social-emotional learning process to develop practicing skills for hands-on students consisted of six steps: 1) perception is divided into sensory perception and explaining perceived, 2) observation is divided into certain goals, discretion, notes, observations, and time limit, 3) analysis and brainstorming is divided into information, brainstorming, and discovering new knowledge, 4) practicing is divided into cognitive phase, associative phase, and autonomous phase, 5) checking and improvement is divided into opinion, learning exchange, and providing opportunities, and 6) action is divided into behavior changing, and application of academic knowledge. Evaluating the social-emotional learning process to develop practicing skills for hands-on students employed in-depth interview technique consisting of 21 experts in three different areas (i.e., in learning and teaching, information technology, and mass communication technology terms). The results of the suitability evaluation revealed that the social-emotional learning process model with mixed reality for the hands-on students was at the highest level.

Making the Case for Teaching Social Emotional Learning through Children’s Literature

2018 ◽  
Author(s):  
Mahima Lamba
Keyword(s):  
Children's Literature ◽  
Learning Community ◽  
Social Emotional Learning ◽  
Children’S Literature ◽  
Self Esteem ◽  
Emotional Learning ◽  
Classroom Teachers ◽  
Social Emotional ◽  
Emotional Skills ◽  
Added Benefit

In this presentation I propose children’s literature as an effective tool to teach social emotional learning in the classroom. Social emotional learning has increasingly become a focus in many Canadian schools. Social emotional learning has been defined in many ways but is usually accepted to be a combination of developing children’s abilities to self-regulate their feelings, understand and display empathy and make responsible choices. These are skills that can benefit children in a variety of ways that includes increasing self-esteem, reducing conflicts with peers or family members and developing resiliency. Although social emotional skills like empathy are essential for the adequate moral development of children, there is little communication as to the ways qualities like empathy can become teachable skills. This poses a challenge to classroom teachers who are not receiving training or professional development from Social Emotional Learning organizations or research bodies but wish to incorporate elements of the theory into their existing practice and routines. Although some organizations offer scripted lessons and programming to be used in the classroom, programs alone may not be enough. Locally developed resources created for peer-to-peer sharing amongst teachers allow for greater integration and have the added benefit of being customized for each teacher’s unique learning community. This presentation will focus on the integration of social emotional learning at the classroom level using a children’s literature approach. I share some of the resources I have created for this purpose.

scholarly journals Teachers’ Understanding of Evidence of Students’ Social Emotional Learning and Self-Reported Gains of Monitored Implementation of SEL Toolkit

2020 ◽  
Vol 11 (2) ◽  
pp. 157-170
Author(s):  
Baiba Martinsone ◽  
Marco Ferreira ◽  
Sanela Talić
Keyword(s):  
Formative Assessment ◽  
Thematic Analysis ◽  
Research Group ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Skills Development ◽  
Social Emotional ◽  
Emotional Skills ◽  
Written Responses ◽  
Self Reflection

Aim. The aim of this study was to highlight and analyse teachers’ responses to the evidence of their students’ social emotional growth and teachers’ own gains from the monitored implementation of social emotional learning in their classes. Methods. The research group was composed of 312 teachers from Latvia and Slovenia, who were involved in the implementation of indirect social emotional learning through classroom instruction and formative assessment. A thematic analysis of the teachers’ written responses was performed. Results. A thematic analysis of the teachers’ responses indicated that initially they had mentioned mostly (expressed) general statements and only some small part of their responses included observable and measurable indicators of students’ social emotional skills improvement. Therefore, four months after the beginning of the intervention, teachers reported rather on their personal and professional gains from the participation in this intervention than provided general statements. Conclusions. The teachers’ improved self-reflection is a premise for them to consider evidence of students’ social emotional skills development thus facilitating purposeful social emotional learning in schools.

scholarly journals A Review of the Literature on the Relationship of Music Education to the Development of Socio-Emotional Learning

SAGE Open ◽  
2022 ◽  
Vol 12 (1) ◽  
pp. 215824402110685
Author(s):  
Judit Váradi
Keyword(s):  
Music Education ◽  
Social Emotional Learning ◽  
Holistic Approach ◽  
Well Being ◽  
Emotional Learning ◽  
Social Emotional ◽  
Emotional Skills ◽  
The World ◽  
The Impact ◽  
The Relationship

Social-emotional learning (SEL) is a topic of increasing focus in the education sector. SEL is the process by which children acquire the knowledge, skills, and attitudes to effectively recognize and manage emotions, to formulate positive goals, to feel empathy for others, to establish and maintain functioning social relationships. It develops to take responsible decisions, determine students’ successful academic performance, transformation into adulthood, useful work, a good quality of life, and well-being. By the end of the 20th century the educational role of music has come into the spotlight, and in addition to the impact of music on the development of general skills, its social and emotional effects are also the subject of research. This paper undertakes to explore the literature about the connections between music education and social-emotional skill development. For the collection and analysis of information, online sources of peer-reviewed scientific journals in addition to the university library were used. The study also examined the relationship between social-emotional learning and the world-wide well-known Kodály Concept and the effect of Kodály’s vision of music education as a forerunner of socio-emotional skills development. The relationship between social-emotional skills and music was explored by reviewing the international music-specific literature from music psychology, music education, music therapy, and music for health and wellbeing. In order to illuminate the problem and to develop a holistic approach, the 100 studies presented here summarize research findings made and presented in different countries around the world.

scholarly journals Social and emotional learning in education and care policy in Croatia

2020 ◽  
Vol 9 (3) ◽  
pp. 650
Author(s):  
Maja Ljubetic ◽  
Toni Maglica
Keyword(s):  
Academic Success ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Positive Development ◽  
Social Emotional ◽  
Emotional Competencies ◽  
Emotional Skills ◽  
Social And Emotional ◽  
The Social ◽  
Education And Care

Worldwide practises and then scientific research is showing that social-emotional learning represents a highly promising approach for positive development and adjustment, improvement of academic success in children and even prevention of behavioural problems. But despite these findings, there is no systematic approach in the implementation of the social-emotional learning in Croatia, and the practice of it is not yet structured and comprehensive and occurs rather occasionally and spontaneously. This paper is trying to ascertain is there a formal and legal platform for implementing social-emotional learning in the crucial documents that regulate educational and care practises in Croatia. The analysis of the documents was conducted according to the criterium of key social-emotional competencies and the associated social-emotional skills.

Sign in / Sign up

Export Citation Format

Share Document