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.

Investigating the Psychometric Properties of the Social-Emotional Learning Scale

2021 ◽  
pp. 153450842098452
Author(s):  
Christopher L. Thomas ◽  
Staci M. Zolkoski ◽  
Sarah M. Sass
Keyword(s):  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Emotional Information ◽  
Confirmatory Factor Analyses ◽  
Educational Support ◽  
Social And Emotional ◽  
The Social ◽  
Confirmatory Factor ◽  
Learning Programs

Educators and educational support staff are becoming increasingly aware of the importance of systematic efforts to support students’ social and emotional growth. Logically, the success of social-emotional learning programs depends upon the ability of educators to assess student’s ability to process and utilize social-emotional information and use data to guide programmatic revisions. Therefore, the purpose of the current examination was to provide evidence of the structural validity of the Social-Emotional Learning Scale (SELS), a freely available measure of social-emotional learning, within Grades 6 to 12. Students ( N = 289, 48% female, 43.35% male, 61% Caucasian) completed the SELS and the Strengths and Difficulties Questionnaire. Confirmatory factor analyses of the SELS failed to support a multidimensional factor structure identified in prior investigations. The results of an exploratory factor analysis suggest a reduced 16-item version of the SELS captures a unidimensional social-emotional construct. Furthermore, our results provide evidence of the internal consistency and concurrent validity of the reduced-length version of the instrument. Our discussion highlights the implications of the findings to social and emotional learning educational efforts and promoting evidence-based practice.

Development and Evaluation of the Social-Emotional Learning Scale

2009 ◽  
Vol 27 (4) ◽  
pp. 283-295 ◽  
Author(s):  
Chris L. S. Coryn ◽  
Jessaca K. Spybrook ◽  
Stephanie D. H. Evergreen ◽  
Meg Blinkiewicz
Keyword(s):  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
The Social

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.

Mixed reality simulations for social-emotional learning

2021 ◽  
Vol 102 (6) ◽  
pp. 30-37
Author(s):  
Kristin M. Murphy ◽  
Amy L. Cook ◽  
Lindsay M. Fallon
Keyword(s):  
Public Education ◽  
Active Learning ◽  
Mixed Reality ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Learning Tool ◽  
Missing Link ◽  
Emotional Supports

Although social-emotional learning is associated with long-term success in school and careers, it is often a missing link in U.S. public education. The COVID-19 pandemic has intensified the need for social-emotional supports for children. In this time of crisis, educators have also sought new ways to make connections and reimagined how students might actively learn with each other. Kristin Murphy, Amy Cook, & Lindsay Fallon discuss what they have learned about using mixed reality simulations to facilitate social-emotional learning with children and what makes this technology a promising active learning tool.

Mixed Reality Simulations

2020 ◽  
pp. 1-15
Author(s):  
Kristin M. Murphy ◽  
Amy L. Cook
Keyword(s):  
Public Schools ◽  
Professional Learning ◽  
Emotional Development ◽  
Mixed Reality ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Digital Tool ◽  
Social And Emotional

Implementing a curriculum that supports students' social-emotional development alongside academics is essential. Social-emotional learning (SEL) promotes positive outcomes across social and emotional skills, attitudes towards self and others, positive social behavior, conduct problems, emotional distress, and academic performance. In spite of what research tells us and what we as educators know intuitively through our practice, social and emotional development has long been known to many as a missing link in U.S. public schools. Teachers' concerns include whether they have the time, resources, and access to professional learning necessary to implement high quality SEL instruction, particularly in light of academic content instruction pressures. This chapter discusses the application of mixed reality simulations as a next generation digital tool that offers active learning opportunities in social-emotional learning in conjunction with dialogic reading sessions to foster social-emotional competencies and literacy.

Camp Counselor as a Role Model for Social-Emotional Learning Skills in Camp

2021 ◽  
Author(s):  
Megan Owens ◽  
Laurie Browne
Keyword(s):  
Role Model ◽  
Emotional Health ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Social Design ◽  
Social And Emotional ◽  
Positive Behaviors ◽  
The Social ◽  
Camp Counselor

Camp programs hire counselors to fulfill multiple responsibilities and to role model positive behaviors for campers. Social-emotional learning (SEL) is a skill set that develops over time and through engagement with an array of individuals and opportunities that support social and emotional health across the lifespan. The social design of an overnight summer camp may be an ideal setting for nurturing SEL through camper-counselor relationships. The purpose of this study was to explore how counselors understood and modeled SEL with their campers and to what extent the campers recognized and interpreted those behaviors. Evidence suggests that counselors intended to role model SEL; however, they were inconsistent in how they modeled SEL during interactions with campers. Counselors’ own SEL may need more explicit support and training to more effectively role model SEL for campers.

Empowering students for social action in social studies

2021 ◽  
Vol 102 (5) ◽  
pp. 42-46
Author(s):  
Laura F. Bond ◽  
Maurice J. Elias ◽  
Samuel J. Nayman
Keyword(s):  
Social Studies ◽  
Civic Engagement ◽  
Learning Strategies ◽  
Social Action ◽  
Student Voice ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
The Social ◽  
Citizenship Skills

In these challenging times, it is essential to activate student voice and prepare them for civic engagement and social action. Social-emotional learning strategies integrated into the social studies curriculum help to accomplish just that. Laura Bond, Maurice Elias, and Samuel Nayman describe the STAT program, which enables students to build both social-emotional and citizenship skills that will help them to take action on the issues they care about now and in the future.

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