FOCUS
Sowing seeds of SEL
By Nancy L. Markowitz, Wendy Thowdis and Michael Gallagher
August 2018
Vol. 39 No. 4
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PROGRAM GOALS AND OBJECTIVES
GOALS
- Understand and use a common language to discuss SEL and culturally responsive teaching.
- Develop cooperating teachers’ ability to integrate SEL and culturally responsive teaching into their own practice.
- Strengthen the cooperating teachers’ ability to help teacher candidates integrate SEL and culturally responsive teaching into their practice.
- Connect co-teaching and social and emotional learning.
- Explore the dispositions necessary for teachers and students to thrive and feel successful.
OBJECTIVES
- Be able to explain the importance of SEL to academic achievement and students’ ability to thrive.
- Be able to explain the connection between SEL skill development for teachers and learners and the achievement of Common Core State Standards.
- Be able to generate and try lessons with SEL foundational anchors to build a safe physical, social-emotional, and intellectual learning environment.
- Be able to identify SEL skills needed within content-specific lessons.
References
Aspen Institute. (2018, May). Pursuing social and emotional learning through an equity lens: A call to action. Washington, DC: Author.
Bouffard, S. (2017). No (good) teacher is an island: How Sunnyvale, California is creating a great pipeline of teaching and learning. Case study for Morgan Family Foundation.
Bridgeland, J., Bruce, M., & Hariharan, A. (2013). The missing piece: A national teacher survey on how social and emotional learning can empower children and transform schools. Washington, DC: Civic Enterprise
Reinke, W.M., Stormont, M., Herman, K.C., Puri, R., & Goel, N. (2011). Supporting children’s mental health in schools: Teacher perceptions of needs, roles, and barriers. School Psychology Quarterly, 26(1), 1-13.
Schonert-Reichl, K., Hanson-Peterson, J.L., & Hymel, S. (2015). SEL and preservice teacher education. In J. Durlak, C.E. Domitrovich, R. Weissberg, & T.P. Gullotta (Eds.), Handbook of Social and Emotional Learning. New York, NY: The Guilford Press.
Walter, H.J., Gouze, K., & Lim, K.G. (2006). Teachers’ beliefs about mental health needs in inner city elementary schools. Journal of the American Academy of Child & Adolescent Psychiatry, 45(1), 61-68.
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