À propos de ce cours : Social and emotional learning, or SEL, programs have flourished in schools during the last decade. In this course the instructor (Emily Price) introduces you to the history and framings of social and emotional learning preK-12 curricula, as well as various elementary, middle, and high school SEL programs and associated research. This course is a part of the 5-course Specialization “The Teacher and Social Emotional Learning (SEL)”. Interested in earning 3 university credits from the University of Colorado-Boulder for this specialization? If so check out "How you can earn 3 university credits from the University of Colorado-Boulder for this specialization" reading in the first module of this course for additional information. We want to note that the courses in this Specialization were designed with a three-credit university course load in mind. As a participant you may notice a bit more reading content and a little less video/lecture content. Completing and passing the SEL Specialization allows the participant to apply for 3 graduate credits toward teacher re-certification and professional enhancement. We want to ensure the quality and high standards of a University of Colorado learning experience. Interested in earning 3 graduate credits from the University of Colorado-Boulder for The Teacher and Social Emotional Learning (SEL) Specialization? Check out "How you can earn 3 university credits from the University of Colorado-Boulder for this specialization" reading in the first week of this course for more information.
Les destinataires de ce cours : This course is designed for pre-K through high school educators and is a master's level course.
Créé par : University of Colorado Boulder
Enseigné par : Dan Liston, Professor
School of Education, University of Colorado Boulder
Enseigné par : Emily Claire Price, Instructor
School of Education, University of Colorado Boulder
| Informations de base | Cours 2 de 5 dans The Teacher and Social and Emotional Learning (SEL) Specialization |
| Niveau | Advanced |
| Engagement | 5 weeks of study, 4-9 hours/week |
| Langue | English |
| Matériel requis | Consistent Internet access with FireFox browser and Speakers |
| Comment réussir | Réussissez tous les devoirs notés pour terminer le cours. |
| Notes des utilisateurs |
Programme de cours
SEMAINE 1
Social Emotional Well-Being for Students
This course focuses on SEL for its most common audience – students in P-12 school-based contexts. We begin this exploration by introducing the concept of social emotional well-being in Week 1. We explore what social emotional well-being is and investigate the relationship between it and the current emphasis on achievement in educational reform. Then, we highlight SEL as one means of developing social emotional well-being, positioning it in relation to other approaches, while highlighting our course’s focus on SEL programs and theories.
5 vidéos, 2 lectures
- Reading: How you can earn 3 university credits from the University of Colorado-Boulder for this specialization
- Vidéo: Introduction to SEL for Students: A Path to Social Emotional Well-Being
- Vidéo: Instructional Introduction - Emily
- Vidéo: "It Never Has Been, It Isn't Now, and It Never Will Be" by Robert Selman
- Vidéo: "SEL Practices" by Mark Greenberg
- Reading: Module 1 Readings
- Discussion Prompt: Social Emotional Well-Being for Students
Noté: Social Emotional Well-Being for Students
SEMAINE 2
The Field of SEL: Purposes and Origins
In this section of the course, we trace the origins of the field of SEL, identifying how a perceived need for greater attention to children’s social and emotional development in schools grew in part from the popularization of theories of multiple intelligence and emotional intelligence in the mid to late 1990s. We identify other educational theories that support this work before attending to a discussion of what SEL is, identified primarily through its goals, purposes, and aims.
4 vidéos, 1 lecture
- Vidéo: "Studying Emotion" by Paul Ekman
- Vidéo: "The Origins of CASEL" by Roger Weissberg
- Vidéo: "Academic Lecture" by Maurice Elias
- Reading: Module 2 Readings
- Discussion Prompt: SEL Purposes
Noté: The Field of SEL: Purposes and Origins
SEMAINE 3
SEL Program Formats and Characteristics of Effective Programs
In this section of the course, we attend to the ways in which school-based SEL programs differ with regard to scope, focus, audience and mode of infusion. Additionally, we take up general considerations of the characteristics of effective programs and practices with the intent of providing participants the tools necessary to evaluate specific SEL programs.
3 vidéos, 1 lecture
- Vidéo: Emily Price - "Ways SEL Programs Differ: Scope, Focus, Audience, and Pedagogy"
- Vidéo: Emily Price - "General Considerations for Effectiveness and Implementation"
- Reading: Module 3 Readings
- Discussion Prompt: Program Selection
Noté: SEL Program Formats and Characteristics of Effective Programs
SEMAINE 4
SEL Across the Developmental Spectrum: Early Childhood and Elementary
The focus in this section of the course is on SEL programs in early childhood education and in elementary schools. We aim to provide a broad overview of programs on the market, and considerations specific to “doing SEL” with young children. Additionally, we aim to challenge participants to evaluate the usefulness of various programs for their own purposes with respect to the criteria and considerations identified in Week 3.
2 vidéos, 2 lectures
- Vidéo: Dr. Dan Liston - "SEL Research Findings: Part 1"
- Reading: Module 4 Readings
- Reading: Optional Reading
- Discussion Prompt: Elementary SEL
Noté: SEL Across the Developmental Spectrum: Early Childhood and Elementary
SEMAINE 5
SEL Across the Developmental Spectrum: Middle and High School
The focus in this section of the course is on SEL programs in middle and high school contexts. We aim to provide a broad overview of programs on the market, considerations specific to “doing SEL” with older students, and an exploration of why SEL is particularly important at this stage in development. Additionally, we will highlight YPAR as one means of critically attending to principles of SEL as a preview of the focus of Course B. Finally, we aim to challenge participants to evaluate the usefulness of various programs for their own purposes with respect to the criteria and considerations identified in Week 2.
3 vidéos, 2 lectures
- Vidéo: "Myths of the Adolescent Brain" by Dan Siegel
- Vidéo: Dr. Dan Liston - "SEL Research Findings: Part 2"
- Reading: Module 5 Readings
- Reading: Optional Reading
- Discussion Prompt: Middle and High School SEL
Noté: SEL Across the Developmental Spectrum: Middle and High School
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