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.
本課程是 The Teacher and Social and Emotional Learning (SEL) 專項課程 專項課程的一部分
SEL for Students: A Path to Social Emotional Well-Being
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1完成時間為 3 小時
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 個視頻 （總計 20 分鐘）, 2 個閱讀材料, 1 個測驗
5 個視頻
Introduction to SEL for Students: A Path to Social Emotional Well-Being3分鐘
Instructional Introduction - Emily4分鐘
"It Never Has Been, It Isn't Now, and It Never Will Be" by Robert Selman4分鐘
"SEL Practices" by Mark Greenberg6分鐘
2 個閱讀材料
How you can earn 3 university credits from the University of Colorado-Boulder for this specialization10分鐘
Module 1 Readings40分鐘
1 個練習
Social Emotional Well-Being for Students10分鐘
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2完成時間為 3 小時
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 個視頻 （總計 23 分鐘）, 1 個閱讀材料, 1 個測驗
4 個視頻
"Studying Emotion" by Paul Ekman6分鐘
"The Origins of CASEL" by Roger Weissberg4分鐘
"Academic Lecture" by Maurice Elias6分鐘
1 個閱讀材料
Module 2 Readings30分鐘
1 個練習
The Field of SEL: Purposes and Origins10分鐘
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3完成時間為 2 小時
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 個視頻 （總計 17 分鐘）, 1 個閱讀材料, 1 個測驗
3 個視頻
Emily Price - "Ways SEL Programs Differ: Scope, Focus, Audience, and Pedagogy"5分鐘
Emily Price - "General Considerations for Effectiveness and Implementation"8分鐘
1 個閱讀材料
Module 3 Readings
1 個練習
SEL Program Formats and Characteristics of Effective Programs10分鐘
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4完成時間為 3 小時
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 個視頻 （總計 20 分鐘）, 2 個閱讀材料, 1 個測驗
2 個閱讀材料
Module 4 Readings45分鐘
Optional Reading10分鐘
1 個練習
SEL Across the Developmental Spectrum: Early Childhood and Elementary10分鐘
週
5完成時間為 3 小時
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 個視頻 （總計 19 分鐘）, 2 個閱讀材料, 1 個測驗
3 個視頻
"Myths of the Adolescent Brain" by Dan Siegel4分鐘
Dr. Dan Liston - "SEL Research Findings: Part 2"9分鐘
2 個閱讀材料
Module 5 Readings
Optional Reading10分鐘
1 個練習
SEL Across the Developmental Spectrum: Middle and High School10分鐘
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Excellent information about students self awareness, social awareness, self management, interpersonal relationships and problem solving. Research based instruction from UC-Boulder. Awesome course.
This course provided insight in to the reasons social emotional learning is vital for students' success in life, and provided many data points to support SEL as an academic positive, as well.
講師
Dan Liston
ProfessorSchool of Education, University of Colorado Boulder
Emily Claire Price
InstructorSchool of Education, University of Colorado Boulder
關於 科罗拉多大学波德分校
CU-Boulder is a dynamic community of scholars and learners on one of the most spectacular college campuses in the country. As one of 34 U.S. public institutions in the prestigious Association of American Universities (AAU), we have a proud tradition of academic excellence, with five Nobel laureates and more than 50 members of prestigious academic academies.
關於 The Teacher and Social and Emotional Learning (SEL) 專項課程
Social and emotional learning, or SEL, programs have flourished in schools during the last decade. These programs vary widely but most share a concern for five individual, student competencies: self awareness; self-management; social awareness; relationship skills; and finally responsible decision making. It is important for teachers and parents to know about and understand these programs. While lots of SEL programs emphasize K-12 student social and emotional learning, only a very few programs exist to promote, and help teachers explore their own emotional well-being. In this Specialization our central premise is this:
To facilitate students’ social and emotional learning, a teacher must know the student as a person. This means that the teacher must strive to know her or him self. In order to help students achieve a degree of well-being, teachers need to be aware of their own well-being.
In our Specialization, “The Teacher and SEL” the instructors (Randy Testa and Dan Liston, as well as Emily Price and Ben Kirshner) examine kindergarten through high school SEL programs, looking at both established programs and less well-known community-based and youth empowerment approaches. Along with this examination of K-12 SEL programs, we bring a much needed emphasis on the teachers’ well being.
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