Social-Emotional Learning: Principles and Practices
EEND and MSED-728

Addresses the foundations, principles, and standards of Social-Emotional Learning (SEL); the theoretical and practical approaches to integrating SEL into curriculum and classroom instruction through a review of current literature and research; the improvement of instruction based on the research and effective SEL practices that support increased student learning; the design, development and application of effective SEL classroom methods and teaching practices that result in improved SEL for all P-12 students; reflection and enhancement of instructional practices in order to better serve their students’ SEL needs; and collaboration with teachers in integrating SEL into curriculum, including participation in professional learning communities.

College of Education Mission

The mission of the College of Education is to prepare competent and caring educators who understand students, serve the community and develop professionally to become ethical decision-makers and leaders.

Understanding Students

Candidates will learn how to embed Social-Emotional Learning into their classroom instruction - regardless of the age group or the content area of their teaching. 

Serving the Community

By connected Social-Emotional Learning and the five components of SEL into instruction, candidates will assist students to become more confident, tolerant, gracious, and understanding members of society - and more self-disciplined citizens.

Finding Our Professional Selves

Candidates will become more open, accepting, and positive to the social emotional needs of students, colleagues, and themselves. 

Access to standards referenced in this section can be found HERE

By the conclusion of the course, each participant will be able to do the following:

1. Define, paraphrase, and differentiate between each of the five Social Emotional Learning (SEL) components: self-management, self-awareness, social awareness, relationship skills, and responsible decision-making. (NBPTS 1, 3; InTASC 4, 5; ISBE-SEL 1, 2, 3)
2. Discover, discuss and demonstrate knowledge of the unique life experiences and the social-emotional challenges of the current (Generation Z) and four generations of workers and students who preceded them. (NBPTS 1, 4; InTASC 1, 2, 9, 10; ISBE- SEL 1, 2, 3)
3. Synthesize knowledge of learner development to design and implement developmentally appropriate and challenging learning experiences with an embedded focus on the cognitive, linguistic, social, emotional, and physical areas. (NBPTS 1, 2, 3; InTASC 1, 2; ISBE-SEL 1, 2, 3)
4. Develop instructional tools and strategies and access resources to discover individual student interests, needs, learning styles, and strengths in order to differentiate instruction and to meet specific SEL needs of students. (NBPTS 1, 3; InTASC 1, 2, 3, 7, 8; ISBE-SEL 1, 2, 3)
5. Examine and summarize key elements of the current research on SEL in the P-12 classroom.
   (NBPTS 4, 5; InTASC 7, 9, 10; ISBE-SEL 1, 2, 3)
6. Design, implement, and monitor activities and lessons that embed the five SEL components within the curriculum: self-management, self-awareness, social awareness, relationship skills, and responsible decision-making. (NBPTS 1, 2, 3; InTASC 4, 5, 6; ISBE-SEL 1, 2, 3)
7. Research and examine the best practices in developing cooperative learning, group norms, and creating a positive classroom environment, and design an inclusion classroom strategy.
   (NBPTS 1, 4; InTASC 1, 2, 3, 8, 9; ISBE-SEL 1, 2, 3)
8. Examine, modify, and write student learning assessments that are free from bias, fair, and equitable to all students, and accurate in reporting mastery of curriculum content and skills
   (NBPTS 3, 4; InTASC 6, 7, 9; ISBE-SEL 3)
9. Examine the research on Social Emotional soft skills, including Grit, Growth Mindset, and Resilience, and design specific lessons and activities to embed SEL soft skills into curriculum.
   (NBTS 1, 4; InTASC 1, 2, 3, 7, 8, 9; ISBE-SEL 1, 2, 3)
10. Create and implement a personal plan for educator self-care, stress reduction, and resilience. (NBTS 4, 5; InTASC 9, 10)

Discussions and Reflections
Candidates will respond to weekly discussion and reflection prompts related to course content.

• Course outcomes: 1, 2, 3, 4, 5, 9, 10
• Course standards: SEL 1, 2, 3 InTASC 1, 2, 3, 4, 5, 6, 7, 8, 9 NBPTS 1, 2, 3, 4, 5

Social Emotional Learning Perspective in the Classroom and E-Learning
Candidates will write a reflective essay that summarizes the need for Social-Emotional Learning and provides at least two specific strategies or classroom practices that focus specifically on student SEL development.

• Course outcomes: 1, 2, 3, 4, 6, 7
• Course standards: SEL 1, 2, 3 InTASC 1e, 2j, 2m, 2n, 8p, 10j NBPTS 1, 2, 4

Self-Management and Self-Awareness: Applications for student learning
Candidates will write an application essay providing a strong rationale for both Self-Management and Self-Awareness in our students, including specific strategies or classroom practices that focus specifically on student self-development.

• Course outcomes: 1, 3, 4, 6, 9
• Course standards: SEL 1, 2, 3 InTASC 7e, 7i, 7j, 7n, 8p NBPTS 1, 3, 4

Social Awareness and Relationship Building: Research and Best Practice
Candidates will research websites and resources that will lead to a deeper understanding of social awareness and relationship skills and write a research-based essay identify best practices to teach the SEL skills of Social Awareness and Relationship-Building.

• Course outcomes: 1, 3, 4, 5, 6, 7
• Course standards: SEL 1, 2, 3 InTASC 2e, 3j, 3k, 3o, 5g, 8p NBPTS 1, 2, 3, 4

Practices for Social-Emotional Health for Educators
Candidates will create a personal plan to reduce stress and to build resilience.

• Course outcomes: 2, 3, 10
• Course standards: SEL 3 InTASC 9b, 9d, 10c NBPTS 4, 5

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