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Discover Your Social Emotional Skills

Learning Module

Abstract

This module guides learners through the different competencies of social emotional learning which include self-awareness, self-management, social awareness, relationship skills and responsible decision making. Designed for 6-9 grade youth to utilize during school time, out of school time or at after school sites. Learners will explore what it means to be able to explore emotions, facilitate emotional regulation as well as how to communicate and connect with a range of people.

Keywords

Social Emotional Learning, Self-Awareness, Self-management, Social Awareness, Relationship Skills and Responsible Decision Making

Overview and Intended Audience

Media embedded September 26, 2021

CASEL. (2021, June 23). What is social emotional learning. [Video]. YouTube. https://www.youtube.com/watch?v=Y-XNp3h3h4A

Social and emotional learning (SEL) is an integral part of education and human development. SEL is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions (CASEL, 2021).

SEL advances educational equity and excellence through authentic school-family-community partnerships to establish learning environments and experiences that feature trusting and collaborative relationships, rigorous and meaningful curriculum and instruction, and ongoing evaluation. SEL can help address various forms of inequity and empower young people and adults to co-create thriving schools and contribute to safe, healthy, and just communities (CASEL, 2021).

This module guides learners through the five different competencies of social emotional learning which include self-awareness, self-management, social awareness, relationship skills and responsible decision making by utilizing the experiential learning model which creates learning by doing through a range of experiences. Designed for 6-9 grade youth to utilize during school time, out of school time or at after-school sites.

Engaging Youth in Social Emotional Learning

As an Extension Educator in 4-H Youth Development, my role is to offer in and out of school time programming to youth audiences ages 8-18. 4‑H provides kids with community, mentors, and learning opportunities to develop the skills they need to create positive change in their lives and communities.The benefits of SEL range from an improvement in student’s social emotional skills, can cause a decline in anxiety and behavior programs and promote a long term improvement in prosocial behavior all of which are essential to my role in implementing in and out of school time programming.

This module will focus on a program I have designed to introduce Social Emotional Learning competencies to my 4-H members in 6-9 grades but can easily be adapted to younger and older audiences as well as in or out of school audiences.

As more school systems begin to implement social emotional learning standards this is an excellent stepping stone to introduce SEL into the everyday practices both for the instructor and for the learner.

Experiential Knowledge

Students typically come with a certain level of understanding of what certain social emotional learning skills are. It is likely that they have heard of certain vocabulary that will be used but may not be as familiar with how to conduct those emotions in a healthy beneficial way for themselves or towards others. Though they do possess an open mind for growing social emotional awareness and emotional regulation.

Learning Outcomes

As an Extension Educator majority of the programming that I do is within the out of school time setting. I decided to focus on learning outcomes as opposed to learning standards for that reason.

The goal of this module is to expose students to social emotional competencies through hands-on-learning lessons, producing the following outcomes:

Short-Term

  • Student will use skills learned in order to manage feelings.
  • Students will acquire necessary social skills to communicate and connect with a wide range of people.
  • Student self-discipline will enable them to acquire skill sets from each of the five social emotional learning competencies.
  • Students will submit a final social emotional skills project, receiving feedback from peers through a recursive feedback model.

Long-Term

  • Learners will have a deeper awareness of social emotional learning skills.
  • Learners will develop skills learned in this module to foster more advanced SEL capacity.
  • Learners will explore how SEL can be utilized at school, home and in future careers.
  • Learners will share knowledge gained with peers, families and future co-workers.

Implementation Instructions

This module is designed to be taught as an in or out of school time program by a professional with knowledge and expertise in social emotional learning. The entire learning module will be provided to the instructor to allow them to engage students during the program, with additional resources included for their professional development. If videos are included on the learner side, for convenience of the teacher, they are linked on the instructor side. The goal of this program is for learners to become aware of social emotional learning, while instructors engage in professional development to become more comfortable implementing social emotional skills in everyday pedagogy.

Lesson 1 – Defining Social Emotional Learning

Over the next few days we will be learn more about what it means to make positive choices about how we behave, how to communicate with others in a healthy way and how to understand others points of view.

Let’s explore what questions we can answer during our session. Go to padlet at the following QR code or at http://padlet.com/cakpore97/bmgs0rk9jwnet9ek

Your screen should look like the following:

Click on the plus symbol below each question to write your answer as honestly as possible. You will be anonymous. When everyone has completed the 5 questions the answers will be reviewed.

Thank you for each of your thoughtful responses. Let’s see what everyone said.

Now that we know what our peers do to make themselves feel good about themselves, how our peers feel about themselves, what is important to them, what they could teach each other and which 3 people care about you are going to watch the following videos on what exactly is social emotional learning and why does it matter.

Media embedded September 26, 2021

Lessons for SEL (2020, June 5). What is social emotional learning. [Video]. YouTube. https://www.youtube.com/watch?v=87zTsJ_Fxhc

Assignments

  1. What was most the most surprising thing you learned about social emotional learning? What was most exciting to you? Create a one minute video and post the link to the class Google Doc.
  2. In the comment section on the google doc reply to the videos of two classmates.

FOR THE LEARNER

Over the next few days we will be learn more about what it means to make positive choices about how we behave, how to communicate with others in a healthy way and how to understand others points of view.

Let’s explore what questions we can answer during our session. Go to padlet at the following QR code or at http://padlet.com/cakpore97/bmgs0rk9jwnet9ek

Your screen should look like the following:

Click on the plus symbol below each question to write your answer as honestly as possible. You will be anonymous. When everyone has completed the 5 questions the answers will be reviewed.

Thank you for each of your thoughtful responses. Let’s see what everyone said.

Now that we know what our peers do to make themselves feel good about themselves, how our peers feel about themselves, what is important to them, what they could teach each other and which 3 people care about you are going to watch the following videos on what exactly is social emotional learning and why does it matter.

Media embedded September 26, 2021

Lessons for SEL (2020, June 5). What is Social Emotional Learning (SEL)? [Video file]. You Tube. https://www.youtube.com/watch?v=87zTsJ_Fxhc

Assignments

  1. What was most the most surprising thing you learned about social emotional learning? What was most exciting to you? Create a one minute video and post the link to the class Google Doc.
  2. In the comment section on the google doc reply to the videos of two classmates.

FOR THE INSTRUCTOR

Purpose: The purpose of this lesson is to expose learners to what social learning is by introducing the 5 core competencies, sharing thoughts about what SEL means to them and then creating an opportunity to share what is exciting about SEL from their standpoint.

Method

  • Introduce the topic by giving youth the opportunity to explore what social emotional learning means to them by filling out questions via padlet.
  • Conduct the padlet questions and debrief the answers.
  • Show Video - WHAT IS SOCIAL EMOTIONAL LEARNING (SEL)?
  • Allow time for students to reflect on what is exciting about SEL and what they would like to include in their one minute video.
  • Review assignment.

Tips

  • Share with learners that this is a safe space and that what is shared during this program stays within the room.
  • If at any time anyone feels unable to share they are able to pass on sharing their thoughts until they feel safe.
  • In order to grow we will need to encourage ourselves and our peers.

Material Needed

  • Computers with internet connectivity
  • Smart Board or Projector

Lesson Duration: 1 hour

Lesson 2 – Self Awareness

FOR THE LEARNER

Let’s review what questions were asked during our previous lesson.

  • What do you like to do to make yourself feel good about yourself?
  • How do you think your friends would describe you?
  • Tell me something you could teach someone else.
  • Tell me about three people you care about.

What is self-awareness? It is the ability to identify our own feelings, as well as how our feelings and thoughts influence what we do.

Learning by Doing Exercises

  • Identify Emotions - Positive emotions are good for our minds and bodies. Making sure we have daily helpings of positive emotions is just as important as getting those daily helpings of nutritious vegetables and fruits. Practice positivity at https://kidshealth.org/en/teens/positive-worksheet.prt-en.html?view=ptr&WT.ac=t-ptr
  • Possess self-confidence - Try something new for 30 days! Start by watch the following video to get inspired. After watching the video, think of three new ways that you would like to challenge yourself.
Media embedded September 26, 2021

Cutts, M. (2011, March) Try something new for 30 days. [Video]. YouTube. https://www.youtube.com/watch?v=UNP03fDSj1U

  • Recognize strengths – What are common automatic, negative thoughts and thinking traps? Watch the video to explore what automatic thoughts are. 
Media embedded September 26, 2021

WatchWellCast. (2012, October 12). Automatic thoughts. [Video]. YouTube. https://www.youtube.com/watch?v=m2zRA5zCA6M

  • Go through the worksheet to help deal with automatic thoughts. 
Figure 1: The next time you are having negative thoughts. (Wellcast). https://static.tumblr.com/s2l6mjv/3PCmizxss/automaticthoughts.pdf
  • Have an accurate self-perception - Draw a map of your connections! There are many layers of people we care about and many generations of people who care about us. This map will help you visualize the meaningful connections in your life. Further instructions can be found at https://inspiredstudents.org/activity/connection-map/​

Assignments

  1. Demonstrate self-efficacy - Start a reflective writing journal to express emotions that may be difficult to share verbally. Writing prompts could include: When was I at my best and worst today? What can I learn from my mistakes today? If I wrote the words I need to hear most, what would they be? Journal writing can be conducted in Penzu found at https://penzu.com/app/signup 
  2. Research and find a video/story where journal writing to express emotions has changed the life of that individual or expresses the benefits of journal writing.
  3. Post an update of 100 words or more describing how it changed their life or benefits. To what level was it beneficial? Make sure to include the video or story link in the post.
  4. Comment on two classmates posts.

FOR THE INSTRUCTOR

Purpose: The purpose of this lesson is to expose learners to what skills are needed to develop self-awareness.

Method

  • Review questions that were asked during the previous session. Ask for a few of the learners to share what they had written last time to refresh their memories on the basics of social emotional learning.
  • Introduce self-awareness by asking what they think the definition is or have them share a time when they had to be self-aware. How did it feel? What was it like or how did it impact them in that moment?
  • Identify emotions by working through the positive emotions sheet. Have the learners fill out an example under each of the 10 emotions or select particular emotions from the list to focus on. Have them share if they willing their favorite example.
  • Show video – Try Something New for 30 Days. Debrief after watching the video about what 3 new things that they would like to challenge themselves to do.
  • Show video – Automatic Thoughts. Debrief by going through the Wellcast worksheet on the 3 R’s. The worksheet is meant to be anonymous and private.
  • Have learners draw a map of the meaningful connections in their lives. Review the following link for further details https://inspiredstudents.org/activity/connection-map/
  • Review assignment.

Tips

  • For the learning by doing exercises you can pick one or all based on the time available or the needs of your students.

Material Needed

  • Computers with internet connectivity
  • Smart Board or Projector
  • Positive Emotions Worksheet
  • Wellcast Worksheet
  • Blank paper

Duration: Dependent on number of learning by doing activities chosen.

Lesson 3 – Self Management

FOR THE LEARNER

Let’s review what is means to:

  • Identify emotions
  • Possess self-confidence
  • Recognize strengths
  • Have an accurate self-perception
  • Demonstrate self-efficacy

What is self-management? It is the ability to manage our feelings, thoughts, and behaviors in a variety of contexts.

Pulse Check

  • I finish whatever I begin.
  • I never stop working to improve.
  • I talked to someone who gave me a new idea or changed my mind.
  • When I didn’t know the answer to a question, I couldn’t rest until I figured it out.
  • Instead of getting distracted while working, I stayed focused.
  • I didn’t do things I knew I’d later regret.

Learning by Doing Exercises

  • Promote a growth mindset: The brain can get stronger and smarter with new learning. Watch this video to learn about growth mindset. 
Media embedded September 26, 2021

Lisney, C. (2014, September 28). Growth mindset animation. [Video]. YouTube. https://www.youtube.com/watch?v=-_oqghnxBmY&list=PLkAVUURATZSe51t6LzZxPd0H8-bpB088N&index=8

  • What was the most critical part of the video? What surprised you? What are the benefits of growth mindset?
  • Make goal setting possible: Goal sandwich allows youth to practice their Ways of Doing by learning the important skills of goal-setting. Check out the goal sandwich activity at https://conservancy.umn.edu/bitstream/handle/11299/195758/goal-sandwich.pdf?sequence=1&isAllowed=y
  • Facilitate emotion regulation: Self-Control is doing what’s best in the long-run despite short-term temptations. Discover ways to teach self-control at 
Media embedded September 26, 2021

Macmillan Learning. (2014, November 1). Self-control teaching students about their greatest inner strength with Nathan DeWall. [Video]. YouTube. https://www.youtube.com/watch?v=E2jYdEO18nU

  • What was the most critical part of the video? What surprised you?
  • Integrate mindfulness practices: Yoga is increasing in popularity. Many different types of yoga exist, but all types of yoga combine breathing, controlled postures and mental focus to improve fitness and decrease stress. Put yoga into practice at https://4h.uaex.edu/programs/healthy-living/yoga-for-kids.aspx

Assignments

  1. Before the end of the series, create a 3-minute video on how you can incorporate mindfulness, growth mindset or self-control in your everyday life.
  2. Post the link in the class Google Doc.
  3. Comment on the videos of two classmates.

FOR THE INSTRUCTOR

Purpose: The purpose of this lesson is to expose learners to what skills are needed to develop self-management.

Method

  • Review what it means to identify emotions, possess self-confidence, recognize strengths, have an accurate self-perception and demonstrate self-efficacy. Ask for a few of the learners to share what was most exciting about self-awareness and how they have used any of the skills learned from last time.
  • Introduce self-management by asking what they think the definition is or have them share a time when they had to manage their feelings, thoughts or behaviors?
  • Review the pulse check statements and which one or two stand out to the learners.
  • Show video – Growth Mindset Animation. Debrief with the following questions, what was the most critical part of the video? What surprised you? What are the benefits of growth mindset?
  • Complete the goal sandwich activity at the following link https://conservancy.umn.edu/bitstream/handle/11299/195758/goal-sandwich.pdf?sequence=1&isAllowed=y
  • Show video - Self Control: Teaching Students about Their Greatest Inner Strength. Debrief by asking what was the most critical part of the video was or what surprised you?
  • Allow learners time to practice their yoga moves found at https://4h.uaex.edu/programs/healthy-living/yoga-for-kids.aspx
  • Review assignment.

Tips

  • For the learning by doing exercises you can pick one or all based on the time available or the needs of your students.

Material Needed

  • 4 different colored notecards or paper for each learner
  • Pencil or pens
  • Computers with internet connectivity
  • Smart Board or Projector

Duration: Dependent on number of learning by doing activities chosen.

Lesson 4 – Social Awareness

FOR THE LEARNER

Let’s review what is means to:

  • Promote a growth mindset
  • Make goal setting possible
  • Facilitate emotion regulation
  • Integrate mindfulness practices

What is social awareness? It is the ability to understand and empathize with others' points of view.

Pulse Check (open ended questions)

  • Would you tell me more about?
  • Could you help me understand?
  • What are the good things and the less good things about?
  • How do you see things changing?
  • What is more important for you now?
  • Where would you like to begin?

Learning by Doing Exercises

  • Teaching Empathy: Empathy is the understanding of or the ability to identify with another person's feelings or experiences. Dig deeper into what empathy verses sympathy is by watching: 
Media embedded September 26, 2021

Brown, B. (2017, October 13). Brené Brown on empathy. [Video]. YouTube. https://www.youtube.com/watch?v=HznVuCVQd10

Media embedded September 26, 2021

Edutopia (2017, October 3). Morning meetings building community in the classroom. [Video]. YouTube. https://www.youtube.com/watch?v=U6_pLkwaCeY

  • What was the most critical part of the video, what surprised you and what are the benefits of an inclusive environment?
  • Nurturing Civic Engagement: 4‑H civic engagement programs empower young people to be well-informed citizens who are actively engaged in their communities and the world. Check out what 4-Her’s from across the United States are doing to be an involved citizens and how you can be involved too at https://4-h.org/parents/civic-engagement/ What is one take away idea about being a good citizen on the 4-H website?

Assignments

  1. Exploring Community Resources: Discover what is happening in your community while looking through the lens of your camera. Photovoice engages youth in identifying what is working and what needs changing in local communities by taking still photographs. Explore the steps and benefits of Photovoice. 

  2. Try to link your Photovoice issue back to a social emotional related topic.

  3. Post your issue and photos in the google doc labeled Photovoice. Be prepared to speak about your project for 3-4 minutes during the last week of the program.

Figure 2: Photovoice concept, methodology, and use for participatory needs assessment. (Wang C. & Burris M).

 

Media embedded September 26, 2021

Community Blueprint (2011, February 11). Health in my hometown a youth photovoice project. [Video]. YouTube. https://www.youtube.com/watch?v=X8lSw5Cdi8k

FOR THE INSTRUCTOR

Purpose: The purpose of this lesson is to expose learners to what skills are needed to develop social-awareness.

Method

  • Review what it means to promote growth mindset, make goal setting possible, facilitate emotion regulation and integrate mindfulness practices. Ask for a few of the learners to share what was most exciting about self-management and how they have used any of the skills learned from last time.
  • Introduce social awareness by asking what they think the definition is or have them share a time when they had to understand and empathize with others points of view?
  • Review the pulse check statements and which one or two stand out to the learners.
  • Show video – Brene Brown on Empathy and debrief by answering questions privately on how empathetic each learner is.
  • Show video - Morning Meetings: Building Community in the Classroom. Debrief by asking what the most critical part of the video was, what surprised you and what are the benefits of an inclusive environment?
  • Discover what civic engagement is and how others are exploring is capacity via 4-H at the following link https://4-h.org/parents/civic-engagement/ Debrief by asking, what is one take away idea about being a good citizen on the 4-H website?
  • Review assignment.

Tips

  • For the learning by doing exercises you can pick one or all based on the time available or the needs of your students.

Material Needed

  • Computers with internet connectivity
  • Smart Board or Projector

Duration: Dependent on number of learning by doing activities chosen.

Lesson 5 – Relationship Skills

FOR THE LEARNER

Let’s review what is means to:

  • Be Empathetic
  • Create Inclusive Safe Environments
  • Nurture Civic Engagement
  • Explore Community Resources

What are relationship skills? They are the ability to communicate and connect with a range of people in a healthy way.

Pulse Check (Relationship Skills May Sound Like)

  • When you ______ it made me feel _______.
  • Can you explain what you mean by that?
  • I disagree with you because _________.
  • What did you mean by _________?

Learning by Doing Exercises

  • Model and Promote Positive Communication Skills: Good communication is not only about expressing yourself but also actively listening and working to understand what the other person is saying. Learning and practicing these healthy communication skills will prepare you for the times when communication with someone is most important. Deepen your understanding by watching the following video. 
Media embedded September 26, 2021

AMAZE Org. (2018, February 27). Active listening how to communicate effectively. [Video]. YouTube. https://www.youtube.com/watch?v=BW82k7lwI_U

  • What was a skill from the video that you could start to implement in your communication style?
  • Social engagement: Not only does kindness strengthen social relationships, but it also can show that your choices have an impact and that you have valuable skills (like the ability to make friends). Discover ways that you can model, celebrate and enable kindness at https://characterlab.org/playbooks/kindness/ How can you model kindness to others? 

Assignments

  1. Teach Conflict Resolution Skills: POOCH is a process for problem-solving that can help you thoughtfully generate solutions to problems by thinking through possible options and outcomes. The steps are as follows: identify the problem; explore different options to solve the problem; discuss an outcome for each option; choose an option; reflect on how things went. Utilize the Panorama template to put the process into action. 
  2. Use the template to work out a problem you would like a solution to. Create a one minute video on how the POOCH process helped you to create a solution to your problem. You do not need to include specific names or details, it can be a generic expression of how the tool worked for you.
  3. Post your video to the google doc and comment on two of your peers videos.
    Figure 3: A guide to the core SEL competencies activities and strategies included. (Panorama). https://www.panoramaed.com/blog/guide-to-core-sel-competencies

     

FOR THE INSTRUCTOR

Purpose: The purpose of this lesson is to expose learners to what is needed to develop relationship skills.

Method

  • Review what it means to be empathetic, create inclusive environments and nature civic engagement. Ask for a few of the learners to share what was most exciting about social awareness and how they have used any of the skills learned from last time. If the instructor feels comfortable they can also share stories about a time when they have had to experience social awareness. 
  • Introduce relationship skills by asking what they think the definition is or have them share a time when they had to communicate or connect with a wide range of people? What happened and how did it make you feel?
  • Review the pulse check statements and which one or two stand out to the learners.
  • Show video – Active listening – how to communicate effectively. Debrief by asking what was a skill from the video that you could start to implement in your communication style?
  • Explore the following character lab at https://characterlab.org/playbooks/kindness/ Debrief by asking how can you model kindness to others?
  • Review assignment.

Tips

  • For the learning by doing exercises you can pick one or all based on the time available or the needs of your students.

Material Needed

  • Computers with internet connectivity
  • Smart Board or Projector

Duration: Dependent on number of learning by doing activities chosen.

Lesson 6 – Responsible Decision Making

FOR THE LEARNER

Let’s review what is means to:

  • Model and Promote Positive Communication Skills
  • Social engagement
  • Conflict Resolution Skills

What is responsible decision making? It is the ability to make positive choices about how we behave.

Pulse Check (Responsible Decision-Making May Sound Like)

  • How will this impact others?
  • Is it worth it?
  • Why do I want to make this choice?
  • Was this a strong choice?
  • Will this help me?

Learning by Doing Exercises

  • Promote Problem-Solving Thinking: Solving a problem could include the following steps: identify the problem; analyze the situation; solve the problem; evaluate and reflect on the problem.
Media embedded September 26, 2021

Glantz, A. (2020, March 17). Find problem, solve problem. [Video]. YouTube. https://www.youtube.com/watch?v=LaYVqj1El1A

  • What was exciting about this video and what could you take and use in your next problem solving situation?
  • Explore Design Thinking: There is also an alternate way to think about problems and that is called design thinking. Design thinking is a human-centered process for understanding and solving problems. Discover what the steps of design thinking are and how to apply them to your next meeting at https://4hcenter.org/how-to-apply-design-thinking-methodology-to-your-next-meeting/

  • What are the steps to design thinking and how could you use them in your next meeting?

Assignments

  1. Teach Decision-Making Skills: Deciding is a process, not a static, one-time event. We are constantly re-evaluating in light of new information. A decision may not have had the consequences you expected so you can start the process over again.
  2. Watch one of the episodes from “It's Your Choice" Video Series focusing on HOW to decide, not WHAT to decide at https://www.decisioneducation.org/its-your-choice
  3. Copy and paste the link of the video you would like to comment on and then comment on why you choose that video and how it helped you to think about decision making differently. Use Miro to post your video and comments https://miro.com/ 
  4. Comment on two other peers’ posts.

FOR THE INSTRUCTOR

Purpose: The purpose of this lesson is to expose learners to what is needed to develop responsible decision making skills.

Method

  • Review what it means to be have positive communication skills, about social engagement and conflict resolution. Ask for a few of the learners to share what was most exciting about relationship skills and how they have used any of the skills learned from last time.
  • Introduce responsible decision making skills by asking what they think the definition is or have them share a time when they had to make positive choices about how they behave? What happened and how did it make you feel?
  • Review the pulse check statements and which one or two stand out to the learners.
  • Show video – Find Problem-Solve Problem. Debrief by asking what was exciting about this video and what could you take and use in your next problem solving situation?
  • Explore design thinking at the following link https://4hcenter.org/how-to-apply-design-thinking-methodology-to-your-next-meeting/ Debrief by asking What are the steps to design thinking and how could you use them in your next meeting?
  • Review assignment.

Tips

  • For the learning by doing exercises you can pick one or all based on the time available or the needs of your students.

Material Needed

  • Computers with internet connectivity
  • Smart Board or Projector

Duration: Dependent on number of learning by doing activities chosen

Lesson 7 – Share Your Photovoice Project

FOR THE LEARNER

In class today, you will be sharing what you discovered while looking through the lens of your camera. What was happening in your community? Also what needs to be changed and ideas on how you could possible address those changes.

Assignment:

  1. After you hear the ideas of your peers please provide at a 50 word feedback on what you think could possibly help to address their Photovoice issue.
  2. Students will be assigned a random person to comment on, all feedback will be anonymous.
  3. In an addition provide feedback on their presentation in an additional 50 words. Remember to include both positive and constructive feedback above all, be kind!
  4. After completing your revisions, please post a 100 word update on what you altered on your Photovoice presentation. Revise your presentation based off of peer feedback and upload a two minute video including revisions. Explain how the feedback was helpful.

FOR THE INSTRUCTOR

Purpose: The purpose of this lesson is to provide learners the opportunity to showcase their Photovoice projects while also providing public speaking experience.

Method

  • Allow each learner to log into their google class doc. It is best to use a projector or SmartBoard so all learners in the class can easily see the photos.
  • Following each presentation, encourage learners to ask questions of their peers.

Tips

  • Impose time limits on the presentations. Three to four minutes allows students to present and feedback to be written down.

Material Needed

  • Computers with internet connectivity
  • Smart Board or Projector
  • Google Docs with links provided for each of the Photovoice projects

Duration: This will depend on the size of the class. Allow a minimum of one hour, adding more time as needed to accommodate all learners.

Lesson 8 – Knowledge Assessment

 

 

FOR THE LEARNER

Let’s play jeopardy see what you learned?

https://jeopardylabs.com/play/sel-jeopardy-game

Questions will include skills from the five different SEL competencies.

FOR THE INSTRUCTOR

Purpose: The purpose of this lesson is to assess learners’ proficiency in social emotional learning core competencies.

Method

  • Divide learners into groups of 2-3.
  • Visit jeopardy labs at https://jeopardylabs.com/play/sel-jeopardy-game
  • Game Mode = Formative Assessment
  • Following each question, ask learners to tell you more about each answer.
  • If a group answers the question incorrectly, allow another group to answer and explain why the first answer was incorrect. This methodology will allow you to create a fun learning environment while also allowing groups to understand why their answer was incorrect.

Tips

  • Encourage teams to implement the social emotional learning skills while working in a team setting.

Material Needed

  • Computers with internet connectivity.
  • Projector or SmartBoard

Duration: 30 minutes

Lesson 9 – Evaluation

FOR THE LEARNER

Thank you for participating in the SEL program. Evaluations are an essential way that instructors receive feedback on educational programs.

Click here to complete the following program survey.

https://illinoisaces.co1.qualtrics.com/jfe/form/SV_eh5klKEELDLC4Tk

FOR THE INSTRUCTOR

Purpose: The purpose of this lesson is to survey both learners and the classroom instructor to determine:

  • If there was knowledge change reported by the learner.
  • If the learner found value in learning about social emotional learning.
  • Based on participating in this program if the students would like to explore potential other social emotional learning related topics.
  • Does the classroom instructor feel the program was valuable to their learners?
  • Does the classroom instructor feel more proficient in the area of social emotional learning?

Method

  • Allow students to follow the link to complete the Qualtrics survey link below

https://illinoisaces.co1.qualtrics.com/jfe/form/SV_eh5klKEELDLC4Tk

  • As the classroom instructor, please complete the following qualtrics survey. survey link below

https://illinoisaces.co1.qualtrics.com/jfe/form/SV_86b0CVXwkeOa3Fc

Tips

  • The survey link will remain open for one week following the completion of the program, allowing time for any student who was absent during the final session to complete the survey, as well as, an opportunity for students who may need more time or assistance reading the survey to complete it following the session.

Material Needed

  • Computers with internet connectivity.

Duration: 20 minutes

References

AMAZE Org. (2018, February 27). Active listening how to communicate effectively. [Video]. YouTube. https://www.youtube.com/watch?v=BW82k7lwI_U

Brown, B. (2017, October 13). Brené Brown on empathy. [Video]. YouTube. https://www.youtube.com/watch?v=HznVuCVQd10

CASEL. (2021, June 23). What is social emotional learning? [Video]. YouTube. https://www.youtube.com/watch?v=Y-XNp3h3h4A

Community Blueprint. (2011, February 11). Health in my hometown  a youth photovoice project. [Video]. YouTube. https://www.youtube.com/watch?v=X8lSw5Cdi8k

Cutts, M. (2011, March) Try something new for 30 days. [Video]. YouTube.  https://www.youtube.com/watch?v=UNP03fDSj1U

Decision Education Foundation. (2021). It's your choice video series. [Video].  https://www.decisioneducation.org/its-your-choice

Edutopia. (2017, October 3). Morning meetings building community in the classroom. [Video]. YouTube. https://www.youtube.com/watch?v=U6_pLkwaCeY

InspireEd. (2021). Connection maps. InspireEd. https://inspiredstudents.org/activity/connection-map/

Glantz, A. (2020, March 17). Find problem, solve problem. [Video]. YouTube. https://www.youtube.com/watch?v=LaYVqj1El1A

Lessons for SEL. (2020, June 5). What is social emotional learning. [Video]. YouTube. https://www.youtube.com/watch?v=87zTsJ_Fxhc

Lisney, C. (2014, September 28). Growth mindset animation [Video]. YouTube.  https://www.youtube.com/watch?v=-_oqghnxBmY&list=PLkAVUURATZSe51t6LzZxPd0H8-bpB088N&index=8

Macmillan Learning. (2014, November 1). Self-control teaching students about their greatest inner strength with Nathan DeWall. [Video]. YouTube. https://www.youtube.com/watch?v=E2jYdEO1Panorama8nU

Nemours Children’s Health. (2021). Positive emotions. Nemours Children’s Health. https://kidshealth.org/en/teens/positive-worksheet.html?view=ptr&WT.ac=t-ptr

Panorama. (2021). [Inphographic]. A guide to the core SEL competencies activities and strategies included. Panorama. https://www.panoramaed.com/blog/guide-to-core-sel-competencies

Southern Poverty Law Center. (2021). Are you empathetic? Southern Poverty Law. https://www.learningforjustice.org/sites/default/files/2017-08/teaching-tolerance-are-you-empathetic.pdf

University of Arkansas Extension. (2010) Healthy living yoga for kids. University of Arkansas Extension. https://4h.uaex.edu/programs/healthy-living/yoga-for-kids.aspx

University of Minnesota Extension. (2021). SEL toolkit. University of Minnesota Extension. https://conservancy.umn.edu/bitstream/handle/11299/195758/goal-sandwich.pdf?sequence=1&isAllowed=y

*Wang C. & Burris M. (1997). Photovoice: concept, methodology, and use for participatory needs assessment. Health Education & Behavior, 24(3), 369–387.

WatchWellCast. (2012, October 12). Automatic thoughts. [Video]. YouTube. https://www.youtube.com/watch?v=m2zRA5zCA6M

WellCast. (2021). The next time you are having negative thoughts. WellCast. https://static.tumblr.com/s2l6mjv/3PCmizxss/automaticthoughts.pdf