This slide expalins the SEL framework by Frie, Fisher and Smith. The process how to implement SEL in the school is explained.

1. Social and Emotional
Learning (SEL)
Carlo Magno, PhD
USAID, Technical Adviser
Center for Learning and Assessment Development-Asia
@carlo2020feb
crlmgn@yahoo.com

2. Objectives
 Determine the learning SEL status
 Design a learning plan to implement SEL class activities

3. What is SEL?
 Social and emotional learning (SEL) is the process through which
individuals acquire and effectively apply the knowledge, attitudes,
and skills necessary to understand and manage emotions, set and
achieve positive goals, feel and show empathy for others, establish
and maintain positive relationships, and make responsible decisions
(The Collaborative for Academic, Social, and Emotional Learning,
2005).

4. What is SEL?
 Used by teachers, guidance counsellors, school leaders other school
personnel, and other stakeholders
 Information about the SEL competencies of a learner, can further
provide ways to
 build positive interactions within the classroom and school climate,
 foster achievement behaviors like managing thinking, emotion, grades,
prosocial behaviors and self-regulation.

5. Rationale
 The Social and Emotional Learning (SEL) is integrated in the instruction of
academic subjects to foster an environment with positive conditions for
learning to occur better.
 The Department of Education has laid a strong foundation for incorporating SEL
into the school culture and all aspects of the school life through investments in
 child protection policy,
 values curriculum,
 teaching standards that include expectations related to the learning
environment and
 a leadership framework for school heads.
 The leadership framework speaks to the responsibility of the head teacher to
nurture a school culture and climate that fosters SEL and to directly support
teachers in deepening their understanding and appreciation of SEL and
knowledge about how to foster SEL during everyday instruction.

6. Rationale
 DepEd order 34 s. 2022 – learning continuity and recovery plan that
includes SEL as one of the focal areas

7. What is SEL?
 Used to determine the learners’
 ways to manage their emotions,
 strategies to learn,
 prosocial skill,
 respect for others,
 confidence,
 perseverance and
 mindset

8. SEL Framework
 Social and
Emotional Learning
by Frey, Fisher, and
Smith (2018)
 Supported by the
Wallace Foundation
Model

9. What is SEL?

10. SEL Factors
Emotional Regulation
Identifying Emotions
Emotional Self-perception
Impulse Control
Delaying Gratification
Stress Management
Coping
Emotional Processes/Regulation
The ability to recognize your own and others’ emotions and talk about
emotions, manage emotions and impulses, and cope with stress.

11. SEL Factors
Cognitive Regulation
Metacognition
Attention
Goal-setting
Recognizing and resolving
problems
Help seeking
Decision making
Organizational skills
Cognitive Regulation
The ability to focus attention and stick with a task to
completion, make decisions responsibly, and resolve problems,
both independently and with others.

12. SEL Factors
Social Skills
Prosocial skills
Sharing
Teamwork
Relationship building
Communication
Empathy
Relationship repair
Social Skills
Ability to respond to social cues and interpret other people’s behavior,
navigate social situations, communicate effectively, interact positively
with peers and adults, and pro-social behavior such as having empathy
and helping others, sharing and collaboration.

13. Grade 8
Public Spirit
Respect for others
Courage
Ethical Responsibility
Civic Responsibility
Social Justice
Service Learning
Leadership
Public Spirit
The Integrated model of Frey and her colleagues includes public spirit,
which is not observed in many prominent SEL models today. First and
foremost, public spirit is related to respect for others, understanding and
taking responsibility for upholding ethical principles and social justice.
These are the characteristics of social responsibility. Leadership
qualities and public service are part of Public Spirit.

14. SEL Factors
Identity and Agency
Strength recognition
Self-efficacy
Growth mindset
Grit
Resiliency
Identity and Agency
This has a lot to do with sense of self (e.g., identity), voice and to the
sense that you can make personal choices and pursue these choices
with directed actions (e.g. sense of agency). With a strong sense of self
and agency, students are more likely to be active in their learning and
take personal responsibility for their learning and their progress
(internal local of control). They believe in their ability to improve with
hard work is facilitated by having a growth mindset. These dispositions,
in turn, lead to confidence, self-efficacy and the inner strength cope
and bounce back from setbacks (resilience).

15. SEL Kindergarten Curriculum
(MELCs)
SEL Content Standards in the CG
Frey, Fisher and Smith (2019)
model
Pagkilala ng sarili at pagpapahayag ng
sariling emosyon
Cognitive Regulation
Emotional Regulation
Pag-unawasa emosyon ng iba Emotional Regulation
Pagpapahalaga sa pagkakaiba Social Skills
Pakikisalamuha sa iba bilang kasapi ng
pamilya Public Spirit
Pakikisalamuha sa iba bilang kasapi ng
paaralan Public Spirit
Pakikisalamuha sa iba bilang kasapi ng
komunidad Public Spirit

16. The environment can affect the
way one’s brain functions which in
turn influences the way one learns.
One of the scans shows the brain
of a healthy and functioning
individual and the other one is
taken from the brain of an
individual with a history of
physical and emotional abuse.
Which one do you think is the scan
of the functioning individual and
the scan of the abused person?
Why do you say so?

17. Brain studies like this show evidence of
the importance of working in a safe and
supportive environment.
Similarly, when students are studying in
a safe and positive learning
environment, their capacity to
remember, process and apply
information increases. Their brains
expand.
But when students feel disturbed or
anxious, their brains send negative
signals to them and they no longer pay
attention and stop learning.

18. SEL as Predictors of Dearly
Grade Literacy and Numeracy
Grade 2 Grade 3
SEL Content Standards Beta
RLA-E
Beta
RLA-F
Beta
RNA
Beta
RLA-E
Beta
RLA-F
Beta
RNA
Emotional Regulation .17 .15 .12 .19 .11 .12
Cognitive Regulation .23* .22* .27* .32* .32* .35*
Social Skills .16 .15 .10 .13 .11 .11
Public Spirit .09 .10 .09 .08 .08 .05
Identity and Agency .29* .21* .23* .22* .21* .29*

19. Implementing SEL
Profile the
SEL of
learners
SEL Program
in the
School
Plan the
integration
of SEL in the
subject
Implement
and track
learners’
progress

20. Assessing and profiling learners
SEL
 Rapid Assessment
Kaya kong kontrolin ang aking sarili kung ako ay nagagalit.

21. Assessing and profiling learners
SEL
 Instructions: Think about how often you have implemented and thought about the following behaviors when you interact
with people, in your school, when you study, and events around you. Using a scale of 1 to 5, rate how often and how true
these behavior are about you.
 I remove distractions from my environment so that I can concentrate when I study.
 1 – I do not do this
 2 – I struggle to do this
 3 – I implement this reasonably well
 4 – I generally do this
 5 – I implement this extremely well

22. Profile

23. Profile

24. Planning
 Develop a set of learning competencies (objectives) for each SEL
factor across K to 12
Math Grade 1 Grade 2 Grade 3
SEL Factor: Delay
of Gratification
Check and
complete the
assignments
before playing at
home.
Follow schedule of
study time at
home before
playing
Bring out toys out
of the cabinet
during weekends.
Science
SEL Factor:
Identifying
emotions
Identify the
feeling of the
plant when the
leaves are picked
Label the emotion
you will feel in the
good and bas
situations
Indicate what your
parents will feel
when you do the
following
situations

25. SEL Interventions
 Systematics Instruction
 preventing specific problem behaviors such as substance use,
interpersonal violence, bullying, and school failure
 opportunities to contribute to their class, school, and community and
experience the satisfaction, sense of belonging, and enhanced
motivation
 SAFE (sequenced, active, focused, and explicit)
 Establishing safe, caring learning environments
 peer and family initiatives,
 improved classroom management and teaching practices
 whole-school community-building activities

26. SEL Interventions
 Examples
 Behavior rehearsal (steps on conflict resolution, polite words, social
graces)
 Cooperative learning (process of group interaction)
 Parents worked with their child to complete skill-related homework
assignments
 Attended parent discussion and training groups
 Restructuring of school: Learning commons (place where learners can
work with teams)

27. SEL Interventions
 Guide in developing SEL Programs
 (a) Sequenced: Does the program use a connected and
coordinated set of activities to achieve their objectives
relative to skill development?
 (b) Active: Does the program use active forms of
learning to help youth learn new skills?
 (c) Focused: Does the program have at least one
component devoted to developing personal or social
skills?
 (d) Explicit: Does the program target specific SEL skills
rather than targeting skills or positive development in
general terms?

28. Implementing SEL
 Standards on the implementation of SEL in the learning areas
(DepEd)
 1. Standards on integrating SEL with the academic curriculum.
 1.1 Integration of SEL in the instructional plan
 1.2 Delivery of instruction with SEL contents
 1.3 Assessing SEL
 2. Standards in the delivery of home-based SEL programs
 3. Standards in the delivery of school-based SEL programs
 4. Standards for the continuity of SEL programs at home and school
 5. Standards for communicating with stakeholders

29. Implementing SEL
 1. 1 Integration of SEL in the instructional plan
 1.1.1 Social and Emotional Learning objectives are integrated with the
Most Essential Learning competencies in the budget of work.
 1.1.2 Responses of learners are processed to deepen their SEL
competencies.
 1.1.3 SEL tasks/ activities are included in the instructional plans.
 1.1.4 SEL competencies are integrated in the instructional plans.

30. Implementing SEL
 1.1.5 SEL activities are provided in the module with at least one of the
following SEL concepts:
 1.1.5.1 building pupils’ sense of identity and confidence
 1.1.5.2 helping pupils identify, describe and regulate their emotional
responses
 1.1.5.3 Promoting the cognitive regulation skills critical to decision
making and problem solving
 1.1.5.4 Fostering students’ social skills including teamwork and increasing
their ability to establish and repair relationship
 1.1.5.5 Equipping students to becoming informed and involved citizens

31. Implementing SEL
 1.2 Delivery of Instruction with SEL contents
 1.2.1 Utilizes appropriate instructional materials that allows the
integrative development of essential SEL competencies among
learners.
 1.2.2 Utilizes technology to facilitate the integration of SEL concept in
a learning area.
 1.2.3. Adopts developmentally appropriate practices in the mastery of
SEL with the content standards.

32. Implementing SEL
 1.2.4. Uses variety of SEL activities to ensure active engagement of learners such as:
 1.2.4.1 Art activities
 1.2.4.2 Practical tasks
 1.2.4.3 Mindfulness activities
 1.2.4.4 Goal Setting Activities
 1.2.4.5 Student check-ins
 1.2.4.6 Playing Games
 1.2.4.7 Positive talk
 1.2.4.8 Writing a story together
 1.2.4.9 Journal writing
 1.2.4.10 Team work activities
1.2.5. Ensures that SEL activities are evident during instruction.
1.2.6 Encourages the learners to express themselves in classroom activities as a
way to develop SEL.

33. Implementing SEL
1.3. Assessment of SEL
1.3.1. SEL concepts are integrated in the formative and summative
assessments.
1.3.2. Data on student performance are used to continuously improve the
delivery of instruction on SEL concepts.
1.3.3 Anecdotal notes or checklists are utilized to determine students’ SEL
competencies.
1.3.4 Tools are used to assess student’s development of a specific social
and emotional competency.
1.3.5 A student self-assessment survey is used to identify the SEL
competencies.
1.3.6 The teacher uses feedback to help learners develop SEL.

34. Implementing SEL
2. STANDARDS IN THE DELIVERY OF HOME-BASED SEL PROGRAMS
2.1 Learners are oriented in using the Learning Activity Sheets on SEL
activities.
2.2 The SEL tasks and activities in the learning activity sheets are interesting
for learners.
3.STANDARDS IN THE DELIVERY OF SCHOOL-BASED SEL PROGRAMS
3.1 SEL topics are included in the discussion in every learning area from K to
12.
3.2 An Activity is included at least in one learning area for the week to
develop SEL competencies.
3.3 Learners’ responses are processed to deepen their understanding of SEL
concepts.

35. Implementing SEL
 4. STANDARDS FOR THE CONTINUITY OF SEL PROGRAMS AT HOME AND
SCHOOL
 4.1. Activities to be done at home are designed by the teacher to
promote SEL competencies.
 4.2. Family members are involved in the implementation of SEL activities
at home.
 5. STANDARDS FOR COMMUNICATING WITH STAKEHOLDERS
 5.1 The parents/home learning facilitators or the learners relay the
difficulties of the learners in accomplishing the tasks.
 5.1.1 Homeroom PTA meetings include SEL as one of the agenda.
 5.1.2 SEL program is part of the project of the Homeroom PTA.

36. Workshop Task
 Develop a learning plan integrating SEL
 Subject: Math
 Level: Grade 3
 Duration: 50 mins
1. Objectives
-Solve word problems involving subtraction of money
- Metacognition: Use planning and self-evaluation strategies when
solving word problems involving subtraction.

37. Workshop Task
 2. Topic: Problem solving involving subtraction
 3. Learning Experience:
 Diagnostic: Try answering this task.
 Ana bought an ice cream in the store worth 89 pesos. She paid a Php
100.00 bill. How much would be her change?
 - What is your answer?
 - Show me how you solved the problem?
 - Who else have another way of solving the problem?
 - How is the method used by your classmates similar when we solve
problems in the previous lesson on addition?

38. Workshop Task
 Teacher demonstrates other ways of solving the problem
 Guided task:
 Teacher presents a new problem and selects 2 volunteers
 The 2 volunteers read the problem and they tell each other how they understood
the problem
 They write their plan how they will solve
 They delegate the tasks
 They proceed in solving
 They explain their answer
 They will explain how to verify their answers
 Independent Task:
 A new set of problem is given to the class and they answer in pair.
 The students follow the same strategy used by the two models

39. Monitoring Tool
 https://docs.google.com/document/d/1lzFt8SYjlNG1iXhnQMog8geZ
FIZdbtsV/edit
 Send me a message in my Instagram to get a copy of the slides
 @carlo2020feb