- A child's relationship with his microenvironment like parents, classmates, and teachers affects his propensity to learn in school. A child's socioeconomic status also influences parents' expectations of the child.
- A child's needs for belonging, safety, and self-esteem must be fulfilled for effective learning to take place. Deficiencies in meeting these needs can negatively impact a child's desire and ability to learn.
- Components of social-emotional learning like self-awareness, self-management, and relationship skills directly relate to a child's learning capacity. Without these competencies developed, a child's learning will be limited.
This document provides information on teaching social studies and social-emotional learning to young children. It discusses that social studies is important for children to learn from an early age as they are natural social scientists. It outlines seven principles for how children learn social studies best, including through direct experiences and reflection. The document also explains the components of social-emotional learning like self-awareness and relationship skills. Finally, it provides some examples of curricula and programs that focus on developing children's social studies and social-emotional skills.
This powerpoint presentation was put together by Stephanie Jones and presented on June 24 at our Georgia Children's Advocacy Network (GA-CAN!) Forum. This month we looked at Learning Differences and Obstacles: What gets in the way of reading?
Stephanie Jones is an affiliated faculty member at the Center on the Developing Child and the Marie and Max Kargman Associate Professor in Human Development and Urban Education Advancement at Harvard’s Graduate School of Education. Her basic developmental research focuses on the longitudinal effects of poverty and exposure to violence on social and emotional development in early childhood and adolescence. In addition, she conducts evaluation research focusing on the developmental impact of school-based interventions targeting children's social-emotional skills and aggressive behavior, as well as their basic academic skills.
Social emotional learning (SEL) involves developing social and emotional skills through safe and engaging learning environments, SEL skills can be taught using standalone lessons, integrating into curriculum, and modeling values, and research shows SEL improves attitudes, behaviors, and academic performance.
The document provides guidance for teaching social and emotional competence to preschool children. It discusses strategies for helping children develop self-discipline, understanding feelings, social skills, and changing inappropriate behaviors. Specific strategies include positive guidance, modeling appropriate behavior, preventing problems, and addressing the developmental needs of infants, toddlers, and preschoolers.
Social and emotional learning (SEL) is a way which enables the students to learn life skills, mental skills and maintain social relationships.
Source<> http://www.edubilla.com/blog/social-and-emotional-learning/
Social Emotional Learning & Trauma Informed Practices in EducationMarcia Ramstrom
This document discusses social emotional learning (SEL) and trauma-informed practices in education. It describes SEL as the process of developing social and emotional skills like self-awareness, relationship skills, and responsible decision-making. These skills help prevent problematic behaviors and improve student outcomes. The document advocates using curriculum like Second Step to explicitly teach SEL skills and integrating trauma-informed approaches to address the effects of adverse childhood experiences on learning and behavior. The goal is to create supportive school environments that meet students' academic and social-emotional needs.
This document provides information on teaching social studies and social-emotional learning to young children. It discusses that social studies is important for children to learn from an early age as they are natural social scientists. It outlines seven principles for how children learn social studies best, including through direct experiences and reflection. The document also explains the components of social-emotional learning like self-awareness and relationship skills. Finally, it provides some examples of curricula and programs that focus on developing children's social studies and social-emotional skills.
This powerpoint presentation was put together by Stephanie Jones and presented on June 24 at our Georgia Children's Advocacy Network (GA-CAN!) Forum. This month we looked at Learning Differences and Obstacles: What gets in the way of reading?
Stephanie Jones is an affiliated faculty member at the Center on the Developing Child and the Marie and Max Kargman Associate Professor in Human Development and Urban Education Advancement at Harvard’s Graduate School of Education. Her basic developmental research focuses on the longitudinal effects of poverty and exposure to violence on social and emotional development in early childhood and adolescence. In addition, she conducts evaluation research focusing on the developmental impact of school-based interventions targeting children's social-emotional skills and aggressive behavior, as well as their basic academic skills.
Social emotional learning (SEL) involves developing social and emotional skills through safe and engaging learning environments, SEL skills can be taught using standalone lessons, integrating into curriculum, and modeling values, and research shows SEL improves attitudes, behaviors, and academic performance.
The document provides guidance for teaching social and emotional competence to preschool children. It discusses strategies for helping children develop self-discipline, understanding feelings, social skills, and changing inappropriate behaviors. Specific strategies include positive guidance, modeling appropriate behavior, preventing problems, and addressing the developmental needs of infants, toddlers, and preschoolers.
Social and emotional learning (SEL) is a way which enables the students to learn life skills, mental skills and maintain social relationships.
Source<> http://www.edubilla.com/blog/social-and-emotional-learning/
Social Emotional Learning & Trauma Informed Practices in EducationMarcia Ramstrom
This document discusses social emotional learning (SEL) and trauma-informed practices in education. It describes SEL as the process of developing social and emotional skills like self-awareness, relationship skills, and responsible decision-making. These skills help prevent problematic behaviors and improve student outcomes. The document advocates using curriculum like Second Step to explicitly teach SEL skills and integrating trauma-informed approaches to address the effects of adverse childhood experiences on learning and behavior. The goal is to create supportive school environments that meet students' academic and social-emotional needs.
According to Erikson's psychosocial model, middle childhood is characterized by the crisis of industry versus inferiority. Children are learning new roles, talents, and skills in school. Their self-concept and self-esteem are developing through social comparisons with peers and feedback from others. Parenting styles and culture influence how children develop self-esteem and self-concept. Children also develop skills in empathy, emotional regulation, coping, and problem-solving during this stage. Adjusting to school, establishing peer relationships, and achieving academic competence are key developmental tasks in middle childhood.
Tips & Tricks on Implementing Social Emotional LearningPeekapak
This presentation reviews tips and tricks on implementing social-emotional learning and character education into your classroom. This session included special guest Dr. Julie Abrams Faude, Lower School Psychologist at The Episcopal Academy.
Dr. Faude began practicing mindfulness meditation in 1975 and has been working closely with students, teachers and administrators at The Episcopal Academy since 1997. Dr. Faude brings a wealth of experience in promoting positive and productive methods for supporting children's social and emotional development.
Click here for the full video of the webinar: http://bit.ly/2dqvz53
Click here for the additional resources: http://bit.ly/2dx1b6d
About Peekapak:
Peekapak aims to make teaching social emotional learning concepts easy, fun and engaging for students, teachers and families. The program integrates with language arts instruction and is broken into small and easy to use lessons for teachers to use in class and for parents to extend at home. As part of my pilot, you can also try Peekapak for free for a month too, just let me know if you're interested.
You can see the program in action through this short video: https://www.youtube.com/watch?v=eO-u2MdTWMQ
Edutopia Webinar: Social and Emotional Learning: Making a Case in an NCLB WorldEdutopia
Reading, writing, and arithmetic are important -- there's no doubt of that. But it takes more than those basic academic skills for students to grow into happy, successful adults.
As educators know well, children also need to learn self-esteem, self-discipline, and strong communication skills in order to succeed in school and life. But it's easy for those essential lessons to get lost in the race to raise standardized test scores.
In this session, two pioneering educators and a national education leader explain why social and emotional skills deserve time and attention -- SEL has been shown to raise test scores -- and how they provide it effectively in their schools.
Host: Grace Rubenstein, senior producer, Edutopia
Presenters: Tim Shriver, Chairman of the CASEL Board of Directors, Sheldon Berman, superintendent, Jefferson County Public Schools, Louisville, Kentucky, and Kati Delahanty, English teacher, Charlestown High School, Boston
For more information, including an archive to the webinar, please visit: http://www.edutopia.org/social-and-emotional-learning-webinar-february-2010
4 group presentation compiled minani sel editedyvonnnnne
The document discusses how deficiencies in social-emotional competencies can negatively impact a child's school performance. It identifies five core social-emotional competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Lacking skills in these areas can lead to problems like poor academic performance, difficulty with peers, and inability to control emotions. Developing these competencies is important for children's success in school.
New Teacher Center's 16 National Symposium on Teacher Induction; Social and E...Tracy Kremer
Ed Dunkelblau was a keynote speaker on Social and Emotional Learning at New Teacher Center's 16th National Symposium on Teacher Induction. The title of his talk is "Teaching (with) Emotional Intelligence."
Exploration of Conceptions of Assessment within High-Stakes U.S. Culture................................................................ 1
Melanie A. DiLoreto, Ph.D., Christie Pellow, M.A., and David L. Stout, Ph.D.
Theoretical and Practical Aspects of Self-Efficacy in Military Cadets ........................................................................... 10
Ole Boe and Hans-Olav Bergstøl
Differentiated Instruction in the High School Science Classroom: Qualitative and Quantitative Analyses ............ 30
Jane Pablico. Moustapha Diack and Albertha Lawson
An Evaluation of using Games in Teaching English Grammar for First Year English-Majored Students at Dong
Nai Technology University.................................................................................................................................................. 55
Lien Cam and Thi Minh Thu Tran
Abolition of Agricultural Science as a Single Subject in Basic Schools in Ghana: Implications for Basic Educational
Reforms .................................................................................................................................................................................. 72
Martin Bosompem and Theophilus Numo
Pre-defined Roles and Team Performance for First-year Students ................................................................................ 84
Jess Everett, Kaitlin Mallouk and Jenahvive Morgan
To What Extent Does the Medicalisation of the English Language Complicate the Teaching of Medical ESP to
Japanese Medical Students Learning English as a Foreign Language? ....................................................................... 102
Abdullah Alami
Review of conscious discipline slide showakidsworld
Thank you for the summary. I will review the research studies in more detail and consider how to thoughtfully evaluate claims about social emotional learning programs. Proper research is important to determine what works best for students.
Promoting empathy and a sense of communityblantoncd
This chapter discusses how children have an innate capacity for empathy and sense of community that can be nurtured through parenting practices and high-quality childcare. It outlines how empathy develops from unconsciously mirroring emotions as babies to understanding others' perspectives as older children. A sense of community involves feelings of belonging, influence, having needs met, and shared emotional connections. The chapter provides strategies for teachers to promote empathy and community, such as using children's literature, role playing, and modeling behaviors.
Role of the teacher in facllitating growth and developmentAbu Bashar
What we know about the child is vast and impressive. However, what we do not know is even more vast and overwhelming. Every new insight opens up new questions. Therefore, you need to update your knowledge of the problems of children in the context of the media explosion, of economic smvings and resultant social, cultural and value changes so that you are able to make a reliable diagnosis and apply the knowledge of child psychology to better their adjustment with themselves and with the world around them.
You, as a teacher, should know what to expect from the child (student), and what he needs physically, socially and emotionally. You need not know your student only in a formal teacher-taught relationship when he (the student) is found to be a member of a drug sub-culture group or is heading in a socially undesirable direction. The routine teacher-taught relationship would not benefit him unless he is dealt with empathetically as a social being, as an individual self, and as a biological organism.
Integrating Academics and Social Emotional Learning - Verita School 201803113mdwolper1
When schools commit to promoting students' social-emotional learning, they engage stakeholders to create a safe, equitable environment where students can develop academic skills and behaviors needed for life success. Integrating social-emotional learning and academics enhances learning as it teaches students skills linked to cognitive development, allowing them to focus and engage fully in learning. Research shows social-emotional learning programs improve academic performance, graduation rates, and college attendance.
For students to be successful in meeting rigorous learning standards at Verita, the ability to embrace and apply social and emotional learning sets the foundation for academic success.
Learn more about the Social Emotional Learning program at Verita and how we integrate the program throughout our curriculum.
This document discusses strategies for developing social awareness, which is defined as the ability to understand others' perspectives and empathize with people from diverse backgrounds. It explains that social awareness is important for positive classroom climate, relationships, and career success. Specific strategies discussed include using media to recognize emotions, journaling to understand emotions, cooperative learning techniques like the jigsaw classroom and constructive controversy, and incorporating historical music and biographies to promote perspective taking. The document emphasizes that social awareness develops in stages and can be influenced by students' various social identities.
Here are some strategies I would incorporate into my classroom based on the 20 Tips for Nurturing Gifted Children:
1. Differentiate instruction to allow gifted students to work above grade level when possible. I would provide enrichment activities and advanced content for students who grasp concepts quickly.
2. Encourage open-ended discussions and allow students to explore their interests in depth. I would incorporate more project-based learning and opportunities for independent study to allow students to follow their curiosity.
3. Teach students self-advocacy skills so they can communicate their needs. I would explicitly teach students strategies for expressing when work is too easy or hard and how to request appropriate challenges or support.
By incorporating strategies like differentiation
This document discusses different parenting styles including authoritarian, authoritative, permissive, and uninvolved parenting. It outlines benefits and drawbacks of each style. For example, authoritarian parenting can lead to high academic achievement but also anxiety in children. Cultural factors influence parenting approaches as well, such as Asian cultures tending towards authoritarian styles. The document recommends counseling and education to help families adjust parenting to best support children's development.
1 students perception of their teachers & the academic achievement orientatio...Nwaduba Emy
Students' perception of their teachers influences their academic achievement orientation. Students with high perception of teachers had the highest achievement orientation, followed by those with moderate perception, then low perception. Analysis of variance showed differences in achievement orientation between the three perception groups. Further analysis found that students with high perception had significantly stronger achievement orientation than those with low or moderate perception. Therefore, how students perceive their teachers affects their motivation to succeed academically.
2 group presentation compiled minani microenvt editedyvonnnnne
- A child's development is influenced by their microenvironment including relationships with parents, teachers, and peers.
- A child's socioeconomic status can influence the expectations parents have for their performance in school.
- The expectations and impressions a teacher forms of a child can impact their academic performance.
Educational psychology 1 pbl group assignemnt preseantationlaurahuang
Jeremy is unhappy due to excessive tutoring arranged by his overbearing mother, bullying by peers, and a dismissive teacher. He feels lonely as he has no friends and rarely sees his parents. This constant stress may cause Jeremy to develop low self-esteem and self-worth, believing he is incapable and causing him to give up. As beginning teachers, the group will examine how to build positive relationships between students, parents, and teachers through communication and understanding parenting styles and social environments to improve learning.
Chapter 15 facilitating social developmentblantoncd
This document discusses facilitating social development for children with developmental disabilities in early childhood education. It emphasizes that children with delays may need direct instruction in social skills and systematic teaching of behaviors. Creating a high-quality classroom environment with supportive relationships is important, and additional interventions like one-on-one aides may be needed for some children. Teachers must carefully plan opportunities to support the development of social skills through play, peer interactions, and incidental learning moments.
This document discusses emotional literacy and challenging behaviors in children. It defines emotional literacy as developing awareness of one's own and others' emotions in order to make informed choices. Challenging behaviors in children are now viewed as emotional and behavioral difficulties rather than medical issues. Such behaviors stem from experiences like trauma, rejection, and low self-esteem. Effective emotional literacy programs in schools involve flexible teaching, trained staff, support for positive behaviors, and addressing the needs of the whole child. Teachers play a key role by maintaining structure, showing empathy, reinforcing success, and communicating with families.
According to Erikson's psychosocial model, middle childhood is characterized by the crisis of industry versus inferiority. Children are learning new roles, talents, and skills in school. Their self-concept and self-esteem are developing through social comparisons with peers and feedback from others. Parenting styles and culture influence how children develop self-esteem and self-concept. Children also develop skills in empathy, emotional regulation, coping, and problem-solving during this stage. Adjusting to school, establishing peer relationships, and achieving academic competence are key developmental tasks in middle childhood.
Tips & Tricks on Implementing Social Emotional LearningPeekapak
This presentation reviews tips and tricks on implementing social-emotional learning and character education into your classroom. This session included special guest Dr. Julie Abrams Faude, Lower School Psychologist at The Episcopal Academy.
Dr. Faude began practicing mindfulness meditation in 1975 and has been working closely with students, teachers and administrators at The Episcopal Academy since 1997. Dr. Faude brings a wealth of experience in promoting positive and productive methods for supporting children's social and emotional development.
Click here for the full video of the webinar: http://bit.ly/2dqvz53
Click here for the additional resources: http://bit.ly/2dx1b6d
About Peekapak:
Peekapak aims to make teaching social emotional learning concepts easy, fun and engaging for students, teachers and families. The program integrates with language arts instruction and is broken into small and easy to use lessons for teachers to use in class and for parents to extend at home. As part of my pilot, you can also try Peekapak for free for a month too, just let me know if you're interested.
You can see the program in action through this short video: https://www.youtube.com/watch?v=eO-u2MdTWMQ
Edutopia Webinar: Social and Emotional Learning: Making a Case in an NCLB WorldEdutopia
Reading, writing, and arithmetic are important -- there's no doubt of that. But it takes more than those basic academic skills for students to grow into happy, successful adults.
As educators know well, children also need to learn self-esteem, self-discipline, and strong communication skills in order to succeed in school and life. But it's easy for those essential lessons to get lost in the race to raise standardized test scores.
In this session, two pioneering educators and a national education leader explain why social and emotional skills deserve time and attention -- SEL has been shown to raise test scores -- and how they provide it effectively in their schools.
Host: Grace Rubenstein, senior producer, Edutopia
Presenters: Tim Shriver, Chairman of the CASEL Board of Directors, Sheldon Berman, superintendent, Jefferson County Public Schools, Louisville, Kentucky, and Kati Delahanty, English teacher, Charlestown High School, Boston
For more information, including an archive to the webinar, please visit: http://www.edutopia.org/social-and-emotional-learning-webinar-february-2010
4 group presentation compiled minani sel editedyvonnnnne
The document discusses how deficiencies in social-emotional competencies can negatively impact a child's school performance. It identifies five core social-emotional competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Lacking skills in these areas can lead to problems like poor academic performance, difficulty with peers, and inability to control emotions. Developing these competencies is important for children's success in school.
New Teacher Center's 16 National Symposium on Teacher Induction; Social and E...Tracy Kremer
Ed Dunkelblau was a keynote speaker on Social and Emotional Learning at New Teacher Center's 16th National Symposium on Teacher Induction. The title of his talk is "Teaching (with) Emotional Intelligence."
Exploration of Conceptions of Assessment within High-Stakes U.S. Culture................................................................ 1
Melanie A. DiLoreto, Ph.D., Christie Pellow, M.A., and David L. Stout, Ph.D.
Theoretical and Practical Aspects of Self-Efficacy in Military Cadets ........................................................................... 10
Ole Boe and Hans-Olav Bergstøl
Differentiated Instruction in the High School Science Classroom: Qualitative and Quantitative Analyses ............ 30
Jane Pablico. Moustapha Diack and Albertha Lawson
An Evaluation of using Games in Teaching English Grammar for First Year English-Majored Students at Dong
Nai Technology University.................................................................................................................................................. 55
Lien Cam and Thi Minh Thu Tran
Abolition of Agricultural Science as a Single Subject in Basic Schools in Ghana: Implications for Basic Educational
Reforms .................................................................................................................................................................................. 72
Martin Bosompem and Theophilus Numo
Pre-defined Roles and Team Performance for First-year Students ................................................................................ 84
Jess Everett, Kaitlin Mallouk and Jenahvive Morgan
To What Extent Does the Medicalisation of the English Language Complicate the Teaching of Medical ESP to
Japanese Medical Students Learning English as a Foreign Language? ....................................................................... 102
Abdullah Alami
Review of conscious discipline slide showakidsworld
Thank you for the summary. I will review the research studies in more detail and consider how to thoughtfully evaluate claims about social emotional learning programs. Proper research is important to determine what works best for students.
Promoting empathy and a sense of communityblantoncd
This chapter discusses how children have an innate capacity for empathy and sense of community that can be nurtured through parenting practices and high-quality childcare. It outlines how empathy develops from unconsciously mirroring emotions as babies to understanding others' perspectives as older children. A sense of community involves feelings of belonging, influence, having needs met, and shared emotional connections. The chapter provides strategies for teachers to promote empathy and community, such as using children's literature, role playing, and modeling behaviors.
Role of the teacher in facllitating growth and developmentAbu Bashar
What we know about the child is vast and impressive. However, what we do not know is even more vast and overwhelming. Every new insight opens up new questions. Therefore, you need to update your knowledge of the problems of children in the context of the media explosion, of economic smvings and resultant social, cultural and value changes so that you are able to make a reliable diagnosis and apply the knowledge of child psychology to better their adjustment with themselves and with the world around them.
You, as a teacher, should know what to expect from the child (student), and what he needs physically, socially and emotionally. You need not know your student only in a formal teacher-taught relationship when he (the student) is found to be a member of a drug sub-culture group or is heading in a socially undesirable direction. The routine teacher-taught relationship would not benefit him unless he is dealt with empathetically as a social being, as an individual self, and as a biological organism.
Integrating Academics and Social Emotional Learning - Verita School 201803113mdwolper1
When schools commit to promoting students' social-emotional learning, they engage stakeholders to create a safe, equitable environment where students can develop academic skills and behaviors needed for life success. Integrating social-emotional learning and academics enhances learning as it teaches students skills linked to cognitive development, allowing them to focus and engage fully in learning. Research shows social-emotional learning programs improve academic performance, graduation rates, and college attendance.
For students to be successful in meeting rigorous learning standards at Verita, the ability to embrace and apply social and emotional learning sets the foundation for academic success.
Learn more about the Social Emotional Learning program at Verita and how we integrate the program throughout our curriculum.
This document discusses strategies for developing social awareness, which is defined as the ability to understand others' perspectives and empathize with people from diverse backgrounds. It explains that social awareness is important for positive classroom climate, relationships, and career success. Specific strategies discussed include using media to recognize emotions, journaling to understand emotions, cooperative learning techniques like the jigsaw classroom and constructive controversy, and incorporating historical music and biographies to promote perspective taking. The document emphasizes that social awareness develops in stages and can be influenced by students' various social identities.
Here are some strategies I would incorporate into my classroom based on the 20 Tips for Nurturing Gifted Children:
1. Differentiate instruction to allow gifted students to work above grade level when possible. I would provide enrichment activities and advanced content for students who grasp concepts quickly.
2. Encourage open-ended discussions and allow students to explore their interests in depth. I would incorporate more project-based learning and opportunities for independent study to allow students to follow their curiosity.
3. Teach students self-advocacy skills so they can communicate their needs. I would explicitly teach students strategies for expressing when work is too easy or hard and how to request appropriate challenges or support.
By incorporating strategies like differentiation
This document discusses different parenting styles including authoritarian, authoritative, permissive, and uninvolved parenting. It outlines benefits and drawbacks of each style. For example, authoritarian parenting can lead to high academic achievement but also anxiety in children. Cultural factors influence parenting approaches as well, such as Asian cultures tending towards authoritarian styles. The document recommends counseling and education to help families adjust parenting to best support children's development.
1 students perception of their teachers & the academic achievement orientatio...Nwaduba Emy
Students' perception of their teachers influences their academic achievement orientation. Students with high perception of teachers had the highest achievement orientation, followed by those with moderate perception, then low perception. Analysis of variance showed differences in achievement orientation between the three perception groups. Further analysis found that students with high perception had significantly stronger achievement orientation than those with low or moderate perception. Therefore, how students perceive their teachers affects their motivation to succeed academically.
2 group presentation compiled minani microenvt editedyvonnnnne
- A child's development is influenced by their microenvironment including relationships with parents, teachers, and peers.
- A child's socioeconomic status can influence the expectations parents have for their performance in school.
- The expectations and impressions a teacher forms of a child can impact their academic performance.
Educational psychology 1 pbl group assignemnt preseantationlaurahuang
Jeremy is unhappy due to excessive tutoring arranged by his overbearing mother, bullying by peers, and a dismissive teacher. He feels lonely as he has no friends and rarely sees his parents. This constant stress may cause Jeremy to develop low self-esteem and self-worth, believing he is incapable and causing him to give up. As beginning teachers, the group will examine how to build positive relationships between students, parents, and teachers through communication and understanding parenting styles and social environments to improve learning.
Chapter 15 facilitating social developmentblantoncd
This document discusses facilitating social development for children with developmental disabilities in early childhood education. It emphasizes that children with delays may need direct instruction in social skills and systematic teaching of behaviors. Creating a high-quality classroom environment with supportive relationships is important, and additional interventions like one-on-one aides may be needed for some children. Teachers must carefully plan opportunities to support the development of social skills through play, peer interactions, and incidental learning moments.
This document discusses emotional literacy and challenging behaviors in children. It defines emotional literacy as developing awareness of one's own and others' emotions in order to make informed choices. Challenging behaviors in children are now viewed as emotional and behavioral difficulties rather than medical issues. Such behaviors stem from experiences like trauma, rejection, and low self-esteem. Effective emotional literacy programs in schools involve flexible teaching, trained staff, support for positive behaviors, and addressing the needs of the whole child. Teachers play a key role by maintaining structure, showing empathy, reinforcing success, and communicating with families.
1 group presentation compiled minani prob statement editedyvonnnnne
This document discusses how four factors influence a child's learning ability: the fulfillment of needs, the micro- and meso- environment, social-emotional learning processes, and how a child processes information. It hypothesizes that a lack of parental care can negatively impact a child's self-esteem and desire to learn. A child's relationships and socioeconomic status also shape their propensity to learn. Deficiencies in social-emotional skills can adversely affect school performance. Emotional issues and cognitive abilities further impact a child's attention and learning.
Learning
Learning can be defined in many ways, but most psychologists would agree that it is a relatively permanent change in behavior that results from experience. During the first half of the twentieth century, the school of thought known as behaviorism rose to dominate psychology and sought to explain the learning process.
The three major types of learning described by behavioral psychology are classical conditioning, operant conditioning, and observational learning.
Behaviorism
Behaviorism was the school of thought in psychology that sought to measure only observable behaviors.
Founded by John B. Watson and outlined in his seminal 1913 paper Psychology as the Behaviorist Views It, the behaviorist standpoint held that psychology was an experimental and objective science and that internal mental processes should not be considered because they could not be directly observed and measured.
Watson's work included the famous Little Albert experiment in which he conditioned a small child to fear a white rat. Behaviorism dominated psychology for much of the early twentieth century. While behavioral approaches remain important today, the latter part of the century was marked by the emergence of humanistic psychology, biological psychology, and cognitive psychology.Classical Conditioning
Classical conditioning is a learning process in which an association is made between a previously neutral stimulus and a stimulus that naturally evokes a response.
For example, in Pavlov's classic experiment, the smell of food was the naturally occurring stimulus that was paired with the previously neutral ringing of the bell. Once an association had been made between the two, the sound of the bell alone could lead to a response.
How Classical Conditioning Works
Operant Conditioning
Operant conditioning is a learning process in which the probability of a response occurring is increased or decreased due to reinforcement or punishment. First studied by Edward Thorndike and later by B.F. Skinner, the underlying idea behind operant conditioning is that the consequences of our actions shape voluntary behavior.
Skinner described how reinforcement could lead to increases in behaviors where punishment would result in decreases. He also found that the timing of when reinforcements were delivered influenced how quickly a behavior was learned and how strong the response would be. The timing and rate of reinforcement are known as schedules of reinforcement.
How Operant Conditioning Works
Observational Learning
Observational learning is a process in which learning occurs through observing and imitating others. Albert Bandura's social learning theory suggests that in addition to learning through conditioning, people also learn through observing and imitating the actions of others.As demonstrated in his classic "Bobo Doll" experiments, people will imitate the actions of others without direct reinforcement. Four important elements are essential for effective observational
6 group presentation compiled minani conclusion editedyvonnnnne
The document presents a problem statement and hypothesis about factors that influence a child's learning ability. The problem statement explores how four interlinked aspects - the fulfillment of needs, the micro- and meso- environment, social-emotional learning processes, and how a child processes information - influence learning. The hypothesis then proposes that a lack of parental care can negatively impact a child's desire to learn, poor relationships at home and school can influence academic performance, socioeconomic status shapes expectations, and deficiencies in social-emotional skills and divided attention can hinder school achievement.
5 group presentation compiled minani info pro editedyvonnnnne
A child's learning abilities and information processing skills can be affected by emotional issues that divide their attention. When a student does not feel a sense of belonging or safety from their parents, they are unable to focus in school. Providing quality time and care for the child helps them feel secure and improves their ability to concentrate and process information in the classroom.
6 group presentation compiled minani conclusion editedyvonnnnne
The document presents a problem statement and hypothesis about factors that influence a child's learning ability. The problem statement explores how four interlinked aspects - the fulfillment of needs, the micro- and meso- environment, social-emotional learning processes, and how a child processes information - affect learning. The hypothesis then proposes that a lack of parental care can negatively impact a child's desire to learn, poor relationships at home and school can influence academic performance, socioeconomic status shapes expectations, and deficiencies in social-emotional skills and divided attention can hinder learning.
1. Students learn best when the learning environment is supportive, promotes independence and self-motivation, and reflects students' diverse needs, backgrounds and interests.
2. Students are challenged to develop deep thinking and application when given appropriate support.
3. Effective assessment practices are integrated with teaching and learning, and learning connects strongly to real-world communities and practices.
This document discusses strategies for developing social awareness, which is defined as the ability to understand others' perspectives and empathize with people from diverse backgrounds. It identifies five key components of social awareness: emotional intelligence, social capital, perspective taking, cultural competency, and recognizing community resources and supports. The document then provides several classroom strategies teachers can use to support students' social awareness development, including active constructive responding, wise critical feedback, engaging families, journaling, cooperative learning techniques like the jigsaw method, constructive controversy, analyzing media and lyrics, and perspective taking through biographies. The overall goal is to equip students with social-emotional skills that help them succeed academically and socially.
This document discusses inclusion, attitudes, behavior, and social concepts related to inclusive education. It defines inclusive education as promoting the full development of all learners irrespective of their differences. The document outlines the aims of inclusive education, including education for all, protecting rights, and developing social consciousness. It discusses problems faced by students in inclusive settings like inferiority complexes and isolation. The roles of teachers are described, including addressing learners' problems and developing self-confidence. Barriers to inclusive education and the need for it are also covered. The document defines attitudes and lists factors influencing them, as well as means of promoting positive attitudes.
This document discusses the importance of social-emotional learning for students' success. It summarizes research showing that teaching social-emotional skills can improve academic achievement and reduce risky behaviors. The document also explains that students must first develop self-awareness and relationship skills to manage their emotions and behaviors, and teachers need to create a safe environment and support the development of these skills. It concludes that social-emotional learning is beneficial for students and enables them to better focus on academic learning.
This document discusses the importance of social-emotional learning for students' success. It summarizes research showing that teaching social-emotional skills can improve academic achievement and reduce risky behaviors. The document also explains that students must first develop self-awareness and relationship skills to manage their emotions and behaviors, which enables them to focus on learning. Teachers can support social-emotional learning by creating a safe environment, building relationships with students, and explicitly teaching skills like self-management.
This document discusses the importance of social-emotional learning for students' success. It summarizes research showing that teaching social-emotional skills can improve academic achievement and reduce risky behaviors. The document also explains that students must first develop self-awareness and relationship skills to manage their emotions and behaviors, and teachers need to support this by creating a safe environment and building relationships. Overall, the research presented indicates that social-emotional learning is essential for helping students focus on learning.
The last major area associated with socio-emotional learning is responsible decision making. This ability can be described as the ability to make ethical, safe, thoughtful, and constructive decisions while remaining aware of the consequences of personal behavior or the possible outcomes that could result from different choices.
This document discusses teaching social skills in the classroom. It begins by defining social skills as the abilities to initiate, build, and maintain positive relationships through communication, problem-solving, decision making, and peer relations. It notes that not everyone naturally develops strong social skills and there is a correlation between poor social skills and behavior problems or lack of academic achievement. The document then outlines reasons to teach social skills like helping students participate in groups, form friendships, and have success after school. It discusses strategies for teaching social skills, including discrete trial training, incidental teaching, social stories, cognitive rehearsal, and structured learning. It provides examples of activities and tips for incorporating social skills training into the classroom.
Slow learners, socially maladjusted and emotionally disturbed studentsKrisna Marcos
The document discusses slow learners, emotionally disturbed students, and socially maladjusted students. Slow learners learn at a slower pace than peers but do not have a disability, emotionally disturbed students have severe behavioral or emotional issues affecting their learning, and socially maladjusted students choose not to conform to rules. The document provides characteristics, factors, methods of identification, and strategies for teaching these different types of students.
Similar to Group presentation compiled minani (20)
2. Problem Statement
To investigate how these 4 interlinked
aspects - the micro and meso environment
(family, classmates, teachers) of a child,
the degree of fulfilment of needs of the
child, the social-emotional learning
processes of the child, and how a child
processes information, would influence
the learning ability of a child.
5. Hypothesis
Needs
Parents’ lack of personal care to a child’s sense of belonging, safety and
self-esteem affects his desire to learn.
Microenvironment
A child’s relationship with his microenvironment
(parents/classmates/teachers) affects his propensity to learn in school.
A child’s socio-economic status (SES) influences parents’ expectations
on the child.
A teacher’s expectations and impressions of a child affects his
performance in school
Social and Emotional Learning
A child’s deficiencies in social-emotional competencies adversely affect
his performance in school
Information Processing
A child’s attention can be divided when faced with emotional issues.
Inherent abilities such as Cognitive resources play a part in learning
abilities
6. • A child’s relationship with his microenvironment
affects his propensity to learn in school.
• A child’s SES influences parents’ expectations on the
child.
• A teacher’s expectations and impressions of a child
affects his performance in school
Microenvironment
7. Bronfenbrenner’s Bioecological
Theory of Development
Bio”: influence of
genetic makeup on
development
physical traits
temperament
“Ecological” refers to
the environmental
influences
Microsystem
Mesosystem
Exosystem
Macrosystem
Chronosystem
8. Chronosystem
Macrosystem
Exosystem
Mesosystem
Microsystem
Child • most powerful influence on
development
• parents, teachers and peers
• interactions between the elements of the
microsystem
• relationship between parents and
teachers
Bronferbrenner’s
Bioecological Theory
of Development
Levels Involved
9. BRONFENBRENNER’S THEORY
Microsystem – Parents
Problem
• Parents do not seem to care for Jeremy, and blames each
other for his poor grade
Theory
• Parents constitute child’s microsystem
• Perhaps the most powerful influences on child’s
development
• Authoritarian style of parenting
• Parents are unresponsive and detached from the child
• Negligence would adversely affect the child’s motivation
and performance in school
Solution
• Help parents realize that they have to take primary
responsibility for their child
• School can organise talks that focuses on parents’ and
teachers’ roles on a child’s development
10. Problem
• Teachers are insensitive and not understanding enough,
and hurls insensitive and hurtful remarks at Jeremy
• Inflict further emotional damage
• Encourage negative self concept
Theory
• Teachers constitute a child’s microsystem
• Teachers are a crucial source of support for a child
• Also a source of motivation and acceptance
Solution
• Teachers should try to find out child’s situation before
reprimanding child
• Scolding should be done tactfully
BRONFENBRENNER’S THEORY
Microsystem – Teachers
11. Problem
• Jeremy is ostracized by his peers in school
Theory
• Peers constitute a child’s microsystem
• Peers provide emotional support
• Allow opportunities for development of social skills
• Being in a clique gives one a sense of identity
Solution
• Teachers could encourage interaction
• Talk to the class to clarify student’s situation
• Incorporate interactive activities or games during
lessons
BRONFENBRENNER’S THEORY
Microsystem – Peers
12. Problem
• Form teacher made repeated attempts to speak with
Jeremy’s parents, but failed to contact them
• Parents are too busy
Theory
• Mesosystem poorly established
• Ineffective communication between teacher and
parents
• Adversely affects child’s development
Solution
• More frequent meetings
• More effective communication
• Interest of child as priority
BRONFENBRENNER’S THEORY
Mesosystem
13. Problem
• Parents are working professionals and seem to have very
high expectations for Jeremy
Theory
• Socio-Economic Status
• Parents with middle or high socioeconomic status (SES)
often lack the time and energy to fully invest in their
child’s preparation and performance in school (Ramey &
Ramey, 1994)
• Child feels neglected, and have no sense of belonging
• Child may eventually become withdrawn
Solution
• Help parents realize that they need to invest more into their
child's development
• School can organise talks that focuses on a child’s needs
and what parents should do
Social Economic System
14. Parents’ lack of personal care to a child’s sense of
belonging, safety and self-esteem affects his desire to
learn.
Needs of a Child
15. NEEDS – Belonging to family
Problem
• Student becomes overwhelmed by anxiety as
he/she seeks to please parents to fulfill his/her
need to be loved by parents.
Theory
• Emotional stress on child.
• Eagerness to perform well to please parents,
but no means to do so.
• Insecurity and added anxiety which hampers
ability to learn.
Solution
• Parents should show concern for child other
than academic areas.
• Recognise child’s interest and talents in non-
academic areas.
16. NEEDS – Sense of Relatedness
Problem
• Student desires to leave the class and feels
apart from classmates rather than being a part
of the class.
Theory
• Mind cluttered with thoughts of ‘getting out of
situation’
• Hampered from acquiring knowledge with a
peace of mind.
Solution
• Teachers should communicate positive regard
unconditionally and show earnest commitment
to students and their learning. (Cornelius-White,
2007)
• Teacher can entrust the child some form of
responsibility in class.
17. NEEDS – Self Determination
Problem
• Students feel that they have no say in their
timetable.
• Lack of rest (unfulfilled physical needs)
Theory
• Interest in school tasks is increased when
students have been given some choice and
opportunities to take personal responsibility for
learning. (Grolnick, Gurland, Jacob &
Decourcey, 2002)
• Meeting of basic physiological needs such as
sufficient rest is essential. (Maslow, 1970)
Solution
• Parents can sit down with child and work out a
consensus on study regime
• Factor in free time for rest.
18. A child’s deficiencies in social-emotional
competencies adversely affect his performance in
school
Social-Emotional learning
19. Awareness of
Self & Others
• Awareness &
management of
feelings
• Constructive sense of
self
• Perspective-taking
Positive
Attitudes &
Values
• Personal
responsibility
• Respect for others
• Social responsibility
Responsible
Decision-making
• Problem-identification
• Social-norm analysis
• Adaptive goal-setting
• Problem-solving
Social
Interaction Skills
• Expressive
communication
• Cooperation
• Negotiation
• Help-seeking
• Refusal
SOCIAL-EMOTIONAL
LEARNING
COMPETENCIES
Adapted from:
http://www.casel.org/downloads/Safe%20and%20Sound/3B_SEL_Framework.pdf
20. SOCIAL-EMOTIONAL
LEARNING
Problem
• Student is lethargic and listless in class
• As a result of staying up late doing work/ having
tuition
Theory
• Responsible decision-making
• Without ability to identify problem situations,
the student is unable to make responsible and
helpful decisions.
21. SOCIAL-EMOTIONAL
LEARNING
Problem
• Student does not perform well academically in
school
Theory
• Awareness of self
• Student is unable to recognize his
strengths and weaknesses
• Responsible decision-making
• Student is unable to act on his perceived
strengths and weaknesses
• Student is unable to solve problems
• Student did not practise adaptive goal-
setting
• Student does not seek help
22. SOCIAL-EMOTIONAL
LEARNING
Problem
• Student is ostracized by friends in school
Theory
• Social interaction skills
• Student did not expressively
communicate his opinions and feelings
to his peers
• Student is unable to issue refusals
• Awareness of self
• Student does not display awareness of
his strengths and weaknesses
23. SOCIAL-EMOTIONAL
LEARNING
Problem
• Teachers’ insensitive remarks about student
not fitting in with any group
Theory
• Awareness of self
• Student is unable to manage his feelings
and regulate his responses to comments
by others
24. SOCIAL-EMOTIONAL
LEARNING
Problem
• Parents’ lack of attention and encouragement to student.
Theory
• Social interaction skills (Relationship Management Skills)
• Student did not demonstrate expressive communication
skills to convey his feelings and opinions to others
• Student has no negotiation skills to suggest compromises
26. • A child’s attention can be divided when faced
with emotional issues.
• Inherent abilities such as cognitive resources
play a part in learning abilities
Information processing
27. INFORMATION PROCESSING
Problem
• Student does not spend quality time with parents and feel
neglected
Theory
• Sense of belonging and safety is essential to a child before self-
actualization can take place
• Primary concerns are emotional issues. Students will be unable
to focus and perform in school & his Information Processing
skills are affected.
Solution
• Parents should set aside quality time to spend with their
child/children.
• Child/Children should be provided with care and a sense of
belonging before being able to concentrate and focus on
Information Processing in the classroom.
28. INFORMATION PROCESSING
Problem
• Student is distracted in class
Theory
• Inability to focus in class due to emotional &
psychological stresses
• Information Processing skills are affected & students are
unable to catch up academically with peers
Solution
• Manage the distressing issues of the students to ensure
that there is a marked improvement in the attention of
the students towards education.
29. INFORMATION PROCESSING
Problem
• Absent of trust between educators & students
Theory
• Lack of trust affects students’ attitude towards Information
Processing
• Creates an unhealthy learning environment
• Impedes students’ ability in Information Processing
Solution
• Create a bridge to promote mutual understanding & respect
• Allows a healthy 2 way communication to approach each
other
• Promotes the development of Information Processing
30. INFORMATION PROCESSING
Problem
• Students do not feel cared for in the school/classroom.
Theory
• A caring environment nurtures positive Information Processing
• Students who feel uncared for are in a negative learning
environment which impedes & disrupt their Information
Processing skills.
Solution
• Showing genuine care & concern for students allows for
improvement in Information Processing.
31. Needs
Hypothesis:
For effective learning to take place, the
learner's basic needs, such as need for
belonging and safety, have to first be met.
Conclusion:
When the deficiency needs are not met, the
student’s focus cannot be fixated on learning.
33. Social-Emotional Learning
Hypothesis:
Components of Social Emotional Learning such as
Self-Awareness, Self-Management and
Relationship Skills have a direct relationship with
the effectiveness of learning.
Conclusion:
Without SEL competencies, the student’s learning
capacity will be crippled because learning is also
achieved through co-construction as a community
rather than solo effort.
34. Information Processing
Hypothesis:
To ensure that effective learning takes place, it
is important for teachers to learn how
information is being processed in different types
of learners to cater lesson design and teaching
according to their needs.
Conclusion:
Our mission is to establish social and emotional learning (SEL) as an essential part of education. We envision a world where families, schools, and communities work together to promote children's success in school and life and to support the healthy development of all children.
Current Priorities
This is a time of exciting change for the SEL field. In the past two decades, through scientific research CASEL and our collaborators have demonstrated the effectiveness of evidence-based SEL programming and its positive effects on young people and schools. Now we are working to take SEL to scale in schools across the country in a national SEL initiative.