A topic discussed during In-Service Training for Teachers 2016 in Baesa Elementary School, Tanque District , Caloocan City.
Positive Discipline is an approach to teaching that helps pupils to become responsible, respectful and resourceful members of their communities.
A topic discussed during In-Service Training for Teachers 2016 in Baesa Elementary School, Tanque District , Caloocan City.
Positive Discipline is an approach to teaching that helps pupils to become responsible, respectful and resourceful members of their communities.
Social-Emotional Learning is the compass that guides us through the map of life, fostering empathy, resilience, and the profound wisdom to navigate challenges with both heart and mind."
Social-Emotional Learning is the compass that guides us through the map of life, fostering empathy, resilience, and the profound wisdom to navigate challenges with both heart and mind."
Nurturing Growth_ The Importance of Social and Emotional Learning (SEL) in Ed...Enterprise Wired
Implementing Social and Emotional Learning in Education: 1. Curriculum Integration, 2. Professional Development, 3. Schoolwide Initiatives, 4. Family and Community Engagement.
Exploring the Impact of Social Emotional Learning (SEL) on Academic Success.pdfBirtikendrajit
Discover the transformative power of Social Emotional Learning (SEL) in enhancing academic success. Explore how cultivating self-awareness, self-regulation, social awareness, relationship skills, and responsible decision-making can positively impact students' educational journey. Learn how integrating SEL into the curriculum fosters a supportive learning environment and equips students with essential life skills for success beyond the classroom.
Parental involvement in education is a cornerstone of a child's academic success and overall development. Active participation in school activities by parents not only enhances a student's educational journey but also fosters a strong bond between parents, teachers, and students. In this blog, we'll delve into the significance of parental involvement in school activities, explore the benefits it brings, highlight the importance of parent-teacher collaboration, and emphasize the positive outcomes of active parental participation.
Integrating Academics and Social Emotional Learning - Verita School 201803113mdwolper1
A guide to integrating Social Emotional Learning and Academics at Verita International School Romania. An integrated approach to advanced education and the development of a whole child.
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.
25 Benefits of Integrating Social Emotional Learning SEL in the Classroom.pdfEduSolve1
In today’s rapidly changing world, education goes beyond academic achievement. It encompasses the holistic development of individuals, nurturing not just their intellectual capacities but also their emotional intelligence and social skills. One approach gaining significant traction in educational circles is Social Emotional Learning (SEL). SEL equips students with essential life skills that go beyond traditional academic subjects.
Understanding social and emotional learning--What and why?Jean Bernard
Module 1 of Learning to Get Along: an open educational resource for teachers and school staff how to integrate social and emotional learning (SEL) into teaching, learning and school environments.
EMOTIONAL LEARNING - SOCIAL EMOTIONAL LEARNING-SELbennysolomonsam
Emotional learning represents a transformative educational paradigm that transcends traditional cognitive-focused approaches, acknowledging the profound impact of emotions on individuals' holistic development. At its core, emotional learning is an integrative process that goes beyond imparting academic knowledge, recognizing the pivotal role of social and emotional competencies in shaping one's personal and interpersonal experiences. This comprehensive educational philosophy is grounded in the belief that fostering emotional intelligence is not only essential for individual well-being but also crucial for building resilient, empathetic, and socially adept communities.
The foundation of emotional learning lies in cultivating self-awareness – the ability to recognize, understand, and navigate one's own emotions. This self-reflection enables individuals to develop a deep understanding of their emotional responses, motivations, and values. By honing self-awareness, individuals gain a greater sense of agency over their emotional lives, laying the groundwork for enhanced emotional regulation and self-management.
Self-regulation, a key component of emotional learning, empowers individuals to effectively modulate their emotional responses, impulses, and reactions. This skill becomes particularly vital in navigating the complexities of daily life, where challenges and stressors can trigger a myriad of emotions. Emotional learning equips individuals with tools and strategies to cope with adversity, manage stress, and maintain a balanced emotional state. By fostering self-regulation, emotional learning contributes to the development of emotional resilience – the capacity to bounce back from setbacks and adapt positively to change.
Social awareness is another crucial pillar of emotional learning, focusing on the ability to empathize and understand the emotions of others. This dimension of emotional intelligence encourages individuals to develop a heightened sensitivity to the feelings and perspectives of those around them. Through activities that promote empathy and perspective-taking, emotional learning fosters a sense of interconnectedness and promotes a culture of compassion and understanding within communities.
Relationship skills are honed through emotional learning, emphasizing effective communication, collaboration, and conflict resolution. These skills are essential for building and maintaining healthy interpersonal relationships in various contexts, be it in the family, the workplace, or within broader societal structures. By fostering strong relationship skills, emotional learning contributes to the creation of supportive and cohesive communities where individuals can thrive collectively.
Talk given at Youth-Nex, at the University of Virginia. During the last decade, there have been significant advances in social and emotional learning (SEL) research, practice, and policy. This talk will highlight key areas of progress and challenges as we broadly implement school-family-community partnerships to foster positive behavioral, academic, and life outcomes for preschool to high school students. My goal for this presentation is to provide a foundation to foster group discussion about future priorities for the next decade.
This session answers the following questions: (1) What are the implications of the 4IR on Educational Assessment and Education as a whole? (2) What skills do we need to assess given the landscape of the 4IR? (3) How do we assess such skills to prepare students in the 4IR? (4) What standards should schools adapt to prepare students in the 4IR?
The objectives of this session are: (1) Identify the characteristics of an effective research mentor, (2) Identify issues and problems in thesis/research mentoring. (3) Make a flowchart of the mentoring process
Managing technology integration in schoolsCarlo Magno
This session answers the following questions: (1) How do we integrate technology in teaching and learning? (2) Is technology integration effective? (3) How do we support technology integration in our schools? (4) How do we know we are in the right track on technology integration?
This session first describes 21st century learning. Technology integration is described, shift in the use of technology in learning, the use of LMS, and the flipped classroom.
Empowering educators on technology integrationCarlo Magno
This presentation answers the following questions: (1) What is the status of technology integration among private schools? (2)What is needed among teachers to implement well technology integration? (3) What is needed among school administrators to make technology integration work? (4) What are the indicators of successful practice in ICT integration?
This slide tackles the steps, guidelines, and parts of an online lesson. A checklist is provided to assess whether the online lesson conform to quality standards.
This presentation provides an overview of K to 12 Curriculum in the Philippines. The different principles to be considered in teaching and learning the curriculum based on the best teaching and learning practices of the APA is tackled.
Accountability in Developing Student LearningCarlo Magno
This slide emphasizes on the role of instructional leaders to support instruction that would eventually lead to student learning. Different strategies on instructional leadership is tackled in order to achieve student progress overtime.
The Instructional leader: TOwards School ImprovementCarlo Magno
This slide contains (1) Purpose of instructional leadership, (2) What is instructional leadership? (3) Curriculum involvement
Functions of an instructional leader, (4) Roles of the instructional leader (5) Characteristics of instructional leadership, (5) Activities of instructional leadership, (6) Effective instructional leaders, (7) Instructionally effective schools, and (8)
Philippine Professional Standards for Teaching.
Guiding your child on their career decision makingCarlo Magno
This presentation provides perspective for parents to understand the career development of their child and how they get involved in their child's career development.
This presentation emphasizes on assessing science based on learning competencies, selecting appropriate forms of assessment and developing written and performance based tasks on science.
Assessment in the Social Studies CurriculumCarlo Magno
This presentation contains two assessment competencies of teachers in social studies: (1) Constructive alignment and (2) and making decisions as to give written works or performance-based assessment in class. Some guidelines in making paper and pencil items and performance-based task are presented.
This presentation covers new perspectives in using books in the classroom. The utility of books are integrated with pedagogical practices such as essential questions, inquiry-based approach, authentic-based tasks, and learner-centeredness
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Digital Artifact 2 - Investigating Pavilion Designs
Social and Emotional Learning
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
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
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
SAY: Let me begin in saying that one recent trend that has happened in learning research is about brain-based learning. Much of this research says that the environment can affect the way one’s brain functions which in turn influences the way one learns. Take a look at these two brain scans. (Show slide with two brain scans). 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? (Invite participants to share.)
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.