Moving Beyond Programs: Teaching Social and Emotional Skills through our Instructional Practice
Presentation by: Miriam Miller
Session C | 10:05 – 10:25 | Room 204A
Abstract:
There has been much research in the past two decades that documents the positive outcomes associated with social and emotional learning (SEL) programs (Durlak et al., 2011). SEL programs are but one way in which educators can teach social and emotional skills; SEL programs are not always accessible to educators. The question arises, then, as to how educators can effectively integrate teaching and learning social and emotional competencies beyond SEL programs. Over the past two years, I’ve worked with teams of teachers to investigate the ways in which we can provide students with meaningful opportunities, within their classrooms and beyond, to learn and apply social and emotional skills and competencies outside of SEL programs. This question serves as the basis for my proposed round-table discussion.
I intend to facilitate a discussion, inquiring how pedagogical approaches to instruction (inquiry-, cooperative-, project based-, play based-learning, etc.) might teach and foster social and emotional competencies. Furthermore, how do instructional strategies and structures such as think-pair-share/classroom meetings/talking circles enhance students’ socio-emotional well-being? How can we, as educators, be more intentional when using such strategies to teach and learn social and emotional competence?
These questions are particularly important to discuss in light of BC’s revised curriculum. Given the core competencies of Thinking, Communication generally, and Personal and Social specifically, it is essential that educators begin to grapple with the ways in which we can infuse SEL (personal awareness and responsibility, social responsibility and positive personal and cultural awareness) through our instructional practice.
