Post on 01-Aug-2020
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SocialEmotionalLearning:SupportingStudentsintheDevelopmentofKnowledge,Skills,Attitudes,and
BehaviorstoMakeSuccessfulChoicesSOUNDSUPPORTSFALL PREVENTIONAND INTERVENTION INSTITUTE2017
LISAHOYT, PHD.
L ISAHOYTPHD@COMCAST.NET
HOYTANDWALKER,2017 1
SessionLearningObjectives
Participantswill:
BecomefamiliarwiththebenefitsofanSELcurriculum.
ParticipantswillbeabletoidentifykeyaspectsofeffectiveSELandidentifythreewaystheycanimplement/integrateSELintheirclassrooms/programs.ConnectSocialEmotionalLearningtocorecontent.
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ThissessionisbroughttoyoubySoundSupportsK-12&Associates
www.soundsupportsk12.com
Ourteamoffersdistrictsandschools:
ComprehensiveProfessionalDevelopmentinMTSS,PBIS,SpecialEducation,RestorativeJusticeandRelatedSupports
Programreviewandimprovement
On-siteCoaching,Evaluations&CapacityBuilding
TechnicalAssistancetomeetspecificoruniqueneeds
Letushelpyoutakeyourschoolimprovementeffortstothenextlevel!
Clockhourinformationisavailableinthelobby!Besuretosignin!
Materialsforthissessioncanbefoundatwww.soundsupportsk12.comundertheResourcestab
FollowSoundSupportsK-12andAssociatesonLinkedIntostayuptodateontrainingsandotherresources!Justenterournameinthesearchbar!
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UpcomingTrainingsSeeMoreOnOurEventsPage§AdvancedRestorativeJustice(FramedinPBIS)Dec8th
§InitialRestorativeJustice(FramedinPBIS)Jan18-19§PBISforSchoolCounselorsFeb5th
§BuildingPowerfulProgramsforStudentswithChallengingBehavior– ServingStudentsWithIntenseBehavioralNeeds(Part3)May2nd
§InitialPBISTier1– May2nd-3rd§Tier2– SocialEmotionalProgramsMay3rd
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GroupValues(BigIdeas)&Expectations(SpecificBehaviors)BeResponsible◦ Beanactiveparticipant◦ Returnpromptlyfromactivities&breaks◦ Cleanupyourtable/areaatendofeachdayBeRespectful◦ Usetechnologytosupporttoday’slearning(beherenow)◦ Useactivitytimewell&meaningfully◦ Askrelevant/clarifyingquestions*BeProfessional◦ Enterdiscussionwithanopenmindandtakealearner’sstance◦ Activelylistentoandrespondtooneanother’sideas◦ SharetheAir(beselfaware)insmallandlargegroupdiscussions◦ Allowthinktimeforselfandothersbeforelaunchingintodiscussion/activities*“YourTurn”willprovideachancetoaskindividualorprogramspecificquestionsofthepresenters
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Let’sTalkAboutSEL– gallerywalk1) Whataresomeofthe
primaryreasonsstudentsarereferredtoincreasedsupports?
2) Listwaysthatyourschool/programprovidesinstructioninSELtostudents?
3)WhataresomeofthechallengesandissuesrelatedtoimplementingSELthatyoufaceorencounter?
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Let’sthinkAboutSocialEmotionalLearning!
ThisPhoto byUnknownAuthorislicensedunderCCBY-ND
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ReviewLisa’sMathTest
16 -5 11
14 - 7 13
9 -5 4
114 - 51 143
228 -157 131
568 -479 111
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• AnalyzemyanswerstodeterminewhatIamdoing• Thendiscussstrategiesandapproachesyoumightusetomoveme
forwardinmylearning.
HOYTANDWALKER,2017
A Comparison of Approachesto Academic and Social Problems
When a student makes an academic mistake
we assume:Trying to be correctError an accidentHas learned the wrong way orHas been taught the wrong way
Based upon work by Geoff Colvin, 1988
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AComparisonofApproachestoAcademicandSocialProblems
Sowhenastudentmakesanacademic mistakeorerror
wetryto:Diagnosetheproblem/misruleProvideassistanceandsupportRe-teachAdjustmethodsandmaterialsProvideongoingencouragementProvidemorepractice
Inotherwordsweteach!
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A Comparison of Approachesto Academic and Social Problems
BUT when a student makes a social or behavioral mistake,
we assume:Student was not tryingError was deliberateStudent refuses to cooperateStudent knows what to do and just won’t do it
(because s/he has been told often enough!)
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A Comparison of Approachesto Academic and Social Problems
So when a student makes a social or behavioral error, we often:Provide negative consequencesRemove from normal contextsProvide more negative consequences
(punishment)Assume child will learn “lesson” and behave in
the futureIn other words we punish!
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Changing Our PerspectivesWe naturally view academic and social problems differently
Academics is “our job”
Social behavior is “their job”
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YourTurn#1Think- Pair-Share
WhatPreventsUsFromApproachingSocialandBehavioral“Errors”Instructionally?
WhatcanwedotoaddressthesebarriersandissuestobettersupporttheSEL/SSdevelopmentofourstudents?
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INVEST ING INTHEWELL-BEINGANDACADEMICACHIEVEMENTOF OURSTUDENTS
COMMITTEEFORCHILDREN: WHAT&WHYSEL
YOUTUBEVIDEO
(HTTPS: //YOUTU.BE/ IKEHX9O1JBI?L IST=PLNJ IZRTK9GF8HH98PLULGD1BHDGKOHJKB)
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StatewideFocus&TPEPRCW28A.405.100(2)(b)
Criteria5:Fosteringandmanagingasafe,positivelearningenvironment.
LearningEnvironment; theteacherfostersandmanagesasafeandinclusivelearningenvironmentthattakesintoaccount:physical,emotional,andintellectualwell-beingofstudents.
Criteria3:Recognizingindividualstudentlearningneedsanddevelopingstrategiestoaddressthoseneeds.
Differentiation; theteacheracquiresandusesspecificknowledgeaboutstudents’cultural,individual,intellectualandsocialdevelopmentandusesthatknowledgetoadjusttheirpracticebyemployingstrategiesthatadvancestudentlearning.StudentgrowthdatamustbeasubstantialfactorutilizingtheOSPIapprovedstudentgrowthrubrics.
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SomeKeyTerminology
Social-emotionallearningistheeducationalprocessthatfocusesondevelopmentofsocial-emotional
competencies.
Social-emotionalcompetenciesaretheskills,behaviors,andattitudes
studentsandadultsneedtoeffectivelymanagetheiraffective,cognitive,andsocialbehavior.
Safeandsupportivelearningenvironmentsaretheconditionsthatfosterpsychologicalandphysicalsafety;asupportiveacademic,disciplinary,andphysicalenvironment;andrespectful,trusting,andcaringrelationships
throughouttheclassroom,school&community.
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SELappliesacrossallTiersofintervention&acrossallgradelevels-
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THEECOLOGYOFSOCIAL-EMOTIONALLEARNING:PROMOTINGPOSITIVELEARNINGENVIRONMENTS(SeeNationalCenteronSafeSupportiveLearningEnvironmentswww.safesupportivelearning.ed.gov)
Environment:Well-managedschoolsandclassroomsfulfillstudents’basicneedsof
autonomy,competence,andconnectedness.
Engagement:Strongrelationshipsexistbetweenteachersandstudents,amongstudents,amongteachers,andbetween
teachersandadministration.
Safety:Studentsaresafefrombullyingandviolence,andtheyfeelemotionallyand
academicallysafetotakerisksintheclassroom.
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WhyisSELimportant?q Studentshaveincreasedacademicachievement
q Increasedsocial-emotionalskills
q Improvedattitudestowardselfandothers
q Improvedpositivesocialbehaviors
q DecreasedconductproblemsandemotionaldistressStudentswithtraininginSELlearninggainedanaverageof11%pointsostandardizedtestsscorescomparedtostudentswhodidnotreceivethetraining(Durlak etal.,2011).
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SadlywetendtowaterdownacademicandbehavioralexpectationsforstudentswithTier2orTier3needs
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TheCoreSELSkills(CASEL.org)http://www.edutopia.org/keys-social-emotional-learning-video
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HereistheWHAT!
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See:Casel.org
Self-Awareness
Self-Awareness:Theabilitytoaccuratelyrecognizeone’semotionsandthoughtsandtheirinfluenceonbehavior.Thisincludesaccuratelyassessingone’sstrengthsandlimitationsandpossessingawell-groundedsenseofconfidenceandoptimism.
ExampleofSELTeachingOpportunity: Duringareadaloudofanovelapar-professionalaskedhowthemaincharacter’sthoughts/feelingsinfluencedhisbehaviorduringafightwithhisbrother.Hethenasks,“Hasthateverhappenedtoyouwhenyouhadbigfeelingsatyoursiblinganddidsomethingthatmaybeyouregret?”
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ResponsibleDecisionMakingResponsibledecisionmaking: Theabilitytomakeconstructiveandrespectfulchoicesaboutpersonalbehaviorandsocialinteractionsbasedonconsiderationofethicalstandards,safetyconcerns,socialnorms,therealisticevaluationofconsequencesofvariousactions,andthewell-beingofselfandothers.
ExampleofSELTeachingOpportunity: Duringasocialskillslessontheteachershowssocialinteractionscenariosonavideoandstopsbeforethestudentmakesadecision.Theteacherasksstudentstodecidewhattheresponsibledecisioncouldlooklike?Istheremorethanonewayforthattohappen?Howdowedecideifthatisresponsible?
HOYTANDWALKER,2017
RelationshipSkills
Relationshipskills: Theabilitytoestablishandmaintainhealthyandrewardingrelationshipswithdiverseindividualsandgroups.Thisincludescommunicatingclearly,listeningactively,cooperating,resistinginappropriatesocialpressure,negotiatingconflictconstructively,andseekingandofferinghelpwhenneeded.
ExampleofSELTeachingOpportunity:Duringamathactivity,studentshavetocollaborativelyandinsmallgroupsdevelopapicturerepresentationofanalgebraicproblem.Beforebeginningtheassignment,theteacherreviewstheSELskillsthatareinvolvedwithrelationshipsaroundcommunicatingideas.Thisisreinforcedalongwithmathematicalthinking!
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SocialAwarenessSocialAwareness: Theabilitytotaketheperspectiveofandempathizewithothersfromdiversebackgroundsandcultures,tounderstandsocialandethicalnormsforbehavior,andtorecognizefamily,school,andcommunityresourcesandsupports.
ExampleofSELTeachingOpportunity: DuringaSocialStudieslessonthepara-professionalsarediscussinghowthewhitesettlersmisunderstoodNativeAmericancultureduringthelate1700s.Theteacherasks,“HowdidthismisunderstandingorlackofSocialAwarenessimpacttherelationship?Howdoyoufindwaystounderstandsomeonewho’scultureisdifferentfromyour?”
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Self-Management
Self-management: Theabilitytoregulateone’semotions,thoughts,andbehaviorseffectivelyindifferentsituations.Thisincludesmanagingstress,controllingimpulses,motivatingoneself,andsettingandworkingtowardachievingpersonalandacademicgoals.
ExampleofSELTeachingOpportunity: Beforestate-widetestingteachersaresettinguppracticetestingforallstudents.Beforebeginningthepracticetest,theteacherteachesself-calmingstrategiesduringtesttakingandstudentsdiagramwheretheyfeelstressandhowtheycanbeinchargeofit.
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YourTurnHaveatablediscussionaroundallorsomeofthesequestions:
1. Howmightyoudeterminewhichskillstoteachinyourclassroom?
2. Whatcurrentstructuresandsystemsintheclassroom/schoolsupportstudentsintakingsocialemotionalrisksandpracticeskills?
3. HowdoyoumodeltheseSELskillsintocoreinstruction?
4. WhatmightyoudoifyouhadsomestudentsthatneededextendedcoachinginSEL?
5. Howdoyoucurrentlymodelandencouragemistakes,bothacademicandbehavioral?
6. Whatproblemsolvingstrategiesareyoucurrentlyincorporatingintheclassroom?
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20Minutes
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WeCanTeachtheSEL/SSasWeDoAcademicSkills- ExamplesACADEMICCONTENT
Studentshavereceivedinstructionandpracticeinnouns,adjectivesandverbsandtheelementsofinterestingsentences
Todayisareviewactivityandopportunitytopracticeacademicandsocialskillsobjectives
AcademicLearningTarget:Studentswillusenoun,adjectivesandverbstocreatesentencesthataddinteresttotheirstories.
SEL/SSCONTENT
Studentshavebeenlearningaboutactivelisteningstrategiestohelpincreaseattentionandunderstanding.
Todaywearegoingpracticeactivelisteningskilltobuildonwhatsomeoneelseissayingtokeepaconversationgoing&tomakeourstoriesmoreinteresting.
SELLearningTarget:Studentswillapplyactivelisteningstrategiestousenouns,verbsandadjectivestobuildonsentencesdevelopedbytheirtablepartnertodevelopmoreinterestingstories.
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ThisisbestdoneonacontinuumwithState,District,andBuilding
Coordination-Butnotapre-requisite.
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IncorporatingSocialandPersonalCompetenciesintoClassroomInstructionandEducatorEffectiveness:TheToolkitforTennesseeTeachersandAdministrators,2015
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Brokenintotwotypesofteachingpractices
HereistheHOW!
Yoder,2014
SocialTeachingPracticesTEACHINGSTUDENTSTHESOCIALSKILLSTOBESUCCESSFUL
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StudentCenteredDisciplineReferstothetypeofmanagementstrategiesteachersuseintheclassroomthataredevelopmentallyappropriateandmotivatesstudentstowanttosotherightthing.
Needstoincludetheopportunitiesforstudentsto:
• Beself-directive
• Havevoiceinthenorms
• Receiveconsistentfeedback
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Yoder,2014
TeacherLanguage
Referstohowteacherstalkto
students.Teachersshould:
Acknowledgestudentsforeffortandhardwork
Encouragestudentstoself-regulateandselfmonitortheirownbehavior
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Yoder,2014
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ResponsibilityandChoiceResponsibilityandchoicereferstothedegreetowhichteachersallowstudentstomakeresponsibledecisionsabouttheirworkintheirclassroom.
Theteachercreatesaclassroomenvironmentwheredemocraticnormsareputintoplaceandwherestudentsprovidemeaningfulinputintothedevelopmentofthenormsandproceduresoftheclassroomaswellastheacademiccontentorhowtheacademiccontentislearned.
Thiscanbethrough:
§ PeerTutoring
§ Crossagetutoring
§ ServicelearningProjects
§ Controlledandmeaningfulchoices
§ Communityserviceprojects
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Yoder,2014
WarmthandSupport
Warmthandsupportreferstotheacademicandsocialsupportthat
studentsreceivefromtheirteacherandfromtheirpeers.
Teacherscandothisby:• Askingstudentsquestions(bothacademicandnon-academic)
• Followingupwithstudentswhentheyhaveanissue
•Morningmeetings• Positivemeetings• Classprojects• RestorativePractices
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Yoder,2014
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InstructionalTeachingPracticesUSINGINSTRUCTIONALCONTENTTOGUIDESOCIALANDEMOTIONALGROWTH
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CooperativeLearningCooperativelearningreferstoaspecificinstructionaltaskinwhichteachershavestudentsworktogethertowardacollectivegoal.
Thisincludes5elements:
1) Positiveinterdependence
2) Individualaccountability(andcollective)
3) Promotingeachotherssuccess
4) Applyinginterpersonalsocialskills
5) Groupprocessing– Howwelldidweworktogether?
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Yoder,2014
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ClassroomDiscussions
Classroomdiscussionsreferstoconversationsstudentsand
teachershavearoundcontent.
Includes:• Open-endedquestionsthatrequiresstudentstoelaborateontheirownthinkingandthatoftheirpeers
• Studentsbuildingonothersideas• Buildscommunicationskills• Buildslisteningskills
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Self-ReflectionandSelfAssessment
Self-reflectionandself-assessmentareinstructionaltaskswhereteachersaskstudentstoactivelythinkabouttheirownwork.FormativeAssessmentiscriticalforbothacademicandSEL!
Teacherswillneedtoprovide:
Cleargoals,targetsandrubrics
Supportstudentgoalsetting
Strategiestomonitorgoals
Strategiesaroundaskingforsupport
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BalancedInstructionBalancedinstructionreferstoteachersusinganappropriatebalancebetweenactiveinstructionanddirectinstruction,aswellastheappropriatebalancebetweenindividualandcollaborativelearning.
§ Allowsstudentstointeractwithmaterialsinavarietyofways,includinggameplaying,projects,andmultiplemodalitiesoflearning.
§ MosteffectiveisProjectBasedlearning
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Yoder,2014
AcademicPressandExpectationsAcademicpressreferstoateacher’simplementationofmeaningfulandchallengingwork,andacademicexpectationsfocusontheteacher’sbeliefthatallstudentscanandwillsucceed.
§ “Justmanageabledifficulty”§ Ensuringthatstudentscanaccessthecontent
§ Studentsfeelresponsibleforaccomplishingtheiracademicwork
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Yoder,2014
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CompetenceBuilding– Modeling,Practicing,FeedbackandCoaching
Competencebuildingoccurswhenteachershelpdevelopsocial-emotionalcompetenciessystematicallythroughthetypicalinstructionalcycle:goals/objectivesofthelesson,introductiontonewmaterial/modeling,groupandindividualpractice,andconclusion/reflection.
§ Regularreflectionandfeedbackduringtheday
§ Coachingandencouragementaroundproactiveskills
§ Developmentofstrategiestopracticesocialskills
§ Systemstoaddresswhenproblemsarisewhichcanincludemediationandconflictresolution
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CASEL’sSampleLessonPlans:SELIntegratedintoContentareas
FourStrategiesthatPromoteSEL
CASEL’sprogramreviewshaveobservedthatevidence-basedSELprogramsuseoneormoreofthefollowingfourapproachestopromotingsocialandemotionalcompetenceacrossthefivecorecompetencyclusters:
§Free-standinglessonsthatprovideexplicit,step-bystepinstructionstoteachstudentssocialandemotionalcompetenciesacrossthefivecorecompetencyclusters.
§Generalteachingpracticesthatcreateclassroomandschoolwideconditionsthatfacilitateandsupportsocialandemotionaldevelopmentinstudents.
§IntegrationofskillinstructionandpracticesthatsupportSELwithinthecontextofanacademiccurriculum.
§Guidancetoadministratorsandschoolleadersonhowtocreatepoliciesandorganizationalstructureswithinaschoolorschoolsystemthatsupportstudents’socialandemotionaldevelopmentasaschoolwideinitiative.
SeeSampleLessonPlansacrosscontentareas(K-12):
http://www.casel.org/csi-reports-tools-and-resources/
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YourTurn-
LookatthelistsofteachingpracticesthatsupportSELintheclassroomandselectoneatyourtablethatyouwanttodiscuss.
IdentifywaysthateachpersonatthetablewillincorporateatleastoneoftheSELteachingstrategiesintoacontentareaintheirclassroom.
Createapostersummarizingteachingstrategiesandcontentareaideasforeveryonetosee- youwillbepresentingtheseideas.
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20minutes
ExamplesofBothTypesofLearningTargets!LearningTargets/Objectives- describewhatstudentswill“do”inrelationshiptoorwiththeacademiccontent.
Example: Learnerswillunderstandhownouns,adjectivesandverbscometogethertomakeinterestingsentencesinstorywriting.)
SocialLearningTargets/Objectives-describewhatstudentswillbetaughttodointer/intra-personallyastheylearntheacademiccontent.
Example:Studentswillpracticeactivelistening(buildingonwhatthepersonbeforehim/herhassaid)duringthebuildastoryactivity.
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In “A Nation Divided”, students learn about life in Chattanooga, Tennessee in the 1860’s; events that led to the Civil War; and the ethical and moral dimensions of these historical events.
Storypath:IntegratingSELandSocialSkillsInstruction
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SocialSkillsFeedbackManyStorypath episodeshavesocialskillsobjectives&assessmentsbuiltintotheactivities.
Greatopportunitytoteach&practicesocialskillsandworkincollaborationwiththeschoolcounselororpsychologist,specialeducationteacherorSLP.
SocialSkillsIntegratedParticipatingingroupdiscussionsWorkingwithapartnerorsmallgroupProblemsolvingwithapartnerorgroupPresentingtoanaudienceParticipatingasanaudiencemember
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AssureCulturalandGenderEquityinSEL/SocialSkillsInstruction(Cartledge,Singh,&Gibson,2008)
Becomeculturallycompetentandaware(ofyourownandyourstudents’culturesandidentities)
Beawareofandaddressgenderissuesandbiases
Respectandacknowledgestudents’culture,identityandexperiencesthroughoutinstructionandactivities
Teachsocialcodeswitchingasappropriate(e.g.schoolexpectationsvs.otheraspectsoflife/community)
Useculturallyspecificconceptsandmaterialstoaddmeaningandrelevanceforstudentsandfamilies
Usesupplementarymaterials(films,books,posters,language,activities)thatreflectdiverseculturesandgenderperspectives
Involve/includeparents,familymembers,caregiversandcommunityallies
AGreatReference:TheDoubleCheckFrameworkathttp://escholarship.bc.edu/education/tecplus/vol6/iss2/art5)
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IntegratingSELandContentAreaInstruction:Examples
TeachingMathasaSocialActivityvideo-Edutopia:https://youtu.be/kZxNldBEU6o
Asyouwatch:
WhichofthecoreSELskillsdoesthisteachertap&how?
HowmuchofthelessonfocusesonmathconceptsandhowmuchonSEL?Why?
Howdoesthisrelatetoyourpracticeinyoursetting?Whatcanyoutakeback?
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TheMissingPiece (www.Casel.org)ANationalTeacherSurveyonHowSocialandEmotionalLearningCanEmpowerChildrenandTransformSchools
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InstructionalPracticesthatSupportSELResearch-to-PracticeBrief
TeachingtheWholeChild:InstructionalPracticesThatSupport
Social-EmotionalLearninginThreeTeacherEvaluationFrameworks
JANUARY2014
NicholasYoder,Ph.D.
http://www.gtlcenter.org/sites/default/files/TeachingtheWholeChild.pdf
Seealso:http://www.gtlcenter.org/sel-school
http://www.gtlcenter.org/products-resources/self-assessing-social-and-emotional-instruction-and-competencies-tool-teachers
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ApowerfulfreeresourcetoidentifyevidencebasedSELprograms&materials
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http://www.casel.org/guide
PreK- ElementaryandMiddle- HighSchooleditionsavailableonline
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SELResources!
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Web Based ResourcesThe Collaborative for Affective, Social and Emotional Learning (CASEL)
www.casel.org
Iris Educational Media: Resources to Build SELhttps://www.irised.com
The Center for Great Teaching and Learning at AIRhttp://www.gtlcenter.org/sel-school
Ripple Effects: Digital Tools that Address SELhttp://rippleeffects.com