Skip to main content Skip to search
What Does Evidence-Based Instruction in Social and Emotional Learning Actually Look Like in Practice?: A Brief on Findings from CASEL's Program Reviews / Calin, Sophia, ; author.
Short Title: What Does Evidence-Based Instruction in Social and Emotional Learning Actually Look Like in Practice?
Format: Book
Publication Date: Nov 30, 2014
Publisher: Distributed by ERIC Clearinghouse
Place of Publication: [Place of publication not identified]
Pages: 6
Sources ID: 88801
Notes: Access: http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED574862External Resources: Cite This Item Search for versions with same title and author | Advanced options ... Access: http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED574862 Note: VIEW FULL TEXT Note(s): Availability: Collaborative for Academic, Social, and Emotional Learning. 815 West Van Buren Street Suite 210, Chicago, IL 60607. Tel: 312-784-3880; Fax: 312-784-3885; e-mail: info@casel.org; Web site: http://www.casel.org./ Sponsoring Agency: Einhorn Family Charitable Trust./ Sponsoring Agency: 1440 Foundation./ Sponsoring Agency: NoVo Foundation./ Sponsoring Agency: Committee for Children./ Abstractor: As Provided./ Educational level discussed: Elementary Secondary Education. General Info: Preferred citation: Collaborative for Academic, Social, and Emotional Learning. Responsibility: Linda Dusenbury, Sophia Calin and Celene Domitrovich. Material Type: Document (dct); Internet resource (url) Date of Entry: 20151001 Update: 20181120 Provider: OCLC
Visibility: Public (group default)
Abstract: (Show)
In this brief we use the CASEL reviews of evidence-based programs to answer the question, "What do teachers and other adults actually need to do in the classroom and school to help students achieve the goals laid out in social and emotional learning (SEL) standards?" Specifically, we identify and describe four approaches that have been success-fully used to promote social and emotional development in students. One approach uses free-standing lessons that provide step-by-step instructions to teach students' social and emotional competencies. The second approach uses general teaching practices to create classroom and schoolwide conditions that facilitate and support social and emotional development in students. A third approach integrates skill instruction or practices that support SEL within the context of an academic curriculum. The fourth approach provides school leaders with guidance on how to facilitate SEL as a schoolwide initiative. The identification of these four approaches and types of strategies that support each one should help school leaders and teachers develop a comprehensive plan for developing students' social and emotional competencies.