课程信息
4.7
13 个评分
100% 在线

100% 在线

立即开始,按照自己的计划学习。
可灵活调整截止日期

可灵活调整截止日期

根据您的日程表重置截止日期。
高级

高级

完成时间(小时)

完成时间大约为7 小时

建议:5 weeks of study, 4-9 hours/week...
可选语言

英语(English)

字幕:英语(English)
100% 在线

100% 在线

立即开始,按照自己的计划学习。
可灵活调整截止日期

可灵活调整截止日期

根据您的日程表重置截止日期。
高级

高级

完成时间(小时)

完成时间大约为7 小时

建议:5 weeks of study, 4-9 hours/week...
可选语言

英语(English)

字幕:英语(English)

教学大纲 - 您将从这门课程中学到什么

1
完成时间(小时)
完成时间为 2 小时

Behavior Management and SEL

In this module we introduce three tensions within SEL, the first of which is the potential use of SEL as a means of managing student behavior. We investigate how behavior management strategies can lead to emotional manipulation, as well as how students of color are disproportionately impacted by these policies. Knowing that SEL programs are often adopted with the aim of improving classroom management and reducing problem behaviors, we explore how this can instead be approached through humanizing structures of management that promote student agency. ...
Reading
3 个视频 (总计 13 分钟), 2 个阅读材料, 1 个测验
Video3 个视频
Course 3 Introduction video5分钟
Instructional Introduction - Emily and Ben5分钟
Reading2 个阅读材料
How you can earn 3 university credits from the University of Colorado-Boulder for this specialization10分钟
Module 1 Readings40分钟
Quiz1 个练习
Module 1 Quiz10分钟
2
完成时间(小时)
完成时间为 2 小时

Culture, Context, and SEL

In this module we take up a second tension within SEL programming, the relative inattention to issues of culture and context in determining what SEL skills to promote. In situating SEL within larger cultural and structural contexts, we examine the need to consider issues of race, class, gender, sexuality, and culture in developing approaches to SEL. ...
Reading
1 个视频 (总计 5 分钟), 1 个阅读材料, 1 个测验
Video1 个视频
Reading1 个阅读材料
Module 2 Readings & Video分钟
Quiz1 个练习
Module 2 Quiz10分钟
3
完成时间(小时)
完成时间为 2 小时

Examining "Success": Goals, Measurement, and Outcomes in SEL

In this module, we consider a third tension in SEL programming - what success looks like, and how we measure it. We examine the different ways student outcomes have been measured, as well as the issues surrounding the assessment of soft skills such as social and emotional development. ...
Reading
3 个视频 (总计 12 分钟), 1 个阅读材料, 1 个测验
Video3 个视频
"Academic Lecture" by Maurice Elias3分钟
"Efforts to Implement SEL" by Kimberly Schonert-Reichl2分钟
Reading1 个阅读材料
Module 3 Readings30分钟
Quiz1 个练习
Module 3 Quiz10分钟
4
完成时间(小时)
完成时间为 3 小时

Moving Forward: A Critical Examination of the Self Competencies

In this module we move from articulating tensions within SEL to exploring ways forward. In this module, we focus on the two self-oriented competencies, self-awareness and self-management. In looking at more equity-oriented means of approaching self-awareness and self-management, we look at two examples in particular - mindfulness and testimonials. ...
Reading
1 个视频 (总计 9 分钟), 1 个阅读材料, 1 个测验
Reading1 个阅读材料
Module 4 Readings分钟
Quiz1 个练习
Module 4 Quiz10分钟

讲师

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Emily Claire Price

Instructor
School of Education, University of Colorado Boulder
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Ben Kirshner

Professor of Learning Sciences and Human Development
School of Education, University of Colorado Boulder

关于 University of Colorado Boulder

CU-Boulder is a dynamic community of scholars and learners on one of the most spectacular college campuses in the country. As one of 34 U.S. public institutions in the prestigious Association of American Universities (AAU), we have a proud tradition of academic excellence, with five Nobel laureates and more than 50 members of prestigious academic academies....

关于 The Teacher and Social and Emotional Learning (SEL) 专项课程

Social and emotional learning, or SEL, programs have flourished in schools during the last decade. These programs vary widely but most share a concern for five individual, student competencies: self awareness; self-management; social awareness; relationship skills; and finally responsible decision making. It is important for teachers and parents to know about and understand these programs. While lots of SEL programs emphasize K-12 student social and emotional learning, only a very few programs exist to promote, and help teachers explore their own emotional well-being. In this Specialization our central premise is this: To facilitate students’ social and emotional learning, a teacher must know the student as a person. This means that the teacher must strive to know her or him self. In order to help students achieve a degree of well-being, teachers need to be aware of their own well-being. In our Specialization, “The Teacher and SEL” the instructors (Randy Testa and Dan Liston, as well as Emily Price and Ben Kirshner) examine kindergarten through high school SEL programs, looking at both established programs and less well-known community-based and youth empowerment approaches. Along with this examination of K-12 SEL programs, we bring a much needed emphasis on the teachers’ well being....
The Teacher and Social and Emotional Learning (SEL)

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