Social and emotional learning, or SEL, programs have flourished in schools during the last decade. While this growth has been impressive, inadequate attention has been paid to teachers’ social and emotional learning. In this course Dan Liston and Randy Testa introduce you to various rationales for why teacher SEL is needed as well as examine and reflect on various emotions in teaching and learning.
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.
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来自THE TEACHER'S SOCIAL AND EMOTIONAL LEARNING的热门评论
I am currently working on my doctoral dissertation and found the information in this course superior most information available. Thank you for an excellent experience.
A course full of insights; intellectually, emotionally and spiritually engaging. Thanks, I will continue with the other courses in the specialization as is transformative!!
It is an amazing course for all teachers and educationists who want to dig deep into the subject of social and emotional learning. I learned so many things and I hope it will benefit me in the future.
Helpful course and enjoyed the process. To improve the course it may be beneficial to add more modern articles and some more information on contemporary research.
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: