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E-raamat: Building Blocks for Social-Emotional Learning: Creating Safe, Secure, and Successful Elementary Schools (Your action plan for meaningful school improvement )

  • Formaat: 376 pages
  • Ilmumisaeg: 03-Jan-2022
  • Kirjastus: Solution Tree
  • Keel: eng
  • ISBN-13: 9781952812484
  • Formaat - PDF+DRM
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  • Formaat: 376 pages
  • Ilmumisaeg: 03-Jan-2022
  • Kirjastus: Solution Tree
  • Keel: eng
  • ISBN-13: 9781952812484

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"Social-emotional learning is a necessary aspect of a child's development, and it is often overlooked in education. Children must have access to social-emotional education to experience full neurological development and excel as contributing members of society. Authors Tracey A. Hulen and Ann-Bailey Lipsett offer their book Building Blocks for Social-Emotional Learning: Creating Safe, Secure, and Successful Elementary Schools to help elementary educators implement social-emotional instruction into their classrooms. The book includes detailed information on children's neurological development and need for social-emotional nourishment, which serves as a foundation for the practical strategies to integrate social-emotional concepts into instruction, lesson planning, and assessment. Building Blocks for Social-Emotional Learning provides everything elementary teachers need to help students understand and develop social-emotional concepts so they can reach their full potential"--

Support the growth of your students with meaningful, effective social-emotional learning (SEL). Full of resources, tools, and planning templates, this comprehensive guide provides everything you need to embed SEL practices within your daily work. You'll engage in deep reflection and discover ways to refine instruction, lesson planning, and assessment; promote whole-child development; and foster a productive learning environment for all.

  • Gain a deeper understanding of students' neurological development.
  • Learn the benefits of social-emotional learning.
  • Create a culture of social-emotional learning across entire schools.
  • Plan and teach for social-emotional learning.
  • Assess students on their social-emotional progress in order to encourage continual growth.

Contents:
Introduction: Why Teach Social-Emotional Learning to All?
Chapter 1: What Is Social-Emotional Learning?
Chapter 2: Establishing Culture, Climate, and the Learning Environment for SEL in Elementary Schools
Chapter 3: Building a Schoolwide Foundation for SEL in Elementary School
Chapter 4: Effective SEL Teaching Practices and Strategies in Elementary Schools
Chapter 5: Effective SEL Lesson Planning
Chapter 6: Monitoring Student Learning of SEL
Appendix
References and Resources
Index

About the Authors ix
Foreword xiii
Introduction: Why Teach Social-Emotional Learning to All? Vignette: Why Teach SEL? 1(22)
Why Is SEL Needed?
2(1)
The Powerful Impact of SEL
3(1)
Key Factors When Establishing SEL
3(4)
Overcoming Potential Challenges of Teaching SEL
7(2)
Social-Emotional Components: The Building Blocks of SEL Skills
9(9)
Why Our SEL Building Block Model?
9(2)
Building Block 1 Sense of Self
11(2)
Building Block 2 Reciprocal Engagement
13(1)
Building Block 3 Social Awareness
14(1)
Building Block 4 Social-Emotional Regulation
15(2)
Building Block 5 Logical and Responsible Decision Making
17(1)
The Goals and Design of the Book
18(3)
Final Thoughts
21(2)
Chapter 1 What Is Social-Emotional Learning? Vignette: The Story of Daniel
23(22)
Defining Social-Emotional Learning
24(3)
Understanding ACEs and What They Mean for Educators
27(6)
Reduce Toxic Stress for Children
29(1)
Strengthen Students' Core Life Skills
30(1)
Support Responsive Relationships
30(3)
Supporting Students' Emotional Regulation
33(4)
Teaching Students Emotional Regulation Strategies
37(1)
Understanding How Neurological Development Relates to Behaviors
38(2)
Executive Functioning and SEL Cultural Environment
40(1)
Discovering the Underlying Reasons Behind Observable Behaviors
41(2)
Conclusion
43(1)
Tips for Administrators, Teachers, and Support Staff
44(1)
Chapter 2 Establishing Culture, Climate, and the Learning Environment for SEL in Elementary Schools Vignette: A Tale of Two Schools
45(48)
Establishing a Deep-Rooted Positive Culture and Maintaining a Healthy Climate
48(4)
Creating Effective and Meaningful Physical and Cultural Environments in Elementary School
52(39)
The Physical Environment
56(6)
The Cultural Environment
62(29)
Conclusion
91(1)
Tips for Administrators, Teachers, and Support Staff
91(2)
Chapter 3 Building a Schoolwide Foundation for SEL in Elementary Schools Vignette: Implementing Learning Environment Norms
93(64)
Establishing Schoolwide Social-Emotional Learning in Elementary Schools
95(3)
Creating a Mission, a Vision, Shared Collective Commitments, and Goals That Support and Promote SEL
98(3)
Developing Schoolwide Action Plans and Setting Goals
101(52)
Positive Culture and Healthy Climate
103(13)
Safe and Effective Learning Environments
116(13)
Authentic, High-Quality SEL Instruction
129(9)
Multilayered Systems Responding to School and Student Needs
138(15)
Conclusion
153(3)
Tips for Administrators, Teachers, and Support Staff
156(1)
Chapter a Effective SEL Teaching Practices and Strategies in Elementary Schools Vignette: Teaching and Supporting Daniel
157(66)
Ten Practices to Teach and Integrate Social-Emotional Skills
159(58)
1 Transitions
159(5)
2 Student Goal Setting
164(6)
3 SEL Daily Routines
170(12)
4 Picture Book Read-Alouds and Reading Comprehension Strategies
182(3)
5 Social-Emotional Learning During Play
185(7)
6 SEL-Focused Partner or Group Games
192(8)
7 SEL Journal Writing
200(4)
8 SEL Projects
204(6)
9 Teachable Moments
210(5)
10 SEL Classroom Learning Centers and Menus
215(2)
Connecting Multiple Practices to Deepen SEL
217(3)
Conclusion
220(1)
Tips for Administrators, Teachers, and Support Staff
221(2)
Chapter 5 Effective SEL Lesson Planning Vignette: Team Planning for SEL
223(70)
Supporting the Differentiation of SEL in Elementary School
229(9)
Content
230(2)
Process
232(4)
Product
236(1)
Environment
237(1)
SEL Planning Tools for Elementary Teachers
238(53)
Purposeful and Proactive Planning to Lift Engagement, Provide Differentiation, and Support Behavior
238(7)
Planning for SEL Direct Instruction and Integrating SEL With Academic Learning
245(46)
Conclusion
291(1)
Tips for Administrators, Teachers, and Support Staff
291(2)
Chapter 6 Monitoring Student Learning of SEL Vignette: Determining If Teaching SEL Is Actually Making a Difference
293(22)
Understanding the Value of Collaboratively Created Common Formative SEL Assessments
296(1)
Creating SEL Common Formative Assessments
296(18)
Ways to Measure SEL Skills Throughout the School Day
302(2)
Analyzing Data From Common Formative Assessments
304(8)
Individual Student Data Considerations
312(2)
Conclusion
314(1)
Tips for Administrators, Teachers, and Support Staff
314(1)
Appendix
315(18)
SEL Transition Activities
317(10)
Interactive Whiteboard Daily Routine Examples
327(4)
SEL Journal Prompts
331(2)
References and Resources 333(16)
Index 349