1. Pedagogy supporting SEL
1.1. Brain based learning
1.1.1. Cognitive development
1.1.2. Everyone learns differently
1.1.3. Is a process
1.1.4. Enhanced by challenge
1.1.5. Focused attention & Peripheral attention
1.1.6. Conscious & unconscious processes
1.2. Growth Mindset
1.2.1. Embrace challenges
1.2.2. Learn from experience
1.2.3. Value the process
1.2.4. Accept feedback
1.3. Multiple Inteligence
1.3.1. Intellectual abilities
1.3.2. Ways to demonstrate knowledge
1.3.3. Options for student expression
1.4. Markerspace
1.4.1. Creative spaces
1.4.2. Create
1.4.3. Invent
1.4.4. Learn
1.4.5. Engage
1.4.6. Collaborate
2. Stages of development
2.1. Benefits of understanding developmental stages
2.1.1. Provides starting point for planning
2.1.2. Enables meaningful lessons
2.1.3. Support learning better
2.2. Developmental milestones
2.2.1. Physical growth
2.2.1.1. Using muscles
2.2.2. Sensory and motor development
2.2.2.1. Using hands
2.2.3. Language development
2.2.3.1. Using body language/speaking
2.2.4. Cognitive development
2.2.4.1. Thinking skills
2.2.5. Social and emotional development
2.2.5.1. Having relationships
2.2.6. Age-specific
3. Social emotional development
3.1. Understanding other's feelings
3.2. Controlling feelings/behaviors
3.3. Connecting with others
3.4. Feel empathy
3.5. Managing emotions
3.6. Build healthy relationships
3.7. Gains confidence
3.8. Resolves conflict
3.9. Manages stress/anxiety
3.10. Impacts chance of success
3.11. Developed through positive adult relationships
4. Teaching strategy
4.1. Arouse all senses
4.2. Help students relax
4.3. Stimulate social skills
4.4. Add challenges
4.5. Integrate art and music into lessons
4.6. Setup learning folders
5. Culturally Relevant and Responsive Teaching
5.1. Validate student identities:
5.1.1. Environment
5.1.2. Curriculum
5.1.3. Instructional methods
5.2. Embrace diversity
5.2.1. Students of colour
5.2.2. English language learners
5.2.3. Marginalized communities
5.3. Important underpinnings
5.3.1. High expectations
5.3.2. Cultural competence
5.3.3. Critical consciousness
5.4. Inclusive Education
5.4.1. Recent immigrants
5.4.2. Low income families
5.4.3. Indigenous families
5.4.4. Marginalized communities
5.5. Standards of Practice
5.5.1. Commitment to students &student learning
5.5.2. Leadership in learning communities
5.5.3. Ongoing professional development
5.5.4. Professional knowledge
5.5.5. Professional practice
6. Relational Skills
6.1. Establish and maintain healthy relationships
6.2. Diverse relationships
6.2.1. Individuals
6.2.2. Groups
6.2.3. Perspectives
6.3. Verbal and non-verbal skills
6.3.1. Clear communication
6.3.2. Active listening
6.3.3. Reading body language
6.3.4. Eye contact
6.3.5. Facial expressions
6.4. Cooperate with others
6.5. Resist inappropriate social pressure
6.5.1. Academic integrity
6.5.2. Smoking
6.5.3. Drinking
6.6. Negotiate conflict constructively
6.7. Seek and offer help as needed
7. Cultivating SEL in schools
7.1. The School Environment:
7.1.1. Classroom interactions
7.1.2. Collaborative work
7.1.3. Build community
7.1.4. Reference literary characters
7.1.5. Give children choices
7.2. The Teacher-Student Relationship
7.2.1. Mutual respect
7.2.2. Positive attitude
7.2.3. Show interest
7.2.4. Greetings
7.2.5. Positive body language
7.2.5.1. Eye contact
7.2.5.2. Facial expressions
7.2.6. Encourage participation
7.2.7. Provide emotional support
7.2.7.1. Active listening
7.3. Positive Learning Environments
7.3.1. Sense of belonging
7.3.2. Challenging opportunities
7.3.3. Model self regulation
7.3.4. Flexible classrooms
7.3.4.1. Reflect student needs
7.3.4.2. Lots of options
8. Teaching strategies
8.1. Review skills consistently
8.2. Practice new skills consistently
8.3. Provide learners appropriate feedback
8.4. Create a safe-space
8.5. Understand class preferences
9. Responsible Decision Making
9.1. Inappropriate decisions as a developmental issue
9.2. Constructive choices
9.3. Is a process
9.3.1. Evaluate situation
9.3.2. Analyza options
9.3.3. Consider consequences
9.3.4. Solve the problem
9.3.5. Consider ethical responsibility
9.3.6. Evaluate and reflect
10. Teaching strategies
10.1. Model good decision making
10.2. Consider needs vs. wants
10.3. Problem solving as a group
10.3.1. Anonymously
10.3.2. Brainstorm bonanza
10.3.3. Survivor scenarios
11. Knowing Your Learners
11.1. Plan programs appropriately
11.2. Better prepared for learners
11.3. Better see progress
11.4. Differentiated practice
12. Social emotional learning
12.1. Developing self-awareness
12.2. Developing self-control
12.3. Able to cope with everyday stress
12.4. Effective problem solving
12.5. Self-discipline
12.6. Impulse control
12.7. Developing interpersonal skills
12.8. Long-term effects on learner
12.9. Is a proccess
12.10. 5 competencies critical for wellbeing/educational attainment
12.10.1. Self-awareness
12.10.2. Self-management
12.10.3. Social awareness
12.10.4. Relational skills
12.10.5. Responsible decision making
13. Self-Awareness
13.1. Identifies and understands emotions
13.2. Manages emotions
13.3. Sets and achieves goals
13.4. Feeling and showing empathy
13.5. Establishes and maintains relationships
13.6. Makes responsible decisions
13.7. Having a growth mindset
13.8. Aware of emotional responses
13.9. Accurate self perception
13.10. Self-efficacy
14. Mental Health & Well being
14.1. Reducing Stigma
14.1.1. Discuss mental health issues
14.1.2. Share reliable information
14.1.3. Raise awareness
14.2. Signals
14.2.1. Challenging behaviour
14.2.2. Withdrawn
14.2.3. Anxious
14.3. Factors
14.3.1. Genetic perspective
14.3.1.1. problems in brains development
14.3.1.2. chemical imbalances
14.3.1.3. brain trauma
14.3.2. Environmental factors
14.3.2.1. age
14.3.2.2. gender
14.3.3. High risk:
14.3.3.1. Immigration
14.3.3.2. Low income
14.3.3.3. Special needs
14.4. Supports
14.4.1. Connect with appropriate services
14.4.2. IEP
14.4.3. Help learn social skills
14.4.4. Help with self awareness and self control
15. Mindfullness
15.1. Focus on the present
15.2. Stress management
15.3. Self regulation
15.4. Notice thoughts
15.5. Peaceful music
15.6. Nature sounds
15.7. Managing emotions
16. Teaching considerations
16.1. Recognizing your teaching style
16.1.1. Formal authority
16.1.2. Demonstrator
16.1.3. Facilitator
16.1.4. Delegator
16.2. Strategies
16.2.1. Encourage using strengths
16.2.2. Embrace growth mindset
16.2.3. Develop and monitor goals
16.2.4. Create daily check-in
16.2.5. Teach about emotions
17. Equity in SEL
17.1. Embrace cultural diversity
17.2. Disregard presumptions
17.3. Equitable learning environments
17.4. Build relationships with students
18. Self-Management
18.1. Predicts life outcomes
18.2. Ability to navigate/shift thougths
18.3. Ability to navigate/shift emotions
18.4. Cognitive abilities required
18.4.1. Thinking
18.4.2. Planning
18.4.3. Decision making
18.4.4. Problem solving
18.5. Skills to master
18.5.1. Impulse control
18.5.2. Stress management
18.5.3. Self-discipline
18.5.4. Goal setting
18.5.5. Motivation
18.5.6. Self-organization
19. Teaching strategies
19.1. If-then statements
19.2. Awareness of when students learn best
19.3. Breathing techniques
19.4. Pausing, calming, visualizing
20. Social Awareness
20.1. Taking perspectives of others
20.2. Appreciate and respect diversity
20.3. Emphasize with others
20.4. Understanding social/ethical norms of behavior
20.5. Recognize multiple supports
20.6. Easily adaptable to environment
20.7. Fewer disruptive behaviors
20.8. Engage in constructive communication
21. Teaching strategies
21.1. Explore social-emotional themes with read aloud
21.2. Build community
21.3. Work in partners
21.4. Teach how to work in groups
21.5. Create a peace corner
21.6. Start the day with personal connection
21.7. Teach conflict management
22. Teaching Considerations
22.1. Positive relationships
22.2. Positive class environment
22.3. Praise good behaviour
22.4. Know your students
22.5. High academic expectations
23. Teaching strategies
23.1. Model strategies
23.2. Implement breathing techniques
23.3. Play soothing music
23.4. Practise kindness
24. Teaching Considerations
24.1. Set clear expectations
24.2. Positive relationships
24.3. Positive class environment
24.4. Praise good behaviour
24.5. High academic expectations
24.6. Know your students
25. Legend
25.1. Arrows
25.1.1. Used to identify close connections between weeks.
25.2. Colored boxes
25.2.1. Each color represents main themes from each week.
25.3. Outlined boxes
25.3.1. Used to identify reoccurring keywords.
25.4. Emojis
25.4.1. Each week has a specific emoji. Emoji's are used to show interconnections between all of the courses learnings.