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. Social emotional learning
4.1. Developing self-awareness
4.2. Developing self-control
4.3. Able to cope with everyday stress
4.4. Effective problem solving
4.5. Self-discipline
4.6. Impulse control
4.7. Developing interpersonal skills
4.8. Long-term effects on learner
4.9. Is a proccess
4.10. 5 competencies critical for wellbeing/educational attainment
4.10.1. Self-awareness
4.10.2. Self-management
4.10.3. Social awareness
4.10.4. Relational skills
4.10.5. Responsible decision making
5. Self-Awareness
5.1. Identifies and understands emotions
5.2. Manages emotions
5.3. Sets and achieves goals
5.4. Feeling and showing empathy
5.5. Establishes and maintains relationships
5.6. Makes responsible decisions
5.7. Having a growth mindset
5.8. Aware of emotional responses
5.9. Accurate self perception
5.10. Self-efficacy
6. Mental Health & Well being
6.1. Reducing Stigma
6.1.1. Discuss mental health issues
6.1.2. Share reliable information
6.1.3. Raise awareness
6.2. Signals
6.2.1. Challenging behaviour
6.2.2. Withdrawn
6.2.3. Anxious
6.3. Factors
6.3.1. Genetic perspective
6.3.1.1. problems in brains development
6.3.1.2. chemical imbalances
6.3.1.3. brain trauma
6.3.2. Environmental factors
6.3.2.1. age
6.3.2.2. gender
6.3.3. High risk:
6.3.3.1. Immigration
6.3.3.2. Low income
6.3.3.3. Special needs
6.4. Supports
6.4.1. Connect with appropriate services
6.4.2. IEP
6.4.3. Help learn social skills
6.4.4. Help with self awareness and self control
7. Mindfullness
7.1. Focus on the present
7.2. Stress management
7.3. Self regulation
7.4. Notice thoughts
7.5. Peaceful music
7.6. Nature sounds
7.7. Managing emotions
8. Equity in SEL
8.1. Embrace cultural diversity
8.2. Disregard presumptions
8.3. Equitable learning environments
8.4. Build relationships with students
9. Teaching considerations
9.1. Recognizing your teaching style
9.1.1. Formal authority
9.1.2. Demonstrator
9.1.3. Facilitator
9.1.4. Delegator
9.2. Strategies
9.2.1. Encourage using strengths
9.2.2. Embrace growth mindset
9.2.3. Develop and monitor goals
9.2.4. Create daily check-in
9.2.5. Teach about emotions
10. Teaching strategy
10.1. Arouse all senses
10.2. Help students relax
10.3. Stimulate social skills
10.4. Add challenges
10.5. Integrate art and music into lessons
10.6. Setup learning folders
11. Culturally Relevant and Responsive Teaching
11.1. Validate student identities:
11.1.1. Environment
11.1.2. Curriculum
11.1.3. Instructional methods
11.2. Embrace diversity
11.2.1. Students of colour
11.2.2. English language learners
11.2.3. Marginalized communities
11.3. Important underpinnings
11.3.1. High expectations
11.3.2. Cultural competence
11.3.3. Critical consciousness
11.4. Inclusive Education
11.4.1. Recent immigrants
11.4.2. Low income families
11.4.3. Indigenous families
11.4.4. Marginalized communities
11.5. Standards of Practice
11.5.1. Commitment to students &student learning
11.5.2. Leadership in learning communities
11.5.3. Ongoing professional development
11.5.4. Professional knowledge
11.5.5. Professional practice
12. Self-Management
12.1. Predicts life outcomes
12.2. Ability to navigate/shift thougths
12.3. Ability to navigate/shift emotions
12.4. Cognitive abilities required
12.4.1. Thinking
12.4.2. Planning
12.4.3. Decision making
12.4.4. Problem solving
12.5. Skills to master
12.5.1. Impulse control
12.5.2. Stress management
12.5.3. Self-discipline
12.5.4. Goal setting
12.5.5. Motivation
12.5.6. Self-organization
13. Teaching strategies
13.1. If-then statements
13.2. Awareness of when students learn best
13.3. Breathing techniques
13.4. Pausing, calming, visualizing
14. Social Awareness
14.1. Taking perspectives of others
14.2. Appreciate and respect diversity
14.3. Emphasize with others
14.4. Understanding social/ethical norms of behavior
14.5. Recognize multiple supports
14.6. Easily adaptable to environment
14.7. Fewer disruptive behaviors
14.8. Engage in constructive communication
15. Teaching strategies
15.1. Explore social-emotional themes with read aloud
15.2. Build community
15.3. Work in partners
15.4. Teach how to work in groups
15.5. Create a peace corner
15.6. Start the day with personal connection
15.7. Teach conflict management
16. Relational Skills
16.1. Establish and maintain healthy relationships
16.2. Diverse relationships
16.2.1. Individuals
16.2.2. Groups
16.2.3. Perspectives
16.3. Verbal and non-verbal skills
16.3.1. Clear communication
16.3.2. Active listening
16.3.3. Reading body language
16.3.4. Eye contact
16.3.5. Facial expressions
16.4. Cooperate with others
16.5. Resist inappropriate social pressure
16.5.1. Academic integrity
16.5.2. Smoking
16.5.3. Drinking
16.6. Negotiate conflict constructively
16.7. Seek and offer help as needed
17. Cultivating SEL in schools
17.1. The School Environment:
17.1.1. Classroom interactions
17.1.2. Collaborative work
17.1.3. Build community
17.1.4. Reference literary characters
17.1.5. Give children choices
17.2. The Teacher-Student Relationship
17.2.1. Mutual respect
17.2.2. Positive attitude
17.2.3. Show interest
17.2.4. Greetings
17.2.5. Positive body language
17.2.5.1. Eye contact
17.2.5.2. Facial expressions
17.2.6. Encourage participation
17.2.7. Provide emotional support
17.2.7.1. Active listening
17.3. Positive Learning Environments
17.3.1. Sense of belonging
17.3.2. Challenging opportunities
17.3.3. Model self regulation
17.3.4. Flexible classrooms
17.3.4.1. Reflect student needs
17.3.4.2. Lots of options
18. Teaching strategies
18.1. Review skills consistently
18.2. Practice new skills consistently
18.3. Provide learners appropriate feedback
18.4. Create a safe-space
18.5. Understand class preferences
19. Responsible Decision Making
19.1. Inappropriate decisions as a developmental issue
19.2. Constructive choices
19.3. Is a process
19.3.1. Evaluate situation
19.3.2. Analyza options
19.3.3. Consider consequences
19.3.4. Solve the problem
19.3.5. Consider ethical responsibility
19.3.6. Evaluate and reflect
20. Teaching strategies
20.1. Model good decision making
20.2. Consider needs vs. wants
20.3. Problem solving as a group
20.3.1. Anonymously
20.3.2. Brainstorm bonanza
20.3.3. Survivor scenarios
21. Knowing Your Learners
21.1. Plan programs appropriately
21.2. Better prepared for learners
21.3. Better see progress
21.4. Differentiated practice
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.