An online course in social and emotional learning.
Office of the Supt. of Public Instruction, State of Washington. (Oct. 2017) Learn more.
Office of the Supt. of Public Instruction, State of Washington. (Oct. 2017) Learn more.
Edutopia. (Oct. 2017) Learn more.
TrustEd. (Oct. 2017) Learn more.
New York Times. (Oct. 2017) Learn more.
The 74. (Oct. 2017) Learn more.
Education Week white paper. (Oct. 2017) Learn more.
Patrick Kyllonen, Educational Testing Service A series of blogs about international efforts to measure SEL The so-called Confucian Asian countries, including Singapore, Hong Kong, Korea, and Japan[1] produce the highest achieving students in the world based on their scores on international mathematics, reading, science, and problem solving tests (e.g., TIMSS; PISA 2015; PISA 2012). According to Magdalena Mok and Gerald Wu from the Education University of Hong Kong, this at least partly reflects the “examination-driven and achievement-oriented” learning environments stemming from traditional Confucian philosophy. Economic growth over the past 35 years suggests that Asia’s success is not confined to test scores. What may be surprising to Westerners is the degree to which these examination-driven countries have embraced social-emotional learning (SEL) […]
By Millicent Mooring, 3C Institute It’s well established that strong social and emotional (SE) skills are key to doing well in school—not only socially but also academically—and the earlier they’re learned, the better. To effectively intervene with students who are struggling, schools must first assess which students need help in which areas. Unfortunately, traditional survey methods for SE skills assessment require considerable staff time, making them costly and time-consuming to implement. Furthermore, the results aren’t always reliable due to inconsistent administration and students’ altering their behavior because they know they’re being tested. Designed and developed with funding from the U.S. Department of Education, Zoo U delivers a research-proven, game-based performance assessment of upper elementary aged children’s SE skills (grades 2-5); providing schools with […]
By Paul LeBuffe Research has clearly demonstrated that social and emotional competence is critical to students’ success in school. In the most widely cited study, Durlak and colleagues reviewed 213 studies and reported that school-based programs that promote students’ social and emotional competence result in an average 11 percentile point gain on academic achievement tests. This and similar research findings have led several states and local school districts to adopt social and emotional learning standards. These standards, in turn, have created interest in assessing social and emotional skills in students, which is reflected in the most recent federal education law, the Every Student Succeeds Act, or ESSA. The new law requires that states develop an accountability system that encompasses both […]
By Tenelle Porter, University of California, Davis Visualize something you’ve always been pretty good at–maybe it’s a skill or subject in school that came easily to you, something that made you think “I’m a natural!” Now, think about something you really struggled with but eventually learned. Maybe it’s playing an instrument, or solving quadratic equations — something that took effort, practice, and lots of failure, but that eventually you got. Research tells us that both of these experiences probably informed your “theories” about how abilities work. One belief you may have developed is that abilities are fixed; this view says that we come into the world good at some things and bad at others and we stay that […]