EDF5763 · Promoting and sustaining social and emotional learning in educational contexts

Overview

Social and Emotional Learning (SEL) now forms a key component in most school policies and programming. Educators and administrators are becoming increasingly aware of the new to reinforce emotional wellbeing in order to promote social cohesion. This unit focuses on five key SEL competencies introduced and reinforced in this unit include: self-awareness, social awareness, responsible decision-making, self-management and relationship skills. It uses a four-pronged teaching and learning approach. At the outset, the unit focuses on developing an understanding for the importance of teachers knowing their own SEL. It examines existing theories on emotional intelligence and how teachers can identify their own strengths, limitations and attitudes towards teaching and student learning. Additionally, it looks at students and the importance for the teacher to recognize each individual student in their charge and the student’s personal SEL. It looks at key understandings that teachers should know and apply as they work on being more effective in their teaching and learning processes. Building on this, the unit considers how schools can successfully embed and expand SEL by understanding issues and constraints and addressing them proactively at the institutional level through decision-making models that use a strong research-based evidence, policy and practice nexus. Finally, it will explore how parents, families and communities through viable partnerships and relationships can provide contextual clarity to SEL in schools especially for the individual student.

Offerings

Assessment

The Handbook does not list a final examination among the assessment items. That is not a guarantee there is none.

Assessment details may change. Please refer to the assessment information in Moodle closer to the start of the teaching period.

Requisites

Learning outcomes

1. demonstrate an understanding of a body of knowledge that includes the understanding of on-going developments in social and emotional learning (SEL) and its professional practice in schools by teachers in particular as well as school leaders, parents and communities
2. synthesize evidence of knowledge of research principles and methods related to SEL research, and the application of evidence-based SEL practices and programs within schools
3. generate and evaluate complex ideas and concepts at an abstract level around SEL related research, practice and policy currently applicable at micro, meso and macro levels of research, practice and policy analysis, using cognitive, technical and creative skills
4. justify and interpret theoretical propositions, methodologies, conclusions and professional decisions taken within educational institutions in relation to SEL
5. design, evaluate, implement, analyse and theorise about SEL developments within educational institutions that contribute to knowledge, improved professional practice or research scholarship
6. demonstrate a high level of personal autonomy and accountability in the development of relevant research/program plans for educational institutions that you are focusing upon such as kindergartens, early childhood centres, classrooms, mainstream, special or specialist schools, technical institutions and colleges.

Workload

The minimum total expected workload to achieve the learning outcomes for this unit is 144 hours per teaching period comprising a mixture of scheduled learning activities and independent study. Usually, you can expect to engage with: • 12 hours of scheduled learning delivered on campus via weekly/regular directed learning activities, 12 hours of scheduled learning delivered online via a combination of synchronous and asynchronous directed learning activities, and the remaining hours to be allocated towards self-directed/independent study OR • 24 hours of scheduled learning delivered online via a combination of synchronous and asynchronous directed learning activities, and the remaining hours to be allocated towards self-directed/independent study^ ^ International students studying in Australia are not permitted to undertake this scheduled learning delivery mode Scheduled learning activities may include a combination of teacher directed learning, peer directed learning and online engagement.

Student experience, not official rules. Nothing here changes what the Handbook says.