Talk:Cognition and Instruction/Social-Emotional Learning

The reason why we chose the sub-topics of self-management, self-awareness, social awareness, relationship skills and responsible decision making is because these are important factors of social emotional learning. The sub-topics are important skills which one should acquire. These skills contribute to social situations where emotions has a big role in influencing those situations. If one cannot manage their emotions well, then this will influence social situations in a negative way. This is why we chose these sub-topics to teach people how to manage their emotions, build positive relationships with people and how to make responsible decisions.

We plan on developing this chapter by describing each sub-topic and raising awareness on common problems that may occur in each case. Those problems can be easily avoided through our detailed explanation of the sub-topics. This chapter will also discuss how these skills will benefit students on an academic and social level.

peer review
The information in this chapter was clearly written and easy to understand. The various aspects involved in social emotional learning were covered well.

I feel that this information is more suitable for a first or second year course, though, because it does not go into depth. The material covered is just basic definition and explanation.

I think this chapter could be improved by adding information about how learning is affected when there is a breakdown in one or more of the SEL mechanisms. How might this impact teaching and what effects does it have on cognition or how is cognition involved in the breakdown? Is there any research, especially current research, being done in this area?

EDUC320CLB (discuss • contribs) 00:15, 8 November 2015 (UTC)

Peer Review
The chapter on Social-Emotional Learning has a very clear layout, and although the chapter is each of the competencies is well explained in its own section. One of the strongest features of the draft chapter is that each paragraph has a clear topic sentence. As a reader, it is clear what the section will be discussing, and is extremely helpful that the authors defined the concept right at the beginning so that it may be understood before reading further into the section. The format is also very easy to follow as each of the sections follows the same layout and the writing seems to be consistently in the same voice. One area that could be improved is the application of theory (each competency) to a classroom or educational setting. While the theory portion of the chapter is clear, and the authors address why social-emotional learning is important, there needs to be more of how social-emotional learning could be taught in school, or how a teacher might incorporate one of the competencies into their lesson. Is it better to have a lesson that focuses explicitly on teaching one of the competencies, or should educators find a way to include it in their lesson plan? Looking at studies on social-emotional learning in the classroom could refine this, and also looking into some programs or that educators use to teach SEL. For example, in Canada, the CASEL approach is most common for teaching SEL, where rather than the skills or competencies being explicitly taught, the relationships between the teacher and the students are models of the competency the teacher is trying to implement. Khikida (discuss • contribs) 23:46, 7 November 2015 (UTC)