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A Co-Teaching Insight on SEL Curriculum Development and Implementation

A Co-Teaching Insight on SEL Curriculum Development and Implementation

Abigail Rose Smurr, Candace M. Cano
Copyright: © 2021 |Pages: 25
ISBN13: 9781799849063|ISBN10: 1799849066|EISBN13: 9781799849070
DOI: 10.4018/978-1-7998-4906-3.ch003
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MLA

Smurr, Abigail Rose, and Candace M. Cano. "A Co-Teaching Insight on SEL Curriculum Development and Implementation." Multifaceted Strategies for Social-Emotional Learning and Whole Learner Education, edited by Carissa McCray, IGI Global, 2021, pp. 39-63. https://doi.org/10.4018/978-1-7998-4906-3.ch003

APA

Smurr, A. R. & Cano, C. M. (2021). A Co-Teaching Insight on SEL Curriculum Development and Implementation. In C. McCray (Ed.), Multifaceted Strategies for Social-Emotional Learning and Whole Learner Education (pp. 39-63). IGI Global. https://doi.org/10.4018/978-1-7998-4906-3.ch003

Chicago

Smurr, Abigail Rose, and Candace M. Cano. "A Co-Teaching Insight on SEL Curriculum Development and Implementation." In Multifaceted Strategies for Social-Emotional Learning and Whole Learner Education, edited by Carissa McCray, 39-63. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-4906-3.ch003

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Abstract

Cano and Smurr became co-teachers and developed a social emotional learning (SEL) supplementary curriculum to use along their mandated English Language Arts curricula in their seventh and eighth grade classes. Through a process of research and development, their primary purpose was to identify the effectiveness of social emotional learning curriculum. This chapter will expand on the implementation and the impact of SEL curriculum created by Cano and Smurr; this curriculum was developed and implemented throughout the 2018-2019 school year and demonstrated student responsiveness towards learning and personal well-being. The SEL curriculum is strongly based off CASEL (Collaborative for Academic, Social, and Emotional Learning) standards: self-efficacy, growth mindset, self-management, social awareness, and self-awareness. The assignments impacted student learning in multiple areas such as an avenue of advocacy for learning needs, normalized stigmatized topics in the classroom, and assistance in student self-reflection and metacognition skills.

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