Digital Promise Signature Workspace
Social and Emotional Learning
While integrating academic and social-emotional learning (SEL) has been seen as essential to the whole child approach, COVID-19's devastating impact on teachers, students, and their families/caregivers increased the urgency to develop and nurture SEL, for adults and students alike.
SEL Learner Factors in Math 3-6
Learning is powerful when it is social—when we learn with and from each other.
Math Mindset includes learners' self-concept and self-efficacy beliefs as well as their mindset toward failure, all of which shape their willingness to get involved with mathematics.
Emotions are complex psychological states stemming from our positive and negative experiences.
In our society, there are many stereotypes that exist about the academic abilities of learners based on characteristics such as their race, gender, disability, and socioeconomic status.
Connected Learner Factors
Working Memory, a component of executive functioning, allows a person to temporarily hold and manipulate information to apply in other processes.
Metacognition refers to the ability to think about our own thinking and to pay attention to and control our cognitive processes.
Social Supports are the perception and presence of a support network available to help a student if needed.
Safety is being and feeling physically and psychologically secure at home, at school, and within our neighborhood and larger community.
Strategies that support sel
Math 3-6
Content that is provided in clear, short chunks can support students' Working Memory.
Math 3-6
Building positive and trusting relationships with learners allows them to feel safe; a sense of belonging; and that their academic, cognitive, and social and emotional needs are supported.
Math 3-6
Teaching students how to label, identify, and manage Emotion helps them learn Self-regulation skills.
Math 3-6
Writing freely about one's emotions about a specific activity, such as taking a test, can help students cope with negative Emotion, such as math anxiety.
Math 3-6
Teachers can help students understand that learning involves effort, mistakes, and reflection by teaching them about their malleable brain and modeling their own learning process.
Math 3-6
Setting overall goals, as well as smaller goals as steps to reaching them, encourages consistent, achievable progress and helps students feel confident in their skills and abilities.
Math 3-6
Multiple tables and chairs on wheels allow for setting up the classroom to support the desired learning outcomes of each activity.
Math 3-6
Brain breaks that include movement allow learners to refresh their thinking and focus on learning new information.
Math 3-6
Through short but regular mindfulness activities, students develop their awareness and ability to focus.
Math 3-6
Maintaining consistent classroom routines and schedules ensures that students are able to trust and predict what will happen next.
Math 3-6
When students monitor their comprehension, behavior, or use of strategies, they build their Metacognition.
Math 3-6
When students reframe negative thoughts and tell themselves kind self-statements, they practice positive self-talk.
