Social and Emotional

Learning (SEL)

CHERRYN SUSAN B. YAGUE

 Social Skills
Social-emotional learning (SEL) is
Collaborative for “the process through which all young
Academic, Social, people and adults acquire and apply
and Emotional, the knowledge, skills, and attitudes to
Learning (CASEL) develop healthy identities, manage
emotions and achieve personal and
collective goals, feel and show
Social awareness and empathy for others, establish and
relationship skills are maintain positive relationships, and
two of the five make responsible and caring
components that decisions.”
make up 
CASEL’s model of SEL
.
 Social Skills
Social Awareness - Example: A history teacher
involves the cultivates students’ empathy by
ability to encouraging them to “put
understand and themselves in the shoes” of
empathize with people on opposing sides of
others, history to help them understand
both how they came to their
particularly with
views in the first place and why
people from certain decisions were made.
different
backgrounds
than one’s own.
Skills that develop social awareness

• Identifying social cues (verbal, physical) to determine how others

feel
• Taking others’ perspectives
• Demonstrating empathy and compassion
• Showing concern for the feelings of others
• Understanding and expressing gratitude
• Recognizing strengths in others
• Identifying diverse social norms, including unjust ones
• Recognizing situational demands and opportunities
• Caring about and being motivated to contribute to the well-being of
one’s family, friends, school, community, the environment, and the
greater good
 Social Skills
Example:
Relationship skills - is
the ability to build To encourage teamwork in lab
positive relationships, groups at the beginning of the
especially with diverse year, a chemistry teacher has
individuals and groups,
using a variety of
students practice positive
methods such as active communication skills such as
listening, and listening, conflict resolution, and
communication and
conflict resolution
cooperation.
skills. These skills also
include the ability to
resist pressure and to
seek out and offer help.
 Relationship skills include:

• Initiating contact with others and cultivating friendship

• Sharing one’s thoughts and feelings (appropriately)
• Communicating effectively
• Developing positive relationships
• Demonstrating cultural humility
• Practicing teamwork and collaborative problem-solving
• Resolving conflicts constructively
• Approaching relationships with positive presuppositions
• Resisting negative social pressure
• Resisting stereotypes
• Standing up for the rights of others
• Showing leadership in groups
• Seeking or offering support and help when needed
 Social Skills
Prosocial skills
SEL Factors
Sharing
Teamwork
Ability to respond to Relationship building
social cues and interpret
other people’s behavior,
navigate social situations, Communication
communicate effectively,
interact positively with Empathy
peers and adults, and pro-
social behavior such as Relationship repair
having empathy and
helping others, sharing
and collaboration.
 SEL Factors Social Skills

Social Skills
Prosocial skills - Voluntary
Ability to respond to social cues
and interpret other people’s
actions specifically
behavior, navigate social situations,
communicate effectively, interact
intended to benefit or
positively with peers and adults,
and pro-social behavior such as improve the well-being of
another individual or
having empathy and helping
others, sharing and collaboration.

group of individuals.
 Social Skills

SEL Factors
Sharing -The joint use of a
resource or space. It is also
Social Skills
Ability to respond to social
the process of dividing and
cues and interpret other people’s
behavior, navigate social distributing.
situations, communicate
effectively, interact positively
with peers and adults, and pro-
social behavior such as having
empathy and helping others,
sharing and collaboration.
 Social Skills

SEL Factors
Teamwork - Involve a
group of people working
Social Skills
Ability to respond to social
together to complete a
cues and interpret other people’s
behavior, navigate social
situations, communicate
shared goal.
effectively, interact positively
with peers and adults, and pro-
social behavior such as having
empathy and helping others,
sharing and collaboration.
 Social Skills

SEL Factors
Relationship building -
Identifying shared values,
activating the give-get
Social Skills
Ability to respond to social
cycle, and accomplishing
cues and interpret other people’s
behavior, navigate social
situations, communicate
goals together.
effectively, interact positively
with peers and adults, and pro-
social behavior such as having
empathy and helping others,
sharing and collaboration.
 Social Skills

SEL Factors
Communication-
Social Skills
A process by which
Ability to respond to social
cues and interpret other people’s
information is exchanged
behavior, navigate social
situations, communicate between individuals
through a common system
effectively, interact positively
with peers and adults, and pro-
social behavior such as having
empathy and helping others,
sharing and collaboration. of symbols, signs, or
behavior.

SEL Factors
Social Skills
Ability to respond to social
cues and interpret other people’s
behavior, navigate social
situations, communicate
effectively, interact positively
with peers and adults, and pro-
social behavior such as having
empathy and helping others,
sharing and collaboration.
Social Skills
Empathy - The action of
understanding, being aware of,
being sensitive to, and
vicariously experiencing the
feelings, thoughts, and
experience of another of either
the past or present without
having the feelings, thoughts,
and experience fully
communicated in an objectively
explicit manner
 Social Skills

SEL Factors Relationship repair -

Reconciliation, Intention
Assignment, Forgiveness,
Social Skills
Ability to respond to social
and Conflict Resolution
cues and interpret other people’s
behavior, navigate social
situations, communicate
effectively, interact positively
with peers and adults, and pro-
social behavior such as having
empathy and helping others,
sharing and collaboration.
Template
 1. Indicate the following
information as indicated in the
template
Grade level
Subject
School
Division
Name of teachers
Guidelines e-mail address
cell phone

2. The content standards and

learning competencies are copied
from the curriculum (MELC).
When the MELCS are changed or
updated, map the same contents
with the old competencies.
  3. Indicate the SEL factor(s) that will
be integrated with each learning
competency. You can select one or
more out of the five SEL factors to be
integrated with the learning
competency. When selecting the
number of SEL factors to be made,
consider the complexity of the
learning competency, amount of
Guidelines content, and how helpful is the SEL
factor to be taught in that learning
competency.
  4. Indicate the corresponding SEL
subfactor for the SEL factor selected.
This will focus the content of the
learning competency to be written.
 5. When writing the SEL competency,
follow SMART:

Specific: The competency has observable behavioral

terms.

Guidelines
Measurable: The competency indicate the target
level of achievement.

Attainable: The competency can be realistically

attained given the conditions

Results-Oriented: The competency has a

corresponding performance indicator

Relevant: The competency is relevant to the

specific SEL factor and subfactor.

Time-bound: The competency can be implemented

within the given time frame.
 6. The SEL competency
that will be written
needs to match the
content of the learning
competency.
Guidelines  7. The SEL competency
can be attained either in
the school or out of the
school setting (i. e.
home, community, etc)
Example
Example
Template and slides

 https://drive.google.com/drive/folders/
1pHrokD9LVxgUyGLwKM09gvB7DZBcz
g0a?usp=share_link
 Send me a message in my Instagram to get
a copy of the slides
 @carlo2020feb
Nancy Frey and Douglas Fisher. The gradual release of responsibility model of instruction
suggests that cognitive work should shift slowly and intentionally from teacher modeling, to
joint responsibility between teachers and students, to independent practice and application by
the learner (Pearson & Gallagher, 1983).
SEL is the vital framework through which people of all ages acquire skills in
working towards their own unique goals, comprehending and managing their
emotions, nurturing positive relationships, making informed choices, and feeling
and exhibiting empathy. Learning SEL provides students and young people with
the abilities required to succeed in life, both within their school and beyond.
 SEL Framework

 Social and
Emotional
Learning by
Frey, Fisher,
and Smith
(2018)
 Supported by
the Wallace
Foundation
Model
 SEL Framework


Social and emotional learning (SEL) is an integral part of education and human development. SEL is the
process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop
healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others,
establish and maintain supportive relationships, and make responsible and caring decisions.

SEL advances educational equity and excellence through authentic school-family-community partnerships to
establish learning environments and experiences that feature trusting and collaborative relationships, rigorous and
meaningful curriculum and instruction, and ongoing evaluation. SEL can help address various forms of inequity and
empower young people and adults to co-create thriving schools and contribute to safe, healthy, and just communities.
 SEL Framework

Nancy Frey, Douglas Fisher, and Dominique Smith offer a solution: a

comprehensive, five-part model of SEL that's easy to integrate into everyday
content instruction, no matter what subject or grade level you teach. You will learn
the hows and whys of:
 Building students' sense of identity and confidence in their ability to learn,
overcome challenge, and influence the world around them;
 Helping students identify, describe, and regulate their emotional responses;
 Promoting the cognitive regulation skills critical to decision making and
problem solving;
 Fostering students' social skills, including teamwork and sharing, and their
ability to establish and repair relationships; and
 Equipping students to becoming informed and involved citizens.