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Building Blocks for Social-Emotional Learning

Creating Safe, Secure, and Successful Elementary Schools

Support the growth of your students with meaningful, effective social-emotional learning. You’ll engage in deep reflection and discover ways to refine instruction, lesson planning, and assessment; promote whole-child development; and foster a productive learning environment for all.

Benefits

  • Gain a deeper understanding of students’ neurological development.
  • Learn the benefits of social-emotional learning.
  • Create a culture of social-emotional learning across entire schools.
  • Plan and teach for social-emotional learning.
  • Assess students on their social-emotional progress in order to encourage continual growth.

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Building Blocks for Social-Emotional Learning

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TABLE OF CONTENTS

Introduction: Why Teach Social-Emotional Learning to All?
Chapter 1: What Is Social-Emotional Learning?
Chapter 2: Establishing Culture, Climate, and the Learning Environment for SEL in Elementary Schools
Chapter 3: Building a Schoolwide Foundation for SEL in Elementary Schools
Chapter 4: Effective SEL Teaching Practices and Strategies in Elementary Schools
Chapter 5: Effective SEL Lesson Planning
Chapter 6: Monitoring Student Learning of SEL
Appendix

STUDY GUIDE

REPRODUCIBLES

Introduction

Chapter 1

Chapter 2

Chapter 3

Chapter 4

Chapter 5

Chapter 6

Appendix

SUGGESTED RESOURCES

Books

  • Buffum, A., Mattos, M., Weber, C., & Hierck, T. (2015). Uniting academic and behavior interventions: Solving the skill or will dilemma. Bloomington, IN: Solution Tree Press.
  • Collado, W., Hollie, S., Isiah, R., Jackson, Y., Muhammad, A., Reeves, D., & Williams, K. (2021). Beyond conversations about race: A guide for discussions with students, teachers, and communities. Bloomington, IN: Solution Tree Press.
  • Conzemius, A. E., & O’Neill, J. (2014). The handbook for SMART school teams: Revitalizing best practices for collaboration (2nd ed.). Bloomington, IN: Solution Tree Press.
  • DuFour, R., DuFour, R., Eaker, R., & Many, T. (2010). Learning by doing: A handbook for Professional Learning Communities at Work® (2nd ed.). Bloomington, IN: Solution Tree Press.
  • DuFour, R., DuFour, R., Eaker, R., Many, T. W., & Mattos, M. (2016). Learning by doing: A handbook for Professional Learning Communities at Work® (3rd ed.). Bloomington, IN: Solution Tree Press.
  • Eaker, R., & Marzano, R. J. (Eds.). (2020). Professional Learning Communities at Work® and High Reliability Schools™: Cultures of continuous learning. Bloomington, IN: Solution Tree Press.
  • Hannigan, J., Hannigan, J. D., Mattos, M., & Buffum, A. (2021). Behavior solutions: Teaching academic and social skills through RTI at Work™. Bloomington, IN: Solution Tree Press.
  • Immordino-Yang, M. H., & Faeth, M. (2010). The role of emotion and skilled intuition in learning. In D. A. Sousa (Ed.), Mind, brain, & education: Neuroscience implications for the classroom (pp. 69–83). Bloomington, IN: Solution Tree Press.
  • Kerr, D., Hulen, T. A., Heller, J., & Butler, B. K. (2021). What about us? The PLC at Work® process for grades preK–2 teams. Bloomington, IN: Solution Tree Press.
  • Muhammad, A. (2009). Transforming school culture: How to overcome staff division. Bloomington, IN: Solution Tree Press.
  • Willis, J. (2010). The current impact of neuroscience on teaching and learning. In D. A. Sousa (Ed.), Mind, brain, & education: Neuroscience implications for the classroom (pp. 45–67). Bloomington, IN: Solution Tree Press.

Websites