Social-Emotional Learning

Study Course Description

Course Description Statuss:Approved

Course Description Version:2.00

Study Course Accepted:17.06.2024 10:09:36

Study Course Information
Course Code:		LSPA_134		LQF level:		All Levels
Credit Points:		2.00		ECTS:		3.00
Branch of Science:		Sports Science		Target Audience:		Pedagogy; Sports Trainer
Study Course Supervisor
Course Supervisor:		Gundega Ulme
Study Course Implementer
Structural Unit:		Latvian Academy of Sport Education (LASE)
The Head of Structural Unit:
Contacts:		LSPA, Brīvības gatve 333, Riga, LV-1006
Study Course Planning
Full-Time - Semester No.1
Lectures (count)		10	Lecture Length (academic hours)		2	Total Contact Hours of Lectures		20
Classes (count)		8	Class Length (academic hours)		2	Total Contact Hours of Classes		16
Total Contact Hours								36
Part-Time - Semester No.1
Lectures (count)		10	Lecture Length (academic hours)		2	Total Contact Hours of Lectures		20
Classes (count)		8	Class Length (academic hours)		2	Total Contact Hours of Classes		16
Total Contact Hours								36
Study course description
Preliminary Knowledge:
Study courses mastered: Teacher’s Professional Skills, Teaching and Learning in the Context of Diversity, Educational Psychology for Teachers, Management of Educational Institution, Business and Accounting, Civil Protection, State Security and Environmental Protection for Sustainable Development, Human Anatomy and Dynamic Anatomy, Pedagogical Foundations in Adapted Physical Activities, Student-Centred Approach in Adapted Physical Activities, Assessment Methods in Adapted Physical Activities, Content of Adapted Physical Activity Programmes, Principles of Ergonomics and Safety in Sport Classes, Functional Limitations and Physical Exercise, General and Physical Activity Biochemistry, General and Age-Specific Physiology and/or Adapted Physical Activities for Students with Mental Development Disorders, APA for Students with Sensory Development Disorders, APA for Students with Behavioural, Learning Disorders and Autism.
Objective:
To promote building of understanding of the importance of social-emotional learning (SEM) in education. Through personal experience, to test and learn to apply five SEM competences: understand yourself, manage yourself, understand others, relationship skills and skills to make responsible decisions. During the course, students will gain an understanding of their skills and their development, learn about each of these competences and their application in the context of education. Students will develop skills to apply SEM promoting teaching techniques and build a relationship-oriented study environment. Understanding these competences will allow the application of assessment approaches meeting the SEM standard: screening, formative and summative assessment.
Topic Layout (Full-Time)
No.	Topic			Type of Implementation		Number	Venue
1	SEM. Learning as a social process. Link of SEM to individual’s mental health.			Lectures		1.00	auditorium
				Classes		1.00	auditorium
2	SEM model. Cognitive, emotional and behavioural competence groups. Five SEM competence groups: – Understand yourself (self-awareness). – Manage yourself (self-management). - Understand others (social awareness). - Relationship skills (get along with others). - Responsible decision-making.			Lectures		2.00	auditorium
				Classes		1.00	auditorium
3	Application of SEM in formal, non-formal and informal education. Standard of social-emotional learning – a list of basic levels indicating what achievements are expected of students in their social and emotional development.			Lectures		1.00	auditorium
				Classes		1.00	auditorium
4	Study methods and techniques. Working in a group and learning through a game.			Lectures		1.00	auditorium
				Classes		1.00	auditorium
5	Study methods and techniques – kinetic activities. Reflection, its levels. Learning-oriented feedback.			Lectures		1.00	auditorium
				Classes		1.00	auditorium
6	Benefits of applying SEM to the study process and link to academic achievements.			Lectures		1.00	auditorium
				Classes		1.00	auditorium
7	Assessment of SEM skills using formative assessment methods and self-assessments. Practical tools for assessing SEM at school.			Lectures		2.00	auditorium
				Classes		1.00	auditorium
8	Introduction of SEM into sports pedagogical practice. Building a relationship-oriented learning environment in sports and health classes.			Lectures		1.00	auditorium
				Classes		1.00	auditorium
Topic Layout (Part-Time)
No.	Topic			Type of Implementation		Number	Venue
1	SEM. Learning as a social process. Link of SEM to individual’s mental health.			Lectures		1.00	auditorium
				Classes		1.00	auditorium
2	SEM model. Cognitive, emotional and behavioural competence groups. Five SEM competence groups: – Understand yourself (self-awareness). – Manage yourself (self-management). - Understand others (social awareness). - Relationship skills (get along with others). - Responsible decision-making.			Lectures		2.00	auditorium
				Classes		1.00	auditorium
3	Application of SEM in formal, non-formal and informal education. Standard of social-emotional learning – a list of basic levels indicating what achievements are expected of students in their social and emotional development.			Lectures		1.00	auditorium
				Classes		1.00	auditorium
4	Study methods and techniques. Working in a group and learning through a game.			Lectures		1.00	auditorium
				Classes		1.00	auditorium
5	Study methods and techniques – kinetic activities. Reflection, its levels. Learning-oriented feedback.			Lectures		1.00	auditorium
				Classes		1.00	auditorium
6	Benefits of applying SEM to the study process and link to academic achievements.			Lectures		1.00	auditorium
				Classes		1.00	auditorium
7	Assessment of SEM skills using formative assessment methods and self-assessments. Practical tools for assessing SEM at school.			Lectures		2.00	auditorium
				Classes		1.00	auditorium
8	Introduction of SEM into sports pedagogical practice. Building a relationship-oriented learning environment in sports and health classes.			Lectures		1.00	auditorium
				Classes		1.00	auditorium
Assessment
Unaided Work:
Students prepare independently for seminar classes; study and analyse scientific and methodological literature related to the topics of the course; develop and present independent work: 1. To carry out an evaluation of the use of SEM competences in the development of an individual. 2. On the basis of the SEM competence model, to develop a mind map reflecting the self-assessment of SEM competences of the student. 3. To analyse and evaluate examples of good practice using SEM strategies to create a positive atmosphere in a modern diverse classroom and create an inclusive environment in an educational institution. To present the results of the evaluation obtained (cooperation in a group). 4. To independently develop a self-management plan, reflecting the plan in the info schedule and/or design scheme and to explain the application of the plan in the study process, with a view to learning to develop plans for students, which will enable them to develop the ability to manage themselves, in line with the SEM competence approach. 5. In the development of SEM competences, to put forward appropriate learning outcomes, to choose appropriate study methods according to the chosen age, justifying the usefulness of the chosen study method. To demonstrate and manage SEM competence development activities for a group. 6. To study in a group the experience of at least three countries of the world in applying SEM in practice, emphasising the provision of feedback and assessment of pupils’ performance. To present the study of experience in a group at the seminar.
Assessment Criteria:
1. Active participation in seminars 30%. 2. Demonstration of SEM skills and competences in a modelled pedagogical situation and case study 30%. 3. Exam. Self-assessment of personal SEM skills and competences and the development of a plan for their further development of 40%.
Final Examination (Full-Time):		Exam
Final Examination (Part-Time):		Exam
Learning Outcomes
Knowledge:		1. Will be familiar with the SEL model and five SEL (social-emotional learning) competences (hereinafter referred to as SELC) and their relationship with sport pedagogy. 2. About five SELC, gaining through personal experience and self-understanding. 3. Understanding about oneself and understanding oneself serve as the basis for all other competences and an essential skill in teaching. 4. On the planning, implementation of the study process and evaluation of students’ performance in developing physical capacity and learning movements according to the SEL model.
Skills:		5. To consciously develop SEL competences through a relationship-oriented learning environment. 6. To apply SEL methods to the study process to build mutual trust and cooperation-oriented learning environment in the audience. 7. To apply different SEL strategies to promote social-emotional development, civic learning and civic engagement in the study process. 8. To create self-management plans. To create infographics and design schemes and use these plans in the study process with the aim of developing students’ ability to manage themselves. 9. To apply strategies to create a positive atmosphere in a contemporary diverse class.
Competencies:		10. To accurately recognise personal emotions, thoughts and values, and how they affect an individual’s behaviour. 11. To effectively manage personal emotions, thoughts and behaviour in different situations. 12. To overcome stress, self-motivation and personal and academic goal-setting competences essential to the longevity and overall well-being of the teacher’s profession. 13. The growth mindset competence that allows growing own talents by learning from criticism. The growth mindset competence is necessary for personal and professional success in the field of education. 14. Competence to create an inclusive and human teaching environment in a way that involves “all” the learner (e.g. intellectually, socially and emotionally).
Bibliography
No.	Reference
Required Reading
1	Metodiskie paņēmieni skolēnu sociāli emocionālo prasmju novērtēšanai skolā (2015). Projekts “Learning to be”, 164lpp.
2	Rokasgrāmata pedagogiem cieņpilnas komunikācijaskultūras veicināšanai klasē, “Izzini sevi - saproti citus!” Rokasgrāmatas elektroniskā versija ir atrodama sadaļā “Projekti”
Additional Reading
1	Conley, C., S. (2015). SEL in Higher Education. In Durlak, J. A., Domitrovich, C. E., Weissberg, R. P., & Guillotta, T. P. (Eds.), Handbook of Social and Emotional Learning. NY: Guilford Press.
2	Drago-Severson, E., & Blum-DeStefano, J. (2016). Theoretical Foundations of Feedback for Growth. Tell Me So I Can Hear You: A Developmental Approach to Feedback for Educators. Cambridge, MA: Harvard Education Press.
3	Social-Emotional Learning Is the Rage in K-12. So Why Not in College? (2017). EdSurge article by Norian Caporale-Berkowitz (May 4, 2017)
4	Bridging Theory to Practice (BTtoP)
Other Information Sources
1	Saskaņā ar patstāvīgo darbu uzdevumiem darbs datu bāzēs: PROQUEST EBRARY - Ebook Central; THOMSON REUTERS - Web of Science; SCOPUS - Bibliographic database; SCIENCE DIRECT - World's largest electronic collection of science, technology and medicine