This evidence-based, online seminar makes the case for taking a deliberate approach to the “hidden curriculum” of social-emotional learning that is already being taught and presents a five-part model of SEL that’s easy to integrate into your everyday content instruction.

Academic learning may be the explicit focus of schooling, but what teachers say, the values we express, the materials and activities we choose, and the skills we prioritize all influence how our students think, see themselves, interact with content and with others, and assert themselves in the world. While social and emotional learning (SEL) is most familiar as compartmentalized programs or specific interventions, the truth is, all learning is social and emotional.  

Our children’s social and emotional development is too important to be an add-on or an afterthought, too important to be left to chance. This integrated approach to SEL empowers every teacher to help students develop skills they need to be successful in the classroom and throughout their lives. 
 

LEARNING OBJECTIVES

Participants will learn the whys and hows of:

• Building students’ sense of identity and their belief in their ability to learn, overcome challenges, and influence the world around them.
• Helping students identify, describe, and regulate their emotional responses.
• Promoting the skills of cognitive regulation critical to decision making and problem solving.
• Fostering students’ social skills—including teamwork and sharing—and their ability to establish and repair relationships.
• Equipping students to becoming active and involved citizens and learners.
   

WHO SHOULD ATTEND

This seminar is applicable for K-12 teachers, administrators, instructional coaches, counselors, and other educators that support classroom instruction.
 

WORKSHOP LEADERS
 

Douglas B. Fisher, PhD, Chair, Department of Educational Leadership, San Diego State University; Classroom Teacher, Health Sciences High and Middle College; Co-Author, All Learning is Social and Emotional: Helping Students Develop Essential Skills for the Classroom and Beyond (2019), Building Equity: Policies and Practices to Empower All Learners (2017), Visible Learning for Literacy, Grades K-12: Implementing the Practices That Work Best to Accelerate Student Learning (2016), Visible Learning for Mathematics (2016), Better Than Carrots or Sticks: Restorative Practices for Positive Classroom Management (2015), and Rigorous Reading (2013)





 

Dominque Smith, EdD, Chief of Educational Services and Teacher Support, Health Sciences High and Middle College; focus on restorative practices, classroom management, growth mindset, and the culture of achievement; winner of the National School Safety Award from the School Safety Advocacy Council; Co-Author, All Learning is Social and Emotional: Helping Students Develop Essential Skills for the Classroom and Beyond (2019), Building Equity: Policies and Practices to Empower All Learners (2017) and Better Than Carrots or Sticks: Restorative Practices for Positive Classroom Management (2015)