Promoting Sustainable Social Emotional Learning at School through Relationship-Centered Learning Environment, Teaching Methods and Formative Assessment

Abstract

How to promote social emotional learning (SEL) at school depends largely on teachers. Mostly teachers implement specific programs, but they have difficulties in incorporating SEL into the regular curriculum. The main aim of the paper is to present the conceptual model of sustainable integration of SEL into everyday teaching practices in every subject. This approach has been developed in the project ìLearning to Be: Development of Practices and Methodologies for Assessing Social, Emotional and Health Skills within Education Systemsî. This initiative is based on the premise that the assessment of learning at school should go beyond grading studentsí knowledge and should include practices for observing young peopleís personal growth, social skills, attitudes and other general competences. The novelty of this conceptual approach is associated with integrating SEL standards, formative assessment and classroom instruction into a single sustainability-oriented model. The relationship between SEL standards (ISBE, 2003) and formative assessment strategies established by Wiliam (2011) is described, providing a detailed description of specific classroom activities. The objective of this approach is, therefore, towards building emotionally strong and flexible individuals who can deal with complex challenges through prosocial behavior that encourages human prospering and the attainment of the United Nationsí Sustainable Development Goals.

Project Based Learning (PBL) Based Lesson Study for Learning Community (LSLC) in kindergarten

“…So that children who are given help shows happiness because of the care of their friends. This is in contrary with the research result stated by (Butera et al, 2021;Ferreira et al, 2020) Social competence owned by people is depends on the teacher about what is taught and how to teach it. Sense of caring and gratitude can indeed be stimulated from the initial mathematics learning activities.…”

Coping Strategies Among Kindergarteners in the Gender Perspective

“…UNESCO (2019) recommends disseminating social emotional learning programs that have the potential to influence the development of the next generation of world citizens. Schools need to promote social emotional learning through a relationshipcentred learning environment, teaching methods, and formative assessment (Ferreire, Martinsone, & Talić, 2020).…”

The Professional Development of Academic Staff in Higher Education Institution

“…In Phanís research (2020), there are currently about 50 countries implementing extensive reforms in the educational sector because knowledge economy and globalization are evolving so rapidly that current educational systems hardly keep pace with these drastic changes. Ferreira, Martinsone and Tali" (2020) indicate that teachersí performance quality and evaluation are undergoing an intense scrutiny (European Commission, 2015;OECD, 2013), with the intense development of successful programs in the past two decades in an effort to enhance the quality of teacher preparation and teacher professional development. Therefore, throughout Europe, new policies have been set up to work out professional standards, to improve teacher preparation and to meet the demand of certification requirements.…”