Social & Emotional Learning:
Optimizing
Learning Environments with Life Skills
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Instructor Name: |
Dr. Karen Lea |
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Phone: |
509-891-7219 |
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Office Hours: |
8 a.m. to 5 p.m. PST
Monday - Friday |
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Email: |
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Address: |
Virtual Education
Software |
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23403 E Mission Avenue,
Suite 220F |
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Liberty Lake, WA 99019 |
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Technical Support: |
Social & Emotional
Learning: Optimizing Learning Environments with Life Skills. Social-emotional learning
(SEL) is teaching life skills that are foundational to motivation in the
classroom and classroom management. Students who have strong social and
emotional skillsets will be more successful in the classroom and in life in
general. In this course, students will first examine what social-emotional
learning is, including the research foundational to SEL. Then students will
examine the five SEL competencies—self-awareness,
self-management, social awareness, relationship skills, and responsible
decision-making—and explore how each of these can be developed first in the
classrooms and then in the schools to create optimal learning environments.
While examining the five SEL competencies, students will also investigate how
these skill sets can affect families and communities.
This computer-based instruction course is a self-supporting
program that provides instruction, structured practice, and evaluation all on
your home or school computer. Technical
support information can be found in the Help section of your course.
Course
Materials (Online)
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Title: |
Social & Emotional
Learning: Optimizing Learning Environments with Life Skills |
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Publisher: |
Virtual Education Software,
inc. 2022, Revised 2026 |
|
Instructor: |
Dr. Karen Lea |
Academic Integrity Statement
The structure and format of most distance-learning courses
presume a high level of personal and academic integrity in completion and
submission of coursework. Individuals enrolled in a distance-learning course
are expected to adhere to the following standards of academic conduct.
Academic Work
Academic work submitted by the individual (such as papers,
assignments, reports, tests) shall be the student’s own work or appropriately
attributed, in part or in whole, to its correct source. Submission of
commercially prepared (or group prepared) materials as if they are one’s own
work is unacceptable.
Students are required to view/read each screen in each
exercise of each chapter. Screens, exercises and chapter content may not be
skipped. Students are also required to access and read all content in each
course handout. A participant who fails to complete the entire course in the
manner intended and as outlined, may have their grade reduced or fail the
course. It is the student's responsibility to contact the facilitator,
instructor-of-record, or VESi registrar if there is any question as to the manner in which this course is to be completed.
Aiding Honesty in Others
The individual will encourage honesty in others by
refraining from providing materials or information to another person with
knowledge that these materials or information will be used improperly.
Violation
of these academic standards will result in the assignment of a failing grade
and subsequent loss of credit for the course.
Level of Application
This course is designed as a course for teachers and
administrators who desire to integrate social and emotional learning into the
classroom and the school to optimize learning for all students.
Expected Learning Outcomes
As a result of taking this course,
participants will be able to demonstrate their ability to:
- Explain
the core competencies of SEL.
- Analyze
the context and value of SEL.
- Integrate
teaching and use of self-awareness knowledge and skills in and outside the
classroom.
- Integrate
teaching and use of self-management knowledge and skills in and outside
the classroom.
- Integrate
teaching and use of social awareness knowledge and skills in and outside
the classroom.
- Integrate
teaching and use of relationship skills knowledge and skills in and
outside the classroom.
- Integrate
teaching and use of responsible decision-making knowledge and skills in
and outside the classroom.
- Communicate
SEL competencies and strategies to parents and caretakers.
Course Description
Social-emotional learning (SEL) comprises life skills that
are foundational to motivation in the classroom and classroom management.
Students who have strong social and emotional skill sets will be more
successful in the classroom and in life. In this course, students will first
examine what SEL is, including the research foundational to SEL. Then students
will examine the five SEL competencies—self-awareness,
self-management, social awareness, relationship skills, and responsible
decision-making—and how each of these can be developed first in the classrooms
and then in the schools to optimize learning environments. While examining the
five SEL competencies, students will also investigate how these skill sets can
affect families and communities.
Chapter
1: Social-Emotional Learning (SEL)/Life Skills
The first chapter will focus on
defining social-emotional learning in a broader sense and look at how SEL leads
to optimal learning. We will focus on the objectives of being able to:
- Explain
the core competencies of SEL.
- Analyze
the context and value of SEL.
Chapter
2: Self-Awareness & Self-Management
In this chapter we will focus on
self-awareness and self-management. We will look at methods and materials so
you can integrate them and be successful in teaching these competencies to your
students. Your objectives for this chapter are to be able to:
- Integrate
teaching and use of self-awareness knowledge and skills in and outside the
classroom.
- Integrate
teaching and use of self-management knowledge and skills in and outside
the classroom.
Chapter
3: Social Awareness & Relationship Skills
In this chapter we will focus on social
awareness and relationship skills. We will look at methods and materials so you
can integrate them and be successful in teaching your students these
competencies. Your objectives for this chapter are to be able to:
- Integrate
teaching and use of social awareness knowledge and skills in and outside
the classroom.
- Integrate
teaching and use of relationship skills knowledge and skills in and
outside the classroom.
Chapter
4: Responsible Decision-Making
In this chapter we will focus on
responsible decision-making. We will look at methods and materials so you can
integrate and be successful in teaching your students these competencies. Your objectives for this
chapter are to be able to:
- Integrate
teaching and use of responsible decision-making knowledge and skills in
and outside the classroom.
Student Expectations
As a student you will be expected to:
·
Students are required to
view/read each screen in each exercise of each chapter. Screens,
exercises and chapter content may not be skipped. Students are also required to
access and read all content in each course handout.
·
Complete all four
section examinations, showing a competent understanding of the material
presented. You must obtain
an overall score of 70% or higher,
with no individual exam score below
50%, to pass this course.
·
Complete a review of any section on which your examination
score was below 50%. *Please note: Minimum
exam score requirements may vary by college or university; therefore, you
should refer to your course addendum to determine what your minimum exam score
requirements are.
·
Retake any examination,
after completing an information review, to increase that examination score to a
minimum of 50%, making sure to also be achieving an overall exam score of a
minimum 70% (maximum of three attempts). *Please note: Minimum
exam score requirements may vary by college or university; therefore, you
should refer to your course addendum to determine what your minimum exam score
requirements are.
·
Complete a course evaluation form at the end of the course.
Examinations
At the end of each course section, you will be expected to
complete an examination designed to assess your knowledge. You may take these
exams a total of three times. Your last score will save,
not the highest score. After your third attempt, each examination will lock and
not allow further access. The average from your exam scores will be printed on
your certificate. As this is a self-paced computerized instruction program, you
may review course information as often as necessary. You will not be able to exit
any examinations until you have answered all questions. If you try to exit the exam before you complete all questions, your
information will be lost. You are expected to complete the entire exam in one
sitting.
Instructor Description
Karen Lea holds a Ph.D. in
education, has TEFL certification, and has been Project Management Professional
certified. Dr. Lea has 15 years’ experience teaching at the K–12 level and
another 17 years’ experience teaching education and leadership courses at the
undergraduate and post-graduate levels. She has decades of experience with
developing online course content and assessment and with teaching online. Dr.
Lea has been professionally published over 15 times and has served on more than
a dozen panels and boards, including serving on the NCATE (CAEP) Board of
Examiners.
Contacting the Instructor
You may contact the instructor by emailing karen_lea@virtualeduc.com or by calling
509-891-7219 Monday through Friday. Calls made during office hours will be
answered within 24 hours. Phone conferences will be limited to 10 minutes per
student, per day, given that this is a self-paced instructional program. Please
do not contact the instructor about technical problems, course glitches, or
other issues that involve the operation of the course.
Technical Questions
If you have questions or problems related to the operation
of this course, please try everything twice. If the problem persists please
check our support pages for FAQs and known issues at www.virtualeduc.com and also the Help
section of your course.
If you need personal assistance
then email support@virtualeduc.com or call 509-891-7219.
When contacting technical support, please know your
course version number (it is located at the bottom left side of the Welcome
Screen) and your operating system, and be seated in front of the computer at
the time of your call.
Minimum Computer Requirements
Please refer to VESi’s website: www.virtualeduc.com or contact VESi if you have further
questions about the compatibility of your operating system.
Refer to the addendum
regarding Grading Criteria, Course Completion Information, Items to be
Submitted, and how to submit your completed information. The addendum will also
note any additional course assignments that you may be required to complete
that are not listed in this syllabus.
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