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    Casel'S Sel Framework:: What Are The Core Competence Areas and Where Are They Promoted?

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    RETNO WAHYU NINGSIH
    The document discusses the CASEL framework for social and emotional learning (SEL). It outlines the five core competence areas that make up the CASEL framework: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. It then provides examples of skills and capacities that fall under each competence area. Finally, it discusses how SEL instruction can be promoted through classrooms, schools, families, and communities by establishing equitable learning environments and coordinating practices across these key settings.

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    Casel'S Sel Framework:: What Are The Core Competence Areas and Where Are They Promoted?

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    RETNO WAHYU NINGSIH
    373 views4 pages
    The document discusses the CASEL framework for social and emotional learning (SEL). It outlines the five core competence areas that make up the CASEL framework: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. It then provides examples of skills and capacities that fall under each competence area. Finally, it discusses how SEL instruction can be promoted through classrooms, schools, families, and communities by establishing equitable learning environments and coordinating practices across these key settings.

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    CASEL-SEL-Framework-11.2020

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    The document discusses the CASEL framework for social and emotional learning (SEL). It outlines the five core competence areas that make up the CASEL framework: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. It then provides examples of skills and capacities that fall under each competence area. Finally, it discusses how SEL instruction can be promoted through classrooms, schools, families, and communities by establishing equitable learning environments and coordinating practices across these key settings.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    373 views4 pages

    Casel'S Sel Framework:: What Are The Core Competence Areas and Where Are They Promoted?

    Uploaded by

    RETNO WAHYU NINGSIH
    The document discusses the CASEL framework for social and emotional learning (SEL). It outlines the five core competence areas that make up the CASEL framework: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. It then provides examples of skills and capacities that fall under each competence area. Finally, it discusses how SEL instruction can be promoted through classrooms, schools, families, and communities by establishing equitable learning environments and coordinating practices across these key settings.

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    At a glance
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    Social and emotional learning helps develop healthy identities, manage emotions, build relationships, make responsible decisions and promote educational equity and excellence.

    The five core competence areas are self-awareness, self-management, social awareness, relationship skills and responsible decision-making.

    Schools can create an environment that infuses social-emotional learning into every part of the students' educational experience by coordinating and building upon social-emotional learning practices and programs.

    CASEL’S SEL FRAMEWORK:

    What Are the Core Competence Areas


    and Where Are They Promoted?

    Social and emotional learning (SEL) is


    an integral part of education and human
    development. SEL is the process through
    which all young people and adults acquire
    and apply the knowledge, skills, and
    attitudes to develop healthy identities,
    manage emotions and achieve personal
    and collective goals, feel and show
    empathy for others, establish and
    maintain supportive relationships, and
    make responsible and caring decisions.

    SEL advances educational equity and


    excellence through authentic school-
    family-community partnerships to
    establish learning environments and
    experiences that feature trusting and
    collaborative relationships, rigorous and
    meaningful curriculum and instruction,
    and ongoing evaluation. SEL can help
    address various forms of inequity and
    empower young people and adults to
    co-create thriving schools and contribute
    to safe, healthy, and just communities.

    Learn more: www.casel.org/what-is-SEL


    SELF-AWARENESS: The abilities to understand one’s own SELF-MANAGEMENT: The abilities to manage one’s emo-
    emotions, thoughts, and values and how they influence tions, thoughts, and behaviors effectively in different situ-
    behavior across contexts. This includes capacities to ations and to achieve goals and aspirations. This includes
    recognize one’s strengths and limitations with a well- the capacities to delay gratification, manage stress, and
    grounded sense of confidence and purpose. Such as: feel motivation & agency to accomplish personal/collective
    • Integrating personal and social identities goals. Such as:
    • Identifying personal, cultural, and linguistic assets • Managing one’s emotions
    THE CASEL 5: • Identifying one’s emotions • Identifying and using stress-management strategies
    • Demonstrating honesty and integrity • Exhibiting self-discipline and self-motivation
    The CASEL 5
    • Linking feelings, values, and thoughts • Setting personal and collective goals
    addresses five
    • Examining prejudices and biases • Using planning and organizational skills
    broad, interrelated • Experiencing self-efficacy • Showing the courage to take initiative
    areas of • Having a growth mindset • Demonstrating personal and collective agency
    competence and • Developing interests and a sense of purpose
    examples for each: RELATIONSHIP SKILLS: The abilities to establish and main-
    self-awareness, SOCIAL AWARENESS: The abilities to understand the tain healthy and supportive relationships and to effectively
    self-management, perspectives of and empathize with others, including navigate settings with diverse individuals and groups.This
    social awareness, those from diverse backgrounds, cultures, & contexts. includes the capacities to communicate clearly, listen ac-
    relationship skills, This includes the capacities to feel compassion for others, tively, cooperate, work collaboratively to problem solve and
    and responsible understand broader historical and social norms for behav- negotiate conflict constructively, navigate settings with dif-
    decision-making. The ior in different settings, and recognize family, school, and fering social and cultural demands and opportunities, provide
    CASEL 5 can be community resources and supports. Such as: leadership, and seek or offer help when needed. Such as:
    taught and applied • Taking others’ perspectives • Communicating effectively
    at various develop- • Recognizing strengths in others • Developing positive relationships
    mental stages from • Demonstrating empathy and compassion • Demonstrating cultural competency
    childhood to adult- • Showing concern for the feelings of others • Practicing teamwork and collaborative problem-solving
    • Understanding and expressing gratitude • Resolving conflicts constructively
    hood and across
    • Identifying diverse social norms, including unjust ones • Resisting negative social pressure
    diverse cultural
    • Recognizing situational demands and opportunities • Showing leadership in groups
    contexts to articu- • Understanding the influences of organizations/systems • Seeking or offering support and help when needed
    late what students on behavior • Standing up for the rights of others
    should know and
    be able to do for RESPONSIBLE DECISION-MAKING: The abilities to make caring and constructive choices about personal behavior and
    academic success, social interactions across diverse situations. This includes the capacities to consider ethical standards and safety con-
    school and civic en- cerns, and to evaluate the benefits and consequences of various actions for personal, social, and collective well-being.
    gagement, health Such as:
    • Demonstrating curiosity and open-mindedness • Recognizing how critical thinking skills are useful
    and wellness, and • Identifying solutions for personal and social problems both inside & outside of school
    fulfilling careers. • Learning to make a reasoned judgment after • Reflecting on one’s role to promote personal, family,
    analyzing information, data, facts and community well-being
    www.casel.org/what-is-SEL • Anticipating and evaluating the consequences of one’s • Evaluating personal, interpersonal, community, and
    actions institutional impacts
    Our framework takes a systemic approach that emphasizes the importance of establishing equitable learning environments
    and coordinating practices across key settings to enhance all students’ social, emotional, and academic learning. We believe
    it is most beneficial to integrate SEL throughout the school’s academic curricula and culture, across the broader contexts of
    THE KEY schoolwide practices and policies, and through ongoing collaboration with families and community organizations. These coor-

    SETTINGS: dinated efforts should foster youth voice, agency, and engagement; establish supportive classroom and school climates and
    approaches to discipline; enhance adult SEL competence; and establish authentic family and community partnerships.

    CLASSROOMS. Research has shown that social and emotional competence can be enhanced using a variety of clasroom-
    based approaches such as: (a) explicit instruction through which social and emotional skills and attitudes are taught and prac-
    ticed in developmentally, contextually, and culturally responsive ways; (b) teaching practices such as cooperative learning and
    project-based learning; and (c) integration of SEL and academic curriculum such as language arts, math, science, social stud-
    ies, health, and performing arts. High-quality SEL instruction has four elements represented by the acronym SAFE: Sequenced -
    following a coordinated set of training approaches to foster the development of competencies; Active - emphasizing active forms
    of learning to help students practice and master new skills; Focused - implementing curriculum that intentionally emphasizes
    the development of SEL competencies; and Explicit - defining and targeting specific skills, attitudes, and knowledge.

    SEL instruction is carried out most effectively in nurturing, safe environments characterized by positive, caring relationships
    among students and teachers. To facilitate age-appropriate and culturally responsive instruction, adults must understand and
    appreciate the unique strengths and needs of each student and support students’ identities. When adults incorporate students’
    personal experiences and cultural backgrounds and seek their input, they create an inclusive classroom environment where stu-
    dents are partners in the educational process, elevating their own agency. Strong relationships between adults and students can
    facilitate co-learning, foster student and adult growth, and generate collaborative solutions to shared concerns.

    SCHOOLS. Effectively integrating SEL schoolwide involves ongoing planning, implementation, evaluation, and continuous im-
    provement by all members of the school community. SEL efforts both contribute to and depend upon a school climate where all
    students and adults feel respected, supported, and engaged.

    Because the school setting includes many contexts—classrooms, hallways, cafeteria, playground, bus—fostering a healthy
    school climate and culture requires active engagement from all adults and students. A strong school culture is rooted in stu-
    dents’ sense of belonging, with evidence that suggests that it plays a crucial role in students’ engagement. SEL also offers an
    opportunity to enhance existing systems of student support by integrating SEL goals and practices with universal, targeted, and
    intensive academic and behavioral supports. By coordinating and building upon SEL practices and programs, schools can create
    an environment that infuses SEL into every part of students’ educational experience and
    promotes positive social, emotional, and academic outcomes for all students.

    Continue to families/caregivers and communities...

    www.casel.org/what-is-SEL
    THE KEY SETTINGS (CONT.)
    FAMILIES/CAREGIVERS. When schools and families form authentic partnerships, they can build strong connections that reinforce
    students’ social and emotional development. Families and caregivers are children’s first teachers, and bring deep expertise about
    their development, experiences, culture, and learning needs. These insights and perspectives are critical to informing, supporting, and
    sustaining SEL efforts. Research suggests that evidence-based SEL programs are more effective when they extend into the home, and
    families are far more likely to form partnerships with schools when their schools’ norms, values, and cultural representations reflect
    their own experiences. Schools need inclusive decision-making processes that ensure that families—particularly those from historically
    marginalized groups—are part of planning, implementing, and continuously improving SEL.

    Schools can also create other avenues for family partnership that may include creating ongoing two-way communication with families,
    helping caregivers understand child development, helping teachers understand family backgrounds and cultures, providing opportuni-
    ties for families to volunteer in schools, extending learning activities and discussions into homes, and coordinating family services with
    community partners. These efforts should engage families in understanding, experiencing, informing, and supporting the social and
    emotional development of their students.

    COMMUNITIES. Community partners often provide safe and developmentally rich settings for learning and development,
    have deep understanding of community needs and assets, are seen as trusted partners by families and students, and
    have connections to additional supports and services that school and families need. Community programs also offer opportunities for
    young people to practice their social and emotional skills in settings that are both personally relevant and can open opportunities for
    their future. To integrate SEL efforts across the school day and out-of-school time, school staff and community partners should align on
    common language and coordinate strategies and communication around SEL-related efforts and initiatives.

    Students, families, schools, and communities are all part of broader systems that shape learning, development, and ex-
    periences. Inequities based on race, ethnicity, class, language, gender identity, sexual orientation, and other factors are
    deeply ingrained in the vast majority of these systems and impact young people and adult social, emotional, and academic
    learning. While SEL alone will not solve longstanding and deep-seated inequities in the education system, it can create
    the conditions needed for individuals and schools to examine and interrupt inequitable policies and practices, create
    more inclusive learning environments, and reveal and nurture the interests and assets of all individuals.

    www.casel.org/what-is-SEL

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