AT Portfolio

Back to { Social Emotional Learning in the Secondary Classroom } | { Biography Page }

Intent of Project

The intent of this course is to raise awareness for Social Emotional Learning, and to explain how to integrate it into the classroom.

Topics that will be covered:

  • What is Social Emotional Intelligence Learning?
  • What are the benefits and detriments of this type of learning?
  • Why is Social Emotional Intelligence Learning important in my classroom?
  • How can Social Emotional Intelligence Learning be integrated into the classroom?

Learning Outcomes

Participants will be able to:

  • Define Social Emotional Learning.
  • Analyze the benefits and detriments of this type of learning in the classroom.
  • Assess the importance of Social Emotional Intelligence learning in the classroom.
  • Evaluate the beneficial and challenging aspects of working with the Social Emotional Intelligence model of learning.
  • Produce a Social Emotional Intelligence activity of their own, using the guidelines presented.

Needs Analysis - Social Emotional Learning

Intent: Social Emotional Learning, also known as SEL for short, is something that we may recognize as a necessity in society, but not necessarily in schools. This course is meant to change the way educators and administrators look at learning as just a content-based education. Social Emotional Learning looks at the student’s life as a whole: their social and emotional responses, their academic achievements, and their abilities to evolve into more compassionate and understanding individuals.


Gathering Information: As a teacher in a Social Emotional Learning-based school, I will be using responses from my students, along with my fellow co-workers and other research-based articles, to illustrate the need for SEL at all educational levels.


Survey Results: Familiarity (Teicher, 2017)


Summary: Based on findings from the survey performed, 80% of individuals did not know what Social Emotional Learning was, or had very little understanding of what the concept was (see graphic). However, when surveyed if they ask their students or friends, “How are you?” all of the survey participants said they do this at least some of the time; a majority (84.71% of participants) said they at least ask their friends or students often or most of the time (Survey, October 15 – 18, 2017). The survey’s participants are performing Social Emotional connections when they interact with their friends or students, but they do not realize they are utilizing the learning concept. Therefore, more awareness must be brought about to discuss Social Emotional learning and Social Emotional Intelligence in the classroom, and in the world.


Analysis and Revised Intent: Based on the information gathered, I will still keep my course geared towards Social Emotional Intelligence Learning. However, in order to augment a participant’s knowledge about Social Emotional learning, I will include more examples of SEL in my mini-course. The participant should walk away from the course understanding what Social Emotional learning is, and how it can be implemented in the classroom.

Performance Objectives

Unit 1:

  • Participants will be able to define Social Emotional Learning.

Unit 2:

  • Participants will be able to analyze the benefits and detriments of this type of learning in the classroom.

Unit 3:

  • Participants will be able to assess the importance of Social Emotional Intelligence learning in the classroom.
  • Participants will be able to evaluate the beneficial and challenging aspects of working with the Social Emotional Intelligence model of learning.

Unit 4:

  • Participants will be able to produce a Social Emotional Intelligence activity of their own, using the guidelines presented.

Task Analysis

Purpose: This course will provide learners with the resources to develop an understanding of mental health-based initiatives into the high school classroom.

End-of-Course Results: Learners will gain an understanding of Social Emotional Learning, and how to implement it in a high school setting.

Essential Prerequisites:

  • The participant can identify basic emotions such as: happiness, sadness, and anger.
  • The participant understands the need for socializing outside of the classroom.
  • The participant recognizes the importance of socializing inside of the classroom.

Supportive Prerequisites:

  • The participant is able to read and write about emotions.
  • The participant has access to an Internet connection and a digital device that allows the participant to visit the mini-course’s platform.

Curriculum Map

CurriculumMap SEL.jpg

Course Outline

Unit 1: Learners will be able to define Social Emotional Learning.

Unit 2: Learners will be able analyze the benefits and detriments of the Social Emotional Learning model.

Unit 3: Learners will evaluate the importance of Social Emotional Learning in the classroom.

Unit 4: Learners will gain an array of resources they can use in their classroom.

References and Resources

  • Teicher, A.A. (Survey, October 15 - 18, 2017)
  • Note: Various references have been placed within the Social Emotional Learning in the Secondary Classroom course