Mary Anne Orin's Portfolio Page
Navigation links: ETAP 623 Fall 2022 (Zhang) | SEL in the World Language Classroom
About Me
I am a high school Spanish teacher in Gloversville, NY. This is my second year teaching at Gloversville but my fifth year teaching Spanish. Prior to this I taught at a small, rural school in the Catskills. I am in the CDIT program at UAlbany and am planning to graduate in December of 2023.
My Topic and Purpose
Within recent years, especially since the beginning of the COVID-19 pandemic, there has been a huge push for Social-Emotional Learning in schools. Students missed many months of socializing and practicing regulating their emotions around others. The purpose of this course is to help World Language teachers implement Social Emotional Learning into their curriculum.
Scope of Learning Outcomes and Content
Learners will be able to identify the Social-Emotional skills they would like to work on with their students.
Learners will be able to identify strategies that will help students develop these Social-Emotional skills.
Learners will be able to plan a variety of activities that will engage students in Social-Emotional learning in the target language.
Learners will be able to identify the value of teaching SEL skills in school.
Needs Assessment
Coming out of remote instruction during a pandemic, many students in the United States lack the social-emotional regulation skills. This has caused behavioral issues for teachers and administrators to deal with as well as added stress and confusion for many students.
School administrators in New York State have noted this and pushed toward incorporating Social-Emotional Learning into our schools. While this does have a positive impact on students, there are also the implications of losing instruction time for these activities. I propose that World Language teachers have the ability to incorporate social-emotional learning into their Spanish lessons. If world language teachers are properly educated on social-emotional skills and are given strategies for how to incorporate them in their language instruction they can help students develop SEL skills without losing time learning the target language.
Analysis of the Learner and Context
This course is aimed toward educators teaching high school world language in New York State. The course will be for these world language educators who are looking to connect required social-emotional lessons into their language curriculum or simply wish to incorporate social-emotional skills into their curriculum.
Performance-Based Objectives
- Learners will identify their student needs with regards to Social-Emotional learning through identifying behaviors and what social-emotional skills need to be further developed.
- Learners will analyze which skills their students need to work on and evaluate which social-emotional learning activities we have looked at might benefit them.
- Learners will design a social-emotional activity that incorporates the use of the target language.
- Learners will recognize the importance of supporting students' SEL development.
Task Analysis
Prerequisite Skills, Knowledge, and Attitudes
- Experience teaching a world language
- Basic computer skills
- Desire to incorporate SEL into their curriculum
Outcome Skills, Knowledge, and Attitudes
- Knowledge of CASEL's five main areas of SEL
- Design SEL activities that target specific skills while incorporating the use of the target language
- Value the importance of developing SEL skills in the classroom
Curriculum Map
