Return to: ETAP 623 Spring 2019 |

Social Emotional Learning

About Me

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My name is Mirlinda Hoti and I am a first semester graduate student at the University at Albany in the Curriculum Development Instructional Technology program. Since May of 2018, I currently hold a Bachelor's degree in elementary education from Southern Connecticut State University. As of now, my New York State teacher's certification is pending. I look forward in advancing in my career as a childhood educator with the focus on curriculum design.

My Topic and Purpose

The topic of this course is social emotional learning. The purpose of this course is for teachers and preservice teachers to learn more about the importance of students’ emotional well-being in the classroom. This course is designed to provide insight on how to embed social emotional learning into childhood education curriculum.

Learning Outcomes

Learners will be able to:

  • Identify social emotional learning (SEL)
  • Identify examples of SEL in the classroom
  • Apply positive behavior intervention support (PBIS) rewards
  • Describe classroom community

Needs Assessment


It is known that there is a significant achievement gap in American schools. It is often that the same groups of students, typically those in urban school districts, are not performing well in school. One of the possible reasons of this is that student’s emotional needs are not being met in the classroom. Teachers should be able to provide a comfortable learning environment for students to be in touch with their emotions, and engage in self awareness.

During my student-teaching and fieldwork experiences in various urban and suburban school districts, I came to the conclusion that a child’s emotional state significantly affects their performance in school. Students may have a complex home life that prevents them in conveying their effort in learning. Therefore, the problem is that some educators believe that students’ have a lack of motivation in the classroom. However, there are possible underlying reasons as to why students cannot apply themselves in school. Teachers need to provide students of a classroom environment that encourages positivity, self-management skills, and emotional awareness.

What is to be Learned

Educators and pre-Service teachers will learn the importance of social emotional learning in the classroom. Learners will become more informed about the topic, and will learn strategies of implementing social emotional learning into their curriculum and instruction.

The Learners

The learners are current teachers and pre-Service teachers enrolled in ETAP 623. This course is mostly directed to child educators. However, the same concept applies to upper level grades as well.

Learner Analysis

Learners that would likely be interested in this course are childhood or middle childhood educators because of the significant need for children to be able to control their emotions in the classroom. As mentioned, this course is also welcomed to those who teach or wish to teach upper-level grades. Learners would be able to apply some of these concepts to their students in upper level grades by modifying some of the activities.

Context for Instruction

This course will be available through the class WIKI page. It will also be accessible to those who are not enrolled in the course.

Exploring the Instructional Problem and Solution

This course will guide learners to the exploration of the benefits of social emotional learning, and the reasoning behind why students need it in the classroom. Through activities and assignments learners will be able to recognize the method as a whole, and implement it into their instruction.

Goals of this Mini-Course

The main goal for this mini-course is for learners to gain substantial understanding of the need of social emotional learning in the classroom. By the end of this course, learners should feel confident in implementing social emotional learning strategies into their classroom and instruction. This course will also address the strategies child educators can use to enhance SEL, even when modifying all lessons is not always possible.

Performance-Based Objectives

1. Learners will be able to explain what SEL means to them and how they would integrate SEL into their classroom.

2. Learners will be able to create a SEL lesson plan that implements emotion management.

3. Learners will be able to create their own "morning meeting" through the integration of SEL strategies on their grade level of choice.

4. Learners will be able to create their "dream" classroom setup that supports students' emotional development.

Task Analysis

Elaborate and analyze the objectives to identify more specific enabling and supporting objectives.

Curriculum Map

Map out the sequence of learning units and activities to achieve the defined objectives.

References and Resources