In this course the instructors (Randy Testa, Ben Kirshner, Emily Price, and Dan Liston) have designed two culminating projects for the Coursera Specialization entitled – “The Teacher and SEL”. The two options include: “A Teacher Implementation Plan”, and “The Cinema, SEL, and the Classroom”.
このコースはThe Teacher and Social and Emotional Learning (SEL) の専門講座に属します。
SEL Capstone
提供：
The Teacher and Social and Emotional Learning (SEL) の専門講座コロラド大学ボルダー校（University of Colorado Boulder）
このコースについて
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自分のスケジュールですぐに学習を始めてください。
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上級レベル
約8時間で修了
推奨：4-9 hours/week
英語
字幕：英語
シラバス - 本コースの学習内容
2時間で修了
Culmination Projects 3 Parts Explained - Pick 1 Culminating Project Option and its 3 Parts Below
Here you will read about the two culminating projects available for this MOOC. You should choose option 1 or option 2.
2時間で修了
3件のビデオ （合計11分）, 3 readings, 1 quiz
3件のビデオ
Project Option 1: Teacher Implementation Plan (TIP)3 分
Project Option 2: The Cinema, SEL, and the Classroom (CSELC)2 分
3件の学習用教材
How you can earn 3 university credits from the University of Colorado-Boulder for this specialization10 分
Option 1 - A Teacher Implementation Plan (TIP) Overview30 分
Option 2 - Film: “Cinema, SEL, and the Classroom” (CSELC) Overview30 分
1の練習問題
Culminating Project Option 1 Parts 1-3 Understanding30 分
14時間で修了
Culminating Project – Part 1: Pick 1 Assignment Choice Below: Lesson Choices
Choice 1: If you chose Option 1 - here you will complete 2 of the 4 required reflections and complete a peer review. | Choice 2: If you chose Option 2 - you will complete a segment of your CSELC culminating project and provide a peer review. | Choice 3: If you chose Option 2 - you will complete a segment of your CSELC culminating project and provide a peer review. | Choice 4: If you chose Option 2 - you will complete a segment of your CSELC culminating project and provide a peer review. | Choice 5: If you chose Option 2 - you will complete a segment of your CSELC culminating project and provide a peer review.
14時間で修了
14時間で修了
Culminating Project – Part 2: Pick 1 Assignment Choice Below: Lesson Choices
Choice 1: If you chose Option 1 you will complete the second segment of the TIP as well as provide a peer reveiw. | Choice 2: If you chose Option 2 you will complete the second segment of the CSELC as well as provide a peer reveiw. | Choice 3: If you chose Option 2 you will complete the second segment of the CSELC as well as provide a peer reveiw. | Choice 4: If you chose Option 2 you will complete the second segment of the CSELC as well as provide a peer reveiw. | Choice 5: If you chose Option 2 you will complete the second segment of the CSELC as well as provide a peer reveiw.
14時間で修了
17時間で修了
Culminating Project – Part 3: Pick 1 Assignment Choice Below: Lesson Choices
Choice 1: If you chose Option 1 and have yet to make instructional/curricular changes, you will complete a change plan and peer review one too. | Choice 2: If you chose Option 1 and have already made instructional/curricular changes, here you will reflect on those changes as well as provide a peer review. | Choice 3: If you chose Option 2 and this film you will complete the 3rd and final section of this culminating project as well as provide a peer review. | Choice 4: If you chose Option 2 and this film you will complete the 3rd and final section of this culminating project as well as provide a peer review. | Choice 5: If you chose Option 2 and this film you will complete the 3rd and final section of this culminating project as well as provide a peer review. | Choice 6: If you chose Option 2 and this film you will complete the 3rd and final section of this culminating project as well as provide a peer review. | Choice 7: If you chose Option 2 and this film you will complete the 3rd and final section of this culminating project as well as provide a peer review. | Choice 8: If you chose Option 2 and this film you will complete the 3rd and final section of this culminating project as well as provide a peer review.
17時間で修了
8 readings
8件の学習用教材
CU Boulder Graduate Credit Registration Process10 分
CU Boulder Graduate Credit Registration Process10 分
CU Boulder Graduate Credit Registration Process10 分
CU Boulder Graduate Credit Registration Process10 分
CU Boulder Graduate Credit Registration Process10 分
CU Boulder Graduate Credit Registration Process10 分
CU Boulder Graduate Credit Registration Process10 分
CU Boulder Graduate Credit Registration Process10 分
レビュー
4.8
SEL CAPSTONE からの人気レビュー
VKによりNov 28, 2018
Very interesting capstone, and a great way to review and apply everything you learned so far.
提供：
コロラド大学ボルダー校（University of Colorado Boulder）
CU-Boulder is a dynamic community of scholars and learners on one of the most spectacular college campuses in the country. As one of 34 U.S. public institutions in the prestigious Association of American Universities (AAU), we have a proud tradition of academic excellence, with five Nobel laureates and more than 50 members of prestigious academic academies.
The Teacher and Social and Emotional Learning (SEL)専門講座について
Social and emotional learning, or SEL, programs have flourished in schools during the last decade. These programs vary widely but most share a concern for five individual, student competencies: self awareness; self-management; social awareness; relationship skills; and finally responsible decision making. It is important for teachers and parents to know about and understand these programs. While lots of SEL programs emphasize K-12 student social and emotional learning, only a very few programs exist to promote, and help teachers explore their own emotional well-being. In this Specialization our central premise is this:
To facilitate students’ social and emotional learning, a teacher must know the student as a person. This means that the teacher must strive to know her or him self. In order to help students achieve a degree of well-being, teachers need to be aware of their own well-being.
In our Specialization, “The Teacher and SEL” the instructors (Randy Testa and Dan Liston, as well as Emily Price and Ben Kirshner) examine kindergarten through high school SEL programs, looking at both established programs and less well-known community-based and youth empowerment approaches. Along with this examination of K-12 SEL programs, we bring a much needed emphasis on the teachers’ well being.
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