SEL Competencies: Self-Awareness, Self- Management, Social Awareness, Relationship Skills, Responsible Decision Making
Frequent Use Strategy
Through Collaboration, teachers intentionally design learning experiences in which students work with one another toward the completion of a task or goal. Collaborative learning should be developed so that it requires the perspective, knowledge, skills, and research of every student.
When using Collaboration, the teacher will design and facilitate partnerships and small groups within the classroom that allow each student to contribute in a purposeful manner toward a designated goal.
Students will assume various roles within a group to accomplish a task, contribute significantly to the completion of the goal, and assess their own and others’ contributions to the task.
Collaboration is not simply grouping for conversation, nor is it the division of a task into parts for each group member. It is best used when a common product or goal requires multiple perspectives and various types of submission or components, and when, through discussion and engagement, students contribute varied components of knowledge, different perspectives, or different skills to deepen understanding and improve the final product.
Teacher Behaviors for Promoting SEL Competencies
- Create a classroom where democratic norms in place and where students provide meaningful input into the development of the norms.
- Guide students through conflict by teaching, modeling, and practicing problem-solving and conflict-resolution strategies.
- Establish an element that requires collective accountability, allowing students to collaboratively process how they work together and monitor their progress toward their goal.
Student Behaviors for Developing SEL Competencies
- Establish and maintain norms/boundaries.
- Monitor and document progress toward goals.
- Communicate effectively with others (verbally and nonverbally).
- Fisher, D. & Frey, N. (2014). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: ASCD. excerpt from Chapter 1 available online,
- Harvey, S. & Daniels, H. (2015). Collaboration and comprehensions: Inquiry circles for curiosity, engagement, and understanding.
Students will use angle measures to estimate side lengths, use side lengths to estimate angle measures, draw right triangles that describe real world problems, and label the sides and angles with their given measures and solve application problems involving right triangles.
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