Social-Emotional Learning

Title	% from total grade	Grade
1. Individual work	50.00% from total grade	Test
Students independently prepare for seminar classes, study scientific and methodological literature related to the course topics and analyze it, develop and present an independent work: 1. To carry out a research evaluation of the application of SEM competencies in the development of the individual. 2. Based on the SEM competence model, develop a mind map that reflects the student's self-assessment of SEM competencies. 3. Analyze and evaluate good practice examples where SEM strategies have been used to create a positive atmosphere in a modernly diverse classroom and to create an inclusive environment in an educational institution. Present the results of the evaluation (group collaboration). 4. Independently develop a self-management plan, reflecting the plan in an info graphic and/or design scheme and explaining the use of the plan in the Study process, with the aim of learning to develop plans for learners that will allow them to develop the ability to manage themselves, in accordance with the SEM competence approach. 5. In developing SEM competencies, set appropriate learning outcomes, choose appropriate Study methods, according to the chosen age group, justifying the usefulness of the chosen Study method. Demonstrate and lead group activities for developing SEM competencies. 6. In a group, explore at least three countries' experience of applying SEM in practice, focusing on providing feedback and evaluating students' performance. Present the group's seminar experience research. The work is assessed with a test if all of the above criteria are met.

Title	% from total grade	Grade
1. Examination	50.00% from total grade	10 points
Self-assessment of one’s SEL skills and competencies and development of a plan for their further improvement. The exam is assessed on a 10-point scale; the assessment criteria are available in the course e-learning environment. The study course is considered successfully completed if the independent assignment is passed and a grade of at least 4 is obtained in the exam.

SEM. Learning as a social process. Link of SEM to individual’s mental health.

SEM. Learning as a social process. Link of SEM to individual’s mental health.

SEM model. Cognitive, emotional and behavioural competence groups. Five SEM competence groups: – Understand yourself (self-awareness). – Manage yourself (self-management). - Understand others (social awareness). - Relationship skills (get along with others). - Responsible decision-making.

SEM model. Cognitive, emotional and behavioural competence groups. Five SEM competence groups: – Understand yourself (self-awareness). – Manage yourself (self-management). - Understand others (social awareness). - Relationship skills (get along with others). - Responsible decision-making.

SEM model. Cognitive, emotional and behavioural competence groups. Five SEM competence groups: – Understand yourself (self-awareness). – Manage yourself (self-management). - Understand others (social awareness). - Relationship skills (get along with others). - Responsible decision-making.

Application of SEM in formal, non-formal and informal education. Standard of social-emotional learning – a list of basic levels indicating what achievements are expected of students in their social and emotional development.

Application of SEM in formal, non-formal and informal education. Standard of social-emotional learning – a list of basic levels indicating what achievements are expected of students in their social and emotional development.

Study methods and techniques. Working in a group and learning through a game.

Study methods and techniques. Working in a group and learning through a game.

Study methods and techniques – kinetic activities. Reflection, its levels. Learning-oriented feedback.

Study methods and techniques – kinetic activities. Reflection, its levels. Learning-oriented feedback.

Benefits of applying SEM to the study process and link to academic achievements.

Benefits of applying SEM to the study process and link to academic achievements.

Assessment of SEM skills using formative assessment methods and self-assessments. Practical tools for assessing SEM at school.

Assessment of SEM skills using formative assessment methods and self-assessments. Practical tools for assessing SEM at school.

Assessment of SEM skills using formative assessment methods and self-assessments. Practical tools for assessing SEM at school.

Implementing SEM in sport pedagogy practice. Building a relationship-oriented learning environment in PE and health classes. Building social dialogue in society.

Implementing SEM in sport pedagogy practice. Building a relationship-oriented learning environment in PE and health classes. Building social dialogue in society.

SEM. Learning as a social process. Link of SEM to individual’s mental health.

SEM model. Cognitive, emotional and behavioural competence groups. Five SEM competence groups: – Understand yourself (self-awareness). – Manage yourself (self-management). - Understand others (social awareness). - Relationship skills (get along with others). - Responsible decision-making.

SEM model. Cognitive, emotional and behavioural competence groups. Five SEM competence groups: – Understand yourself (self-awareness). – Manage yourself (self-management). - Understand others (social awareness). - Relationship skills (get along with others). - Responsible decision-making.

Application of SEM in formal, non-formal and informal education. Standard of social-emotional learning – a list of basic levels indicating what achievements are expected of students in their social and emotional development.

Study methods and techniques. Working in a group and learning through a game.

Study methods and techniques – kinetic activities. Reflection, its levels. Learning-oriented feedback.

Benefits of applying SEM to the study process and link to academic achievements.

Benefits of applying SEM to the study process and link to academic achievements.

Assessment of SEM skills using formative assessment methods and self-assessments. Practical tools for assessing SEM at school.

Assessment of SEM skills using formative assessment methods and self-assessments. Practical tools for assessing SEM at school.

Implementing SEM in sport pedagogy practice. Building a relationship-oriented learning environment in PE and health classes. Building social dialogue in society.

Implementing SEM in sport pedagogy practice. Building a relationship-oriented learning environment in PE and health classes. Building social dialogue in society.