Online Professional Learning: Creating Inclusive Online Social Emotional Learning Environments

Framework

This qualitative study aims to create a framework that includes trauma-informed schools, culturally relevant pedagogy (Morgan, et. al, 2020), and creating inclusive and socially just online learning environments. The framework we developed is grounded in existing competencies, knowledge, and skills drawn from five nationally known organizations to teach o-SEL to PK-12 grade learners. The national standards and competencies include: a) Collaborative for Academic, Social, and Emotional Learning (CASEL); b) American School Counselor Association (ASCA); c) University of California San Francisco, Healthy Environments and Response to Trauma-Informed Systems (HEARTS)(Dorado, et. al, 2016); d) Learning for Justice (Teaching Tolerance, 2021) Social Justice Standards; and e) International Society for Technology in Education (ISTE) Standards for Educators. Furthermore, we aimed to create a o-SEL framework that demonstrates pedagogical approaches that are SAFE (i.e., sequenced, active, focused, and explicit) as defined by CASEL (2021a).

Methods

While SEL in schools and educational programs that are in-person is clearly defined by CASEL (2021c), it is more unclear how SEL approaches are a part of online learning environments. We define SEL in online environments (o-SEL) as online teaching and learning that provides learners and educators social and emotional learning opportunities to develop understandings of emotions and ways to address emotions, support oneself and others, take initiatives, build connections, foster equitable relationships, and positively engage with others (Authors, a). To focus our study, we ask, “How might we meet students social-emotional learning needs in online environments as well as in person?”

To investigate this question, we followed the Design Thinking Model (DTM) (d.school, 2010) to guide the study’s design. First, we empathized (i.e. DTM first phase - Empathy) with the educators then we aimed to better understand the problems they face (i.e. DTM second phase - Define). Next, we engaged in brainstorming (i.e. DTM first phase - Ideate) solutions for problems teachers face when teaching SEL in online learning environments. Upon the completion of our brainstorming sessions (i.e. focus groups), we organized, analyzed, and applied this information to create the o-SEL professional learning content to share with PK-12 educators (i.e., DTM fourth phase – Prototype). After receiving feedback from those who reviewed the series’ draft, we published the series for the public to enroll (i.e., DTM fifth phase – Test).

Participants

The team involved in creating this experience consisted of a design thinking team from the graduate program, Emerging Media Design and Development (EMDD), elementary and secondary education faculty (authors), and five experts from the PK-12 field (e.g. school counselors, administrators, and classroom educators). The focus group was composed of the five experts who participated in providing solutions to the questions posed. The EMDD team created the DTM protocol for the focus groups as well as led the focus groups.

Data Sources

One survey and two focus groups were conducted. The surveys were conducted prior to the first focus group (i.e., brainstorming session). The results from the surveys aided in creating the questions to ask during the focus group sessions. The six questions were:

How might we teach and assess students’ critical thinking virtually?

How might we teach students to take initiative virtually?

How might we teach students to manage their emotions virtually?

How might we teach students virtually to show empathy and develop positive, collaborative relationships

How might we teach students to have a growth mindset and identify their assets virtually?

How might we support schools to engage in inclusive family and community partnerships virtually?

The two focus group sessions were 90-minutes each and included the five SEL experts. They were asked the six aforementioned questions via Jamboard during a synchronous online web conference. We recorded the discussion, which later was transcribed. These data were organized in excel workbooks, coded, and analyzed to determine emergent themes to guide the development and design of the six modules for the SEL online professional learning series.

Analysis

Employing qualitative methods for analysis, we drew upon thematic analysis (Creswell, 2007) to code the data. First, we organized and sorted the transcriptions from the focus groups, survey responses, and Jamboard responses in an Excel worksheet. Drawing on standards and competencies from the five nationally recognized organizations, we did a round of open coding. Then, we employed axial coding to narrow down the codes to themes, which led to the creation of the modules.

Results

One complex problem facing PK-12 education is preparing and training teachers to meet the needs of students in online environments as well as in person. To focus our research, we ask: “How might we meet students social-emotional learning needs in online environments as well as in person?” Our results identified six elements for educators to foster inclusive and effective o-SEL environments to PK-12 learners. We summarize these elements via six action verbs (i.e., Empower, Engage, Motivate, Include, Collaborate, and Extend). The following six sections provide an overview of our results.

ENGAGE MODULE: Students thinking critically and making responsible decisions

ISTE Standards for Students: Facilitator

In this module, educators learn how to facilitate learning with technology to provide support of student’s achievement via critical thinking and making responsible decisions. For example, we define critical thinking in the context of online social-emotional learning (o-SEL) environments. Then, we situate educators to empathize with their students and define current challenges when implementing SEL in online spaces. We provide a pedagogical framework (Zaretta Hammond’s “Ignite, Chunk, Chew, Review”) and digital resources that can be used across PK-12 to foster and facilitate critical thinking in o-SEL environments while also practicing culturally responsive pedagogy. Finally, the evidence educators share demonstrates how they immediately put to use the content from this module, making this learning experience personally relevant and purposeful for day-to-day practice.  

COLLABORATE MODULE: Students developing positive and collaborative relationships

ISTE Standards for Students: Collaborator

This module’s objective is to teach educators how to collaborate with both colleagues and students in online learning environments. Fostering a collaborative o-SEL environment requires cooperation and positive relationships between students as well as students and teachers. In an online environment, this requires multiple modes of delivery and interaction. For example, multiple strategies may be used to develop positive relationships online (e.g., virtual morning meetings; dedicated one-on-one online meetings; small group interactions in breakout rooms). We situate educators to empathize with their students by asking them to first think of their learning needs and then explore how the SAMR model can guide the design of creating a collaborative online learning environment that meets their needs. We provide resources that can be used across PK-12 curricula to facilitate collaboration through the practice of culturally responsive pedagogy (Morgan, et. al, 2020) and the application of restorative practices. We emphasize that teachers need to be willing to try new methods for delivering instruction while providing insight on what tools to use to create a collaborative learning environment via teaching approaches, classroom routines, extended learning opportunities, and additional online resources.  

MOTIVATE MODULE: Students taking initiative and managing one’s emotions

ISTE Standards for Students: Designer

The motivate module situates educators to design authentic, learner-driven activities for online learning environments that positions students to be self-aware, to take initiative, and to manage their personal responsibilities, including being aware of their emotions and how to manage them using multiple digital tools and strategies. We organize the tools and strategies across four parts of an online learning environment: 1. Teaching Approaches; 2. Classroom Routines; 3. Assessment; 4. Online Resources.

EXTEND MODULE: Schools engaging in inclusive family and community partnerships

ISTE Standards for Students: Citizen

In this module, we define partnerships with families and communities as ways to extend SEL to the world beyond the classroom. This includes creating a reciprocal relationship that provides resources to families outside of the classroom as well as allowing families and community partners to contribute to teaching and facilitating o-SEL with students. We focus on three parts of an o-SEL environment: 1) Partnerships - We provide suggestions for establishing relationships with families and community partners when teaching online or in-person; 2) Extended Learning- We offer suggestions on how to extend o-SEL outside the classroom; 3) Online Resources - We offer digital resources that can be used in connecting and communicating with families and community partners when teaching o-SEL. This module positions educators to explore the tools and information needed to create positive online experiences that connect to a larger community with empathy while also building relationships.

INCLUDE MODULE: Students making connections and showing empathy

ISTE Standards for Students: Leader

In this module, the aim is to provide content and digital tools to create an online learning environment that model empathy as well as helps students make connections to their community, their classmates, families and friends. We define ways of building connections and showing empathy through teaching and learning in the context of online social-emotional learning (o-SEL) environments. Then, we position educators to empathize with their learners and fellow educators and define challenges to implement inclusive and equitable access to SEL curricula in online environments. Additionally, we share a pedagogical framework that includes academic mindsets, which include belonging, growth mindset, self-efficacy, and relevance, and can be utilized in PK-12 education to encourage inclusive o-SEL environments.

EMPOWER MODULE: Students having a growth mindset and identifying one’s assets

ISTE Standards for Students: Analyst

The objectives for this module aim to situate educators to understand and use data to empower students to identify their learning goals, assets, and develop a growth mindset. Educators create online learning environments that inform students of their assets and encourage and promote a growth mindset within themselves and among one another. We define asset-based instructional approaches in online social-emotional learning (o-SEL) environments, and we emphasize use of the Universal Design for Learning model for online learning. We share how data regarding student engagement, representation, action, and expression should be collected and analyzed to better meet the needs of all PK-12 students in o-SEL environments. Inclusive pedagogy should be utilized and assessed through this approach to asset-based instruction.

Importance

With the increased prevalence of online learning, especially in light of the ways in which the pandemic continues to evolve, as well as the increased need for SEL instruction to aid in student well-being, it is important to give teachers the tools they need to effectively teach SEL online. However, it can be challenging to put together professional learning opportunities that include suggestions that teachers can implement quickly and successfully. This is, in part, because it is not always easy to find contributors that are experts in both SEL instruction and online learning. Because of our use of design thinking focus groups with educators who are knowledgeable in using SEL in online learning environments, we were able to take their expertise as well as the standards related to SEL and ISTE to create a professional learning experience that capitalizes on effective practices in both online teaching and learning as well as SEL instruction. This model for professional learning is one that can be applied to other subjects and instructional areas across PK-12 schools. The o-SEL framework will give educators practical recommendations for how to integrate ISTE standards into daily instructional practices and across their curriculum.

References

American School Counselor Association (ASCA). (2021a) ASCA mindsets and behaviors for student success. https://www.schoolcounselor.org/Standards-Positions/Standards/ASCA-Mindsets-Behaviors-for-Student-Success

American School Counselor Association (ASCA). (2021b). Membership: Who are ASCA members. https://www.schoolcounselor.org/Membership/Who-Are-ASCA-Members

Collaborative for Academic, Social, and Emotional Learning (CASEL). (2021b). History. https://casel.org/history/

Collaborative for Academic, Social, and Emotional Learning (CASEL). (2021c). SEL: What are the core competence areas and where are they promoted? https://casel.org/sel-framework/

Creswell, John (2007). Qualitative Inquiry & Research Design: Choosing Among Five Approaches. Thousand Oaks, CA: Sage Publications, Inc. pp. 178–180.

Dorado, J. S., Martinez, M., McArthur, L. E., & Leibovitz, T. (2016). Healthy Environments and Response to Trauma in Schools (HEARTS): A whole-school, multi-level, prevention and intervention program for creating trauma-informed, safe and supportive schools. School Mental Health, 8(1), 163-176.

International Society for Technology in Education (ISTE). (2021). ISTE standards for educators. https://www.iste.org/standards/iste-standards-for-teachers

Morgan, R. D., Rodriguez, S., & Rakich, S. (2020). Utilizing culturally responsive teaching in an SEL curriculum. In T . Crosby-Cooper (Ed.), Implementing culturally responsive practices in education (pp. 152-169). IGI Global.

Teaching Tolerance. (2018). Social justice standards: The teaching tolerance anti-bias framework. https://www.learningforjustice.org/sites/default/files/2020-09/TT-Social-Justice-Standards-Anti-bias-framework-2020.pdf