For This Assignment, You Are Going To Create Your Own Learni ✓ Solved

For this assignment, you are going to create your own learni

For this assignment, you are going to create your own learning module. Use the provided template to design a mini-training session for your fellow teachers. The topic is Building Social Skills. Fill out each section. Your module should include the following: 3 measurable objectives, 2 videos (create or find), 3 articles (cite), 2 activities/assessments.

Paper For Above Instructions

Module Title

Building Social Skills: A Mini-Training for Classroom Teachers

Target Audience and Duration

Target audience: K–6 classroom teachers and paraprofessionals looking to strengthen students’ social skills and classroom social climate. Duration: 90 minutes (60-minute workshop plus 30-minute follow-up planning/reflection).

Rationale and Evidence Base

Social skills are foundational for academic success, peer relationships, and long-term well-being (Durlak et al., 2011). School-based, explicit social skills instruction produces reliable gains in social-emotional competence and academic outcomes when integrated into classroom practice (CASEL, 2020; Durlak et al., 2011). The mini-training aligns with social learning theory (Bandura, 1977) by emphasizing modeling, guided practice, and reinforcement.

Measurable Learning Objectives

  1. By the end of the training, teachers will be able to write three measurable social-skill objectives for a classroom lesson (e.g., "Students will greet a peer and ask one appropriate question in 4 out of 5 observed trials") and submit them for feedback (observable and measurable outcomes) — measured via artifact submission and rubric scoring (Denham, 2006).
  2. After viewing the two videos and participating in practice, teachers will demonstrate a minimum of two evidence-based teaching strategies for social skills (modeling and role-play) in a 10-minute microteaching segment, scored by a peer rubric with a minimum competency threshold of 80% (Bandura, 1977; Gresham & Elliott, 1990).
  3. Within two weeks of training, teachers will implement one classroom activity and use a brief assessment tool to document student progress on a target social skill (baseline and one-week post), showing data collection fidelity of ≥80% (Durlak et al., 2011).

Core Materials and Resources

  • Template handout with lesson plan sections, objectives rubric, and assessment forms.
  • Video 1: Short modeling clip demonstrating greeting, turn-taking, and asking questions (example: "Teaching Social Skills for Kids" — teacher-created or curated).
  • Video 2: Classroom implementation example showing a teacher-led role-play and reinforcement routine.
  • Three articles (for background reading and discussion): Durlak et al. (2011); Denham (2006); Weissberg & Cascarino (2013).

Videos

Teachers may use one short, high-quality curated video and one local demonstration. Example choices:

  1. Curated: A 6–8 minute instructional video illustrating explicit teaching of greeting/asking questions (e.g., an educational YouTube clip or a CASEL video demonstrating classroom practice) (CASEL, 2020).
  2. Local/demonstration: A 5–7 minute pre-recorded microteaching by a colleague showing role-play, prompting, and reinforcement in a typical classroom.

Assigned Articles (required reading)

  1. Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students' social and emotional learning: A meta-analysis of school-based universal interventions. Child Development. (Core evidence of SEL program effects.)
  2. Denham, S. A. (2006). Social-emotional competence in early childhood: Pathways to outcomes and classroom practices. (Overview of competencies and classroom strategies.)
  3. Weissberg, R. P., & Cascarino, J. (2013). Academic learning + social-emotional learning = national priority. Phi Delta Kappan. (Policy and schoolwide integration recommendations.)

Training Agenda and Activities

0–10 min: Introduction, goals, and pre-assessment (teachers complete a quick checklist of current practices). 10–25 min: Mini-lecture on evidence and core skill sequences (teach, model, rehearse, reinforce) with article highlights (Durlak et al., 2011; Denham, 2006). 25–40 min: Video viewing and guided debrief (identify teaching moves, prompts, reinforcement). 40–70 min: Practice session — teachers plan and perform 10-minute microteaching in triads using an objective and one activity (peer rubric). 70–90 min: Assessment planning, data collection methods, differentiation strategies, and next steps.

Two Activities/Assessments (detailed)

  1. Activity: "Skill Stations" (classroom-ready). Objective: Students will practice greeting, turn-taking, and asking follow-up questions. Structure: Rotating 8-minute stations — modeling/demonstration, guided role-play with teacher prompts, and peer practice with feedback cards. Assessment: Teacher uses a 3-item checklist (greet, ask a question, wait to respond) for each student in a 2-minute observation, recording baseline and post-implementation data. Research supports repeated rehearsal and feedback to build social competence (Bandura, 1977; Gresham & Elliott, 1990).
  2. Assessment: "One-Minute Social Skills Probe." Objective: Brief form-based observation where the teacher records the frequency of target social behaviors in a 5–10 minute naturalistic period (e.g., number of appropriate initiations). Use a simple progress-monitoring chart to track pre-implementation, weekly, and post-implementation results. Fidelity: Teachers will complete a short fidelity checklist (implemented steps: explicit instruction, modeling, rehearsal, reinforcement). Data collection enables evidence-based decision-making (Durlak et al., 2011).

Differentiation and Classroom Considerations

For students who need extra support, embed visual supports, social scripts, and increased adult prompting; for advanced students, add complex role-play and leadership opportunities. For neurodiverse learners, use individualized goals and small-group instruction (Wong et al., 2015). Ensure culturally responsive examples when modeling language and scenarios (Weissberg & Cascarino, 2013).

Implementation Plan and Follow-up

Teachers will implement one activity during the week following training and upload their objective, brief lesson plan, and one week of data to a shared platform. A 30-minute follow-up coaching session (virtual or in-person) will review data and refine instruction. Success criteria: Teachers submit measurable objectives, implemented lesson artifacts, and one week of collected data showing measurable change or a plan for ongoing monitoring (Denham, 2006).

Evaluation and Continuous Improvement

Trainer evaluates teacher artifacts using the objectives rubric and fidelity checklist. Aggregate student data across classrooms will be reviewed monthly to determine program impact and to identify needs for booster sessions or additional coaching (Durlak et al., 2011).

Key Takeaways for Teachers

  • Write specific, observable, measurable objectives for social skill instruction.
  • Use modeling and role-play with immediate feedback and reinforcement.
  • Collect brief, regular progress-monitoring data to inform instruction.

References

  • Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students' social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432. (Durlak et al., 2011)
  • Collaborative for Academic, Social, and Emotional Learning (CASEL). (2020). What is SEL? Retrieved from https://casel.org/what-is-sel/ (CASEL, 2020)
  • Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice-Hall. (Bandura, 1977)
  • Gresham, F. M., & Elliott, S. N. (1990). Social Skills Rating System. Circle Pines, MN: American Guidance Service. (Gresham & Elliott, 1990)
  • Denham, S. A. (2006). Social-emotional competence in early childhood: Pathways to outcomes and classroom practices. In K. McCartney & D. Phillips (Eds.), Blackwell Handbook of Early Childhood Development. Blackwell. (Denham, 2006)
  • Weissberg, R. P., & Cascarino, J. (2013). Academic learning + social-emotional learning = national priority. Phi Delta Kappan, 94(2), 8–13. (Weissberg & Cascarino, 2013)
  • Wong, C., Odom, S. L., Hume, K., Cox, A. W., Fettig, A., Kucharczyk, S., ... & Schultz, T. R. (2015). Evidence-based practices for children, youth, and young adults with autism spectrum disorder. Journal of Autism and Developmental Disorders, 45(7), 1951–1966. (Wong et al., 2015)
  • Elias, M. J., Zins, J. E., Weissberg, R. P., et al. (1997). Promoting Social and Emotional Learning: Guidelines for Educators. Alexandria, VA: ASCD. (Elias et al., 1997)
  • Ladd, G. W., & Troop-Gordon, W. (2003). The role of chronic peer difficulties in the development of... (peer relationships and socioemotional development). Developmental Psychology. (Ladd & Troop-Gordon, 2003)
  • American Psychological Association. (2015). Teaching and promoting social skills in schools: Resources and guidelines. Retrieved from https://www.apa.org/education/k12/social-skills (APA, 2015)

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