2.Integrating-SEL-in-MG-Teaching.pdffffttt

For education purposes

1. Integrating Social &
Emotional in
Multi-Grade
Learning Resources
Dr. Joyce Orillosa

2. Kumusta po kayo?
Kumusta po kayo?

3. When visiting
classrooms, what
moments make
you think: This
teacher really sees
every child?

4. Social and Emotional Learning?
Understand and manage emotions
Recognize feelings in themselves and
others, and develop strategies to regulate
emotional responses.
Set and achieve positive goals
Establish meaningful objectives and work
persistently toward accomplishing them.
Feel and show empathy for others
Understand different perspectives and
respond with compassion and care.
Establish and maintain positive relationships
Build healthy connections through
communication, cooperation, and mutual
respect.
Make responsible decisions
Consider ethical standards, safety, and
social norms when making choices.

5. The Five Core SEL Competencies
Self-Awareness
Understanding your
emotions, values, and
strengths
Self-Management
Regulating emotions and
behaviors effectively
Social Awareness
Recognizing and
appreciating diverse
perspectives
Relationship Skills
Building and maintaining
healthy connections
Responsible Decision-
Making
Making ethical,
constructive choices

6. How SEL Transforms the Learning Environment
Strengthens Focus
Enhancing concentration and
academic outcomes.
Encourages Prosocial Behavior
Promoting positive actions
and community support.
Increases Engagement
Capturing attention and
encouraging participation.
Builds Relationships
Fostering connections and
mutual understanding.

7. The SEL Ripple Effect
Students Feel Safe
Emotional security creates the foundation for learning
Relationships Thrive
Trust and respect flourish in supportive environments
Achievement Grows
Focus, engagement, and academic success multiply

8. How do you integrate SEL in learning resources?

9. SEL Signature Practice #1:
Welcoming Ritual
Purpose
•Builds inclusion, trust,
and emotional safety
•Helps learners feel
seen, valued, and ready
to engage
•Establishes a positive
tone for learning
Examples for Students
Morning Check-In
"What's one word for how you’re
feeling today?"
Connection Game
Quick greeting in pairs—"Smile and
say hello to two classmates."
Emotion Cards
Learners pick a card that shows how
they feel before class begins.
Examples for Leaders
•"Share one positive thing you've seen a teacher do this week."
•A brief mindfulness or breathing exercise before discussion.

10. SEL Signature Practice #2: Engaging Practices
Purpose
Keeps learners actively involved
through interaction, reflection,
and collaboration. Builds agency
and deeper understanding by
linking thinking with feeling.
Examples for Students
Turn-and-Talk
Discuss a story character's feelings
or choices with a partner.
Cooperative Tasks
Pair younger and older learners for
joint activities that build mentorship.
Reflective Pause
"How would you solve this
problem as a team?"
Examples for Leaders
•Role-play coaching conversations
•Group problem-solving around real classroom challenges
•Use protocols like "think-pair-share" or "gallery walk"

11. SEL Signature Practice #3:
Optimistic Closure
Purpose
Helps learners reflect on what they've learned,
acknowledge effort, and leave with a sense of
accomplishment or hope. Reinforces emotional regulation
and positive connection.
Examples for Students
Reflection Prompt
"One thing I learned today
that helps me be kind…"
Application
"One way I can apply this
tomorrow…"
Examples for Leaders
"One insight I'll bring to my
next school visit…"
Close meetings with:
•Short mindfulness moment
•Thank-you round
•Commitment to one
actionable next step

12. Putting It Into Practice

13. Sample Multi-Grade Reading Task: "The Kind Forest"
Objective
Develop reading comprehension and
sequencing skills among Grades 1–3
learners while building empathy and
cooperation.
Materials
Short story: "The Kind Forest"
Simplified version for Grade 1
Extended version for Grades 2–3
Picture sequencing cards
Task Flow
Shared Reading (Whole Class)
Teacher reads "The Kind Forest" aloud while showing pictures.
Grade 1:Identify key words (tree, bird, kind)
Grades 2–3:Read along and highlight descriptive phrases
Group Activity (Mixed-Grade Pairs)
Older students assist younger ones in sequencing
story events using picture cards.
Extension Task
Grade 1:Draw their favorite part of the story
Grades 2–3:Write 3–5 sentences about the lesson learned

14. SEL Integration in Action
How "The Kind Forest" Embeds All Three Practices
Lesson
Stage
Learning Activity SEL Integration
BeginningShared Reading (Whole Class)Teacher
welcomes learners with check-in: "What
does kindness mean to you?" Teacher
reads "The Kind Forest" aloud with
pictures. • Grade 1: identify key words
(tree, bird, kind) • Grades 2–3: read along
and highlight phrases
SEL Focus:Self-awareness and social awareness
Helps learners connect emotions to the story and
builds empathy by recognizing feelings in
characters.
Strategy: Welcoming ritual –emotional connection
to story theme
Middle Group Activity (Mixed-Grade Pairs)
Older students assist younger ones in
sequencing story events using picture
cards. Each pair discusses: "How did the
animals show kindness or teamwork?"
SEL Focus:Relationship skills and responsible
decision-making Encourages cooperation, active
listening, and shared responsibility.
Strategy: Engaging practice –promote peer
mentoring and respectful communication
End
Extension and Reflection Task• Grade
1: Draw favorite part of story • Grades
2–3: Write 3–5 sentences about what
they learned Class ends with sharing
circle: "I can be kind today by…"
SEL Focus:Self-management and empathy
Reinforces personal responsibility and positive
closure.
Strategy: Optimistic closure –gratitude or
affirmation linked to SEL value

15. Supervisors as SEL Leaders
Modeling SEL
Leadership in
Multi-Grade
Contexts
YOUR LEADERSHIP MATTERS!

16. The Calm, Clear, and Kind Framework
Calm Leadership
Centered and emotionally regulated,
even in stressful coaching or feedback
moments.
Impact on Teachers
Creates psychological safety for
teachers to open up and reflect
honestly without fear of judgment.
Clear Communication
Provides structured, specific, and
consistent feedback that focuses on
growth, not judgment.
Impact on Teachers
Helps teachers see clear next steps in
improving instruction or resource use
with confidence.
Kind Engagement
Leads with empathy and respect,
recognizing teachers' diverse contexts
and challenges.
Impact on Teachers
Builds trust and collaboration;
encourages teachers to try SEL
practices themselves.

17. Reflection
Calm
How do I manage my own emotions
before giving feedback to teachers?
What grounding practices help me stay
centered during challenging
conversations?
Clear
Are my instructions or expectations
helping teachers feel more confident?
Do I provide actionable, specific
feedback they can implement
immediately?
Kind
How do I ensure every teacher feels
seen, valued, and supported in their
growth? Do I acknowledge their
strengths as often as I identify areas for
improvement?

18. Your Turn: Taking Action
Reflect and Commit
Action #1
What will you do differently in your next
lesson, resource, or coaching conversation to
integrate SEL?
Action #2
How will you model calm, clear, and kind
leadership in your interactions with
colleagues or students?

19. SEL Leadership
Starts With How We Show Up.
"Supervisors who lead with calm, clarity, and kindness go
beyond evaluation —they strengthen the social and
emotional competencies of school heads and teachers. By
modelingempathy, reflection, and responsible decision-
making, they guide educators in designing and using learning
resources that are inclusive, engaging, and responsive to
learners’ diverse needs —fostering pro-social and equitable
classroom experiences."

20. One Word Check-Out

21. THANK YOU!
✨Every
learner feels
seen
??????Every
teacher feels
supported
??????Every
classroom
becomes a
space for
growth

22. Applying Calm, Clear, and Kind Leadership
Area of SupportWhat a Calm, Clear, and Kind Supervisor Might
Do
SEL Link
Lesson PlanningGently guide teachers to include SEL
objectives (e.g., cooperation, empathy) in
lesson plans.
Promotes intentional SEL
integration
Behavior
Management
Model reflective dialogue: "What might this
student be feeling?" rather than "How do we
discipline?"
Builds emotional literacy and
social awareness
Technology
Integration
Encourage tools that enhance connection
(e.g., peer storytelling via video) rather than
isolation.
Fosters responsible, relational
use of technology
Resource
Development
Coach teachers to embed the 3 SEL Signature
Practices (welcoming ritual, engaging practice,
optimistic closure) in every learning material.
Ensures every resource
supports a responsive, pro-
social learning environment