This microcredential represents the self-awareness skills that are essential components of social and emotional learning. Self-awareness is the ability to accurately identify and understand one’s own emotions, thoughts, personal and social identities, goals and values and how they influence behavior across contexts. It also includes the ability to accurately assess one’s strengths and limitations, with a well-grounded sense of confidence, optimism, and self-efficacy.
To earn this 0.5 credit microcredential you will submit two types of evidence from the list below to demonstrate your effective use of self-awareness skills. You will also complete a short written or video reflective analysis. Click Earn This Microcredential to learn more!
You will be charged $20 by the badge provider. You'll be charged at the point you submit your badge for final review.
Self-awareness skills include all of the following:
(1) Identifying emotions
(2) Understanding personal and sociocultural identities
(3) Recognizing strengths and cultural assets
(4) Awareness of beliefs, mindsets, and biases
Self-awareness: Self-awareness is the ability to accurately identify and understand one’s own emotions, thoughts, personal and social identities, goals and values and how they influence behavior across contexts. It also includes the ability to accurately assess one’s strengths and limitations, with a well-grounded sense of confidence, optimism, and self-efficacy.
As the beginning of the new school year nears, the 6th grade teacher team meets to reconnect and plan. As they discuss their summer experiences and the upcoming year, they realize that as a group they are facing a number of personal and professional challenges. These challenges are making them feel a collective sense of frustration and lack of efficacy. As a team, they decide to focus on self-awareness during the coming school year.
The team plans to weave self-awareness skill-building exercises into their weekly meeting agendas. These exercises include the following:
- Exploring the team's strengths and growth points and developing a plan to build on strengths and address weaknesses.
- Identifying and naming their individual and collective emotional states (e.g., frustrated, elated, hopeful, disappointed).
- Working through and discussing emotionally challenging instructional scenarios.
- Reviewing physical and emotional cues that indicate a range of emotional states.
- Finding and sharing resources at the team, school, district, and other levels for adult self-awareness.
- Recognizing and honoring each team member's positionality and sociocultural identities, and identifying the assets that each bring to the team.
Student Performance Data: Submit mood/emotion logging data from at least a 2-week period. This data can come from an app, a hand-written record, or any other type of consistent mood/emotion logging system. (See resources for examples.) Along with the data, include a written explanation describing what the data illustrate about your self-awareness skills. This data should demonstrate your consistent and effective use of self-awareness skills.
Survey Results: Complete the SEL Self-Assessment and Reflection survey:
(This survey is also available in the Resources section.)
Submit the results and a written analysis of the results, identifying areas of strength and areas for growth.
Testimonial: Submit a written or video recorded testimonial in which you assess your own self-awareness skills. Your self-assessment should touch on all of the following:
• Identifying emotions
• Understanding personal and sociocultural identities
• Recognizing strengths and cultural assets
Include an anecdote about a situation in your professional life in which your self-awareness skills supported a positive outcome.
Candidate's Choice: Submit another type of evidence demonstrating your consistent and effective use of self-awareness skills.
Candidates are required to make 2 evidence submission(s).
Criterion 1: Evidence demonstrates the educator’s ability to identify and understand their own emotions.
Criterion 2: Evidence demonstrates the educator’s ability to assess their own strengths and limitations, and plan accordingly.
Criterion 3: Evidence demonstrates the applicant’s self-efficacy.
Describe how your self-awareness skills support you in your professional life as an educator.
Explain how your self-awareness skills support you outside of your professional life.
In what areas is your self-awareness skillset strongest? Where is it weakest? Identify some “next steps” you might take to strengthen your self-awareness skillset.
Criterion 1: Reflection demonstrates understanding of how educators’ self-awareness can make them more effective in their professional pursuits.
Criterion 2: Reflection demonstrates understanding of how self-awareness supports pursuits outside of professional work.
Criterion 3: Evidence demonstrates the applicant’s self-efficacy.
CASEL: Core SEL Competencies https://casel.org/core-competencies/ Social and emotional learning (SEL) enhances students’ capacity to integrate skills, attitudes, and behaviors to deal effectively and ethically with daily tasks and challenges. Like many similar frameworks, CASEL’s integrated framework promotes intrapersonal, interpersonal, and cognitive competence. There are five core competencies that can be taught in many ways across many settings. Many educators and researchers are also exploring how best to assess these competencies.
Mindful Schools www.mindfulschools.org This organization provides online training for educators and adults on how to practice and teach mindfulness strategies.
MindUP Curriculum The Hawn Foundation. (2011). The MindUP Curriculum: Brain-Focused Strategies for Learning and Living. USA: Scholastic, Inc. Find it on Amazon.com Curriculum is available for PreK-Middle School students. The lessons teach students how to understand what is happening in their brain and body. Using the mindfulness skill taught in the lessons, students are able to learn how to stay focused, understand brain functions and emotions, and be mindful of behavior.
Second Step SEL Curriculum http://www.secondstep.org/ Second Step is a program rooted in social-emotional learning (SEL) that helps transform schools into supportive, successful learning environments uniquely equipped to encourage children to thrive. More than just a classroom curriculum, Second Step’s holistic approach helps create a more empathetic society by providing education professionals, families, and the larger community with tools to enable them to take an active role in the social-emotional growth and safety of today’s children. It’s a difference you can feel the moment you step through the doors to a Second Step school: a sense of safety and respect grounded in the social-emotional health and well-being of the entire school community.
Social Emotional Learning for Prevention www.selforprevention.com This website provides information about SEL and how to implement strategies with students.
What to Do When You Worry Too Much, What to Do When You Grumble Too Much, and What to Do When Your Temper Flares. Huebner, D. (2006) Washington D.C.: Magination Press. Find it on Amazon.com These various workbooks (written by a clinical psychologist and based on cognitive behavioral techniques) help parents and students learn specific strategies to manage various thoughts/emotions.
Zones of Regulation Curriculum Kuypers, L. M. (2001). Zones of Regulation. Social Thinking Publishing. Find it on Amazon.com "The Zones of Regulation is a curriculum geared toward helping students gain skills in consciously regulating their actions, which in turn leads to increased control and problem solving abilities. Students explore calming techniques, cognitive strategies, and sensory supports so they will have a toolbox of methods to use to move between "zones." To deepen students' understanding of how to self-regulate, the lessons set out to teach students these skills: how to read others' facial expressions and recognize a broader range of emotions, perspective about how others see and react to their behavior, insight into events that trigger their less regulated states, and when and how to use tools and problem solving skills."