5 Dos and Don’ts of SEL-Based Collaborative Learning

Format

Individual Presentation

Format

Workshop

Presenters

Katie Dineen

First Presenter's Institution

Princeton Public Schools

First Presenter’s Email Address

katiedineen@princetonk12.org

First Presenter's Brief Biography

Katie is a public high school social studies teacher with a research background in gender equity in curriculum and instruction, educational psychology, and abolitionist pedagogy. In her work outside the classroom with institutions such as the New-York Historical Society and Princeton University, Katie shares her research and experience with practicing and pre-service educators.

Submitter

I am submitting this proposal as one of the presenter(s)

Location

Scarbrough 4

Strand #1

Heart: Social & Emotional Skills

Strand #2

Head: Academic Achievement & Leadership

Relevance

Heart: Collaborative learning that is inclusive, differentiated, and intentional supports several of the key tenets of SEL. By working in a carefully structured group toward a common goal, students practice feeling and showing empathy for others, building supportive relationships, and responsibly making both individual and collective decisions in a safe, supportive, and controlled environment.

Head: When collaborative learning is meaningfully integrated into curricula and instruction, it creates a basis for more equitable SEL. Specifically, collaborative learning models can expand all students’ academic access and achievement by:

• allowing for structured differentiation
• extending direct teacher- and peer- support where it’s needed
• presenting new, interpersonal challenges to academically advanced students
• fostering a sense of belonging in classroom communities
• increasing student agency in their individualized learning processes
• providing more intimate settings for challenging discourse

Brief Program Description

Collaborative Learning can strengthen students’ sense of belonging, provide a framework for differentiation, and make lessons more engaging and accessible for all students. In this presentation, we will consider 5 Dos and Don'ts to encourage participants to choose strategies for implementing SEL-based collaborative learning in their classrooms and workplaces.

Summary

After reviewing the recommendations listed below from a student perspective, participants will develop or modify instructional materials to incorporate SEL-based collaborative learning.

#1: Assigned Roles

• Don’t forget to plan roles and responsibilities.
• Do create intentional group roles.

#2: Student Choice Don’t overspecify learning tasks.

• Don’t overspecify learning tasks.
• Do use a Universal Design for Learning (UDL) to create space for student choice.

#3: Responsive Group Creation

• Don’t tie yourself to heterogeneous or homogeneous grouping strategies.
• Do be responsive to student needs when creating groups.

#4: Group Rotation

• Don’t keep student working groups stagnant.
• Do change student working groups frequently and provide several opportunities for collaboration across groups.

#5: Accountability

• Don’t assume that students know how to collaborate.
• Do engage with student groups, model accountable talk, and individually assess students’ performance.

Evidence

https://casel.org/blog/5-dos-and-donts-of-sel-based-collaborative-learning/

Learning Objective 1

describe SEL-based collaborative learning

Learning Objective 2

integrate SEL-based collaborative learning into their practice

Learning Objective 3

create opportunities for collaboration between their students, clients, and/or employees

Keyword Descriptors

collaborative leaning, social-emotional learning, differentiation, equity, racial literacy

Presentation Year

2025

Start Date

3-5-2025 11:15 AM

Recommended Citation

Dineen, Katie, "5 Dos and Don’ts of SEL-Based Collaborative Learning" (2025). National Youth Advocacy and Resilience Conference. 85.
https://digitalcommons.georgiasouthern.edu/nyar_savannah/2025/2025/85