Textbook Resources: [Self-Exploration Compass, Coordinate Graph]
"Interdisciplinary Aesthetic Education x Social-Emotional Learning Self-Exploration Compass" & "Interdisciplinary Aesthetic Education x Social-Emotional Learning Self-Exploration Coordinate Map"
The "Interdisciplinary Aesthetic Education x Social-Emotional Learning Self-Exploration Compass" and the "Interdisciplinary Aesthetic Education x Social-Emotional Learning Self-Exploration Coordinate Map" are self-guided learning positioning tools for the "Interdisciplinary Aesthetic Education x Social-Emotional Learning Navigation Card". They can help users quickly compare observable behaviors and performances under different learning dimensions, and conduct awareness, self-positioning, and learning reflection in the process of interdisciplinary aesthetic literacy and social-emotional learning.
When using this tool, teachers or facilitators can locate relevant competencies in the table based on the course content and activity objectives, serving as a basis for observation, recording, and feedback. The items listed in the compass focus on identifiable behavioral descriptions during the learning process, rather than as a reference for outcome scoring, making it suitable for formative assessment, instructional adjustments, or review of the learning process. When used in conjunction with navigation cards and maps, it can help users establish a clear and consistent framework for assessment and reflection, from perceptual experience and behavioral performance to competency development.
References:
The Collaborative for Academic, Social, and Emotional Learning (CASEL), (2020), "The CASEL 5 Framework".
Washington Office of Superintendent of Public Instruction (OSPI), (2020), Washington state K-12 social emotional learning standards and benchmarks.
Huang, Chi-Hui (2024), "The Practice and Challenges of Integrating Social-Emotional Learning into Junior High School Arts: The Construction of Teacher Perspectives and Teaching Indicators." *Art Education Research*, No. 48 (December 2024), pp. 1-37.
