What is Embodied-SEL?
Embodied-SEL is a relatively new term in the field of social-emotional learning (SEL). The following information is taken from: Teachers as Designers of Learning Environments (see citation at the end).
Embodied learning refers to pedagogical approaches that focus on the non-mental factors involved in learning, and that signal the importance of the body and feelings.
Embodied-learning is about using the body to learn and recognizing that the brain isn’t the only source of behaviour and cognition.
Embodied learning is closely connected with the idea of learning-by-doing and by engaging with the environment, which are significant aspects of experiential learning. Although both approaches share the importance of interaction, experimentation, and the ambition to offer students a comprehensive learning experience, in embodied learning the focus shifts from the cognitive to the emotional, physical and creative aspects. Activities revolving around the active role of students where the emotions play an important role (e.g. simulations and role-playing) are also forms of embodied learning.
Pedagogical Principles of Embodied Learning (Svendler et al., 2013) :
Body and mind work together in learning.
Movement and concepts are connected.
Action and thinking take place simultaneously.
Science and art influence and support each other.
The physical and the ideal are in dialogue with each other.
Reality and imagination are intertwined.
The living body and the lived body are united in forming human consciousness.
Reference:
Paniagua, A. and D. Istance (2018), Teachers as Designers of Learning Environments: The Importance of Innovative Pedagogies, Educational Research and Innovation, OECD Publishing, Paris, https://doi.org/10.1787/9789264085374-en.
