SEL-STEM Observation Instrument

Assignment:

Group Members:

Date:

MM slash DD slash YYYY

Observer Name:

First Last

1. Performance boosting:

Performance among group members can be enhanced if social loafing is avoided and team members are given appropriate assignments. Evaluation and feedback can also boost students to perform better.

1a. Appropriate assignments (SEL: self-management)

Select appropriate choice.

Observed that this was a primary attribute
Each member had at least one appropriate assignment. All members knew what their assignments were and were willing to perform them.

Observed Moderately
Most members had appropriate assignments and were able to perform them.

Observed Rarely
There was some confusion as to who was assigned to do which tasks. Some members were unaware of their tasks.

Not Observed
No assignments of tasks were made. Group members were unsure what their roles entailed.

Examples or Notes:

1b. Enhancing performance of group members for whom these tasks were not among their strengths (SEL: responsible decision-making, self-management, relationship skills)

Select appropriate choice.

Observed that this was a primary attribute
All members knew their tasks and willingly performed them. People willingly helped each other when necessary. Buoyed by the group, some of the students performed better than they would have on their own.

Observed Moderately
Most members knew their tasks. Some were willing to help others.

Observed Rarely
Some members of the group did most of the work, with only a little help from the group members who didn’t believe they were as skilled for this task as others.

Not Observed
Some members were discouraged from participating and did very little or nothing at all toward the group project.

Examples or Notes:

1c. Promoting social cohesion (SEL: Social awareness and relationship skills)

Select the appropriate choice:

Observed that this was a primary attribute
Members of the group got along well together. Although each had an assigned task, members helped each other. All were willing to listen to each other’s ideas.

Observed Moderately
Members of the group got along moderately well. Some members helped others and listened to others’ ideas.

Observed Rarely
Members of the group tolerated each other, but interacted very little.

Not Observed
Members of the group were on their own to complete their assignments. Those who didn’t were admonished by other members of the group.

Examples or Notes:

2. Attitudes and beliefs toward problem-solving:

2a. Showing a willingness to solve the problem (SEL: self-management)

Select the appropriate choice:

Observed that this was a primary attribute
All group members were willing and eager to solve problems. Group members helped one another solve problems.

Observed Moderately
Some group members willingly solved problems. Those who had trouble asked for help.

Observed Rarely
Several group members were reluctant to solve problems.

Not Observed
Group members did not solve problems.

Examples or Notes:

2b. Persevering to find a solution to a problem (SEL: self-management)

Select the appropriate choice:

Observed that this was a primary attribute
Group members persevered until a solution to problems was found.

Observed Moderately
Group members persevered to solve a problem, but eventually gave up.

Observed Rarely
Group members didn’t try hard to solve a problem.

Not Observed
Group members didn’t address the problem.

Examples or Notes:

2c. Improving ability to solve problems (SEL: self-management, relationship skills)

Select the appropriate choice:

Observed that this was a primary attribute
Group members volunteered to help others when problems arose. Those who were helped learned from the experience. Performing problems correctly was emphasized.

Observed Moderately
When a group members had problems, other members took over and solved it.

Observed Rarely
Group members were left on their own to solve problems, and often the problems were not solved.

Not Observed
No problem-solving was attempted. No ideas were generated.

Examples or Notes:

3. Equity, Diversity, and Inclusion:

Students from different demographic groups should be able to work well together and learn from their diversity.

3a. Expanding opportunities for everyone to participate (SEL: Relationship skills, social awareness, self-awareness)

Select the appropriate choice:

Observed that this was a primary attribute
There are clear ways for everyone to participate and have ownership. There are clear paths for people who have been historically excluded from opportunities to participate. There is evidence that decision making is shared and that everyone can lead or take ownership of the process.

Observed Moderately
Most of the work was done by a few members of the group, while others were allowed to social loaf.

Observed Rarely
Some group members were marginalized and not encouraged to participate.

Not Observed
Some group members were not allowed to participate and their ideas were ignored.

Examples or Notes:

3b. Bringing diverse people together (SEL: Social awareness, relationship skills, self-awareness)

Select the appropriate choice:

Observed that this was a primary attribute
People are sharing experiences that have not been around each other before. There is plenty of interaction, dialogue, and exchange of ideas or values.

Observed Moderately
There is some diversity in race, age, nationality, and perspective. Some people are sharing ideas or values.

Observed Rarely
There is little diversity. Participants are diverse in one way (i.e. gender) but not in others (i.e. race, culture)

Not Observed
There is no diversity in age, race, gender, nationality, or socioeconomic factors. Everyone looks the same.

Examples or Notes:

4. Supportive climate:

A supportive climate with group cohesion emerges when students practice openness, trust, support, and respect.

4a. Respecting different ideas and approaches (SEL: Self-awareness, social awareness, relationship skills, self-management)

Select the appropriate choice:

Observed that this was a primary attribute
All ideas were respected and discussed. No ideas were dismissed outright. Group members were lauded for their ideas.

Observed Moderately
Most ideas were respected.

Observed Rarely
Some ideas were ignored.

Not Observed
Some group members’ ideas were rudely rejected.

Examples or Notes:

4b. Respecting perseverance and risk-taking (SEL: Self-awareness, social awareness, relationship skills, self-management)

Select the appropriate choice:

Observed that this was a primary attribute
Group members having trouble were encouraged and helped by other group members. Those who thought outside the box were lauded. The group shared team loyalty.

Observed Moderately
Some group members were encouraged to persevere when they had trouble.

Observed Rarely
When group members were taking too long, others did the work for them.

Not Observed
Group members had no time for members who couldn’t persevere and some of the work didn’t get finished.

Examples and Supporting Notes:

4c. Reflecting on the progress (SEL: Self-awareness, social awareness, relationship skills, self-management)

Select the appropriate choice:

Observed that this was a primary attribute
Group members periodically met to see how and what others were doing. Suggestions were made. Those who needed help were helped and encouraged.

Observed Moderately
Group members sometimes inquired about what others were doing, but no group meetings took place.

Observed Rarely
Group members rarely inquired about what others were doing, and no group meetings took place.

Not Observed
Group members worked alone until the project was finished.

Examples and Supporting Notes:

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