Aperçu de L'activité
Les élèves peuvent trop s’attarder sur ce qu’ils devraient améliorer, à quoi ils devraient ressembler ou comment ils devraient s’habiller. Les adolescents sont vulnérables à l’influence des médias et, malheureusement, ceux-ci regorgent de méthodes visant à détruire l’image corporelle. Les étudiants qui subissent déjà des images corporelles déformées sont facilement et fortement influencés. Si les adolescents peuvent se concentrer sur qui ils sont et sur ce qu’ils aiment chez eux, ils ne seront peut-être pas aussi enclins à aller à l’extrême pour changer cela. Dans ces activités SEL , les élèves se concentreront sur leurs capacités plutôt que sur leur apparence.
Une fois que les élèves ont terminé leur travail, vous pouvez les accrocher au tableau ou au mur de la classe. Avoir un nombre impressionnant d’images positives contribuera à créer un environnement plus respectueux du corps. Certains étudiants voient rarement un mur de positivité. De plus, les exemples provenant de pairs peuvent également avoir une signification plus importante que quelque chose créé par un enseignant.
Instructions de Modèle et de Classe
(Ces instructions sont entièrement personnalisables. Après avoir cliqué sur "Copier l'activité", mettez à jour les instructions dans l'onglet Modifier du devoir.)
Instructions aux étudiants
Créez un scénarimage de vos capacités pour mettre l’accent sur les capacités plutôt que sur les apparences.
- Cliquez sur "Démarrer l'assignation".
- Créez un story-board à trois cellules avec des titres et des descriptions.
- Dans chaque cellule, créez un visuel de trois capacités différentes que vous avez.
- Décrivez brièvement ce que vous faites dans chaque cellule et nommez chaque cellule avec "capacité".
- Enregistrez et soumettez le travail.
Référence au Plan de Leçon
Rubrique
(Vous pouvez également créer le vôtre sur Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Structure | Nine cells were used in a chart layout with three columns of three cells. Each cell has it's own description box. There are column titles indicating which cells are examples of uncontrollable stressors, unhealthy coping (ED), and healthy coping. The titles on the rows indicate the theme of the cell. | Nine cells were used in a chart layout with three columns of three cells. Each cell has its own description box. There are column titles indicating which cells are examples of uncontrollable stressors, unhealthy coping (ED), and healthy coping. The titles on the rows do not clearly indicate the theme of the cell. | Nine cells were used in a chart layout with three columns of three cells. There is no description box for the cells. The column titles do not clearly indicate which cells are examples of uncontrollable stressors, unhealthy coping (ED), and healthy coping. The titles on the rows do not clearly indicate the theme of the cell. |
| Uncontrollable Stressor | All three cells used exemplary school appropriate scenes, characters, and text to convey examples of scenarios teens may face. The lack of self control on the cause of the stressor is clearly depicted and written in the description below. | All three cells used adequate school appropriate scenes, characters, and text to convey examples of scenarios teens may face. The lack of self control on the cause of the stressor is clearly depicted and written in the description below. | Less than three cells used adequate school appropriate scenes, characters, and text to convey examples of scenarios teens may face. The lack of self control on the cause of the stressor is unclear and not followed with a clear description. |
| Unhealthy Coping | All three cells used exemplary school appropriate scenes, characters, and text to convey examples how someone may use an eating disorder to cope with stress. The description clearly explains that this method is a negative and unhealthy way to cope. | All three cells used adequate school appropriate scenes, characters, and text to convey how someone may use an eating disorder to cope with stress. The description clearly explains that this method is a negative and unhealthy way to cope. | Less than three cells used adequate school appropriate scenes, characters, and text to convey how someone may use an eating disorder to cope with stress. The description is unclear and does not explain how this method is a negative and unhealthy way to cope. |
| Healthy Coping | All three cells used exemplary school appropriate scenes, characters, and text to convey examples of three different healthy coping skills. The description clearly explains that this method is a positive coping skill. | All three cells used adequate school appropriate scenes, characters, and text to convey examples of three different healthy coping skills. The description clearly explains that this method is a positive coping skill. | Less than three used adequate school appropriate scenes, characters, and text to convey examples of three different healthy coping skills. The description is unclear and does not explain how this method is a positive and healthy way to cope. |
| Use of Convections | There are few to no grammar or spelling mistakes. The text clearly indicates messages of health and unhealthy coping skills. | There are some grammar or spelling mistakes, but understanding of content is clear. | There are too many grammar or spelling mistakes creating an unclear understanding of content. |
Aperçu de L'activité
Les élèves peuvent trop s’attarder sur ce qu’ils devraient améliorer, à quoi ils devraient ressembler ou comment ils devraient s’habiller. Les adolescents sont vulnérables à l’influence des médias et, malheureusement, ceux-ci regorgent de méthodes visant à détruire l’image corporelle. Les étudiants qui subissent déjà des images corporelles déformées sont facilement et fortement influencés. Si les adolescents peuvent se concentrer sur qui ils sont et sur ce qu’ils aiment chez eux, ils ne seront peut-être pas aussi enclins à aller à l’extrême pour changer cela. Dans ces activités SEL , les élèves se concentreront sur leurs capacités plutôt que sur leur apparence.
Une fois que les élèves ont terminé leur travail, vous pouvez les accrocher au tableau ou au mur de la classe. Avoir un nombre impressionnant d’images positives contribuera à créer un environnement plus respectueux du corps. Certains étudiants voient rarement un mur de positivité. De plus, les exemples provenant de pairs peuvent également avoir une signification plus importante que quelque chose créé par un enseignant.
Instructions de Modèle et de Classe
(Ces instructions sont entièrement personnalisables. Après avoir cliqué sur "Copier l'activité", mettez à jour les instructions dans l'onglet Modifier du devoir.)
Instructions aux étudiants
Créez un scénarimage de vos capacités pour mettre l’accent sur les capacités plutôt que sur les apparences.
- Cliquez sur "Démarrer l'assignation".
- Créez un story-board à trois cellules avec des titres et des descriptions.
- Dans chaque cellule, créez un visuel de trois capacités différentes que vous avez.
- Décrivez brièvement ce que vous faites dans chaque cellule et nommez chaque cellule avec "capacité".
- Enregistrez et soumettez le travail.
Référence au Plan de Leçon
Rubrique
(Vous pouvez également créer le vôtre sur Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Structure | Nine cells were used in a chart layout with three columns of three cells. Each cell has it's own description box. There are column titles indicating which cells are examples of uncontrollable stressors, unhealthy coping (ED), and healthy coping. The titles on the rows indicate the theme of the cell. | Nine cells were used in a chart layout with three columns of three cells. Each cell has its own description box. There are column titles indicating which cells are examples of uncontrollable stressors, unhealthy coping (ED), and healthy coping. The titles on the rows do not clearly indicate the theme of the cell. | Nine cells were used in a chart layout with three columns of three cells. There is no description box for the cells. The column titles do not clearly indicate which cells are examples of uncontrollable stressors, unhealthy coping (ED), and healthy coping. The titles on the rows do not clearly indicate the theme of the cell. |
| Uncontrollable Stressor | All three cells used exemplary school appropriate scenes, characters, and text to convey examples of scenarios teens may face. The lack of self control on the cause of the stressor is clearly depicted and written in the description below. | All three cells used adequate school appropriate scenes, characters, and text to convey examples of scenarios teens may face. The lack of self control on the cause of the stressor is clearly depicted and written in the description below. | Less than three cells used adequate school appropriate scenes, characters, and text to convey examples of scenarios teens may face. The lack of self control on the cause of the stressor is unclear and not followed with a clear description. |
| Unhealthy Coping | All three cells used exemplary school appropriate scenes, characters, and text to convey examples how someone may use an eating disorder to cope with stress. The description clearly explains that this method is a negative and unhealthy way to cope. | All three cells used adequate school appropriate scenes, characters, and text to convey how someone may use an eating disorder to cope with stress. The description clearly explains that this method is a negative and unhealthy way to cope. | Less than three cells used adequate school appropriate scenes, characters, and text to convey how someone may use an eating disorder to cope with stress. The description is unclear and does not explain how this method is a negative and unhealthy way to cope. |
| Healthy Coping | All three cells used exemplary school appropriate scenes, characters, and text to convey examples of three different healthy coping skills. The description clearly explains that this method is a positive coping skill. | All three cells used adequate school appropriate scenes, characters, and text to convey examples of three different healthy coping skills. The description clearly explains that this method is a positive coping skill. | Less than three used adequate school appropriate scenes, characters, and text to convey examples of three different healthy coping skills. The description is unclear and does not explain how this method is a positive and healthy way to cope. |
| Use of Convections | There are few to no grammar or spelling mistakes. The text clearly indicates messages of health and unhealthy coping skills. | There are some grammar or spelling mistakes, but understanding of content is clear. | There are too many grammar or spelling mistakes creating an unclear understanding of content. |
Conseils pratiques sur les capacités plutôt que sur les apparences
Encourage Positive Self-Talk About Abilities
Guide students to say or write positive statements about their skills and strengths. This helps shift their focus from appearance to what they can do well, boosting self-confidence and resilience.
Model Sharing Your Own Abilities
Share your own abilities and interests with the class to set an example. Demonstrating vulnerability can make students feel more comfortable and willing to participate.
Facilitate Peer Praise Sessions
Organize short activities where students compliment each other's abilities. This builds a supportive classroom culture and reinforces the value of everyone's unique skills.
Display Student Abilities Around the Classroom
Hang student-created work that highlights abilities on the walls. Having visual reminders of everyone's strengths builds ongoing positivity and can inspire others.
Integrate Ability-Focused Reflection Journals
Have students regularly write about a new ability or skill they've discovered or improved. This ongoing reflection keeps the focus on growth and personal achievements.
Questions fréquemment posées sur les capacités plutôt que sur les apparences
What is the Abilities Over Appearances classroom activity?
Abilities Over Appearances is a social-emotional learning (SEL) activity where students focus on highlighting their skills and talents rather than their looks. Using storyboards, students showcase three personal abilities to promote a positive self-image and shift attention away from appearance.
How can I help students focus on abilities instead of appearance?
Encourage students to identify and celebrate their abilities through reflective activities like storyboarding. Display their work on classroom walls to create a positive, inclusive environment that values strengths over looks.
What steps are involved in the Abilities Over Appearances storyboard lesson?
Students click "Start Assignment," create a three-cell storyboard, and illustrate three different abilities. Each cell includes a title, visual, and brief description of the ability, helping students reflect on their unique strengths.
Why is it important for students to focus on abilities rather than appearance?
Focusing on abilities builds self-esteem, reduces susceptibility to negative media influence, and helps students develop a healthier body image by valuing what they can do instead of how they look.
How does displaying positive student work support a body-friendly classroom?
Displaying student-created storyboards filled with positive abilities fosters a supportive atmosphere, promotes acceptance, and encourages students to appreciate each other's strengths, making body positivity a visible classroom value.
Plus de Storyboard That Activités
Compétences D'adaptation et Désordre
Témoignages
« En utilisant le produit, ils étaient tellement enthousiastes et ils ont tellement appris... »– Bibliothécaire et professeur de technologie pédagogique de la maternelle à la 5e année
« Je fais une chronologie de Napoléon et je demande aux [étudiants] de déterminer si Napoléon était un bon ou un méchant ou quelque part entre les deux. »–Professeur d'histoire et d'éducation spécialisée
« Avec Storyboard That les élèves peuvent exprimer leur créativité et choisir parmi une multitude de visuels… Cela le rend vraiment accessible à tous les élèves de la classe. »–Enseignant de troisième année
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