Panoramica Delle Attività
Gli studenti potrebbero soffermarsi troppo su cosa dovrebbero migliorare, su come dovrebbero apparire o su come dovrebbero vestirsi. Gli adolescenti sono vulnerabili all’influenza dei media e sfortunatamente i media sono pieni di metodi per abbattere l’immagine corporea. Gli studenti che stanno già sperimentando immagini corporee distorte vengono facilmente e pesantemente influenzati. Se gli adolescenti riescono a concentrarsi su chi sono e su cosa apprezzano di se stessi, potrebbero non essere così suscettibili ad arrivare agli estremi per cambiare la situazione. In queste attività SEL , gli studenti si concentreranno su quali sono le loro capacità invece che sul loro aspetto.
Dopo che gli studenti hanno completato il loro lavoro, puoi appenderli alla lavagna o al muro in classe. Avere un numero enorme di immagini positive aiuterà a creare un ambiente più favorevole al corpo. Alcuni studenti raramente vedono un muro di positività. Inoltre, gli esempi provenienti dai colleghi possono anche avere un significato maggiore rispetto a qualcosa creato da un insegnante.
Istruzioni Modello e di Classe
(Queste istruzioni sono completamente personalizzabili. Dopo aver fatto clic su "Copia attività", aggiorna le istruzioni nella scheda Modifica del compito.)
Istruzioni per gli studenti
Crea uno storyboard su quali sono le tue abilità per mostrare l'enfasi sulle abilità piuttosto che sulle apparenze.
- Fai clic su "Avvia assegnazione".
- Crea uno storyboard a tre celle con titoli e descrizioni.
- In ogni cella crea una rappresentazione di tre diverse abilità che hai.
- Descrivi brevemente cosa stai facendo in ogni cella e dai un titolo a ogni cella con "abilità".
- Salva e invia il compito.
Piano Delle Lezioni di Riferimento
Rubrica
(Puoi anche crearne uno tuo su 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. |
Panoramica Delle Attività
Gli studenti potrebbero soffermarsi troppo su cosa dovrebbero migliorare, su come dovrebbero apparire o su come dovrebbero vestirsi. Gli adolescenti sono vulnerabili all’influenza dei media e sfortunatamente i media sono pieni di metodi per abbattere l’immagine corporea. Gli studenti che stanno già sperimentando immagini corporee distorte vengono facilmente e pesantemente influenzati. Se gli adolescenti riescono a concentrarsi su chi sono e su cosa apprezzano di se stessi, potrebbero non essere così suscettibili ad arrivare agli estremi per cambiare la situazione. In queste attività SEL , gli studenti si concentreranno su quali sono le loro capacità invece che sul loro aspetto.
Dopo che gli studenti hanno completato il loro lavoro, puoi appenderli alla lavagna o al muro in classe. Avere un numero enorme di immagini positive aiuterà a creare un ambiente più favorevole al corpo. Alcuni studenti raramente vedono un muro di positività. Inoltre, gli esempi provenienti dai colleghi possono anche avere un significato maggiore rispetto a qualcosa creato da un insegnante.
Istruzioni Modello e di Classe
(Queste istruzioni sono completamente personalizzabili. Dopo aver fatto clic su "Copia attività", aggiorna le istruzioni nella scheda Modifica del compito.)
Istruzioni per gli studenti
Crea uno storyboard su quali sono le tue abilità per mostrare l'enfasi sulle abilità piuttosto che sulle apparenze.
- Fai clic su "Avvia assegnazione".
- Crea uno storyboard a tre celle con titoli e descrizioni.
- In ogni cella crea una rappresentazione di tre diverse abilità che hai.
- Descrivi brevemente cosa stai facendo in ogni cella e dai un titolo a ogni cella con "abilità".
- Salva e invia il compito.
Piano Delle Lezioni di Riferimento
Rubrica
(Puoi anche crearne uno tuo su 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. |
Come prevalere sulle capacità rispetto alle apparenze
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.
Domande frequenti sulle abilità rispetto all'apparenza
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.
Più Storyboard That Attività
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Testimonianze
"Usando il prodotto, erano così entusiasti e hanno imparato così tanto..."–Bibliotecario K-5 e insegnante di tecnologia didattica
"Sto realizzando una cronologia di Napoleone e chiedo [agli studenti] di stabilire se Napoleone fosse un bravo ragazzo, un cattivo ragazzo o qualcosa nel mezzo".–Insegnante di storia e istruzione speciale
"Gli studenti possono essere creativi con Storyboard That e ci sono così tanti elementi visivi tra cui scegliere... Lo rende davvero accessibile a tutti gli studenti della classe."–Insegnante di terza elementare
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