Pregled Aktivnosti
Učenci se lahko preveč ukvarjajo s tem, kaj bi morali izboljšati, kako bi morali izgledati ali kako bi se morali obleči. Najstniki so ranljivi za vplive medijev in na žalost so mediji polni metod za rušenje podobe telesa. Učenci, ki že doživljajo popačene telesne podobe, so zlahka in močno pod vplivom. Če se najstniki lahko osredotočijo na to, kdo so in kaj jim je všeč na sebi, morda niso tako dovzetni za skrajnost, da bi to spremenili. Pri teh dejavnostih SEL se bodo učenci osredotočali na svoje sposobnosti namesto na svoj videz.
Ko učenci opravijo svoje delo, jih lahko obesite na tablo ali steno v učilnici. Preveliko število pozitivnih slik bo pomagalo ustvariti telesu bolj prijazno okolje. Nekateri učenci redko vidijo zid pozitivnosti. Poleg tega lahko primeri, ki prihajajo od vrstnikov, pomenijo več kot nekaj, kar je ustvaril učitelj.
Predloga in Class Navodila
(Ta navodila so popolnoma prilagodljiva. Ko kliknete »Kopiraj dejavnost«, posodobite navodila na zavihku Urejanje naloge.)
Navodila za študente
Ustvari knjigo zgodb o svojih sposobnostih, da pokažeš na sposobnosti in ne na nastopih.
- Kliknite "Začni dodelitev".
- Ustvarite tricelično zgodbo z naslovi in opisi.
- V vsaki celici ustvarite vizualizacijo treh različnih sposobnosti, ki jih imate.
- Na kratko opišite, kaj počnete v vsaki celici, in vsako celico naslovite z "sposobnostjo".
- Nalogo shranite in pošljite.
Lekcija Načrt Reference
Rubriki
(Svojega lahko ustvarite tudi v 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. |
Pregled Aktivnosti
Učenci se lahko preveč ukvarjajo s tem, kaj bi morali izboljšati, kako bi morali izgledati ali kako bi se morali obleči. Najstniki so ranljivi za vplive medijev in na žalost so mediji polni metod za rušenje podobe telesa. Učenci, ki že doživljajo popačene telesne podobe, so zlahka in močno pod vplivom. Če se najstniki lahko osredotočijo na to, kdo so in kaj jim je všeč na sebi, morda niso tako dovzetni za skrajnost, da bi to spremenili. Pri teh dejavnostih SEL se bodo učenci osredotočali na svoje sposobnosti namesto na svoj videz.
Ko učenci opravijo svoje delo, jih lahko obesite na tablo ali steno v učilnici. Preveliko število pozitivnih slik bo pomagalo ustvariti telesu bolj prijazno okolje. Nekateri učenci redko vidijo zid pozitivnosti. Poleg tega lahko primeri, ki prihajajo od vrstnikov, pomenijo več kot nekaj, kar je ustvaril učitelj.
Predloga in Class Navodila
(Ta navodila so popolnoma prilagodljiva. Ko kliknete »Kopiraj dejavnost«, posodobite navodila na zavihku Urejanje naloge.)
Navodila za študente
Ustvari knjigo zgodb o svojih sposobnostih, da pokažeš na sposobnosti in ne na nastopih.
- Kliknite "Začni dodelitev".
- Ustvarite tricelično zgodbo z naslovi in opisi.
- V vsaki celici ustvarite vizualizacijo treh različnih sposobnosti, ki jih imate.
- Na kratko opišite, kaj počnete v vsaki celici, in vsako celico naslovite z "sposobnostjo".
- Nalogo shranite in pošljite.
Lekcija Načrt Reference
Rubriki
(Svojega lahko ustvarite tudi v 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. |
Kako dati prednost sposobnostim pred videzom
Spodbujajte pozitiven govor o sebi glede zmožnosti
Vodite učence k reku ali pisanju pozitivnih izjav o njihovih sposobnostih in močeh. To jim pomaga preusmeriti pozornost od videza k temu, kaj dobro znajo narediti, kar povečuje samozavest in odpornost.
Modelirajte deljenje lastnih zmožnosti
Delite svoje sposobnosti in interese z razredom kot primer. Pokaževanje ranljivosti lahko učence naredi bolj sproščene in željne sodelovati.
Organizirajte seje pohval učencev
Priredite krajše dejavnosti, kjer si učenci pohvalijo sposobnosti drug drugega. To gradi podporno razredno kulturo in krepi vrednost edinstvenih veščin vsakega posameznika.
Prikazujte učenceve sposobnosti po razredu
Obesite delo učencev, ki poudarja njihove sposobnosti, na stene. Imati vizualne opomnike o močeh vseh ustvarja stalno pozitivnost in navdihuje druge.
Vključite dnevnik refleksije osredotočen na sposobnosti
Naj učenci redno pišejo o novi veščini, ki so jo odkrili ali izboljšali. Ta stalna refleksija ohranja osredotočenost na rast in osebne dosežke.
Pogosto zastavljena vprašanja o sposobnostih pred videzom
Kaj je dejavnost v razredu Sposobnosti nad videzom?
Sposobnosti nad videzom je socialno-čustvena učna aktivnost, kjer se učenci osredotočajo na poudarjanje svojih veščin in talentov namesto videza. Z uporabo zgodbic, učenci predstavijo tri osebne sposobnosti za spodbujanje pozitivne samopodobe in odmik od osredotočenosti na videz.
Kako lahko pomagam učencem osredotočiti se na sposobnosti namesto na videz?
Spodbujajte učence, naj razvijajo in praznujejo svoje sposobnosti skozi refleksivne dejavnosti, kot so zgodbe. Njihovo delo razstavite na stenah razreda, da ustvarite pozitivno, vključujočo okolje, ki ceni moči namesto videza.
Kateri koraki so vključeni v lekcijo Sposobnosti nad videzom z zgodbico?
Učenci kliknejo na „Začni nalogo“, ustvarijo tridijelen zgodbico in ilustrirajo tri različne sposobnosti. Vsak del vsebuje naslov, vizualni prikaz in kratek opis sposobnosti, kar učencem pomaga razmišljati o svojih edinstvenih močeh.
Zakaj je pomembno, da se učenci osredotočajo na sposobnosti namesto na videz?
S osredotočanjem na sposobnosti se gradi samozavest, zmanjšuje občutljivost na negativne vplive medijev in pomaga učencem razviti bolj zdrav pogled na telo, tako da cenijo, kaj zmorejo, namesto kako izgledajo.
Kako prikazovanje pozitivnih del učencev podpira razred, ki je prijazen do telesa?
Prikaz učencev, ki so ustvarili zgodbice s pozitivnimi sposobnostmi, spodbuja podporo okolje, promovira sprejemanje in spodbuja učence, naj cenijo moči drug drugih, kar naredi telesno pozitivnost vidno vrednoto razreda.
Več Storyboard That Dejavnosti za
Skrivanje Spretnosti in Neurejeno Prehranjevanje
Pričevanja
"Z uporabo izdelka so bili tako navdušeni in so se naučili toliko ..."–K-5 Knjižničar in učitelj inštrukcijske tehnologije
"Delam Napoleonovo časovnico in [študentom] želim določiti, ali je bil Napoleon dober ali slab ali nekje vmes."– Učiteljica zgodovine in posebne vzgoje
»S Storyboard That postanejo učenci ustvarjalni in na izbiro imajo toliko vizualnih elementov ... Zaradi tega je zares dostopen vsem učencem v razredu.«– učiteljica tretjega razreda
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