Tegevuste Ülevaade
Õpilased võivad liiga palju mõelda, mida nad peaksid parandama, kuidas nad peaksid välja nägema või kuidas nad peaksid riietuma. Teismelised on meedia mõju suhtes haavatavad ja kahjuks on meedia täis meetodeid keha kuvandi lõhkumiseks. Õpilased, kes juba kogevad moonutatud kehapilti, on kergesti ja tugevalt mõjutatavad. Kui teismelised saavad keskenduda sellele, kes nad on ja mis neile enda juures meeldib, ei pruugi nad olla nii vastuvõtlikud selle muutmiseks äärmustesse minema. Nendes SEL-i tegevustes keskenduvad õpilased välimuse asemel nende võimetele.
Kui õpilased on oma töö lõpetanud, saate need klassiruumi tahvlile või seinale riputada. Valdav hulk positiivseid pilte aitab luua kehasõbralikumat keskkonda. Mõned õpilased näevad harva positiivsuse seina. Lisaks võivad eakaaslastelt saadud näited tähendada rohkem kui õpetaja loodud.
Mall ja Klassi Juhised
(Need juhised on täielikult kohandatavad. Pärast "Kopeeri tegevus" klõpsamist värskendage juhiseid ülesande vahekaardil Redigeerimine.)
Õpilaste juhised
Looge süžeeskeem sellest, millised on teie võimed, et näidata rõhuasetust pigem võimetele kui esinemistele.
- Klõpsake nuppu "Alusta määramist".
- Looge kolme lahtriga storyboard pealkirjade ja kirjeldustega.
- Igas lahtris looge visioon kolmest erinevast võimest, mis teil on.
- Kirjeldage lühidalt, mida teete igas lahtris ja pange iga lahter pealkirjale „võime”.
- Salvestage ja saatke tööülesanne.
Tunniplaan Viide
Rubriik
(Oma saate luua ka 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. |
Tegevuste Ülevaade
Õpilased võivad liiga palju mõelda, mida nad peaksid parandama, kuidas nad peaksid välja nägema või kuidas nad peaksid riietuma. Teismelised on meedia mõju suhtes haavatavad ja kahjuks on meedia täis meetodeid keha kuvandi lõhkumiseks. Õpilased, kes juba kogevad moonutatud kehapilti, on kergesti ja tugevalt mõjutatavad. Kui teismelised saavad keskenduda sellele, kes nad on ja mis neile enda juures meeldib, ei pruugi nad olla nii vastuvõtlikud selle muutmiseks äärmustesse minema. Nendes SEL-i tegevustes keskenduvad õpilased välimuse asemel nende võimetele.
Kui õpilased on oma töö lõpetanud, saate need klassiruumi tahvlile või seinale riputada. Valdav hulk positiivseid pilte aitab luua kehasõbralikumat keskkonda. Mõned õpilased näevad harva positiivsuse seina. Lisaks võivad eakaaslastelt saadud näited tähendada rohkem kui õpetaja loodud.
Mall ja Klassi Juhised
(Need juhised on täielikult kohandatavad. Pärast "Kopeeri tegevus" klõpsamist värskendage juhiseid ülesande vahekaardil Redigeerimine.)
Õpilaste juhised
Looge süžeeskeem sellest, millised on teie võimed, et näidata rõhuasetust pigem võimetele kui esinemistele.
- Klõpsake nuppu "Alusta määramist".
- Looge kolme lahtriga storyboard pealkirjade ja kirjeldustega.
- Igas lahtris looge visioon kolmest erinevast võimest, mis teil on.
- Kirjeldage lühidalt, mida teete igas lahtris ja pange iga lahter pealkirjale „võime”.
- Salvestage ja saatke tööülesanne.
Tunniplaan Viide
Rubriik
(Oma saate luua ka 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. |
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