Subject: Patriotic and Civic Culture
and Ethics
Grade: secondary level
Duration: 90 minutes
1. Target Outcomes:
1.1 Cognitive Process Outcomes:
The outcomes of the center discipline:
- recognizing a
variety of concepts and issues related with social emotional learning and
mindfulness concepts
1.2. Social Product Outcomes:
●
Students will
understand how to put the concept of
Socio-emotional learning ( SEL) into practice by employing one of the
mindfulness ways .
●
Students will identify
various issues that effect individual’s well-being.
● Students
will develop practical steps how to employ mindfulness techniques in every
day’s lives.
2. Materials Used:
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1. Whiteboard
or flip chart
2. CD player
or music/videos from Youtube for research and practical activities
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3. Resources
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- human
resources: students, teachers
-
informational resources: internet
-forms of
organizing the activity: frontal, individual, in groups
-
( The Four Elements of Nature)
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4. Learning Methods and Techniques
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-conversation,
explanation, reading, relaxation, meditation, brainstorming, etc
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5. Groups Considered to be Formed
During the Activity:
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-students are
divided into heterogeneous groups - girls and boys
- 5
students/group (depending on the tasks received)
|
6.
Implementation Phase;
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6.1 Preparation Phase:
- for some
activities, students are divided into four work groups, 5 students/group
-each group
chooses a group leader who will present the solutions/solving tasks to the
class
- at the
level of each group, an editor is selected who will mark the completion of
all tasks.
6.2: Presenting the problem situation
to the students:
Introduction (10 minutes):
- Students are asked what they
understand when they hear a word mindfulness. Their answers are written on the
whiteboard.
- Students are told that mindfulness is the basic
human ability to be fully present, aware of where we are and what we’re
doing, and not overly reactive or overwhelmed by what’s going on around
us. Students are told that mindfulness can be cultivated through proven
techniques su ch as various types of meditation ( seated, walking,
standing: yoga, einstellen, etc, short pauses, sports, etc.
- The importance of mindfulness activities for daily benefits are
discussed.
Activity 1: Understanding mindfulness (20 minutes):
- Students are divided into pairs.
- Students take a look at video of one of the mindfulness approaches,.
- In pairs, students discuss
the basic tenets of mindfulness and their potential on physical and
mental well-being..
- Each pair presents their findings to the class, fostering a
whole-class discussion.
Activity 2: Researching Impact of mindfulness(20 minutes):
- Each pair is assigned an additional task for the area to be researched.
- Students are given time to research internet information .
- Pairs present their findings to their schoolmates in the class.
These findings are discussed in the class.
Activity 3: Mindfulness meditation (30 minutes):
- Students delve into practical
use of mindfulness by taking meditation
accompanied by the music from Bruno Groening Circle of Friends ,
a voluntary association which received United Nations Peace Pole Prize
for their work in 2013.
- Before actual meditation students are told not to cross their hands
and legs and to try to empty their minds or at least focus on or think
about something positive during meditation. The topic of meditation is
connected with nature in order to maximize the relaxed feelings.
- Students share their feelings after the end of meditation.
- Key points are summarized and
discussed including the importance of incorporating mindfulness
techniques in daily lives for well-being.
- Students are encouraged to use mindfulness techniques in order to be
more peaceful during their activities, to have more focus on learning
and thus better results in school.
.
6.3 Evaluation:
- Students’ participation and engagement during discussions and
activities are observed
- Students feelings after the end of meditation are evaluated..
- Students plans about using mindfulness techniques in their daily
lives are assessed..
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