SBL_12_ppt_EN Building an SBL- lesson.pptx

Building an SBL- lesson

1. In person training: Presentation 4

2. Preparing an SBL lesson SBL_ 12 _ppt_EN Mieke Achtergaele, Karel Moons, Silvia Viaene Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.

3. Content of the presentation

4. Preparing SBL- lessons

5. Preparing SBL- lessons Two structural principles The importance of objectives as skills Preparing your first lesson Eva luation

6. Two structural principles Lower and higher order skills Extending the personal field of learning experiences

7. The importance of objectives Or what is the difference between ‘What ’ and ‘How’ : Your main goal is always linked to the ‘what’ ! The ‘what’ is linked to a specific skill (or knowledge). (In the demonstration lesson: playing with status.) When you manage to extend the personal field of learning experiences via assignments within the first column, you get to provide a wider variation in assignments in the ‘ how’. (In the demonstration lesson playing with situations.)

8. The importance of objectives In the following example the main goal is to: “explore situations of systemic racism and micro aggression”. Explicitly link your assignments to the skill you want to enhance : ie all situations have systemic racism and micro aggression as the main theme. We can use more variation in the how : playing with status is incorporated into one of the assignments, the other assignments use other theatre skills: playing with an audience working with a hot seat (one player takes the hot seat , the others ask (difficult) questions.) the teacher takes on one of the roles …

9. Example of changing the main goal

10. What and How What How Explicitly link your assignments to the skill you want to enhance More freedom to vary Explicitly linking your assignment to the skills you want to enhance is possible in all columns, but makes the preparation of the lesson extremely difficult ! In the long term it opens the possibility to integrate SEL skills ( how ) and feedback skills ( asking feedback and help) in your course.

11. Preparing your first lesson

12. Preparing your first lesson Make groups of 3 participants Choose a subject and an age (of students ) you’re familiar with. Try to complete the activity sheet for the first part of the lesson . (We will help you .) Initial situation of the students : They are familiar with strengths-based lessons . The group works well together , they accept feedback provided by other students . They are more or less familiar with each other’s strengths .

13. 1. Set the objectives (1) Set the overall objective for your lesson . Keep it simple ! e.g.: practise the past tense explore housing as a human right multiply by 2 write a short story … Think about 2 different ways to work on the overall objective . e.g.: past tense : written and orally explore housing as a human right: knowledge and own experiences multiply by 2: using materials or symbols write a short story: preparing content, preparing structure

14. 1. Set the objectives (2) Set the objectives for the two parts Only 1 objective for each part! Only one verb in the objective! Formulate how these 2 parts come together in the last part. One objective, one verb! The structure of your lesson is ready. We will work further on the first part. Working with 1 verb in the objectives keeps you focussed on what is really important. We use verbs to emphasize that the main goal of SBL is working with skills. Knowledge is seen as a skill. The ‘how’ of the knowledge indicates a skill: learning by hart, use in a new context, recognise in texts, use in exercises, … Attitudes are translated into skills: not “I am respectful’’, but “I use the skill ‘to react respectfully’ to other students’’

15. 2.The ‘ What ’ of the first part Invent 5 to 7 assignments for the first part of your lesson . Think in terms of a skill ( objective ) that must be developed . Simplify these exercises so that only the ‘What’ elements of the activity remain. Choose 3 to 5 assignments for your template. Verify whether the assignments allow diverse behaviour . Put them in the form in a random order. (Not the order in which you invented them.) Inventing more assignments than you need, gives you the opportunity to choose the best ones afterwards. You will work a lot faster than when you have to choose the ‘next best exercise’ .

16. 3. The ‘How’ of the first part Think about 5 to 7 ways that students can practise the skill , or assimilate the information of the ‘ What ’ . Rely on exercises / activities you already know . Think about different ways to work together or alone (and different group sizes ). Simplify the exercises so that only the ‘How’ elements of the activity remain. Choose 3 to 5 elements (usually one less than the number in the ‘What’. Decide whether your students can skip some elements). Check if every element of the ‘What’ can be combined with every element of the ‘How’. Put them in the form in a random order. (Not the order in which you invented them.)

17. 4. Asking help and feedback Think about possible ways for the students to: think about the target group of help or feedback : the students themselves , another student, the group , the class, the teacher, an AI-app, … think about the content of help or feedback : reflection , signaling a problem , instruction , top or flop, emotional feeling, wrong/right, … think about feedback, feed up, feed forward. Go for 5 to 7 assignments and choose the 3 to 5 most interesting ones related to your goal. Check whether every element of the ‘help and feedback’ can be combined with every element of the ‘What’ and the ‘How’. Put them in the form in a random order. (Not the order in which you invented them.)

18. 5. The second part of the lesson The second part of the lesson has to be independent of the first part. You cannot reuse skills or knowledge ( transformed into skills) of the first part of the lesson . If you would do this , you could no longer bring two subskills together in a higher order skill in the third part of the lesson . For the second part of the lesson : repeat step 2 to 4. If you have set clear goals for each part of the lesson , this will not be problematic .

19. 6. The third part of the lesson (1). Here, you have to bring the two previous parts together in a higher order skill .  Use the elements of the previous parts to build the ‘ What ’ and eventually the ‘How’ : Compare the third part of the following lessons : SBL_02_pex_Children's Rights and Creative Writing SBL_08_pex_EN Theatre and creative writing (dialogue) It is possible to combine ‘What, How and Asking help and feedback’ in very different ways: Combine the ‘What’ of the first part with the ‘What’ of the second part. Combine the ‘What’ of the first part and the ‘How’ of the second part. Combine them with new elements. Make sure there is a variation in difficulty. The self-regulation and the use of the strengths of the students will be enhanced by this variation. Check if your assignments meet the objectives of your lesson!

20. 6. The third part of the lesson (2). Give the students the opportunity to reuse ideas , content and materials that they have made in part 1 and 2 of the lesson . This gives them the feeling that the previous parts were not ‘ useless ’. Students who find these assigments challenging can rely on the results of the group work in part 1 and 2. Often you won’t be able to stick to completing the entire third part of the lesson because of a lack of time. Organise the assignments in such a way that you still provide your students with room to choose their own assignments . E.g. SBL_08_pex_EN Theatre and creative writing (dialogue) Work with green and red colours for the assignments to explain how they can combine assignments or to create a shared moment with the class. Go for 4 to 5 possibilities for each column, choose ( usually ) 3 of them . It helps to think about “What do I want to see the students do in this last part?” Normally this is related to the overall objective of your lesson.

21. 6. The third part of the lesson (3). For help and feedback : Help students reach results via an iterative method . Structure the working process in several parts , divided by ‘help and feedback’’ See: SBL_08_pex_EN Theatre and creative writing (dialogue) Choose opportunities that demonstrate the three parts of the lesson in the objectives The third part gives students the opportunity to integrate skills into higher order skills. In this sense, it forms an inherit part of the lesson and the learning process . Avoid to turn the third part into an evaluation . Go for 4 to 5 possibilities in this column, choose ( usually ) 3 of them . Students have the right to rework parts of the lesson after the lesson. It is their responsibility to make sure they reach all the objectives. Therefore, the third part cannot be the test, or the test cannot be taken immediately after the lesson.

22. You are not finished yet… After the core part of your lesson, you have to develop: the list of objectives the list of material the rubric for this lesson (next presentation) the evaluation forms for this lesson (next presentation) Maybe this was a difficult journey? Allow yourself to start in the ‘observation strategy’ (OICO) and analyse some of the lessons in the resources. Use the lessons in the resources to help you through the phase of ‘Imitation’. We know from previous trainings that it take 4 to 5 lessons before you are used to work with SBL-principles (but it’s worth the trip!)

23. Evaluation of this session Use the empty evaluation form for students Resource: SBL_17_tpt_EN Evaluation form students Complete the form based on your experiences. Normally the content of the lesson (‘what we did’ and the ‘goals of the lesson’ are completed by the teacher in advance. We want to ask you to complete these parts as a way of reflection. Discussion and reflection in the group. Questions

24. Allow yourself to start where the OICO-principle leads you.