Check-in, warm up and introduction: : Training methods used during the exercise are – Reflecting on Teachers’ Own Experiences of Skills Development. Own experience on the spot, teamwork, guided small group, warm-up Jigsaw, Gallery walk techniques, and plenary discussion on the possibilities, skill development in the classroom.

Learning outcomes

• Participants will be able to interpret the concept of SPIRIT transversal skills, their components, and their importance in both the learning process and future well-being in a common way.
• Participants can identify transversal skills from students’ observable classroom behavior and attitudes.
• They understand the future impact of conscious skill development on children’s mental, emotional, and social well-being.
• They understand the internal connections among the 10 SPIRIT transversal skills.
• The participant can formulate professionally grounded arguments supporting the necessity of SPIRIT transversal skills development in primary education (ages 6-10).
• Participants understand the concept of the SPIRIT transversal skills and their importance in the learning process.

Further objectives of the activity are to create opportunities of cooperation among participants, establish the conditions for group work, and foster trust-based collaboration across all four modules of the training

Introduction: 0-10 minutes

The trainer briefly welcomes the participants and introduces herself/himself. Then asks the participants to briefly introduce themselves (name, grade level they teach, teaching location, and number of years of professional experience). After the introductions, the trainer presents the general structure and objectives of the whole training program. Then, in a brief presentation lasting no more than 5 minutes, the trainer introduces the concept of transversal skills (assuming that all participants have read and watched the materials included in the “before the workshop”activities). During the presentation, the trainer explains the definition of transversal skills, provides some key examples, and discusses their role in the learning process. It is important to emphasize that these skills are interrelated and often appear jointly in learning situations. The trainer should not explain any of the SPIRIT transversal skills; that will be the participants’ task.

Detailed description of the activity

Part 1 – Group Work – Identifying and Defining SPIRIT Skills Using the Jigsaw Method

Following a brief introduction, participants are involved in an interactive, collaborative activity (the trainer must consciously use the tools from the next training module – active learning techniques – the Jigsaw method). The goal of the activity is to help participants to understand transversal skills not as abstract concepts, but as elements linked to real teaching situations and future skill requirements. The Jigsaw method is used during the activity to ensure that participants, by leaning on each other’s knowledge, fully understand each skill and its complexity, while also fostering team spirit, helping participants get to know one another, promoting group cohesion, and energizing the participants.

For the Jigsaw method, the trainer prepares four types of cards in advance:

1. Skill cards containing the names of the ten transversal skills,
2. Definition cards describing the meaning of each skill,
3. Learning situation cards describing short primary classroom scenarios,
4. Future-oriented cards explaining why the skill is important for the future (for example, for learning, collaboration, or future work contexts)

Steps of the activity

1. The trainer asks the participants to pick up a card from the table (there are five pre-selected skill cards on the table, with three behavior, three future impact, and three definition cards associated with each skil – 20 cards in total). The cards are color-coded according to their group (the backs of all five skill cards are orange). Participants must find the people who hold the cards that match theirs. As a result, there will be teams of four, where each member holds the cards belonging to the same skill (for example, within a group, there will be the “resilience” skill card along with its corresponding future impact, definition, and behavior cards).
2. Four expert groups are formed: skill cards, definition cards, learning situation cards, future-oriented cards. Each expert group reviews and interprets its cards together and prepares to explain them to others.
3. After this phase, participants return to their home groups, where each member brings different information: one brings the skill, one the definition, one the learning situation, one the future perspective. The group’s task is to assemble the full interpretation of the skill by: matching the skill with the correct definition, identifying a corresponding classroom situation, and connecting it to its future relevance.
4. The group briefly discusses what the given skill means in their own teaching practice and in what teaching situations they have already encountered it. They will write a brief explanation of how the skill manifests itself in elementary school education, what behavior is expected from young children who have some level of proficiency in the skill, and why it is important for the students’ future development.
5. Finally, groups present their results to the whole group.

Part Two – Small group work on the remaining five SPIRIT transversals skills

Following the first plenary discussion, the trainer explains the second part of the exercise. The groups remain in the same formation as before. The trainer distributes the remaining skill cards that were not used in the previous exercise (each group receives one). Along with the skill card, the trainer gives each group a blank flip-chart sheet, onto which they stick the skill card in the center. The trainer asks the groups to use the concepts introduced in the previous activity to create (and write on the flip-chart) three additional cards based on the skill card: a definition card, a behavior and situation card, and a future impact card. In addition, they should provide brief practical examples of how this skill can be developed at school. The completed flip-charts will be reviewed through a Gallery Walk.

Wrap-up and reflections on the exercise

The trainer briefly wraps up the session. The trainer emphasizes that transversal skills rarely appear in isolation but rather in an interconnected manner, and that teachers play an important role in supporting their development by asking thoughtful questions, providing structured learning activities, and offering supportive feedback.

Finally, thank the participants for their work and give each group positive feedback on their work. Be sure to follow the rules of positive feedback (be specific; focus on the process rather than the result; highlight collaborative thinking, group dynamics, etc.).