Before you participate in the face-to-face workshop, we would like to ask you to become familiar with one of the Learning Activities in the Toolbook. We recommend the “Scientific concepts in motion” activity in Chapter 3.3.3. This is also a learning activity that develops transversal skills – in this case, problem-solving. We would like you to understand the logic of the template and be able to use it effectively before the workshop.

If you have already learned the structure and logic of the description used by the project partners in another module of the training, you do not need to complete this task.

Explore the different subheadings in this description.

• Basic information: age group, student number and duration
• Skill focus. Here you can see which skill is primarily being worked on (main focus). The 1 – 2 additional (secondary) SPIRIT skills are also listed.
• Brief description
• Proposed step by step implementation of the learning activity, showing how the activity unfolds.
• Indoor/outdoor classroom layout note. This provides very practical information about the organisation.
• How does this learning activity develop this particular(primary) skill? For this part of the description, the focus is on why this activity specifically targets that skill and how the learning activity develops the primary skill. This explains in what way a certain skill  is being addressed in that learning activity.
• What do we want to achieve regarding primary skill development (student understanding and/or behaviour)?  – which means what behavioural and knowledge-related changes or developments we want to achieve. This helps us identify, observe and measure the development of learners’ skills.
• Suggested use and practical subject-related examples
• Materials and tools needed for implementation: a list of materials needed
• Guiding questions: These guided questions are designed to help students if they get stuck or encounter difficulties while completing the task. Our general recommendation is to let students discover the solution on their own and to use the guided questions only when absolutely necessary.
• Tips and tricks for dealing with challenges: We would like to draw your attention to a few common problem scenarios and help you to prepare yourself for them in advance. In connection with this, we always suggest a solution for each specific challenge.
• Difficulty level tailoring: Here you read how the learning activity can be simplified or made more challenging.
• Debriefind and reflection questions: these are the questions you ask at the end of the activity.

Be aware that the learning activities are written in a very general way. It is presented without specific content. The intention is that for each learning activity, you add concrete learning content aligned with the national curriculum, as most skills can only be effectively developed within meaningful, concrete contexts.

Timing: 30 minutes – we recommend you spend 30 minutes completing this task on your own