This 40-minute small-group and plenary activity links the development of SPIRIT transversal skills with classroom practice. Participants analyze three short classroom case studies that represent the project’s three main tools (active learning exercises, games, and STEAM). The groups identify the skills embedded in the situations, examine the teacher’s supportive interventions, and formulate opportunities for further development.
Learning outcomes
- Participants identify the appearance of transversal skills in concrete/case study learning situations.
- The participant will be able to reflect on the applicability of the approach in their own practice
- Give participants a first taste of the comprehensive effects of the 3 tools developed as a significant outcome of the project, in order to a) make them aware of the purpose of the three tools for skills development; b) enable them to understand the relationship between SPIRIT skills and the tools through three case studies.
- By achieving the above described learning objectives, prepare the participants to attend further modules of the training
Detailed description
Group works
The trainer presents three short classroom case studies/learning situations (these three case studies are in accordance with the three development tools proposed, developed, and summarised by the project partners in the toolboxes: learning activity; games/gamified learning; and STEAM). Please note that the maximum group size is 8 people. If there are more participants in the training, please prepare a fourth case study in advance (choose another STEAM program developed by the project partners).
The participants analyse the three cases in 3 small groups using the following questions:
- Which transversal skills appear in the situation? How do they appear?
- How does the teacher support the development of these skills?
- What else could the teacher do to further support these skills?
Each group prepares a short summary.
Plenary discussion
Groups discuss their responses and briefly share their conclusions with the whole group. The trainer will highlight how the teacher’s role is reflected in the situation, for example, by asking questions, organising group work, assigning roles and encouraging learners.
Guiding Questions for Participants
Participants are generally able to complete the task without assistance or guidance. Accordingly, carrying out the task does not require any special support from the trainer. However, if support is needed, there are three types of support that can be provided:
- to identify skills: Ask the group to observe the students’ initial behavior and ask a guiding question about it.
- to analyze the teacher’s intervention: Ask the group to observe the teacher’s supportive behavior and ask supportive questions about it.
- to identify opportunities for further development: What else could the teacher do to support the group by asking a follow-up question at the end of the task?
The decision to ask guiding questions must always be up to the trainer. The trainer should be mindful that the participants have sufficient experience and independence to carry out the task. Do not be dominant and do not steal the “show” from the participants!
Time allocation
- Presentation of the case: 10 minutes
- Group analysis: 20 minutes
- Plenary discussion: 10 minutes
Total: 40 minutes
Required materials
- case description
- flipchart
- other stationery – post-its, markers
Handouts
Pay attention – Important note
The success of Activity 3 may depend largely on the choice of case study/learning situation. Be aware that the handouts provided here are only a sample and a suggestion. They are of course, perfectly suitable for use in training. It is very important that each case/learning situation is directly linked to one of the three tools. Choose a learning scenario that is in line with the experiences and needs of the participants. Use the toolkits for selection