Topic. The seminar leader reads out the learning objectives once again. They briefly summarizes the individual steps of the learning unit and thus creates a connection between content and learning objectives. The seminar leader then bids the participants farewell.
Topic. 1. SIGNALING SECTION: 1.5 NOM-ISUP tests AGREEMENTS REACHED:
Topic. After welcoming the participants, the seminar leader asks the group to briefly reflect on the following question: “What did I do today that seemed meaningful to me?“ The seminar leader allows a short exchange between the participants and their neighbours. Alternatively, the seminar leader lets a few participants have their say. This is followed by a short overview of the contents and goals of the learning unit “WHY become an educational specialist?”
Topic. After welcoming the participants, the seminar leader asks the group what they associate with the term „co-determination“. The participants write their answers on metaplan cards. Each card contains one thought. The participants then present their cards one after the other and pin them to a wall. Once all cards were presented, the seminar leader summarizes the statements once again. For larger groups, the seminar leader can collect the metaplan cards and pin them to the pinboard. This way there is less unrest and distraction in the seminar room. Circle of chairs, ca. 15 minutes The seminar leader gives a short introduction to the topic of the UNCRPD and then presents the three levels of co-determination.
Topic. How can everyone be included in the planning of the summer party? What is generally important for people with disabilities to achieve co-determination?
Topic. In small groups, the participants present their strengths to each other. They talk about how they experience their own strengths. Afterwards, they try to find a suitable strength for the other participants in their small group and think about when they were able to observe it (concrete examples). The testing group realized that finding strengths for other participants is quite tricky. In such a situation, their attention can be drawn to things that they noticed in other people within this session. In some locations, this exercise took quite long. In such a situation it might be helpful to limit the exercise to finding only one strength per person. The exercise should be made more concrete by finding examples. In one of the locations the testing group found it very easy to describe ones own strenghts. But they found it a lot more difficult to deal with imagining how others might see them: “What strenghts do others see in you?” Circle of chairs, ca. 10 minutes In the plenary, the participants talk about their experiences exploring their own strengths Back in the circle, the seminar leader asks how the participants felt about the topic and the exercises. The following guiding questions can be used, as needed: How did you feel about finding strengths for yourself? How did you feel about finding strengths for your group members? How did you feel about hearing your strengths from others? What do you think about the topic of strengths? What do you feel when you think about strengths?
Topic. Is your class/event eligible for CEU credit (Yes/No): If so what type?
Topic. The groups of two come back to the plenary. Some examples from the group work can be presented. A summarizing visualization should now be created (presentation slides, moderation cards, flipchart, …), that deals with the meaning and function of mistakes and failures.
Topic. The participants all receive a strengths work card. They take enough time to consider what their strongest strengths are, the so-called top strengths. Our top strengths are the qualities and characteristics that distinguish us and make us who we are. If participants find it very difficult to decide on 2-3 strengths, these questions may help: What strength has helped you build important relationships? What strength has helped you achieve goals? Through which strength do you experience moments of happiness or satisfaction? The participants of the testing group found the cards very interactive and exciting. They noted how much fun it was using them. It was noted that the explanations on the cards should be translated into easy language. Some participants of the testing group mentioned strengths that weren’t on the cards. In this case it would be useful to draw them back to the VIA character strengths and see under which of the categories they could fall.
Topic. The participants look for the appropriate strengths cards for their top strengths from the strengths buffet. With the help of the cards, they form a ranking of strengths that suits them. It was noted that it might be necessary to explain in more detail what signature (or “top”) strengths actually are.
