Constructivist-based activity

Introduction

Social-emotional competencies are a constructivist IB type of lesson activity I would like to use in my classroom. Ensure my students work together to construct meaningful engagement to make sense of the world. The classroom can foster an environment through the interplay of asking, doing, and thinking. Empowering my students with the opportunity to create knowledge using their prior learning, observation, and questioning makes them independent thinkers with self-efficacy (IBO, 2022).

In evaluating my lesson activity for social-emotional competencies integrating trans-disciplinary to interdisciplinary subjects in my milieu with college students are social science, statistics, academic literature and language, business in society, physical health and wellness, and language acquisition (Medwell, Cooker, Bailey, & Winchip, n.d.).

I will discuss the process of creating materials to complete my lesson activity, assessment plans, potential challenges, reflective practices, and future development where I can refine my approaches to learning (Wade, Wolanin, & McGaughey, 2015).

Lesson Plan

Subject: Social-emotional competencies

Duration: 3 hours session

Student class size: 25

Grade 12: 16-19 years old

Learning Objectives: These are skills necessary for MYP/DP students to develop healthy identities.

a)????They will be able to recognize and manage their emotions through the Big Five Personality Test.

b)????They will be able to develop a sense of responsibility, care, and concern for others.

c)????They can relate to others and develop positive relationships.

d)????They will be able to handle challenges, make responsible decisions, and act for the good of self, others, and society.

Students will learn skills from these five interconnected vital competencies:

• Self-Awareness
• Self-Management
• Responsible Decision-Making
• Social Awareness
• Relationship Management

Lesson Activity

Students are instructed to go to https://bigfive-test.com/ and do their Big Five Personality Test. Then, they will examine the outcomes and findings based on the questionnaires they have answered in this online test (bigfive-test, 2022).

The Assessment Plan

Title: My Big 5 Personality – Individual presentation (self-reflection)

Weighting: 100% Hand in Date: 6 June 2022

Assessment Task

The Big 5 personality traits – Openness to experiences, Conscientiousness, Extraversion, Agreeableness, and Neuroticism- are different in a person. By doing this test, you are better equipped to do your self-evaluation to see how you measure.

Deliverables and Assessment Breakdown

1. To understand how your personality type informs you about yourself.
2. To use the framework to underpin students’ self-awareness of who they are and what they want to achieve in life.
3. To encourage students to look broadly at the world as part of the intercultural classroom perspective and how they can respond to the needs of others.

Learning outcomes:

The learning outcomes assessed in this assignment are:

1. Recognize the importance of self-evolution, self-awareness, and cross-culture differences.
2. Examine and apply good use of the Academic English language to articulate these characteristics.
3. Synthesize personal and social-emotional traits and relate to responsible stewardship towards community, society, and the environment.

Students’ grades will depend on how they meet these learning outcomes in the way relevant to their self-assessment.

Target word count 700-800 words

It is essential that students properly research and self-examine their skills and development and how they can apply themselves in meeting the learning outcomes.

Marking Rubrics – 100%

????????How you described yourself using the five characteristics – 10%

????????What interpretations you have used giving examples of your best qualities – 20%

????????What is your statement of purpose? – 10%

????????How did you find or evaluate whom you are based on the Big 5 traits? – 10%

????????How did you conclude your arguments? – 20%

????????What assumptions have you made? – 10%

????????Why did you make these assumptions? – 10%

????????What are your plans for your future development? – 10%

Conclusions

The above potential challenges are to shape the core values of character-building using the IB values. The learning outcome of the lesson activity is to develop core values, including respect, responsibility, resilience, integrity, care, and harmony, which are the foundation of our community and shared societal values. My students will demonstrate respect when they believe in their self-worth and the intrinsic worth of people. My students will be responsible when they recognize their duty to themselves, their families, community, nation, and the world. My students will be resilient when they demonstrate emotional strength and persevere in facing challenges. My students can show courage, optimism, adaptability, and resourcefulness. My students can demonstrate integrity when they uphold ethical principles and have the moral courage to stand up for what is right. My students can demonstrate their care when they act with kindness and compassion and contribute to stewarding the community. Finally, my students can present to uphold justice when they promote social cohesion and appreciate the unity and diversity of a multicultural society (MOE, 2021).