To print a new front page for the log.
Editors note: The log is used as a collaborative tool for the teacher and the pupil. It is where we document our progress and keep track of what we learn.
The log is located under "redskaber" to the left on the screen (= icon with the little blue '1').
This is a sample lesson from 'HPS - Hjernen på skemaet®' (= "The brain on the curriculum") that has been translated into English. There are ca. 60 lessons in the program targeting the students awareness of mental health, social competencies, cognitive skills and much more.
The programmes central metaphor is "the pathways of the brain". It relies on the notion that training your brain (trampling "new paths" like in a field or a forest - ie practising skills and competencies) is possible and desirable for everyone. In this current lesson the students would concern themselves with trampling new "empathy-paths" together.
The entire program is contained in the platform GAMBIT® - this is a preview from the programme with the same functionality as the user has with GAMBIT® except that here you cannot give feedback at the bottom of the page.
The teacher prepares the lesson from the platform and in the classroom, the platform aid the teacher in the instructional parts of the lesson via SmartBoard or projector.
Feel free to explore the functions to your rigth that aid about 2.000 teachers each day in teaching scholastic chess.
Being able to understand other peoples feelings and emotions is important.
It helps you to become a good friend.
Today we practise figuring out how other persons feel.
Discuss the reasons why empathising with others is important. Perhaps the students have examples of situations where they were able to empathize with another person and they both benefited from that?
1 hit = 1 pawn
Black starts by putting his/her pawns on the 7nd rank.
Then white places his/her pawns on the 2nd rank
If you have an equal amount of pawns - you put the pawns on the board in secret.
It is recommanded to play a lot of games with different opponents so everybody experiences playing with less/more pawns than the opponent.
How do you think you opponent felt about starting with fewer pawns than you?
How do you think your opponent felt about starting with more pawns than you?
What were the signs you noticed?
Facial expressons, mimics, body language and obviously language itself give us information about other people's feelings.
Emotional and social intelligence are connected since the ability to adapt to various situations depend on the individuals ability to understand the emotions of others.
Pass an emotion round the circle.
Can you guess which emotion is going round?
What helps you guess another persons emotions?
What can you do to help when another person - perhaps one of your friends - gets upset when you play chess?
Is that useful in other situations?
At school, at home, when you're with your friends?
Being attentive to other people's feelings is the first step. Facial expressons, mimics, body language and obviously language tell us about other people's feelings and emotions.
Reacting appropriately other peoples emotions is part of social intelligence.