GR-lesson2

gr · lesson 2

"Chocking - First Aid"

Lesson summary

The scenario of this lesson is based on the principles of constructivism (triggering interest, clarification, reconstruction of concepts, conclusions).

The lesson is designed on the Miro board in such a way as to be presented in students as a different and yet interesting learning experience. So they are able to participate in a more interactive, creative and funny way. Backlog helps illustrate lesson’s activities and material. That makes students be aware of what they are dealing with, at any moment. Material and activities are divided into sprints as well as on Kanban cards ( as for definition of done) .

The flow of all lesson activities is implemented by 2 teachers ( when students are more than 13 ) as well as by all students ( divided in groups). Freely referring to the course content, when needed, is surely an advantage. New questions and ideas have the opportunity to emerge as well as discussions and commentary. That enables the creation of additional supportive educational material that can be uploaded on Miro board as well as on the school’s asynchronous teaching platform and on the school blog.

Implementation

Lego serious play really inspired students. That activity helped them express themselves in relation to what they were expecting from the lesson and how they felt about a critical situation like chocking. A good idea could be the repetition of lego activity at the end of all activities ( after sprint 5) in order to compare initial feelings and mood related to the learning experience.

Working agreement was necessary before lesson’s start (that can be with the use of a padlet or on a piece of paper and some sticky notes) so as the assessment, at the end of each sprint, regarding the achievement of the objectives .

A theoretical approach to airway obstruction in all ages and the proper treatment was attempted. (SPRINT 1) The lesson had a practical – workshop part in which the knowledge acquired during the theoretical approach was applied. (SPRINT 1,2,3). Videos and images and polling tests were very helpful as a cmap creation ( comparing different approaches of treatment ). Filming activities not only gave students fun but educational material was created to be used in future lessons . The most important activity was when students become teachers to their peers and families. Being participated in other programs related they had the opportunity to apply to students in primary schools. That really boosted their teaching confidence.

Teachers’ role consisted of exploring the pre-existing perceptions of their students so as encouraging, guiding, facilitating and coordinating them during the process. ( ALL SPRINTS) After bringing to the surface the pre-existing mental representations, teachers could modify or enrich them. (SPRINT1 & 3) The teaching approach was with the philosophy of group collaboration. (ALL SPRINTS).

At the end of the lesson, teachers followed a reflection on: whether the implementation was in accordance with the planning and objectives, whether it aroused the interest of the students and whether the students actively participated in the teaching process. Teachers also pointed out the difficulties encountered, as well as needed changes.

Students responded to all activities. They managed not only to acquire the new knowledge but also to transmit it to their classmates, teachers and younger students. At the same time, they had fun by photographing and videotaping their team as well as by looking for funny related videos on you tube. The less popular kids joined groups and brought out elements of their character that they hadn’t been given the chance to do before. Αll teams enthusiastically experienced the whole process and that is obvious in the photos and videos . New educational material was created and uploaded to the school’s blog. That can be useful in future lessons.