| Learning Scenario Identity |
| Title | Capitals of Europe |
| Creator | Mikko Muilu, Kati Clements, Sonja Manninen, Saana Mehtälä |
| Main Idea / Description | Students learn how to pace their studying, plan it across several weeks and how to measure their advancement. This serves the geography class and also teaches the students studying skills. |
| Target Group (students’ age, learning level, background, disabilities) | Students 14-15 years oldThere might be non-neurotypical people in the group, like ADHD or Autism spectrum people |
| Curriculum & Learning Subjects | Geography |
| Competencies | Pairing countries of Europe and their capitals with https://www.toporopa.eu/fi/paakaupungit_eurooppa.htmlSelf-directed learning / self-agencyStudying skillsPersonal goal setting skills |
| Learning Objectives | Students will learn to pair European countries with their capitalsStudents will learn to plan and follow attainable schedule for learning that supports their personal learning styleStudents will learn to reflect the effectiveness of the learning strategy they have chosen |
| Teachers’ Wellness Competences | Competences Teachers Need for Technostress Mitigation Knowledge of technostress risks and mitigation strategies.Ability to identify technostress risks in distance learning scenarios.Ability to support learners who are experiencing technostress.Select from list of Teacher socioemotional e-competencies (TABLE 1) e-self-management |
| Learning Scenario Framework |
| Pedagogical Method | What positive learning strategies are incorporated into the scenario to prevent or mitigate technostress?The pedagogical method is setting your own goals and therefore having agency in the students’ own learning.Student AutonomyEmpowering students to take charge of their own learning.Encouraging self-motivation and responsibility.Supportive EnvironmentTeacher as a facilitator and guide, providing continuous support.Emphasis on peer support and collaborative learning.Positive FeedbackRegular positive reinforcement and constructive feedback.Celebrating achievements and progress, not just final outcomes.Reflective PracticeEncouraging students to reflect on their learning processes.Focus on developing lifelong learning skills and habits.Positive pedagogical interventions: Engage in self-directed and dedicated learning |
| Software & Materials | The students can use the following website to support their learning: https://www.toporopa.eu/ – the same website can be used to evaluate their learning https://www.toporopa.eu/fi/paakaupungit_eurooppa.html )The schedule can be created using a text editor (e.g., Google Docs)Online debriefing can be facilitated, e.g., by a visual workspace, such as a Miro board |
| Distance Learning Context | The scenario can be delivered in both online and traditional classroom settings. The final assignment can be done individually in asynchronous mode, or simultaneously during an online conferencing meeting.If needed, the assessment can be done, e.g., by asking the students to record a screen video of their gameplay and returning it to the teacher.Because this learning scenario is intended to support academic self-agency, the students can choose how they divide their learning time / what tools they use to support their learning, fostering their digital well-being |
| Evaluation Tools |
| Assessment | After two weeks, the geography competence is measured using the same game that the students have been practicing with. The students can take the ‘test’ asynchronously, or at the same time. After the test, there is a discussion with the students about how they did with the test and their own learning schedule. Did they stick to their plan? Did they learn the capitals? Why they did or why they didn’t? What was hard, what was easy? What would they do differently, if they started now? |
| Debriefing | After the students have taken the final test, there is a discussion with the students about how they did with the test and their own learning scheduleDid they stick to their plan? Did they learn the capitals? Why/why not? What was hard, what was easy? What would they do differently, if they started now? The debriefing can be organized first in pairs, and then with the whole class. After sharing their experiences, the students can be asked to list 1) one thing, that was difficult for them (e.g., with planning) and 2) one thing, that went very well. The self-directed learning experience can then be reflected together as a group. |
| Learning Scenario Implementation |
| Learning Activities | Introduction (10 minutes)Teacher briefly explains the topic: Capitals and countries of Europe.Overview of the flipped classroom model and the importance of self-directed learning.Exploration and Planning (20 minutes)Students explore various learning resources provided: maps, online tools, flashcards, educational videos.Teacher assists students in understanding how to use these resources effectively.Creating Study Plans (20 minutes)Students are given templates for study planners and timelines.Students individually or in small groups plan their study schedules for the next two weeks, deciding:When they will study.How they will study (e.g., watching videos, using flashcards, group discussions).How they will check their progress (e.g., self-quizzes, peer assessments).Sharing Plans (10 minutes)Students share their plans with the class or in small groups.Teacher provides positive feedback and encourages peer support and accountability.Independent Study Period (2 weeks)Objective: Students follow their study plans to learn about European capitals and countries at their own pace.Self-Directed LearningStudents use their chosen methods to study the material.Resources include:Online videos and interactive maps.Flashcards and quizzes.Group study sessions (in-person or virtual).Progress MonitoringStudents regularly check their progress using the methods they selected.Options for progress checking:Self-administered quizzes.Peer assessments and group discussions.Reflective journals or logs.Teacher SupportTeacher remains available for guidance and support via email or scheduled check-ins.Weekly optional check-in sessions for students needing extra help or motivation.Lesson 2: Review and Quiz (1 hour)Objective: Review the material and assess students’ knowledge through a quiz.Review Session (20 minutes)Brief review of the key concepts: Capitals and countries of Europe.Students discuss their learning experiences, challenges, and strategies.Collaborative review activity, such as a map game or group quiz.Quiz Preparation (10 minutes)Teacher explains the format and rules of the quiz.Students are given a few minutes to finalize their preparation.Quiz (20 minutes)Students take the quiz individually, covering:Identification of European countries on a blank map.Matching capitals to their respective countries.Feedback and Reflection (10 minutes)Immediate feedback on the quiz results.Reflection session where students discuss what they learned about their own study habits and strategies.Positive reinforcement from the teacher, highlighting effort and improvement. |
