| Learning Scenario Identity |
| Title | Emotion Journaling during Exam Week |
| Creator | Mikko Muilu, Kati Clements, Sonja Manninen, Saana Mehtälä |
| Main Idea / Description | This learning scenario aims to integrate positive psychology into the high-stress period of exam week for high school students. The primary activity involves students maintaining an online emotion journal using Google Drive documents and Google Sheets. Students will log their emotions before and after each exam, track their feelings with emojis on a weekly view in Google Sheets, and write individual notes on their emotional state each morning and night. The week will culminate in a reflective session where students share insights gained about their emotional experiences. |
| Target Group (students’ age, learning level, background, disabilities) | 15-16 years old, first year students in high school |
| Curriculum & Learning Subjects | Health education; Studying skills |
| Competencies | Emotional CompetencesSelf-Awareness:Recognizing and understanding their own emotions.Identifying patterns in their emotional responses to different situations.Self-Regulation:Managing and expressing emotions in a healthy way.Developing strategies to cope with stress and anxiety.Reflective Thinking:Engaging in regular self-reflection to understand their emotional experiences.Writing reflective notes that articulate their feelings and thoughts.Social CompetencesEmpathy:Understanding and sharing the feelings of their peers during the final reflection session.Developing a deeper sense of compassion and support for others.Communication:Articulating their emotions clearly in writing and speaking.Sharing personal experiences and listening to others in a supportive group setting.Cognitive CompetencesCritical Thinking:Analyzing their emotional patterns and understanding the triggers for different emotions.Reflecting on their emotional states and making connections to their daily experiences.Problem-Solving:Identifying emotional challenges and finding effective ways to manage and overcome them.Applying positive psychology principles to handle stress and improve emotional well-being.Digital CompetencesDigital Literacy:Using Google Drive and Google Sheets to document and track emotions.Utilizing online tools for personal development and reflective practice.Data Analysis:Interpreting the weekly view of emotions tracked through emojis in Google Sheets.Recognizing trends and patterns in their emotional data.Personal Development CompetencesResilience:Building resilience by understanding and managing emotional responses to stress.Learning from emotional experiences to better handle future challenges.Self-Motivation:Staying motivated to regularly update their emotion journals despite the busy exam schedule.Setting personal goals for emotional well-being and working towards achieving them.Interpersonal CompetencesCollaboration:Working together with peers during the final reflection session.Sharing and receiving feedback in a constructive manner.Conflict Resolution:Understanding different perspectives and finding common ground during discussions.Resolving any emotional conflicts that may arise in a supportive and empathetic way.By engaging in this learning scenario, students will not only enhance their emotional intelligence but also develop essential life skills that contribute to their overall personal and social development. |
| Learning Objectives | Emotional Awareness:Students will be able to identify and articulate their emotions before and after stressful events.Students will recognize patterns in their emotional responses over time.Reflective Practice:Students will develop the habit of regular self-reflection and understand its importance for emotional well-being.Students will be able to express their feelings and thoughts coherently in written form.Positive Coping Strategies:Through reflection and sharing, students will learn and adopt positive coping strategies from each other.Students will build resilience by understanding and managing their emotional responses.Community Building:The final sharing session will help build a sense of community and mutual support among students.Students will experience the benefits of sharing and listening to others’ emotional journeys, fostering empathy and connectedness. |
| Teachers’ Wellness Competences | Teachers’ can learn the same competences as the students |
| Learning Scenario Framework |
| Pedagogical Method | What positive learning strategies are incorporated into the scenario to prevent or mitigate technostress?This learning scenario incorporates several strategies to prevent or mitigate technostress for students and teachers:Clear Instructions and SupportGuided Setup Session: Initial session to guide students through setting up emotion journals on Google Drive and Sheets, reducing anxiety.Continuous Support: Teachers are available for troubleshooting, ensuring students feel supported.Balanced Digital UsageScheduled Breaks: Encourage regular breaks from screens to prevent digital fatigue.Mindful Digital Use: Integrate short mindfulness exercises before and after using digital tools.Promoting Digital LiteracyDigital Literacy Lessons: Teach essential skills for using Google Drive and Sheets, empowering students and reducing technostress.Digital Well-being Education: Include lessons on managing screen time and maintaining a healthy balance.Supportive Tools and ResourcesUser-Friendly Platforms: Utilize familiar tools like Google Drive and Sheets to minimize stress from unfamiliar technology.Accessible Resources: Provide tutorials and resources for independent problem-solving.Positive Psychology IntegrationEmotional Check-Ins: Regularly check in on students’ emotional well-being.Reflective Practices: Encourage journaling about digital experiences and emotions.Community and Peer SupportCollaborative Learning: Create opportunities for students to support each other in using technology.Peer Mentoring: Pair tech-savvy students with those who need more help.Reflective and Feedback SessionsWeekly Reflection Session: Hold a session for students to share experiences and provide feedback.Ongoing Feedback: Collect and act on feedback regularly to address technostress issues promptly.These strategies collectively create a supportive digital learning environment that promotes digital literacy and emotional well-being. |
| Software & Materials | The students will input their emotions anonymously at: https://docs.google.com/spreadsheets/d/1fOImGUhjaI2NFpDpA5FzxEey0TummhotUpfalBk1iJk/edit#gid=0 |
| Distance Learning Context | ● How will the scenario be delivered to learners? What platform will the scenario be delivered on?This can be done over zoom + Google sheets |
| Evaluation Tools |
| Assessment | ● How will you assess learners’ learning?The students express their learning at the reflection session● How will you provide feedback to learners on their performance?Yes feedback in the reflection session, also peer feedback● How will you assess the effectiveness of technostress mitigation?This can be observed at the reflection session on whether they found this activity useful |
| Debriefing | Reflection Session: (60 minutes)Activity: At the end of the week, hold a group session where students can volunteer to share their experiences, insights, and any patterns they noticed in their emotions.Outcome: Students learn from each other’s experiences, gain validation, and build a supportive community. |
| Learning Scenario Implementation |
| Learning Activities | Learning Activities:Introduction Session: (30 minutes)Objective: Introduce the concept of emotion journals and the importance of emotional awareness.Activity: Brief presentation on positive psychology, benefits of emotional journaling, and instructions on how to use Google Drive and Google Sheets for the journal.Outcome: Students understand the purpose and method of maintaining an emotion journal.Daily Journal Entries: (10-15 minutes each session, twice daily)Objective: Foster regular self-reflection and emotional awareness.Activity: Each student logs into their Google Drive document before and after each exam to note their feelings. They use a Google Sheet to add an emoji that represents their overall mood for the day.Outcome: Students become more attuned to their emotional states and can identify patterns in their feelings.Morning and Night Reflections: (10-15 minutes each session, twice daily)Objective: Encourage deeper reflection on daily emotional experiences.Activity: Students write a short note to themselves each morning and night, reflecting on how they feel and why. Prompts can be provided to help guide their reflections.Outcome: Students practice self-reflection and develop a deeper understanding of their emotional responses.Some Help to Deal with Emotions: (Anxiety) = Use a guided breathing exercise to calm your mind: Guided Breathing Exercise (Anger) = Practice a body scan meditation to release tension: Body Scan Meditation (Sadness) = Try a loving-kindness meditation to cultivate compassion: Loving-Kindness Meditation (Neutral) = Engage in a mindfulness walking meditation to stay present: Mindful Walking Meditation (Relaxation) = Listen to a mindfulness bell meditation for a calming effect: Mindfulness Bell Meditation (Overwhelmed) = Use a grounding technique to stay centered: Grounding Meditation (Happiness) = Practice gratitude with a gratitude meditation: Gratitude Meditation (Tired) = Try a short nap meditation to refresh your mind: Nap MeditationReflection Session: (60 minutes)Objective: Share and reflect on the emotional journey throughout the exam week.Activity: At the end of the week, hold a group session where students can volunteer to share their experiences, insights, and any patterns they noticed in their emotions.Outcome: Students learn from each other’s experiences, gain validation, and build a supportive community. |
