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Positive mindset (SC5)

Learning Scenario Description
TitlePositives Mindset.
Creator         CreatorSeyma Kocak
Main Idea / DescriptionPositive thinking
Constant accessibility and always having the latest information about adverse events happening around the world lead to foul moods, stress, and health problems. With a positive attitude, gratitude for the good things that occur to us daily, and mindfulness, you can increase your well-being and counteract stress.
Target Group (students’ age, learning level, background, disabilities)Students
Students at secondary level 2
Age: 16-18
Time: 120 min
Curriculum & Learning SubjectsSociology, psychology, pedagogy
Competencies– Students learn to identify the constant accessibility and flow of information via social media and news sources and recognize its impact on their mood and health.
– Students understand how negative news can affect their mood and stress levels.
– Students develop the ability to critically question and evaluate the relevance and impact of the information they receive.
– Students learn to distinguish helpful information from information that causes stress or leads to adverse emotional reactions.
– Students practice developing gratitude for and regularly reflecting on positive aspects of their daily lives, contributing to improved mood and resilience to stress.
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 design distance learning scenarios that mitigate technostress risks.
– Ability to support learners who are experiencing technostress.
– Ability to protect themselves from experiencing technostress.

Teacher socioemotional e-competencies:
– Emotional e-awareness
– E-self-management
– Emotional e-independence
Learning Scenario Framework
Pedagogical MethodWhat positive learning strategies are incorporated into the scenario to prevent or mitigate technostress?What is the focus of these positive learning strategies?
– Foster collaboration and support (Teacher-student and peer relationships)
– Promotion of Individual emotional well-being 
– Selection of suitable teaching methods for student-centered learning (effectiveness of learning)
Positive pedagogical interventions:
– PI1. Emphasizing strengths (Lean on your strengths and have a positive mindset)
– PI4. Relationships support (Support and work well with others)
– PI5. Learning resilience (Learn to cope and become resilient)
– PI6. Encouraging engagement (Engage students in self-directed and dedicated learning)
Software & Materials Distance Learning Context for Positive Thinking:
How will the scenario be delivered to learners? What platform will the scenario be shown on?
The scenario can be delivered through a Learning Management System (LMS) such as Moodle, Canvas, or Blackboard.
Virtual classrooms or video conferencing platforms like Zoom or Microsoft Teams can be utilized for live sessions and discussions.
What tools and resources will be needed?
Necessary tools and resources may include:
– Learning Management System (LMS) for content delivery, assignments, and assessments.
– Video conferencing tools for live sessions and discussions.
– Online readings, multimedia content, or interactive modules related to positive thinking.Collaboration tools for asynchronous communication.
How will learners interact with the scenario?
Learners can interact through:
– Participation in virtual classes or live discussions.
– Engaging with online readings, multimedia content, or interactive modules.
– Collaborating on group projects or discussions using discussion forums.
– Submitting assignments and receiving feedback through the LMS.
In which space will learning take place on the learner’s side?
Learning can take place in the learners’ home environment or any location of their choice with a stable internet connection.
Learners may use personal devices such as computers, laptops, or tablets.
Who are the actors involved? (facilitators)
Actors involved include:
– Instructors or facilitators who design and guide the course.
– Technical support staff for addressing potential technology-related issues.
How will technostress mitigation be addressed in this distance learning setting? (technology configuration, technology use, and network connections)
Technostress mitigation can be addressed by:
– Providing clear guidelines on technology use and platform navigation.
– Offering technical support for learners encountering issues.
– Ensuring that the learning platform is user-friendly and accessible.
– Promoting a balance between online and offline activities to reduce screen time-related stress.
– Encouraging collaboration tools to foster community and support among learners.
Evaluation ToolsAssessment:
How will you assess learners’ learning?
Assessment methods may include:
– Reflective assignments where learners apply positive thinking principles to real-life scenarios.
– Quizzes or exams testing understanding of positive thinking concepts.
– Participation in discussions or forums sharing personal experiences and insights related to positive thinking.
How will you provide feedback to learners on their performance?
Feedback can be provided through:
– Written comments on reflective assignments, quizzes, or discussion posts.
– Individual feedback sessions via video conferencing.
How will you assess the effectiveness of technostress mitigation?
Assessing technostress mitigation can involve:
– Surveys or reflective assignments to gather feedback on learners’ stress levels and the perceived impact of positive thinking strategies on technostress.
How will you help learners reflect on their learning?
Facilitate reflection through:
– Virtual meetings or discussion forums where learners can share insights and discuss their experiences with positive thinking.
– Journaling or reflection assignments to document personal realizations and the application of positive thinking principles.
What questions will you ask them to think about?
– How has positive thinking influenced your mindset and approach to challenges?
– Can you provide examples of situations where positive thinking had a tangible impact on your well-being and stress levels?
– What strategies or techniques have you found most effective in applying positive thinking principles in your daily life?
How will technostress mitigation be discussed in the debriefing?
Discuss technostress mitigation in the debriefing by:
– Relating positive thinking to the reduction of technostress and its effects on overall well-being.
– Encouraging learners to share instances where positive thinking helped them cope with or overcome technostress.
– Discussing the integration of positive thinking strategies with other technostress mitigation techniques.
Learning Scenario Implementation
Learning Activities (Description, duration, worksheets etc.)Scenario Events:
The teacher briefly introduces that the topic is about a positive mindset. 
Students learn what an optimistic attitude and mindset does. 
The worksheets are worked on individually. 
They discuss other options for focusing on the positive aspects of using technology.