Dear Carmel
We had a take a look to the documents that you had send to us that represent a huge and very good piece of work. But, as you requested, we have the following comments/suggestions:
- MODEL - In general we agree with the current proposed model, and the suggestions made by Brigitta and Roberta.
- In the CRITICAL VARIABLES for teachers, we propose to add on topic 1 “Knowledge and attitude about...”, and on topic 5 (classroom climate) to extend it to “whole school climate, promoting caring, quality relationships and mutual responsability”
- THEMES OF THE CURRICULUM, as Brigitta as mentioned, we also agree that the main themes should be at the same level of scope (for example, engagement through strenght seems to be cross-sectional; also decision-making and problem solving skills could be under cognitive skills). So for the moment we agree on the following main themes: Cognitive skills (which could include decision making and problem solving), psychological skills (adding, self-concept, self-esteem, as well as recognizing and promoting talents and interests), emotional skills, social skills (adding communication/interpersonnal skills)
- Also in this point (themes of the curriculum) we noticed that the subthemes also have different scopes (some are more specific, for exemple: deal with peer pressure, whereas others have a broader scope, for example: resolve interpersonal conflits constructively). In this case we propose that we try to work more on broader subthemes and on the general strategies to deal with them.
- ACTIVITIES DESCRIPTION - we propose that we all agree on a general framework, so that the activities could be described in the same way. For instance, we think that if we include some keypoints, like: title of the activity, level of the activity, objectives, materials, time, description and reflection questions, would be easier for the reader.
- In the specific example given, we have a question concerning the content, since the first activities proposed under the problem solving theme are related to recognizing emotions. Our question is: is this a subtheme of problem solving or within emotional skills theme?
- Another question on this topic is, if this is just an example of activities that can be done under the problem solving theme, or do these activities have already an established sequence within the theme?
We hope that our comments are understandable, but, please if something is not clear, do not hesitate to ask us.
Best
De: CARMEL CEFAI
Enviada: 1 de março de 2013 21:28
Para: charli.eriksson@oru.se
Cc: CARMEL�CEFAI�; natalie.a.haber@um.edu.mt; pmelo@fmh.utl.pt; matsopoulos@gmail.com; zanetti@unipv.it; roberta.renati@unipv.it; rridicki@yahoo.com; csimoes@sapo.pt; valeria.cavioni@unipv.it; paul.a.bartolo@um.edu.mt; b.kimber@telia.com; marizagmelima@gmail.com; dorothy.aquilina@um.edu.mt
Assunto: RESCUR model, themes and activities 1st March
Dear all
Please find enclosed our first draft of the resilience curriculum
framework, the themes and the activities for your feedback. We welcome
your feedback on the three documents, particularly the themes ( we need to
agree on 6 or 7 major areas of resilience skills which will be developed
across the three age stages (KG/early years/junior years)- at the moment
there are 6 general areas/major themes, but I think we still need to work
on these as a team before we can have a final set of themes we are all
happy with and then we can start working the activities on. Have also a
good look at the activities samples and let us know your feedback on them,
we will start working on these once the framework and the themes have been
finalised. So I suggest in the next two to three weeks or so we share our
thoughts on the three documents both through emails and the google drive.
I would like to thank Anastassios and Birgitta for their contribution to
these documents
regards
Carmel
•