Topic. The seminar leader reads out the learning objectives once again. They briefly summarize the individual steps of the learning unit and thus create a connection between the content and the learning objectives. The seminar leader then bids farewell to the participants. Implementation Notes Linking back to the objectives was a great way to end the whole class, looking back on what we did and where we see the connection.
Topic. Is your class/event eligible for CEU credit (Yes/No): If so what type?
Topic. The seminar leader gives a short introduction to the concept of VIA character strengths. Participants are asked to explain each strength in their own words and to find concrete examples of each strength. Have they experienced the strength in themselves? Have they been able to observe the strength in others? Additional question: If participants find it easy to explain the strengths and find examples, the following additional questions can be discussed in the plenary: How does the strength show up in underuse (too little)? How does the strength show up in overuse (too much)? Example of the character strength humor: very serious humor very goofy too little exactly right too much Implementation Notes It is important to note that this step is is about strengths in general, not about the personal ones! The test group found that it is helpful to ask the participants “do you know a person who is really…?” to kick-start their imagination. It was noted that the character strengths need to be printed in a very big manner, so that everyone can see them. It would also be helpful to print the strengths on several papers and hand them out to the students. The different testing groups countries translated the material in their respective languages. It was noted that the translations weren’t always easy to understand for the participants of the testing group. Therefore it is important to have the material translated professionally and with easy language in mind. Additionally, the importance of highlighting the differences between the strengths was pointed out.
Topic. The participants all receive a strengths work card. They take enough time to consider what their strongest strengths are, the so-called top strengths. Our top strengths are the qualities and characteristics that distinguish us and make us who we are. If participants find it very difficult to decide on 2-3 strengths, these questions may help: What strength has helped you build important relationships? What strength has helped you achieve goals? Through which strength do you experience moments of happiness or satisfaction? Implementation Notes The participants of the testing group found the cards very interactive and exciting. They noted how much fun it was using them. It was noted that the explanations on the cards should be translated into easy language. Some participants of the testing group mentioned strengths that weren’t on the cards. In this case it would be useful to draw them back to the VIA character strengths and see under which of the categories they could fall.
Topic. The participants look for the appropriate strengths cards for their top strengths from the strengths buffet. With the help of the cards, they form a ranking of strengths that suits them. Implementation Notes It was noted that it might be necessary to explain in more detail what signature (or “top”) strengths actually are.
Topic. In small groups, the participants present their strengths to each other. They talk about how they experience their own strengths. Afterwards, they try to find a suitable strength for the other participants in their small group and think about when they were able to observe it (concrete examples). Implementation Notes The testing group realized that finding strengths for other participants is quite tricky. In such a situation, their attention can be drawn to things that they noticed in other people within this session. In some locations, this exercise took quite long. In such a situation it might be helpful to limit the exercise to finding only one strength per person. The exercise should be made more concrete by finding examples. In one of the locations the testing group found it very easy to describe ones own strenghts. But they found it a lot more difficult to deal with imagining how others might see them: “What strenghts do others see in you?” Step 6 Reflecting together Circle of chairs, ca. 10 minutes In the plenary, the participants talk about their experiences exploring their own strengths Topic Back in the circle, the seminar leader asks how the participants felt about the topic and the exercises. The following guiding questions can be used, as needed: How did you feel about finding strengths for yourself? How did you feel about finding strengths for your group members? How did you feel about hearing your strengths from others? What do you think about the topic of strengths? What do you feel when you think about strengths?
Topic. The seminar leader reads the following statements out loud. Each statement should be written or printed on a single moderation card or on a piece of paper. If I try hard, I can achieve anything Mistakes are a part of life. I can’t do it YET, but I will soon. I’m not going to give up. I’ll just give this a try. It looks difficult. I’m afraid of making mistakes. I can’t pass the exam anyway. It’s too hard for me. I’m just not that smart.
Topic. The seminar leader asks the participants what things were difficult for them in the past that became much easier with practice. This could be things like riding the bus alone, writing, or swimming.
Topic. The participants think about mistakes they have made in the past. They then think about what they have learned from these mistakes. Each person finds at least one mistake or situation. Together, the teams of two think about what was learned from the mistake or situation. Feel free to collect multiple examples. Gemeinsam überlegen die 2-er Teams, was aus dem Fehler oder der Situation gelernt wurde. Gerne können auch mehrere Beispiele gesammelt werden. Example: The person missed the bus and was late for a meeting. From this, the person learned that they would rather take a bus earlier. This way they still have time in reserve to miss a bus. The participants record the most important lessons learned in writing on a piece of paper. Implementation Notes The testing groups found that this could also be done in the plenary. It was a good exercise in a bigger group as well (Germany, Spain, Belgium both did it naturally within the plenary as it felt wrong and unnecessary to interrupt the flow of the plenary group discussion).
Topic. The groups of two come back to the plenary. Some examples from the group work can be presented. A summarizing visualization should now be created (presentation slides, moderation cards, flipchart, …), that deals with the meaning and function of mistakes and failures.
