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Creativity Project

This document outlines an activity where students will: 1. Choose a personality theorist and write a counseling session script from that theorist's perspective. 2. Perform their scripts in small groups, taking turns acting as counselor and client within a timed session. 3. Provide anonymous feedback and instructions to other groups using Padlet, which may alter the counseling scenarios. 4. Reflect individually on what they learned from participating in the activity and receiving feedback. Students will be evaluated based on creating an original script, reflections, embodying the chosen theorist, handling feedback professionally, and improvising within sessions. The activity aims to teach counseling skills and theories through interactive role-playing

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78 views

Creativity Project

This document outlines an activity where students will: 1. Choose a personality theorist and write a counseling session script from that theorist's perspective. 2. Perform their scripts in small groups, taking turns acting as counselor and client within a timed session. 3. Provide anonymous feedback and instructions to other groups using Padlet, which may alter the counseling scenarios. 4. Reflect individually on what they learned from participating in the activity and receiving feedback. Students will be evaluated based on creating an original script, reflections, embodying the chosen theorist, handling feedback professionally, and improvising within sessions. The activity aims to teach counseling skills and theories through interactive role-playing

Uploaded by

api-432933873
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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TASK 2

Example 1:
Curriculum Standard: -

Technology Tools: Scribble Press

Scribble Press is an app that allows students to create visual stories.

Activities/Tasks: The students will choose several emotions they feel in


their daily lives and think of the first image that comes to their mind. They are
expected to share these images and construct a story that correspond to their
emotional states and try to build awareness about their feelings and emotions.

Potential Challenges: Accessibility problems for disabled students. App


malfunctions.

Example 2:
Curriculum Standard:-

Technology Tools: Any voice recorder

Activities/Tasks: Students are expected to record their voices in


instances in their daily lives where they either observe or experience
something interesting or emotion-raising for a month, then they are expected
to reflect on their recordings at the end of each week. What would they have
wanted to change about their actions? Do they still feel the same as they did in
their recordings? etc.

Potential Challenges: Students may feel like they did not observe or
experience anything worthy of recording. They can have a hard time
remembering the experiences since no visual recordings will be made, which
may make it harder to reflect on the observations or experiences.
TASK 3: Creating an Effective Project
Background Information
Activity Name: Counseling Session Reenactment
Grade/Subject: Undergraduate/ Theories of Personality
Technology Tools: Digital Timer, Google Documents, Padlet.

Explanation

Paragraph #1: How will you introduce the activity to your audience?

The activity will be introduced by being posted on the existing course blog as
stated below:

“You are expected to choose one of the following theorists: Freud, Rogers, May,
Beck. Once you are done choosing, you are expected to write a script consisting
of dialogue between a counselor and a counselee, where the counselor will act
from the perspective of the chosen theorist. Members of the group and theorists
should be added to the this link of Google documents. The script is due this
Sunday. All students are expected to participate in this step considering the fact
that this step will affect the 30% of your final grade.”

Paragraph #2: How will they participate in the activity?


1. The students are required to form groups and write the names of the group
members to the Google Document provided by the teacher at the course blog.
2. Each group will select an aforementioned theorist and formulate a script for a
therapy session (from the perspective of the theorist they choose) where each
student will pose both as a counselor and a counselee at different times of the
performance, which gives them the opportunity to think flexibly. These scripts
will be written on Google Documents allowing each student to participate in the
script writing process.
3. These scripts will be performed in a theatrical manner by the students in class.
4. Each member of the group will have a certain amount of time to perform in
the situation which was scripted. Once the timer (which will be projected on the
wall) goes off, a different group member will take the performing member’s
(could either be acting as the “counselor” or the “counselee”) place.
5. During these performances, the teacher and other students will have the
chance to interfere by giving instructions, asking questions or sharing thoughts
in general, which may change the situation portrayed in the reenactment. These
instructions,questions and sharings will be posted on Padlet anonymously which
will be projected to the wall. Only the posts of the teacher will have the name of
the teacher for the students to be able to identify the teacher’s comments for
later use in their reflections.
6. Each student will write an essay that consists of the students’ reflections on
the entire procedure of involving in such a project and what they learned from
the process as a whole.

Paragraph #3: How will you provide guidance for the participants?

The Padlet page created by the students will require the admin to approve the
posts Additionally, the page will be at the control of one of the group members
during the reenactment, who will be in charge of the approvals. But, the teacher
will also be present by the computer to control and moderate the flow of
communication of the class. Teacher will pose as a moderator, deciding which
comments from Padlet will be implemented in the course of the performance.
Finally, the teacher will participate in the interference stage and once the
performance is over, the teacher will provide an overall feedback for the
students.

Paragraph #4: How will they be evaluated regarding your goals?

The students will be provided with a rubric based on the FFOE standards. The
most points will be for “creating and original script consisting of a dialogue
between a counselor and a counselee”. The second most points will be given for
“writing an essay consisting of the reflections on the entire procedure of
involving in such a project and what is learned from the process as a
whole”. Other criteria will be “sticking to one theorists’ perspective throughout
the performance and not shifting perspectives along the way in terms of tone of
the voice, mimics, gestures, comments etc.”, “avoiding behaving unethically and
sticking to the ethical standards” and “being able to act flexibly both as a
counselor and a counselee”. The least points will be given to “being able to
improvise according to the instructions from Padlet, and the accuracy and
theoretical compatibility of the improvisations made” due to the fact that being
able to achieve this ability is obtained after years of experience, therefore it is a
higher order counselling skill for students of this level. The aspect of Padlet
comments is put into this activity in order to challenge the students, to have a
more interactive activity where each student can join and simply to make it more
entertaining both for the performers and for the audience, hence the low points
of this aspect. An additional way of assessment will be provided by the students’
self-evaluations and the students’ evaluations of their group members. Each
group member will be expected to evaluate their group members based on their
levels of participation. This measure will hopefully prevent any free-riders or will
help identify possible free-riders in the groups.

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