Table 2

Details of the strength-based program

DayHoursDetailsLearning objectivesLearning outcomes
11.5The strength-based program commences with the Situational Analysis activity, designed to actively engage teacher-trainees in hypothetical and challenging scenarios. Participants are prompted to articulate the emotions or feelings they would associate with each situation. The primary objective of this task is to underscore the significance of cultivating a positive mindset, redirecting the focus away from constant dwelling on the negatives. This experiential exercise is intricately linked with the principles of Positive Psychology. Following the activity, a detailed lecture-cum-discussion session will be conducted, delving into Positive Psychology, its foundational principles, and key pillars
  • 1.

    To introduce the fundamental concepts of positive psychology

  • 1.

    Explain the fundamental concepts of positive psychology

21.5The facilitator begins with an activity titled as “The Unique Me!”. This activity is linked with
  • •

    Positive psychology’s 24 character strengths

  • •

    Positive Psychology’s 6 virtues

  • 1.

    To introduce the 24 character strengths

  • 1.

    List the 24 character strengths and associated virtues

32The teacher trainees take the VIA [Value in Action Inventory of Strengths] Survey of Character Strengths by logging into the official researcher’s site created at: https://www.viacharacter.org/The facilitator discusses the results of the VIA survey with the teacher-trainees
  • 1.

    To administer the VIA inventory of strengths

  • 1.

    Identify their signature character strengths

  • 2.

    Build a VIA strengths profile

42This session will be dedicated to the topic
  • •

    Connection of strengths with success

The facilitator will begin this class with Activity – Wearing the Reviewer’s Hat. Groups will be made and a 3–4 min video clip will be shared with all the groups. The teacher-trainees have to analyze the short videos from the angle of the central character’s strengths. A series of prompting questions will be asked by the facilitator that needs to be considered while analyzing the video clips. This will be followed by group presentations and a proper class discussion
  • 1.

    To understand the connection between strengths and success

  • 1.

    Spot the strengths in different scenarios or individuals

51.5“Spotting My Strengths” activity is conducted. The facilitator encourages the teacher-trainees to think of examples in their recent past where they had utilized their signature character strengths for dealing with various situations. This is followed with a debriefing session. Feedback is taken
  • 1.

    To illustrate the connection between strengths and success

  • 1.

    Give examples of utilizing their strengths in practical situations

61This session will be dedicated to the topic: Can strengths be used intentionally? The facilitator will begin this class with Activity – Autograph Please. This activity will be related with the core aspect of this session of intentional use of strengths for gaining success
  • 1.

    To apply signature character strengths intentionally in different situations

  • 1.

    Illustrate the deliberate use of signature character strengths in both hypothetical as well as realistic challenging situations of life

72After the initial discussion, the facilitator will give an activity to the teacher trainees where they have to make use of their signature character strengths as a team for facing a hypothetical challenge. This task will be titled as “Startup Pitches”. After the group discussion and presentation the facilitator will take reflection from the teacher-trainees of the intentional use of character strengths with respect to success
  • 1.

    To apply signature character strengths intentionally in different situations

  • 1.

    Illustrate the deliberate use of signature character strengths in both hypothetical as well as realistic challenging situations of life

81.5The facilitator presents the activity “Why Should We Hire You?” to the teacher-trainees. Feedback is taken by the facilitator
  • 1.

    To apply signature character strengths intentionally in different situations

  • 1.

    Illustrate the deliberate use of signature character strengths in both hypothetical as well as realistic challenging situations of life

92The facilitator gives a detailed lecture on the concept of critical thinking and its subcomponents that is induction, deduction, meaning, observation, credibility and assumptions
  • 1.

    To introduce the concept of critical thinking

  • 1.

    Explain the concept of critical thinking and its subcomponents

102Building upon the previous session, the facilitator introduces Activity titled “Spot the Error,” to the teacher-trainees. In this activity, the subcomponents of critical thinking are actively applied in a practical context. The participants are encouraged to identify and analyze errors, fostering the practical application of critical thinking skills. Following the completion of the activity, a debriefing session is conducted by the facilitator to gather insights, reflections, and feedback from the participants, thereby enhancing the overall learning experience
  • 1.

    To apply the elements of critical thinking in day-to-day scenario

  • 1.

    Analyze a challenging situation appropriately by using the elements of critical thinking

112This session will be dedicated to the topic
  • •

    Integrating critical thinking with strengths part 1 [induction, deduction, meaning]

Activity- Worst case scenario is presented in front of the teacher-trainees. Groups will be made and on the basis of the signature character strengths of each team member the teacher-trainees have to utilize the elements of induction, deduction and meaning for finding a solution to the problem posed. This will be followed by group presentations and a proper class discussion. Feedback will be taken at the end of the session
  • 1.

    To apply induction in combination with signature character strengths in given scenario

  • 2.

    To apply deduction in combination with signature character strengths in given scenario

  • 3.

    To apply meaning in combination with signature character strengths in given scenario

  • 1.

    Use inductive reasoning in combination with the signature character strengths

  • 2.

    Use deductive reasoning in combination with the signature character strengths

  • 3.

    Use meaning in combination with signature character strengths

122This session will be dedicated to the topic
  • •

    Integrating critical thinking with strengths part 2 [observation, credibility and assumptions]

Activity – Turn over a new leaf is presented in front of the teacher-trainees. Groups will be made and on the basis of the signature character strengths of each team member the teacher-trainees have to utilize the elements of observation, credibility and assumptions for finding a solution to the problem posed. This will be followed by group presentations and a proper class discussion. Feedback will be taken at the end of the session
  • 1.

    To apply observation in combination with signature character strengths in given scenario

  • 2.

    To apply credibility in combination with signature character strengths in given scenario

  • 3.

    To apply assumptions in combination with signature character strengths in given scenario

  • 1.

    Use observation in combination with the signature character strengths

  • 2.

    Use credibility in combination with the signature character strengths

  • 3.

    Use assumptions in combination with signature character strengths

132This session will be dedicated to the topic
  • •

    Integrating critical thinking with strengths part 3 [combining all elements with strengths]

Activity – Crafting Solutions is presented as the finale task of this module. The facilitator presents a conflicting situation of an actual classroom in front of the teacher-trainees. They have to utilize the elements of critical thinking and their own signature character strengths for comprehending the problem and thinking of possible solutions. The conflicting real life classroom problems will be given to the teacher-trainees. A detailed presentation and discussion session will be taken at the end of this class followed by written feedback
  • 1.

    To integrate all the six critical thinking elements with signature character strengths in a realistic educational scenario

  • 1.

    Use all six critical thinking elements with signature character strengths in a realistic educational scenario

143This session will be dedicated to the topic
  • •

    Integrating creativity with strengths part 3 [combining all elements with strengths]

Activity – Educational Project is presented as the finale task of this module. The facilitator presents a challenging educational project in front of the teacher-trainees. They have to utilize the elements of critical thinking and their own signature character strengths in a team for completing the project. A detailed presentation and discussion session will be taken at the end of this class followed by written feedback
  • 1.

    To integrate all the critical thinking elements with signature character strengths in a realistic educational scenario

  • 1.

    Use all critical thinking elements with signature character strengths in a realistic educational scenario

152In this culminating session of the Strength-Based Program, the facilitator undertakes the crucial task of summarizing the entire program, emphasizing its key lessons and encouraging teacher-trainees to apply their learnings not only in their daily experiences but also in shaping the teaching approach for their future students. As the grand finale, Activity, titled “Celebrate My Learning,” is presented to the teacher-trainees. In this reflective activity, participants are tasked with creating a poster that encapsulates the elements they found most impactful throughout the entire program. In a poignant conclusion, each teacher-trainee verbally presents the significance of their poster, sharing personal insights gained from the program. To ensure a thorough assessment, the facilitator administers a post-implementation survey, seeking feedback on the effectiveness and relevance of the strength-based program. An overall feedback session is conducted, allowing teacher-trainees to express their thoughts, reflections, and suggestions for the continuous improvement of the program
  • 1.

    To provide a comprehensive summary of the entire strength-based program, motivating teacher-trainees to carry forward their learning experiences

  • 2.

    To implement the post implementation survey

  • 1.

    Will be motivated to integrate strength-based teaching not only in their personal lives but also as a fundamental approach in their future roles as educators

  • 2.

    Engage in a reflective process, identifying and visually representing the most impactful elements of the program on individual posters

  • 3.

    Give valuable feedback through post-implementation survey

Source(s): Author’s own creation

[ViewLarge]
This Feature Is Available To Subscribers Only

or Create an Account

Close Modal
Close Modal