Running head: Discussion 4: Adolescent Learning 1

Discussion 4: Adolescent Learning

Discussion 4: Adolescent Learning 2

Discussion 4: Adolescent Learning

Use ChatGPTLinks to an external site., Bard, Bing, FrizzleLinks to an external site., and/or

CuripodLinks to an external site. (or another Ai tool) to generate a lesson on a specific

topic for a specific group of students. Include a differentiated version of the lesson (for

students with different abilities or interests).

Below is the lesson plan for Resilience for year eight students, generated by the artificial

intelligence (AI) tool Bard. According to Google 2024,

"Building Bouncing Back: A Resilience Lesson Plan for Year 8 Students

Learning Objectives:

 Define Resilience and its importance in overcoming challenges.

 Identify personal strengths and resources that contribute to Resilience.

 Explore different strategies for coping with stress and challenges.

 Develop a personal resilience plan for navigating future difficulties.

Materials:

 Whiteboard or projector

 Markers or pens

 Chart paper or butcher paper

 Sticky notes

 Handout with resilience strategies (see examples below)

 Optional: Play-Doh, construction paper, or other creative materials

Lesson Duration: 60 minutes

Engagement Activity (10 minutes):

Discussion 4: Adolescent Learning 3

1. Bouncing Ball Metaphor: Begin by showing students a bouncy ball (or demonstrating

with an inflatable ball if available). Ask them to describe what happens to the ball when

you drop it. Explain that just like the ball, we all face challenges and setbacks in life. But

just like the ball bounces back, we can develop Resilience to overcome these challenges

and bounce back stronger.

Introduction to Resilience (15 minutes):

1. Brainstorming: Ask students to share their understanding of the word "resilience." Write

down their ideas on the board or chart paper. Guide the discussion to ensure they

understand that Resilience is not just about bouncing back but also about adapting,

growing, and learning from challenges.

2. Video Clip: Show a short video clip (2-3 minutes) that showcases Resilience in action. It

could be a news story about someone overcoming adversity, a sports figure bouncing

back from a major setback, or even a fictional character demonstrating Resilience.

Discuss the video as a class, focusing on the strategies the person or character uses to

overcome challenges.

Exploring Personal Strengths and Resources (20 minutes):

1. Strengths Scavenger Hunt: Divide students into small groups and provide them with a list

of potential strengths (e.g., creativity, humor, perseverance, problem-solving, empathy).

Each group member secretly chooses one strength that they believe they possess.

Students then move around the room, interviewing each other to gather clues about their

chosen strengths. Once everyone has guessed at least one strength of another person,

come back together as a class and share their discoveries.

Discussion 4: Adolescent Learning 4

2. Building a Resilience Toolbox: Provide students with a toolbox template (handout or

drawn on the board). Ask them to brainstorm different resources and strategies to build

their Resilience, such as positive thinking, relaxation techniques, social support, and

seeking help when needed. Encourage them to write down these resources inside their

toolbox template.

Developing Resilience Strategies (10 minutes):

1. Scenario Role-Playing: Present students with a few hypothetical scenarios representing

teenagers' common challenges (e.g., failing a test, dealing with peer pressure,

experiencing a family conflict). Divide students into pairs and have them role-play how

they would use their resilience toolbox to cope with each scenario. Encourage them to be

creative and come up with different strategies.

Creating a Personal Resilience Plan (5 minutes):

1. Action Plan: Have students reflect on what they learned during the lesson and identify

one specific area where they want to build their Resilience. Encourage them to write

down a personal action plan with 2-3 concrete steps to strengthen that area in the coming

weeks.

Closure and Reflection (5 minutes):

1. Mindfulness Minute: End the lesson with a short mindfulness activity, such as guided

breathing or progressive muscle relaxation, to help students integrate their learning and

feelings about Resilience.

Differentiation:

 Provide additional support to students who need help identifying their strengths or

developing coping strategies.

Discussion 4: Adolescent Learning 5

 Offer extension activities for students who want to learn more about Resilience, such as

researching famous resilient individuals or reading books and articles on the topic.

Assessment:

 Observe students' participation in discussions and activities.

 Collect students' resilience toolbox templates and personal action plans.

 Conduct a short exit ticket where students reflect on one key takeaway from the lesson.

Additional Resources:

 The Resilience Project: https://theresilienceproject.com.au/

 Greater Good Science Center: https://greatergood.berkeley.edu/

 American Psychological Association: https://www.apa.org/topics/resilience/building-

your-resilience

Remember: This lesson plan is a template and can be adapted to fit your students' specific needs

and interests. The most important thing is to create a safe and supportive environment where

students can learn and explore the concept of Resilience.

I hope this helps! Please let me know if you have any other questions."

 Describe the process you went through to create these lessons: Your prompt,

revisions, etc.

I did not have much experience with using AI tools as I work in an outdoor setting. I tried

many AI tools mentioned in this discussion's directions. All the responses that I got just blew my

mind. The best response I think I got was from Bard and Bing. I think it is just phenomenal. All I

had to write was "generate a lesson plan for resilience for year eight students." I did not need to

make any revisions.

Discussion 4: Adolescent Learning 6

 Identify the application of specific learning theories for the lesson.

I think the application of constructivism learning theory plays a major role in the lesson

plan. However, other learning theories are also being applied in the lesson plan. For the activities

Bouncing Ball Metaphor, Brainstorming, Strengths Scavenger Hunt, Building a Resilience

Toolbox, Scenario Role-Playing, and Action Plan, students learn from their experience and

Reflection through the activities. There is also cognitivism at play as the activities are broken

down into small segments and sequentially presented to them per cognitivism aspects.

There is also an assessment part in the lesson plan; however, no ideal answer is expected

if it were to be related to the behaviorism learning theory. Hence, I think it is still constructivism

learning theory being applied.

The connectivism learning theory is applied through Video Clip activity. The activity's

Strengths Scavenger Hunt and Scenario Role-Playing, have students being divided into small

groups and choosing how they want to go about the activity, so I think liberationism learning

theory is being applied.

 Include how you would use this with students.

In our programs, students are not allowed to bring their mobile phones. So, besides the

video clip activity, which needs technology as a required resource, I could use all the activities

mentioned in the lesson plan. Instead of a video clip, I could print a story and make it like a

storytelling time. There is a Closure and Reflection activity, which I think is great. It allows the

aspect of brain break that allows their brains to compress and consolidate memories of what was

practiced (Terada, 2022).

 Describe the grade level of the students.

Discussion 4: Adolescent Learning 7

For grades six and below, I think they would need more information with different vocabulary

for a few activities. The lesson plan can be applied to students from grades seven to nine.

 Address any adaptive or assistive practices to include all students.

The whole lesson plan's duration is sixty minutes, with various activities. Although they

are different activities, I think sixty minutes is too much to talk about one topic. I would reduce it

to thirty minutes and span it over two different days to spend more time with those students on

day one who need additional help and time to process. Also, throughout the lesson plan, I noticed

that the activities are of short duration, which caters to the short attention span of the students.

The activities are different and cater to all students, depending on whether they like working

alone or with others. Some need writing to be done, while some discussions need to be done with

other students.

 Submit on or before Thursday at midnight.

Discussion 4: Adolescent Learning 8

References

Google AI. (2024). Bard [Large language model]. https://bard.google.com

Terada, Y. (2022, April 21). We drastically underestimate the importance of brain breaks.

Edutopia. https://www.edutopia.org/article/we-drastically-underestimate-importance-brain-

breaks/