Classroom Assignments for Fostering Resilience--An Instructional Design Model on Affective Personality Development

Autor/in	Astleitner, Hermann
Titel	Classroom Assignments for Fostering Resilience--An Instructional Design Model on Affective Personality Development
Quelle	In: Journal of Instructional Research, 11 (2022), S.26-43 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-0281
Schlagwörter	Teaching Methods; Personality Traits; Resilience (Psychology); Instructional Design; Assignments; COVID-19; Pandemics; Learning Processes; Affective Behavior; Problem Solving; Individual Development; Task Analysis; Self Concept; Well Being; Futures (of Society); Adjustment (to Environment); Self Control + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Lesson concept; Lessonplan; Unterrichtsentwurf; Assignment; Auftrag; Zuweisung; Learning process; Lernprozess; Affective disturbance; Active behaviour; Affektive Störung; Problemlösen; Individuelle Entwicklung; Aufgabenanalyse; Selbstkonzept; Well-being; Wellness; Wohlbefinden; Future; Society; Zukunft; Selbstbeherrschung
Abstract	There is a long tradition in the research about how to design classroom assignments to foster cognitive learning. However, especially since the COVID19 crisis, an affective turnaround that focuses on strengthening personality and personal development has increasingly broken new ground in teaching and learning. The resulting question is whether affective learning can also be supported through classroom assignments. In this paper, we present an instructional design framework for stimulating research and practice on assignment-based affective learning. We selected the resilience of students as a focus on affective personality development and generated a systematic set of classroom assignments for supporting resilience. Based on a comprehensive review of the literature, we started by building a theoretical model of goal areas for supporting resilience concerning control, problem solving, and personal growth. We then proposed different types of classroom assignments that might facilitate the acquiring of resilience within classroom settings. Finally, open questions are discussed that need to be addressed in future research and practical implementations. (As Provided).
Anmerkungen	Center for Innovation in Research and Teaching at Grand Canyon University. 3300 West Camelback Road, Phoenix, AZ 85017. Tel: 602-639-6729; e-mail: cirt@gcu.edu; Web site: http://www.instructionalresearch.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01