Page 19 - SafeCert Approved First Aid for Mental Health at Work (Level 3) | Trainers Manual

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Teaching

Candidate Debates/Discussion Panels - can be formal or informal, individual or group, graded or
Teaching un-graded. This allows candidates the opportunity to take a position and gather data/topical

arguments to support their view, critically. The process also offers experience with verbal
presentations. Some may ask candidates for their personal view and then make them argue for the
opposite position.

Case studies - bring in case studies for candidates to read and then analyse, applying concepts,
data, and theory taught from class. Candidates can work individually or in groups or do this as a think-
pair-share activity. Using case studies in combination with a brief in-class writing assignment adds to
the candidates actively working with the subject content.

Diaries or Logs - candidates make journal entries periodically that require them to critically reflect
or analyze a topic or concept. This activity can be done both in and out of class.
Administration Concept/mind mapping - candidates create visual

representations showing the relationship between concepts.
Circles are drawn containing concepts and are connected
with lines. The lines may have phrases showing the
connection between concept circles. Making concept maps
can be done in groups or individually, and both inside and
outside of class. The process offers practice with critical
thinking skills such as categorization, and comparing and/or
contrasting concept elements.

Collaborative Learning Groups - groups may be formal or informal, and work graded or upgraded.
Candidates are assigned to a group of at least three people and members of the group are assigned
to specific tasks (Leader. Recorder. Presenter, Task Master, etc.). The group is given a task to work
Lesson Plans necessary.
on together. Often, some candidate preparation (reading, homework, etc.) is required but not

One-Minute Paper - provides a quick and extremely simple way to collect written feedback on
candidate learning-Stop the lecture and ask candidates to respond briefly to some variation on the
following two questions: "What was the most important thing you learned during this class?"
and ''What important question remains unanswered?" Candidates then write their responses on
index cards or half-sheets of scrap paper and hand them in. The educator reviews the papers before
the next class and clarities the material as needed.

Games - such as Jeopardy. Crossword puzzles, and group Competitions can be adapted for course
material and used in review and fur assignments.

Videos - the use of videos in the classroom offers an alternative of presenting information via lecture.
Handouts questions or a list of ideas upon which to focus. After watching the video, candidates can work alone,
Video length should be relatively short (2 - 3 minutes). Prepare candidates with reaction or discussion

or in pairs/groups, to answer critical questions, write a 'review' or reaction (possibly as a journal entry),
draw concept maps, or apply a theory. Demonstrations - very good at visually showing and allowing
candidate interactions with various course concepts.

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