Implementation of ‘Emotional Intelligence and Teenagers’ (SoI-ES-237)

Context for the Implementation

The Learning Scenario was implemented with Grade 12 students of Psychology from the school IES Cantabria in Santander (Spain). Some of the main topics in the Psychology curriculum are Emotions and Emotional Intelligence. In our course at school, we dedicate time to do some research on emotions and to integrate them on a holistic understanding of human beings. Anger, joy, fear, surprise, sadness and disgust show how people feel and students had learnt that we need to express those feelings and that we need to identify them in others too. During the Covid pandemic, our faces are hidden behind face-masks and we wanted to remember how emotions are shown when faces are “naked”. This Learning Scenario has given us the opportunity to go deep in Europeana collections and find interesting images to show those emotions and feel closer to other people. We have connected the activity with Emotional Intelligence, the ability that helps us to understand, use and manage our own emotions in positive ways, and to empathize with others.

Students during the activity. Aránzazu Iturrioz. CC-BY-SA

Implementing the Learning Scenario

1st session at school – 20th December 2021 – 50 minutes

The first session was dedicated to explain the Learning Scenario and to connect it with our subject. Then, we carefully watched the Europeana resources recommended in the Learning Scenario. Finally, students searched European collections for images showing the five main emotions: anger, joy, fear, surprise, sadness and disgust. Students were asked to upload images for each emotion to a collaborative Padlet. Each post should have the reference and a brief description of the image.

Students during the activity. Aránzazu Iturrioz CC-BY-SA

2nd session at school – 21st December 2021 – 50 minutes

Students kept looking for images for the five main emotions in the Europeana collections. Most students easily found images for anger, joy and sadness, but have some difficulty finding images for fear, surprise or disgust. Students were concentrated on this activity and enjoyed surfing the web. Their findings show images from different historical periods and cultures,  and gave them a variety of perspectives of human beings´ emotions. We dedicated some time to share our findings and thoughts, and then started to prepare a final evaluation of the activity.

Students during the activity. Aránzazu Iturrioz CC-BY-SA

3rd session at home – 22nd December 2021 – 50 minutes

Students, at home, evaluated the activity and sent the results to the teacher. From this final evaluation we have learnt that: 1. Students are aware of the importance of expressing emotions and understanding other people´s emotions; 2. Students find enriching learning with images from the past and from different environments; 3. Students easily find images of joy, anger and sadness, but have more difficulty to find images for fear, surprise or disgust; 4. Students think that the activity has been useful and enriching; 5. Students have enjoyed the activity and think they can reuse it in the future.

Padlet with the results. Aránzazu Iturrioz. CC-BY-SA

After thoughts:

  • My students found the activity really motivating and engaging.
  • I have been a facilitator and my students have been active learners.
  • We have used Project Based Learning, Collaborative Learning and Flipped Classroom.
  • I consider that the aims of this activity have been achieved and I feel really happy with the results. It has been a nice activity that has make my students reflect on the importance of emotions. Students have had the opportunity to explore the Europeana collections and learn about its learning possibilities.
  • If we had had some more time, we could have created stories from the images selected by students.


Emotions in EUROPEANA collections

Padlet with the results. Aránzazu Iturrioz. CC-BY-SA

Did you find this story of implementation interesting? Why don’t you read about the related learning scenario?

Emotional Intelligence and Teenagers (LS-BG-506)

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Public Domain Mark 1.0: the featured image used to illustrate this article has been found on Europeana and has been provided by the Jewish Historical Museum.

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