Module 1 - Before the mobility
Module 2 - During the mobility
- Unit 1: What is the SkillsAct4Vet Tasks Map?
- Unit 2: Main characteristic of a short-term internship abroad for students aged 14-18
- Unit 3: How was the SkillsAct Tasks Map designed?
- Unit 4: How does it work?
- Unit 5: The Tasks Map’s Grid
- Unit 6: The Tasks Map’s Grid: Practical tools for teachers to improve soft skills activation in students during internship abroad
Module 3 - After the mobility
The Proactive and Reactive Stories
Pen and Paper
Estimated time needed
Description and guidelines
Each student should write two stories about a Young Person who goes through his/her early stages of social life – school, university, and first job.
The first story should present the Young Person as:
- Seeking stimuli, opportunities for improvement;
- Proposing ideas, observations, interpretations and solutions;
- Involving him- or herself and others in extra efforts;
- Identifying and utilizing social resources,
- Using information, advice, practical assistance and emotional support from others;envisioning success, anticipating future problems, planning on how to deal with them
- Envisioning success, anticipating future problems, planning on how to deal with them;
The second story should follow the first one but in this second story we take away the qualities which were empahsized in the first story.
The two stories are alternative potential future scenarios for the Young Person, where we say that the first envisions the Future of a Proactive Person and the second envisions the Future of a Reactive Person.
Assessment and discussion
Each participant should assess the differences between the two texts, where it is obvious that the emphasis of this comparison will be based on the Proactive Behavioral Indicators.
After the personal assessment the teacher and the students should have a short discussion, where they can share their thoughts and emphasize the importance of the behavioral indicators for the future of the students.
- Seeking stimuli, opportunities for improvement,
- Spontaneously proposing ideas, observations, interpretations and solutions, also innovative ones,
- Involving yourself and others in extra efforts,
- Identifying and using social resources,
- Using information, advice, practical assistance and emotional support from others,
- Envisioning success, anticipating future problems, planning on how to deal with them,
- Applying initiation, reflection, planning and prevention as parts of your coping strategies.
The objectives of this exercise are for the teachers and students to address the importance of proactivity, through envisioning the differences in the development of the Young Person through the presence and absence of the behavioral indicators associated to proactivity.
To conclude the discussion, the teacher can show the group this short video about “How to be Proactive in Life (Proactive vs Reactive)”