Lesson Plan | Socioemotional Learning | Changes in the World of Work

Objectives

Duration: 15 - 20 minutes

The purpose of this stage is to provide a clear understanding of the topic to be addressed, establishing a solid foundation for the discussion on the different forms of work and the significant changes that modern work presents, especially with the introduction of new technologies. This initial moment is crucial to engage students and prepare them emotionally for critical analysis and reflection on the topic, using a socio-emotional methodology to connect academic content with emotional and social skills.

Main Goals

1. Describe the different forms of work throughout history and in the current context.

2. Analyze the changes in modern work focusing on technological tools and their impacts.

3. Develop the ability to recognize and understand the emotions associated with changes in the work environment.

Introduction

Duration: 15 - 20 minutes

Emotional Warm-up Activity

Guided Meditation for Focus and Concentration

The chosen emotional warm-up activity is Guided Meditation. Guided meditation is a practice where the teacher guides the students to focus on their breathing and relax their body and mind, promoting a state of calm and focus that prepares them for the class. This practice helps to reduce anxiety, increase concentration, and presence in the moment.

1. Prepare the environment: Ask the students to settle comfortably in their chairs, with their feet resting on the floor and their hands resting on their knees.

2. Start the meditation: Request them to close their eyes and begin to pay attention to their breathing. Guide them to breathe deeply through the nose, filling their lungs, and to exhale slowly through the mouth.

3. Guide the breathing: Instruct the students to continue this pattern of deep and slow breathing while you verbally guide them, saying: 'Breathe in deeply... hold the breath for a moment... and exhale slowly...'. Repeat this guidance a few times.

4. Relax the body: Ask the students that with each exhalation, they relax one part of their body, starting from their feet and moving up to their head. Say: 'As you exhale, feel your feet relax... your legs... your torso... your arms... your neck... and finally your head.'

5. Positive visualization: After a few minutes, guide the students to visualize a calm and safe place where they feel happy and peaceful. Ask them to focus on the details of that place, such as colors, sounds, and sensations.

6. Ending: Gradually bring the students back to the present by asking them to start moving their fingers and toes. Request them to slowly open their eyes while still maintaining the feeling of calm and focus.

Content Contextualization

The technological revolution has radically transformed the world of work, bringing new opportunities and challenges. For example, many jobs that existed 20 years ago have been replaced by machines or software, while new careers, such as app developer and digital influencer, have emerged. These changes bring different emotions to people, such as excitement and anxiety, which need to be recognized and managed. Understanding these transformations is crucial for adapting and thriving in today’s job market. Additionally, current technologies allow for greater flexibility and efficiency but also demand new skills and attitudes. Remote work, for example, enables people to work from anywhere, but it can also lead to social isolation and difficulty separating work and personal life. Discussing these issues helps students develop essential socio-emotional skills to navigate these changes in a balanced and responsible manner.

Development

Duration: 60 - 75 minutes

Theoretical Framework

Duration: 20 - 25 minutes

1. ### Main Components of Changes in the World of Work

2. Traditional Forms of Work: Explain the forms of work that existed before the technological revolution, such as agriculture, manufacturing, and manual labor. Highlight how these forms of work relied more on physical skills and less on technological skills.

3. Industrial Revolution: Detail the significant changes brought by the Industrial Revolution, including mechanization, urbanization, and the emergence of factories. Discuss how these changes impacted society and the job market.

4. Information and Technology Era: Describe the transformations in work with the arrival of the information age. Explain how the internet, computers, and other digital technologies changed the nature of work, enabling remote work, automation, and the emergence of new professions.

5. Remote and Flexible Work: Highlight the importance of remote and flexible work in the current scenario. Explain how the COVID-19 pandemic accelerated the adoption of these practices and discuss the benefits and challenges associated with them.

6. New Skills and Competencies: Emphasize the need for new skills and competencies in the modern job market, such as digital skills, critical thinking, and collaboration. Discuss how these skills are valued by employers and essential for professional success.

7. Socio-emotional Impacts of Changes in Work: Address the emotions and feelings that may arise due to changes in the world of work, such as anxiety, stress, excitement, and motivation. Explain the importance of recognizing and managing these emotions to maintain well-being and productivity in the workplace.

Socioemotional Feedback Activity

Duration: 25 - 30 minutes

Group Debate: The Future of Work

Students will be divided into small groups to discuss the changes in the world of work and how they impact their expectations and emotions regarding their professional future. Each group will receive a set of questions to guide the discussion and will later share their conclusions with the class.

1. Divide the class into groups: Form groups of 4 to 5 students.

2. Distribute the questions: Hand out a set of questions for each group to discuss. Suggested questions: 'What are the main changes in the world of work that you have observed?', 'How do these changes affect your expectations for the future?', 'What emotions do you feel when thinking about these changes?'

3. Discussion time: Give the groups 15 minutes to discuss the questions and write down their answers.

4. Sharing: After the discussion, each group should choose a representative to share the main conclusions with the class.

5. Note down the conclusions: While the groups share, write down the main ideas on the board to facilitate group discussion.

Group Discussion

After the groups share their conclusions, the teacher should apply the RULER method to guide a group discussion focused on socio-emotional feedback. Recognize: Ask students to identify and share the emotions they felt during the discussion and when hearing the conclusions of other groups. Understand: Discuss the causes and consequences of these emotions. For example, why do certain changes in work cause anxiety? What are the possible consequences of this anxiety on professional performance? Name: Help students correctly name the discussed emotions, such as excitement, fear, anxiety, and hope. Express: Encourage students to express their emotions appropriately, respecting the feelings of others and creating a supportive environment. Regulate: Provide strategies for regulating these emotions, such as breathing techniques, setting realistic goals, and seeking social support.

Conclusion

Duration: 15 - 20 minutes

Emotional Reflection and Regulation

Suggest that students engage in written reflection or participate in a group discussion about the challenges faced during the class and how they managed their emotions. They can answer questions like: 'What were the most challenging moments of the class for you?', 'How did you feel during those situations?' and 'What strategies did you use to cope with these emotions?'. This activity can be done individually or in small groups, depending on the class dynamics.

Objective: The objective of this subsection is to encourage self-assessment and emotional regulation, helping students identify effective strategies for dealing with challenging situations in the context of changes in the world of work. This will allow them to recognize their emotions, understand their causes and consequences, and develop skills to express and regulate these emotions appropriately.

Closure and A Look Into The Future

To conclude the class, the teacher can encourage students to set personal and academic goals related to the content covered. Ask the students to write a list of goals they would like to achieve regarding understanding the changes in the world of work and developing their socio-emotional skills. These goals could include, for example, 'Learn more about the new technologies used in the job market', 'Develop teamwork skills', or 'Practice emotional regulation techniques'.

Possible Goal Ideas:

1. Learn more about the new technologies used in the job market.

2. Develop teamwork skills.

3. Practice emotional regulation techniques.

4. Participate in seminars or workshops on the future of work.

5. Improve interpersonal communication in the workplace. Objective: The objective of this subsection is to strengthen students' autonomy by encouraging practical application of learning. By setting personal and academic goals, students can continue to develop their skills and knowledge, aiming for continuity in academic and personal development, and better preparing themselves for the challenges and opportunities in the world of work.