Reflection: Where am I now and where do I want to go?

The worksheet aims to provide students with a fundamental understanding of a specific theory within the field. Students are expected to grasp the theory's core assumptions, contextualize technical terms, and recognize the significance of theoretical explanatory approaches for analyzing, interpreting, and reflecting on subject-specific contexts.

Content and Methods:

The focus is on the core idea of ​​the respective theory, key technical terms, and important theorists, as well as their relevance to understanding subject-specific phenomena, processes, or practical situations. Methodologically, the worksheet combines image analysis, hypothesis generation, work with texts, structuring information via a study card, subject-specific review through a terminology puzzle, and a final self-assessment.

Competencies:

• Acquiring specialized knowledge regarding theoretical explanatory approaches and applying key terms
• Extracting, highlighting, and structuring information from a foundational text
• Explaining theoretical content in one's own words
• Verifying initial hypotheses and refining them using subject-specific terminology
• Reflecting on and assessing one's own learning progress

Target Group and Level:

Students or trainees in the field of social pedagogy, particularly aspiring educators. The level of difficulty ranges from basic to intermediate.

This worksheet aims to provide students with a comprehensive understanding of social attitudes by defining their structural components and analyzing their psychological functions based on Daniel Katz’s functional theory. Students learn to identify how attitudes help individuals navigate social environments, express identity, and maintain self-esteem.

Content and methods:

The worksheet employs a multi-step pedagogical approach, starting with a realistic class chat scenario to prompt initial reflection. It then uses structured multiple-choice tasks to clarify the cognitive, affective, and conative components of attitudes. Finally, the material introduces Katz’s four functions (adaptive, value-expressive, knowledge, and ego-defensive) through a social media-style infographic, requiring students to apply these concepts by categorizing the classmates' statements and reflecting on their own perspectives.

Competencies:

• Definition and differentiation of the structural components of attitudes (ABC-model)
• Analytical application of Katz’s functional theory to real-life scenarios
• Self-reflection and perspective-taking within social contexts
• Critical evaluation of the changeability of attitudes based on their underlying functions

Target group: grades 10 and higher + students of social education

Objective: This worksheet aims to introduce learners to the concept of different dietary options and the basics of restaurant planning.

Content and Methods: It explores the motivations, challenges, and opportunities associated with specific dietary choices. It also covers key aspects of starting a restaurant. Methods include reading comprehension, multiple-choice questions, open-ended questions, and a group activity on restaurant planning.

Competencies:

• Reading comprehension
• Understanding of nutrition and gastronomy
• Planning and teamwork

Target audience and level: Spanish learners at A2 level

ESD:

• SDG 12 (Responsible Consumption and Production): Promoting sustainable consumption patterns in the area of nutrition
• SDG 13 (Climate Action): Raising awareness of the environmental impacts of food

Objective: This worksheet aims to provide students with a basic understanding of genetic engineering and to facilitate a discussion of its advantages and disadvantages, particularly as they relate to fruits and vegetables.

Content and Methods: It explains the basics of genetic engineering and its applications (medicine, agriculture, research). The focus is on genetic engineering in fruits and vegetables, its advantages (pesticide resistance, productivity, nutritional value, climate adaptation), and concerns (environment, health, acceptance, costs). Methods include a prior knowledge assessment, multiple-choice questions, open-ended questions, and expressing an opinion in letter form.

Competencies:

• Reading comprehension of scientific texts
• Critical thinking about biotechnology
• Argumentation and written expression skills

Target audience and level: Spanish learners at B1 level

ESD:

• SDG 13 (Climate Action): Exploring climate adaptation
• SDG 15 (Life on Land): Raising awareness of biodiversity conservation

Objective: This worksheet aims to introduce students to the concept of sustainable tourism and empower them to develop their own sustainable tourism ideas.

Content and Methods: It defines sustainable tourism and its three main pillars (environmental protection, benefits for local communities, and resource management). The situation within a selected city is used as a case study. Methods include reading comprehension, multiple-choice questions, open-ended questions, and a group task to plan a sustainable hotel.

Competencies:

• Reading comprehension
• Understanding of sustainable tourism
• Planning and problem-solving
• Teamwork

Target audience and level: Spanish learners at A2 level

ESD:

• SDG 13 (Climate Action): Raising awareness of environmental protection in the context of tourism
• SDG 10 (Reduced Inequalities): Addressing social justice in the tourism sector
• SDG 12 (Responsible Consumption and Production): Promoting responsible resource management in tourism

Objective: The worksheet serves to educate students about the growing phenomenon of artificial intelligence addiction. Students should be made aware of the line between helpful support and compulsive use, reflect on their own behavior, and develop strategies for a healthy balance.

Content and methods: The content covers the concept of AI addiction, typical characteristics of dependency such as loss of control, tolerance development, and withdrawal symptoms, as well as psychological and neurobiological causes. This is supplemented by case studies on problematic and risky use, opportunities and risks of intensive AI application, and strategies for prevention and healthy use in everyday life. The methods include self-tests and self-assessments of one's own usage behavior, explanatory information texts, comparative case analyses, structured reflection phases on warning signs and possible courses of action, as well as creative transfer tasks such as designing rule posters with dos and don'ts.

Competencies:

• Self-reflection skills: Ability to critically evaluate one's own digital usage behavior
• Analytical skills: Identification of psychological warning signs and long-term social consequences of addiction
• Action skills: Development of usage rules and solutions for regaining self-control
• Health competence: Understanding the effects of AI on emotion regulation and general well-being

Target group and level: From grade 8 onwards

Objective: The worksheet raises learners' awareness of the potential of artificial intelligence to promote inclusion and accessibility. The aim is to understand how technological assistance systems can increase the independence of people with disabilities in everyday life.

Content and methods: The content includes an introduction to AI-supported assistance functions for people with disabilities, basic knowledge about this form of disability, typical barriers in everyday life, and ethical issues relating to data protection, accessibility, and the relationship between human and technical support. This is supplemented by practical case studies and the development of students' own app ideas as an application of what they have learned. The methods include the assignment and analysis of specific AI functions, theoretical impulses with hypothesis formation, empathic role-playing, scenario-based case work, creative project work on app design, and structured reflection and discussion phases on ethical aspects.

Competencies:

• Perspective taking: Developing empathy for the realities of life for people with disabilities
• Media and technology skills: Recognizing AI as a tool for assistive technologies
• Problem-solving skills: Transferring technological knowledge to complex everyday obstacles
• Ethical judgment: Critical examination of social conditions

Target group and level: Grade 8 and above

The worksheet introduces pupils to the complex interplay between human psychology, biology and modern technology. It examines how humans experience emotions and whether artificial intelligence (AI) is capable of “understanding” them.

Content and methods: Learners first explore the basics of our emotions. They then learn more about how AI works to read emotions in an informational text. Afterwards, they take a closer look at the current possibilities of AI in a video clip. In both cases, learners are given comprehension questions. Finally, learners read a diary entry about a selected emotion. The learners work out whether the text was written by AI or by a human being.

Competencies:

• Technical competence: Acquisition of specialist knowledge about biological chain reactions and technological pattern recognition
• Judgement skills: Critical reflection on the use of emotion AI in the classroom and evaluation of ethical and practical consequences
• Analytical skills: Examination of texts (diary entry) for emotional authenticity and differentiation between human language and AI-generated structures

Target group and level: 8th - 10th grade

Objective: The worksheet aims to teach learners about the official regulations governing artificial intelligence (AI). The focus is on the risk classification of AI applications, the fundamental rights of citizens and the balance between innovation and protection.

Contents and methods: The first phase of the worksheet serves as a warm-up and uses the method of joint idea gathering. The information text introduces the topic and explains key concepts such as risk assessment, transparency and data security. The methods include text comprehension by selecting the correct statement, classifying specific AI examples with justification, and reflective and creative forms of work such as open questions and designing a poster on the importance of AI regulation.

Competencies:

• Risk assessment: Ability to classify AI applications according to their potential risk to fundamental rights and security.
• Critical thinking: Weighing up the need for regulation in the context of innovation and risk protection.
• Communication: Formulating a reasoned opinion on AI regulation.

Target group and level: Years 8–10 (middle school)

ESD:

• 9: Industry, innovation and infrastructure: The Act aims to promote the responsible development of AI and maintain a balance between innovation and risk protection.
• 16: Peace, justice and strong institutions: The main purpose of the regulation is to protect the fundamental rights of citizens and create a uniform legal framework for AI technologies.