The Repeating Question

Begin with a short individual reflection. Ask students to jot down brief answers to the following prompts:

• What do you find important in life?
• What do you enjoy in life?

Clarify that this is a first brainstorm; their answers don’t have to be complete. You can support the process by giving a personal or concrete example.

Then, let students share their reflections in pairs.

In plenary, co-construct a shared understanding of attention.

Open the group discussion by asking, “What is attention? How would you describe or define it?” Write keywords or phrases on the board.

Optionally, you can also ask, “What is not attention?”

Then, introduce two key points (Stevens & Bavalier, 2012):

• Attention is the ability to actively process specific information while filtering out.
• Attention is limited, both in capacity and duration.

Invite students to reflect:

• Do they recognise this from their own experience?
• How does this relate to what they shared in Step 1?

Conclude that attention is both valuable and limited, and that with practice, we can learn to guide our attention more consciously to what truly matters to us.

Now, students will go outside to practise directing their attention intentionally, while observing how it shifts in interaction with another person. The aim is for the students to observe their attention, they do not have to direct their attention yet.

First, take 5 minutes to explain The Repeating Question exercise. “We’ve explored what attention means and what matters to you personally. Now, we’ll practise shifting our attention deliberately, especially towards another person. You’ll do this in pairs, while taking a walk outside.”

Students walk in pairs, taking turns: 5 minutes as speaker and 5 minutes as listener.

Back in the classroom, give students 10 minutes to write individually about their experience in both roles.

Facilitate a group reflection. Invite students to share what they noticed about their attention while listening, speaking or being silent.

Use their input to introduce key distinctions:

• Inward vs Outward attention
• Narrow vs Broad attention.

Using the Theory of Attention handout, introduce the model for attentional states to explain how attention shifts, often automatically, but also by conscious choice. Emphasise that attention can be trained. Encourage students to share examples from their experience.

Ask students to formulate a small, concrete step they can apply in daily life, especially in situations they find enjoyable or meaningful.

Prompt them to be as specific as possible. For example:

• “When I start working, I want to do one difficult task before opening my email, so I give it my full attention while my mind is still fresh.”
• “During classes or meetings, I want to keep my phone in my bag more often to help focus my attention externally and selectively.”

Next, invite a few students (or all, in smaller groups) to share their steps with the group to inspire one another.

Use these prompts to guide peer feedback:

• Is the step concrete and realistic?
• What obstacles might come up?
• What could help in making it easier or more sustainable?

Students can share further ideas or tips to help each other:

• What would make the strategy more concrete?
• How can you deal with obstacles?

Assessment for learning (formative assessment) aims to gather evidence and ongoing feedback on students’ learning progress during the learning process.

Self-assessment

Authentic

Individual reflection assignment