HighSchoolGroupCounseling

Topic: SchoolCounselors:Kaitlyn
Armstrong,DaunteHaynes,andCory

GrowthMindsetandLifeSkills Way

Overview MaterialsNeeded
Fosteryouthwereinvitedtoparticipateinaweeklygroupteaching Spacetoholdweeklygroup
GrowthMindsetskillsandlifeskillsinordertohelpincreaseknowledge, counseling
attitudeandskillsaboutcollegeandcareers. Laptops
Internet/PowerSchoolAccess
Copies
Goals
Teachattitude,knowledge,andskills LessonTopics
Week1:
Increaseschoolattendance Introduction
IncreaseCollege/Careerknowledge Week2:
FixedandGrowthMindset
IncreaseGPA
Week3:
NeuroplasticityandGrowing
Requirements Intelligence
FosterYouthin11thor12thgrade
Week4:
GoalSetting
Evaluation Week5:
Pre/PostTest,AnticipationGuide,andotherhandoutsprovidedin CareersReadinessSkillsandInterest
individuallessons Week6:
MoneyManagement
WeeklyGPAcomparisons Week7:
LearningStylesandTime
ReportCardComparisons
Management
Week8:Closure

Growing Leaders Lesson Plan WK1

School Counselor: Kaitlyn Armstrong, Daunte Haynes, and Cory Way

Date: September 2016
Activity: Introduction to the Growing Leaders Group
Grade(s): 11th-12th Grade

Learning Objective(s) (aligns with Competency):

1.Providegroupmemberswiththeopportunitytomeeteachother.
2.Creategroupname/rules/normsandreviewconfidentialitywithstudents
Materials:
+ Paper
+ Pens or Pencils

Procedure:
1. Enter group counseling space
2. Take attendance (2 minutes)
3. Icebreaker Activity: What Do you Love? (30 minutes)

Direct students to write their names on the blank sheet of paper, and record their favorites for the

following topics:
Music performers
Games
Books
Movies
Foods
Sports or Athlete
* Maximum of three favorites per category (10 minutes of allotted time for activity)

The facilitator collects all the papers and he or she reads the answers on each sheet (20 minutes of
allotted time for activity)
Then the group members guess to whom each list of favorites belongs *one guess per student
Each correct answer earns a point, and the student with the most points wins
5. Create group name/rules/norms and review confidentiality (30 minutes)
Discuss possible group name with students (10 minutes)
May have review more names the following week due to lack of creativity
Collaborate with all group member about rules/norms (10 minutes)
Facilitator(s) may want to discuss dos and dont of counseling
Review confidentiality
Discuss the overall purpose of confidentiality and importance of respect and privacy for all group
members
Plan for Evaluation:
Collectallconsentandconfidentialityformsfromgroupmembers

Follow Up:
Review group names
Review interest levels of all group members

Growing Leaders Lesson Plan WK2

School Counselor: Kaitlyn Armstrong, Daunte Haynes, and Cory Way

Date: September 2016
Activity: Defining Growth Mindset and Fixed Mindset
Grade(s): 11th-12th Grade

Learning Objective(s) (aligns with Competency):

1.TounderstandthedifferencebetweenaFixedMindsetandaGrowthMindset.
2.Tounderstandthebestwaytoreacttofailureandgrowfromit.
3.Tounderstandtheimportanceofaskingquestionstounderstandmaterial.

Cultural Competency Considerations:

+Be sure to discuss how cultural values and beliefs effect growth or fixed mindsets. Encourage students to discuss
their own culture and whether they feel there are areas where a growth mindset is not valued. Also during mystery box
activity, be aware some cultures are expected not to ask questions or speak out.

Materials:
+Laptop
+Colored Tape for floor (IceBreaker)
+Box with secret item inside (Optional: a sponge inside)
+Pretest/Postest.

Procedure:
1. Enter group counseling space
2. Take attendance
3. Unfinished business (i.e. Group Name, Group Norms)
4. Ice-Breaker/Team building activity. -Blow Wind Blow
5. Distribute Pretest
6. Growth Mindset TEDTalk https://www.youtube.com/watch?v=pN34FNbOKXc

Use attached activity. Stop at 5:36

7. Discuss definitions of Fixed mindset and Growth Mindset

8. Whats in the box activity.

a. Bring a box with something secret in it (sponge optional).
b. Tell the students they can go in a circle and ask only yes or no questions about what is in the box. Continue
asking questions until item in the box is guessed correctly.
c. Ask student to following questions.
-How did it feel when you were wrong?

-What was more important, no answers or yes answers? (neither. All questions helped lead you to the correct
answer in the end. No question is a bad one)
-What would if happened if no one asked questions?
-Which questions were most helpful? Why? (point out sometimes no answers were).
d. Explain the students the importance of questions. People with Fixed mindsets dont ask questions because they
are too scared to look stupid. They would rather not learn (by pretending to know what is going on) then raise their
hand and let other see they are confused. People with growth mindsets would rather ask questions. To them it is more
important to actually know the material and understand it then to sound confused to their classmates.

(Optional: Use sponge in the box and connect it next week with the brain. Who can tell me how this sponge is like
youre brain?! You can tell them come next week to see how this sponge is like your brain)

9. (If time permits) go into how Fixed Mindset people differ from Growth Mindset in the following areas. (found on
https://prezi.com/-plq7n6vlyht/growth-mindsets-in-the-classroom-short-presentation/#)

10. Closure and Questions.

11. Distribute Postest
Plan for Evaluation:Howwilleachofthefollowingbecollected?
Pre/PostTest
WeeklyGPAcomparisons
ReportCardComparison

Activity: The Power of Belief video

Estimated time: 20 minutes
This particular video is about how a growth mindset is proven to help students succeed. For
students who might be resistant to the idea that intelligence can change, we suggest starting with
an activity that helps students understand the neuroscience of how the brain changes. Then, you
can use this activity to show the power of believing that the brain is malleable.
Watch The Power of Belief TEDTalk (10:52) with students and stop to discuss it as you go
along.
Stop at 1:57

Briefly discuss Joshs story and the quote

The moment we believe that success is determined by an ingrained level of ability, we will be
brittle in the face of adversity. - Josh Waitzkin
Stop at 4:20

Discuss the study about 7th graders with both fixed and growth mindsets
What is a growth and fixed mindset?
What happened to the 7th graders scores over the next two years?
Stop at 5:36 D
iscuss differences in Growth and Fixed Mindsets

What do people with fixed mindsets focus the most on? How do both mindsets view ef- fort?
How do both mindsets view obstacles? O ptional viewing and discussion from 5:36-7:55 G auge
whether your students would respond positively to this study on praise and its overall take- away.

What was this study about?

What kind of praise did the kids in the Fixed Mindset group get?
What kind of praise did the kids in the Growth Mindset group get?
ptional viewing from 7:55 - 9:40 W
What were the results of this study? O atch remaining video,
then ask students:
How does their brain change?
How does it grow?

Growing Leaders Lesson Plan WK3

School Counselor: Kaitlyn Armstrong, Daunte Haynes, and Cory Way

Date: September 2016
Activity: Neuroplasticity and Growing Intelligence
Grade(s): 11th-12th Grade

Learning Objective(s) (aligns with Competency):

1.Tounderstandthebrainisamusclethatcangrow.
2.Tounderstandtheimportanceofchallengingourselves.
3.Tounderstandthebestwaygrowintelligence.

Cultural Competency Considerations:

+Beawareduringpairsharetimethatnotallculturesarecomfortablesharingaboutfailureoremotional
situations.Alwaysremindthegroupthatthisisvoluntaryandiftheyatanypointdonotfeelcomfortablesharing
theycanpass.

Materials:
+Laptop
+String/Yarn (IceBreaker)
+Writing utensils
+Full sheet of paper (1PP)
+Pretest/Postest.

Procedure:
1. Enter group counseling space
2. Take attendance
3. Unfinished business (i.e. finish from previous week, refresh memory etc)
4. Ice-Breaker/Team building activity.
-Me Too (See directions attached)

5. Distribute Pretest

6. Show Brain as a Muscle video by Khan: https://www.youtube.com/watch?v=WtKJrB5rOKs

Discuss Video: Sample questions below
How do people become more intelligent?
How does the diagram of the neurons At birth vs. At age 6 demonstrate this?
How does the second diagram of the nerves of the animal living in a cage vs. an animal living with other animals and
toys demonstrate this?
How are our brains like muscles?
When do our brains grow the most? (Clarify here that it is when you get an answer wrong and then figure out
strategies to correct your mistake!)
7. Discuss Neuroplasticity. Who knows what this is? Can anyone explain what they know about it?
Show Video by Sentis: https://www.youtube.com/watch?v=ELpfYCZa87g
Ask one more time for someone to explain Neuroplasticity. How does it relate to what we are talking about?
8. Pair Share: Team up with someone next to you and discuss a time in your life when you overcame a struggle in
learning and learned to solve a problem.
a. As a facilitator give an example. Share a time in your life when you had to work hard to get better at something
and relate it to one of the videos. Make sure you emphasize:
A. Hard Work.
B. Strategies and
C. Help From Others
c. Ask a couple students to share with the whole group.
d. Relate the brain and making connections to the ice-breaker. What happened with each connection we made?
The connection got stronger. It would be harder to break. Still possible but harder. The more we practice something the
stronger it gets. If its bad stuff we practice it get stronger and harder to break that bad habit etc

9. (Optional or alternative activity If time permits) Encouraging Letter to a Future Student:

Ask students to write a letter to a future student about a struggle they had and overcame. How did it make them
feel? How did they overcome it, and what did it teach them? Give the future student advice on how to over come a
struggle and how looking back it might not be as daunting as they thought it was. Collect their letters, and save them
in order to give them back to them during a difficult time, testing periods or final exams.

10. Closure and Questions.

If time go around and ask each student to share one thing they learned.

11. Distribute Postest

Plan for Evaluation:Howwilleachofthefollowingbecollected?
Pre/PostTest
WeeklyGPAcomparisons
ReportCardComparisons
Follow Up: Check knowledge retention next week.

Icebreaker Activity
Activity Name: Me too!

Objective(s)/Goal(s): With this icebreaker, the objective is to share small bits of information about yourself
(such as a favorite movie, hobbies, history, etc) and see how many connections others have to you.
Eventually the group will form a web with the string connecting them and will feel connected and more
knowledgeable of everyone in the group.

Grade Level/Ages: All!

Recommended Number of People: 8 to 10

Recommended Setting: Anywhere without a bunch of noise. (Indoors or outdoors)

Materials Required: String/yarn

Directions/Process:
Have everyone stand in a circle facing each other. The facilitator starts off by welcoming everyone then
briefly explains the game. The facilitator starts off saying something about themselves (such as their
favorite color) and then others say me too! if it applies to them. The string/yarn then gets passed around
to whomever said me too! until everyone the statement applies to is holding a piece of the yarn. The last
person holding the yarn says the next sentence. This continues until everyone has multiple connections
within the circle (unless you run out of time).
Closure: At the end of the activity, before everyone drops the string, briefly talk about how many
connections everyone has to the group and ask what the funniest or best thing someone learned about
someone else was (such as how a lot of the group likes gelato).

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Growing Leaders Lesson Plan WK4

School Counselor: Kaitlyn Armstrong, Daunte Haynes, and Cory Way

Date: September 2016
Activity: Goal Setting
Grade(s): 11th-12th Grade

Learning Objective(s) (aligns with Competency):

1.Tounderstandthedifferenttypesofgoals.
2.TounderstandwhataSMARTGoalisandhowtosetone.
3.Tounderstandtheimportanceofsettingattainablegoals

Cultural Competency Considerations:

+Beawarewhenstudentsaresettinggoalsnottoquestionculturalgoalsastudentmightset.
+Besuretousecautionwhendiscussingstudentsfearsandworries.Nomatterhowlittleafearseemstobe,to
thatstudentitcouldbedetrimental.

Materials:
+Laptop
+Hat (IceBreaker)
+Squares of paper (1 PP) (IceBreaker)
+Writing utensils (1 PP)
+1 minute timer (phone or stopwatch or google)
+Pretest/Postest.

Procedure:
1. Enter group counseling space
2. Take attendance
3. Unfinished business (Go over group norms)
4. Distribute Pretest

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5. Ice-Breaker/Team building activity.

-Worries in a hat (See attachment)

6. Connect worrying with fear of failure. Often times we worry about something because we are scared to fail. Although,
like we learned a few weeks ago, when we fail we actually make our brain stronger. So one way to keep us from failing
is by setting goals. Today we will talk more about what makes a good goal and set a goal for our self that we will look at
on our last week. (On closure week look over the goals weve created. How did everyone do? Set a new goal and
follow up with students one on one.)
a. Ask students what a goal is. Ask students if anyone has ever set any goals and are willing to share them. Talk
about how maybe we dont know it but we set and accomplish goals every day. Getting to school on time. Taking a
shower. (hopefully everyday). Showing up to class. Texting your girlfriend or boyfriend maybe? Or maybe your goal is
to not text them.
Do you know there are different types of goals? Anyone give examples? How about long-term and short-term?
Career? School? Family? Fitness or weight loss?
Anyone heard of SMART Goals? Lets watch a little video on it.

7. Watch video on SMART GOALS- https://www.youtube.com/watch?v=3y0Jja52B2o

on side 1 (half sheet) and fill in words.

8. WANTS Activity.
a. On the bottom half of the sheet of paper and instruct students to label WANTS (Below chart)
b. Tell the students they will have 1 minute to write down all the things they want to accomplish.
c. Examples
o To make better grades in science class o To make the basketball team
o Learn how to play the guitar
o To buy their mother a nice dress for her birthday o To be a doctor
d. After one minute pencils down. Now instruct students to pick top five. Then top 1.
e. inform the students this is the want we will be turning into a smart goal.

9. Go through goal setting worksheet together. Facilitator fill one out with students and shows examples.

12

10. Closure and Questions.

11. Distribute Postest

Plan for Evaluation:Howwilleachofthefollowingbecollected?

Pre/PostTest
WeeklyGPAcomparisons
ReportCardComparisons

Follow Up: Check knowledge retention next week

Worries in a Hat- Description

Materials: Squares of paper, pens, and hat.

The activity will take approximately 15 minutes. There will be a circle of chairs for the students to sit in,
with the co-leaders sitting across from each other in the circle.

Group rules and the topic of confidentiality will be briefly reviewed. The leaders will set an appropriate
tone, e.g., settled, attentive, caring and serious. The tone could be set by introducing the topic of fear/worry and
explaining how it is normal and natural at this stage and any stage of life that people are experiencing all sorts of
anxieties, worries and fears maybe for some of you about transitioning to college or careers (2 minutes).

Setup for Worries in a Hat (4 minutes): Distribute an index card and a writing utensil to each person.
Instruct them to anonymously write a fear or worry that they have (Icebreakers.ws, 2012; Neill, 2004). Ask
everyone to complete this sentence on an index card (anonymously): One thing I worry about the future is, what if
I Tell them to be as specific and as honest as possible, but not in such a way that they could be easily identified.
Provide an example, such as, One thing I worry about the future is, what if I never get into college, OR, One thing
I worry about the future is, what if I end up like (someone my dad, my mom, my brother). After everyone is
done writing a fear/worry, go around and have students fold their worries and put them in the hat.

Explain that each student will have a turn to pick an index card from the hat. He/she will read the concern
aloud and attempt to explain what the person who wrote the worry means, trying to describe his/her

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understanding/reflection of the persons emotions associated with the worry (Icebreakers.ws, 2012; Neill, 2004).
Explain that there will be no comments on what the reader said. Students should simply listen and go on to the next
reader (If a student selects his/her own index card from the hat then he/she simply will reselect. Additionally, each
student is allowed one phone a friend if assistance is needed. In order to provide an example of an appropriate
response, the counselor will model first). All students should respect one another privacy and feelings while they
are reading their worries (7 minutes).

After all fears have been read and elaborated, discuss as a whole group what some of the common fears
were. This activity also helps build trust and unity, as people come to realize that everyone has similar fears. At the
end of the discussion, inform the group that the next session will be a continuation of this theme, using the
concerns and fears discussed to help discuss the future direction and goals of the group (addressing some of these
fears and possible solutions to the concerns) (2 minutes).

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Growing Leaders Lesson Plan WK5

School Counselor: Kaitlyn Armstrong, Daunte Haynes, and Cory Way

Date: September 2016
Activity: Careers Readiness Skills and Interest
Grade(s): 11th-12th Grade

Learning Objective(s) (aligns with Competency):

1.Todiscoverandidentifypossiblecareerinterestsforstudents
2.Tounderstandandidentifyuniversalskillsneededtoseekemployment

Cultural Competency Considerations:

HighlighthowstudentsdiverseculturesplayaroleinSCANS
Honorselfdeterminationofcareerchoices,especiallygiventhatitmaybecloselyrelatedtoculture
Materials:
+ Laptop
+ Pencils
+ North Woods Survival Exercise
+ SCANS Handout
+ Summary of Skills and Interests Page

Procedure:
1. Enter group counseling space
2. Take attendance (2 minutes)
3. Review last weeks lesson (5 minutes)
4. Icebreaker activity: North Woods Survival Exercise (10 minutes)
Hand out attachment to students in groups of threes, and read the directions aloud. When finished review the
following questions:

15

How did you decide which items were most important? Least important?
Was there a person in your group who could had a skill that enabled your group to rank an item lower?
What was most difficult about this exercise? What was the easiest about this exercise?
Connect to the Objective: Today, we are going to discuss the necessary skills for possible carreers in your
future. As you are deciding which career might suit you best, you will have to decide which skills you value the
most about yourself.
5. Hand out SCANS document to students. (20 minutes)
Introduce the document by stating that these skills were determined to be classic, necessary skills for those
wishing to be employed or start their career. Give students 5 minutes to preview the bold words on their own.
After 5 minutes, review the bold words and definition (You can summarize on your own if you choose not to
read verbatim.) As you review the skills, have students place a check mark to those they feel they can portray
and circle skills that need more practice.
Discuss these questions after you have reviewed the skills:
What skills were you surprised to see on the list?
Which skills did you feel confident about?
Which skills might need more practice?
Which do you think are the most important to an employer?
6. Ask students to get out their laptops. (15 minutes)
Have them go to this link: https://www.cacareerzone.org/quick
Ask students to take time to complete the quick assessment. This assessment will assist them in finding career
options for their personality.
If extra time is available, students can complete the Work Importance Profile
(https://www.cacareerzone.org/wip/). This assessment will help them understand what jobs they might like
based on their values and habits.
7. Wrap-Up/Questions (3 minutes)
Review the two objectives.
Ask for questions
8. Closure (5 minutes)
Ask students to complete the Summary of Skills and Interests Page. For number 2, students can reflect on the
job that interested them during the above assessment if they havent had a job before.

16

Plan for Evaluation:

Summary of Skills and Interests Page
Anectodal notes on the SCANS page

Follow Up:
Review will be conducted next session.

Attachments:
All handouts were found through this curriulum:
http://www.schoolcounselor.org/asca/media/asca/Resource%20Center/Career%20Development/Lesson%20Plans/Car
eer.pdf

Individual pages can be found in the Google Folder, or by clicking the links below:
North Woods Survival Exercise
SCANS Skills Definitions
Summary Page

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Growing Leaders Lesson Plan WK6

School Counselor: Kaitlyn Armstrong, Daunte Haynes, and Cory Way
Date: September 2016
Activity: Money Management
Grade(s): 11th-12th Grade
Learning Objective(s) (aligns with Competency):
1.Understandtheroleofdecisionmakinginregardstomanagingmoney
2.Demonstrateunderstandingofdecisionmakingbycompletingascenariousingthedecisionmakingprocess
3..Understandandcreateabasicbudget

Cultural Competency Considerations:

Encouragestudentstoconsidertheirculturalimplicationwhencreatingabudget,includingholidays,
birthdays,celebrations,andotherimportantevents
Honorselfdeterminationofdecisionmaking,giventhatsomeculturesvaluedifferentperspectives

Materials:
+ Whiteboards or scrach paper for making lists in icebreaker
+ Pencils
+ Anticipation Guide
+ Decision Making Info Sheets
+ Spending Plan
+ Budgeting Worksheet
Procedure:
1. Enter group counseling space
2. Take attendance (2 minutes)
3. Review last weeks lesson (5 minutes)
How are you feeling about the interests you discovered last week?
What were some of the skills needed to be a good employee?
Which do you feel is the most important and why?
4. Have students complete the anticipation guide. (5 minutes)
5. Icebreaker activity: Brainstorming Decisions (10 minutes)

18

Have students in groups of threes. Tell them they will have two minutes to write down as many ideas as they
can generate about the prompt. The goal is to come up with the most ideas.
Prompt: Make a list of all of the decisions you have many in the past three days. Think small and big!
When finished, review lists with students. Ask the following questions:
Were you surprised by the amount of decisions you have made?
What was the impact of those decisions on your day, week, or life?
How did you make those decisions? What process did you use?
Did those decisions involve money?
Connect to the Objective: Today, we are going to talk about the importance of managing money and its
connection to making good decisions. Reflect on the decisions students shared and the process they used in
making those decisions. Ask students how they think decision making is linked to managing money. As
students discuss, highglight the main point of how our decisions are strongly linked to the way we manage our
money. Emphasize the point, stating that good decision making skills can help us manage our money.
6. Hand out the Decision Making Info Sheets. (15 minutes)
Review Factors that Influence Decision Making
Ask students to share if they see any of these pertinent in their lives.
Review Common Decision Making Strategies
Ask students to share which one they identify most with.
Reivew Decision Making Process sheet.
Give students the following scenario: Mario just graduated high school and is looking for a place to live.
He has three options:
He can apply to live in the Transition Housing Program and receive reduced rent, but he will
have to follow program guidelines.
He can find his own place by himself, but he will have to afford rent on his own.
He can live with a family member for free, but he isnt sure how he feels about the stability of
their relationship
Allow the students to complete the worksheet independently for a couple minutes. Then, bring the
group into a discussion about how to make the decision.
7. Budgeting Activity (15 minutes)
Transition with students by saying, Now that we have discovered how decision making influences our money,
lets talk about how to create our own system of managing money by setting up a budget.

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Ask students what they think about when they hear the word budget. Record responses on their board.
Discuss negative/positive connotations.
Show the following video to explain the purpose of a budget: https://www.youtube.com/watch?v=6Ib-bdko5cE
Hand out the Spending Plan worksheet. Read through the directions with students, explaining that this is a
simple budget to give them an idea of how to create someting basic.
Spend the remainder of your time allowing students to create their own budget, use the spending plan, or
utlilize the sample budget worksheet for their current situation or after graduation. Emphasize the link between
decisions and managing money.
8. Wrap-Up/Questions (3 minutes)
Review the two objectives.
Ask for questions
9. Closure (5 minutes)
Complete Anticipation guide post test.
Plan for Evaluation:
Collectpre-testandpost-test.
Monitorstudentresponses.
Monitorbudgetplans.
Follow Up:
Review concepts in next session.
Attachments:
Anticipation Guide
Decision Making Handouts
Spending Plan Worksheet
Sample Budget Worksheet

20

Growing Leaders Lesson Plan WK7

School Counselor: Kaitlyn Armstrong, Daunte Haynes, and Cory Way

Date: September 2016
Activity: Learning Styles and Time Management
Grade(s): 11th-12th Grade
Learning Objective(s) (aligns with Competency):
1.Understandandidentifylearningstyle.
2.Understandandidentifyatleastonetipinmanagingtime.

Cultural Competency Considerations:

Fosteryouthcomeagainstmanybarriersineducationandtimemanagement.Ifthegroupiswilling,take
sometimetodiscusshowtheyyoutharealreadyovercomingbarriersandhowtheycancontinuetodo
so.Thiscanalsobediscussedinthefamilyculturecontext.
Materials:
+ Laptop
+ Pencils
+ Jars, rocks, sand/water, pebbles
+ Time Management Survey and Tips
+ Reflection Page

Procedure:
1. Enter group counseling space
2. Take attendance (2 minutes)
3. Review last weeks lesson (5 minutes)
How does decision making play a role in managing money?
Whats the purpose of a budget?
4. Icebreaker activity: Fill the Jar (http://www.scc.k12.wi.us/District/Big_Rocks_Stephen_Covey.pdf)
Give students large rocks and wide mouthed jars. Instruct them to fill the jars.

21

When finshed, ask the students if they can fit anything else. If they say no, provide them with small pebbles and
ask them to reconsider.
After students are done fitting pebbles, once again ask them if they are finished. When they reply yes, provide
sand or water and ask them to reconsider.
Discuss the following questions:
What would have happened if we tried to fit the rocks in last?
Were you surprised that you could fit more?
How does this apply to our education and/or management skills?
Connect the the objective by stating the following: There are many different ways we learn and many different
ways we manage our time. Today we are going to talk about strategizing how we learn and how we manage
our time by analyzing our current habits.
5. Learning Styles Test (15 minutes)
Have students use laptops to take the learning styles test
http://www.educationplanner.org/students/self-assessments/learning-styles-quiz.shtml
When students are finished, discuss the results.
What of these tips have you already been doing?
What is one tip you could try this week?
Were you surprised by your results? Why or why not?
6. Time Management (15 minutes)
Have students take the survey: How well are you managing your time?
When finished, discuss the following questions:
What strengths do we have in regard to time management?
What things are difficult? Why?
Show this two minute video to allow students to see some practical ways they can begin to manage their time:
https://www.youtube.com/watch?v=TvwJIZZh7Us
Were any of those tips surprising? Were some more helpful than others?
Provide the Time Management Tips Handout to students. Have them reflect on their survey and figure out
which areas might need the most improvement. They can use the headings to categorize their needs and
identify tips. If students finish earlier, encourage them to identify tips to strengthen their current skills that were
more developed.
7. Wrap-Up/Questions (3 minutes)

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Review the two objectives.

Ask for questions
8. Closure (10 minutes)
Have students reflect on their learning by completing the reflection page.
Plan for Evaluation:
Collectinformaldataregardinglearningstylesandtimemanagement.
Collectsurveystoensurestudentlearning.

Follow Up:
Review concepts in next session.

Attachments:
Time Management Survey and Tips Note: this is a handout used in 8th grade. Please black out the grade level at the
bottom or explain to students that these skills are universal.
Reflection Page

23

Growing Leaders Lesson Plan WK 8

School Counselor: Kaitlyn Armstrong, Daunte Haynes, and Cory Way

Date: September 2016
Activity: Closure and Reflection
Grade(s): 11th-12th Grade

Learning Objective(s) (aligns with Competency):

1.Rewardstudentswithfood/beveragesforparticipatingintheGrowingLeadersgroup.
2.Providegroupmemberwiththeopportunitytoreflectontheiroverallprogress.
3.Understandwhatlessonsfromthegroupsessionscouldbemodified,orterminatedforfuturestudents
Materials:
+ Food/Beverages (e.g., pizza, cookies, juice)
+ Paper
+ Pens or Pencils

Procedure:
1. Enter Group Space
2. Take Attendance (2 minutes)
3. Direct students to pick-up food/beverages to enjoy while participating during the session.
4. Reinforce the progress that was made by all group members during the course of the sessions. (10 minutes)
Offer suggestions to all group member about the various ways in which they can successfully incorporate what
they have learned into their daily lives. (7 minutes)
5. Allow each group to share one or two areas of their life that was impacted the most by the sessions. (25 minutes)
Help group members brainstorm and anticipate problems that may arise when the group has concluded.
Assist group members in processing their feeling about termination.
6. Direct student to write or share aloud what lessons from the group session could be modified, or terminated for
future students. (20 minutes)
Guide students towards understanding that constructive feedback from them is very valuable not only for them,
but for other students who will someday benefit from the Growing Leaders curriculum.

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7. Educate group members about additional resources that are available to them as support in the future. (10 minutes)
As facilitators make oneself available should the need for individual counseling or consultation with group
members arise.

Plan for Evaluation:

Collectwrittenfeedbackpapersfromstudentswhodecidedtorespondmoreformally.

Follow Up:
Examine each students reaction towards the termination of sessions, and offer additional support/guidance if
necessary.

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