11 th Grade How to Do School

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1 Abstract: BECOMING PROACTIVE HOW TO DO SCHOOL: LESSON 23 Quick Reference Students demonstrate the use of proactive behaviors for problem solving and apply these habits of mind to barriers. To warm up, students reflect on times they have been proactive and reflect on the results. In the mini lesson, students distinguish between proactive and reactive behavior. During the workshop, students apply the I.D.E.A. strategy to proactively address a scenario. In closing, students apply I.D.E.A. to a specific personal challenge CCSS.ELA-LITERACY.SL C CCSS: SEL IL State Standards: 2C.4a. Evaluate the effects of requesting support from and providing support to others. 3B.4a. Analyze how present decision making affects college and career choices. Essential Question: What strategies and habits of mind promote success? Materials: Proactive & Reactive (1/class) Relax, Use I.D.E.A.!/ My I.D.E.A. (1/student, double-sided) Students Will Be Able To: Distinguish between the reactive and proactive habits of mind Evaluate options for dealing with a challenge using a proactive strategy Preparation: Post or write the words Reactive and Proactive on opposite sides of the room Write the prompt below on the board o Think about a time when you took charge of a job that needed to get done. What did you do to take charge? How did it feel? What were the results? What are some other ways you can take charge? Warm Up Mini Lesson Step-by-Step Procedures Taking Charge 1) Share the objectives of the lesson with students (see SWBATs above). Ask students if they need clarification. 2) Break students into pairs or ask them to turn to the student next to them. 3) Explain: Consider the question on the board. You will have 5 minutes to share your answer and hear your partner s answer. Any questions? 4) Invite 2-3 pairs to share; students may present their own answer or their partner s. 5) Explain: In our last session, we learned about the power of meta cognition to combat negative thoughts. Today, we will learn the power of being proactive. Proactive Versus Reactive 1) Explain: Just as you shared in your personal stories, it is the moments in life when we take charge when we are proactive that are most likely to lead to success. When it comes to school, successful students are not born! Students make themselves success stories by proactively reading, studying, and making sure they keep helpful habits. Today, we are going to spend 42 Min 7 Min 15 Min 11 th Grade How to Do School

2 Workshop time discussing two habits of mind, being reactive versus being proactive, and figure out how to avoid reactive habits of mind to proactively take charge of your test taking success. 2) Post Proactive & Reactive on the wall and read aloud, clarifying questions. 3) Refer to the word posters proactive and reactive on opposite sides of the room and explain: To personalize our understanding of these habits of mind, I will read some scenarios. After you hear each situation, walk to the sign that describes how you would typically react. If you re not quite sure, stand in the middle of the room. Be honest with yourself. Any questions? Facilitator s Note: Use the following examples or ones that may be more appropriate for your students. o You received a D on a paper. If you are more likely to say: That teacher doesn t like me, go to reactive. If you are more likely to say: I can do better than that for next time, go to proactive. o You want to go to college but you re not sure you can afford it. If you are more likely to say: I ll just see what happens, go to reactive. If you are more likely to say: There s gotta be a way. I am going to get help and get to college, go to proactive. o You are not happy with an important test score. If you are more likely to say: Oh well, it is what it is, go to reactive. If you are more likely to say: I ll make a plan and work really hard to work on improving my o scores, go to proactive. You are taking an exam and one of the questions is really hard. If you are more likely to say: This is hopeless, go to reactive. If you are more likely to say: I ll figure it out, go to proactive. 4) Facilitate a discussion using some or all of the guiding questions below. The objective in this discussion is to evaluate the benefits and real life challenges of proactive behavior. Are you the type of person who is always one way or the other: proactive/ reactive, or does your response depend on the situation? Which response helps you get things done? Which response do you think is most effective when taking a standardized test, like the SAT? When struggling with a class assignment? When choosing a college? How would your life look different if you were generally more proactive? We all know it s easy to say you ll be proactive, but how do you make sure you actually do it? Proactive Steps 1) Explain: In order to be proactive, you need a specific plan to train, much like training for a marathon. I will introduce you to a meta cognitive strategy that helps us be proactive. The goal, which we will work on today, is to create a proactive study strategy to help you grow your brain muscles. 2) Split students into pairs or groups of 3, distribute Relax, Use I.D.E.A.!, and read the directions and 2 scenarios. 3) Invite pairs to explain how they tackled the problem they chose. Clarify questions about I.D.E.A 12 Min 11 th Grade How to Do School

3 Closing Circle Share 1) Instruct students to turn their paper over to My I.D.E.A.! and read the explanation and directions. 2) Time permitting, invite students to share one element from My I.D.E.A. 8 Min 11 th Grade How to Do School

4 REACTIVE & PROACTIVE A REACTIVE PERSON MAKES CHOICES BASED ON IMPULSE. THEY LET OUTSIDE FORCES DETERMINE THEIR ACTIONS. WHATEVER JUST HAPPENED TO THEM DETERMINES HOW THEY FEEL OR ACT IN A GIVEN MOMENT. THINK ABOUT THIS LIKE A CAN OF SODA. IF LIFE SHAKES THEM UP, PRESSURE BUILDS AND THEY EXPLODE. IS A REACTIVE PERSON MORE LIKELY TO HAVE A FIXED MINDSET OR A GROWTH MINDSET? WHY? A PROACTIVE PERSON MAKES CHOICES BASED ON VALUES. INSTEAD OF LETTING THINGS HAPPEN TO THEM, THE PROACTIVE PERSON TAKES CHARGE AND MAKES THINGS HAPPEN BY THINKING AHEAD AND SOLVING PROBLEMS. THEY ARE LIKE WATER. YOU CAN SHAKE THEM UP ALL YOU WANT, BUT WHEN YOU TAKE THE LID OFF, THERE IS NO EXPLOSION. THEY REMAIN STEADY AND CALM. THEY DO NOT LET CIRCUMSTANCES DICTATE THEIR MINDSET. IS A PROACTIVE PERSON MORE LIKELY TO HAVE A FIXED MINDSET OR A GROWTH MINDSET? WHY? 11 th Grade How to Do School

5 Name: 11 th Grade How to Do School Date: RELAX USE I.D.E.A.! Directions: Together with your group, choose scenario A or B and use the proactive problem solving strategy below to address the challenge. Using the proactive questions as a guide, write your responses in the right hand column. o Scenario A: You are not happy with your ACT science score and want to increase it. o Scenario B: You work a lot and babysit your siblings so it is difficult to find time to study. RELAX the first thing I must do when I am solving a problem is to relax. This will help me clear my mind to do good work problem solving. What are strategies I use to relax? How do I help myself stay in the moment? How can I stay positive about solving this problem? I - Identify the problem or situation. Make sure you clearly understand the problem you are facing. Identify Who was involved? What happened? Where did it happen? When did it happen? Why did it happen? How did I respond to the situation what were my actions, thoughts, and feelings? D Describe all possible solutions. Brainstorm at least 5 solutions. At this point, there is no such thing as a bad solution. Consider the following What is one BOLD solution to this problem? (Think of something you wouldn t usually do.) What might my friends do in this situation? What might a trusted adult do in this situation? E Evaluate the consequence of each solution. Look at your list of solutions. Consider Which options will make my problem smaller? Bigger? What will the results be for me? For others? Can I really carry it out? A Act on the best solution. Now that you have identified the best solution for you, put it into action! MY ACT I.D.E.A. Source: Zacour, Robert. Learning About HIV: An Active Learning Program for Children. Canadian HIV/AIDS Information Centre Web. 19 Nov. <

6 MY I.D.E.A Explanation: There are many different planning strategies and graphic organizers that can help you proactively manage your time; if you have one that works for you, consider how you might combine the RELAX I.D.E.A. strategy with your own system. If not, consider how to use this strategy in your daily life! Directions: Work independently to complete the chart below to address a challenge or goal you have right now that is impacting your junior year. Using the proactive questions as a guide, write your responses in the right hand column. RELAX the first thing I must do when I am solving a problem is to relax. This will help me clear my mind to do good work problem solving. What are strategies I use to relax? How do I help myself stay in the moment? How can I stay positive about solving this problem? I - Identify the problem or situation. Make sure you clearly understand the problem you are facing. Identify Who was involved? What happened? Where did it happen? When did it happen? Why did it happen? How did I respond to the situation what were my actions, thoughts, and feelings? D Describe all possible solutions. Brainstorm at least 5 solutions. At this point, there is no such thing as a bad solution. Consider the following What is one BOLD solution to this problem? (Think of something you wouldn t usually do.) What might my friends do in this situation? What might a trusted adult do in this situation? E Evaluate the consequence of each solution. Look at your list of solutions. Consider Which options will make my problem smaller? Bigger? What will the results be for me? For others? Can I really carry it out? A Act on the best solution. Now that you have identified the best solution for you, put it into action! 11 th Grade How to Do School