SEL Learning Goal 5: Responsible and Ethical Decision-Making

Subgoal 5B: Engage in a reflective process to evaluate decision outcomes

Definition: Evaluate and Reflect

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How to use this module…

Please print out a copy of this module to add to the others you have already done so that you can write on the pages when there is a reflection or activity to do.

Universal Design for Learning (UDL) & SEL

ALL of the SEL skills, strategies, ideas, activities to do with students can be adjusted, adapted, and accommodated so that ALL students can ACCESS and PARTICIPATE in Social- Emotional Learning Goals and Competencies.

Through:

Multiple Means of Engagement

Multiple Means of Representation

Multiple Means of Action and Expression

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Let’s Review the New SEL Definition

CASEL’s (The Collaborative for Social Emotional Learning) New Definition describes SEL as: “Social and emotional learning (SEL) is an integral part of education and human development. SEL is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.”

“We’ve updated our definition and framework to pay close attention to how SEL affirms the identities, strengths and experiences of all children, including those who have been marginalized in our education systems.”

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CASEL: https://casel.org/what-is-sel/

A Closer Look at Responsible and Ethical Decision-Making

Responsible and Ethical Decision-Making Includes...

• Identifying problems
• Analyzing situations
• Solving problems
• Evaluating
• Reflecting
• Ethical responsibility

SEL Learning Goal 5: Responsible and Ethical Decision-Making

MVSD Benchmark Skills and Strategies: 7-9

Subgoal 5B: Engage in a reflective process to evaluate decision outcomes

Definition: Evaluate and Reflect (strategies in red from MVSD SEL Curriculum)

Responsible Decision Making

Vermont PBS has a learning library for educators that include videos and resources to support the 5 Social Emotional Learning Goals/ Competencies.

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This video is on Responsible and Ethical Decision Making. It can serve as an intro to this SEL 5B Subgoal: Engage in a reflective process to evaluate decision outcomes. Share it with students and have a discussion with the class after, using the infographic handout.

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This video and discussion can be a nice segway into the differences between problem solving and decision-making (next slide), types of decisions, and decision making strategies.

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Source for this slide: https://vermont.pbslearningmedia.org/resource/responsible-decision-making-social-emotional/social-emotional-learning-video/

What’s the difference between decision making and problem solving?

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Read further HERE to learn more about: Mental Health Benefits in Decision Making; why decision-making is lacking in most school curricula; how teachers can foster decision-making skills in their students; additional resources

Types of Decisions

Ozobot offers info on three types of decisions we make that you can teach students about:

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Students need to learn when snap decisions are appropriate and when responsible decisions are necessary.

Source for this slide: https://ozobot.com/blog/why-we-need-more-decision-making-lessons-in-the-classroom

Pros and Cons Strategy- Why it works

Source for this Slide: ThinkInsight.net offers some helpful reasons on why the Pros and Cons Strategy is effective when making decisions:

1. Writing is Powerful: It’s hard to keep multiple thoughts about decisions in our head at one time. Putting ideas down on paper is helpful and it frees up your brain to make room for more thinking.
1. Writing the PROs and CONs down on paper adds a visual image that can be helpful.

“The faintest ink is more powerful than the strongest memory.”- Chinese Proverb-

NOTE: The article shares a Benjamin Franklin PRO/CON strategy for decision making, but it is rather complicated so if you want to read about it, go here, and read #s 2 & 3. If you want to use a more simple decision- making strategy with students, the one on the next slide from MindTools is suggested.

#4 in the article is the MOST IMPORTANT Advice of ALL…

Go with your GUT FEELING!

Weighing the Pros and Cons Strategy

Source for this slide: Mind Tools offers a Pros and Cons Approach to Decision-Making. *Although their example in the article reflects a work environment, you can change it to make the decision about a school environment or personal issue or use one of your own.

STEPS:.

• At the top of the paper, write the decision you are contemplating.
• Divide the paper in half vertically and on the left side list all the positive consequences that could happen and on the right side, list all the negative consequences.
• It may be clear which way you will decide but if not, assign a positive or a negative value to each one (ex: + numbers for PROS and - numbers for CONS
• When you are finished assigning # values to each, add up the up the scores in each column then subtract the total CONS from the PROS. A positive overall score indicates the decision may be more favorable
• Next, have students practice this strategy with a recent decision they either made or are contemplating.

Decisions… How They Can Affect All Aspects of Your Life

GreatWorkLife.com offers some insight when it comes to how decisions affect many aspects of our lives. To help build students’ background information,share these tips when you are creating lessons and activities around decision-making skills to use with students:

• There is a chain event that happens based on every decision we make.
• The bigger the decision, the greater the impact will be.
• The impact can be positive or negative.
• The values we have mold and shape the decisions we make and the decisions can affect the world around us.
• “Our choices are the most important thing we have in life.” Tool: Good Decision Making Guide

Decision-Making Scenarios Exercise

Teacher: Implement a Decision of the Day Activity at the start of each class.

Read through the scenarios HERE. Choose a different scenario each day that students will discuss in small groups. Page 2 is the worksheet and includes having the students decide a Positive and a Negative Outcome for their decision and how it might impact them, their friendships, their parents, classmates, etc.

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Source: https://wardman.weebly.com/

Decision-Making Self- Reflection Brainstorming Sheet: Steps to Consider

Before considering a decision, especially a big one that can change you life in some way, think about using a Pro/Con Strategy as mentioned prior and along with that, consider using these steps that can help you decide on the right decision that will have positive outcomes:

STEP 1: What is the issue/problem I have to make a decision about? _________

____________________________________________________________________

STEP 2: Rate the size of this issue/problem: Will this issue create major impacts on your life? Circle: 1 (not much impact) 2 (a little impact) 3 (medium impact ) 4 (pretty big impact) 5 (a very BIG impact!)

STEP 3: What are some alternatives if I don’t go with this decision? _______________

_____________________________________________________________________

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Decision-Making Self- Reflection Brainstorming Sheet: Steps to Consider

STEP 4: Make a Choice: After considering all the options, I am choosing to:

• _________________________________________________________________

because _____________________________________________________________

STEP 5: Try it Out: (How long will you give this choice before you reevaluate to see if it was the right one, whether it works for you, etc.. _____________________________

STEP 6: Reevaluate- was this the best choice? Why or why not? YES NO

If not, what might you try next?

• _______________________________________________________________
• _______________________________________________________________

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Guest Speaker Questionnaire Worksheet

To prepare for guest speakers, divide class into small groups and have each group brainstorm 2 questions they want to ask their guest related to decision-making. Students can use the worksheet to draft the questions- including one on and how decisions they have made affected themselves or others either in their personal life (family, relatives, friends,) or at work, professionally or both.

Guest Speaker Name: ____________________________________________________

What is a decision you made about your career choice that has impacted you, your family, and or others in your life and HOW has the decision impacted you and them? __________________________

______________________________________________________________________________________

Brainstorm Other Questions:

Create another job related question to ask

Create a question related to a personal decision and ask HOW it impacted your life and others’ lives:

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Guest Speaker Questionnaire Worksheet

Guest Speaker Name: ____________________________________________________

Occupation: ____________________________________________________________

What made you decide on this career / occupation? ____________________________________________________

_____________________________________________________________________________________________

What is a decision you made about your career choice that has impacted you, your family, and or others in your life and HOW has the decision impacted you and them? ______________________________________________________

_____________________________________________________________________________________________

Your Group can brainstorm other work questions around important decision making to ask the speaker:

EX: Has your use of social media ever impacted your ability to get hired?

Other Questions:

• ___________________________________________________________________________
• ___________________________________________________________________________

SEL Learning Goal 5: Responsible and Ethical Decision-Making

MVSD Benchmark Skills and Strategies: 10-12

Subgoal 5B: Engage in a reflective process to evaluate decision outcomes

Definition: Evaluate and Reflect (strategies in red from MVSD SEL Curriculum)

Factors that Can Influence Decision Making

It is important to discuss with students that there are significant factors that can affect decisions as they relate to their future goals. Inquiriesjournal.com outlines some of these and offers some further explanations:

• FACTOR 1: Past experiences: “Future decisions made on past experiences may not always be the best way to make decisions”: When something positive comes from a decision you made, you may tend to go with that same choice next time- however, if a decision you made had a negative outcome, you will probably not want to repeat making that same decision the next time.
• FACTOR 2: Cognitive Biases: “these are thinking patterns we have based on observations and generalizations that may lead to memory errors, inaccurate judgment, and faulty logic”

*Cognitive Bias Types: (Go to article and read more on what each type of bias is; th ask students

-Belief Bias to choose one of these biases that they can relate to and share HOW

-Hindsight Bias this bias they have affected a decision they made)

-Omission Bias

-Confirmation Bias

*Source: (Marsh, & Hanlon, 2007; Nestler. & von Collani, 2008; Stanovich & West, 2008; see also West et al., 2008).

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Factors that Can Influence Decision Making continued

• FACTOR 3: Escalation of commitment and sunk outcomes (costs you’ve spent that you can’t get your money back on)- “This means that people tend to invest time, money, and effort into a decision they feel committed to and will tend to make risky decisions bc they feel responsible for all the money, time, and effort they spent on this project” (see article for details)
• FACTOR 4: Individual Differences- age, socioeconomic status, cognitive abilities-

AGE: As we age and cognitive abilities decline, sound decision-making can become for of a challenge (see article for details about how age can impact decision making)

Socioeconomic status: people in a lower socioeconomic status may have less access to education and resources- this may contribute to negative life events out of their control which may result in poor decision making, based on past experiences and decisions.

• FACTOR 5: Belief in personal relevance: “When people believe that what they decide matters, they are more likely to make a decision.” (read the article for details)

Source for Info on slides 20-22: Article from InquiriesJournal.com

Post Secondary/Career Plans and Future Life Goals

Student Self-Reflection: How do my plans after high school align with my future life goals? ______________________________________________________________________

______________________________________________________________________

Outside factors that have played a role and/or influenced decisions I am making about my life after high school:

• __________________________________________________________________
• __________________________________________________________________
• __________________________________________________________________

People that have played a role and/or influenced decisions I am making about my life after high school:

• __________________________ How he/she influenced me: ________________________
• __________________________ How he/she influenced me: ________________________

Post Secondary/Career Plans and Future Life Goals

How have decisions I have made affected my education- (Ex: What connections can I see between how my grades, social life and activities, school experience, personal and emotional learning, behaviors, have affected my future life goals/)

Grades/my overall education How they affect future goals:

_________________________ _____________________________________

School experience

__________________________ _____________________________________

Personal Social & Emotional Learning

__________________________ _____________________________________

Behaviors ______________________ _____________________________________

Other Factors: ___________________ _____________________________________

Student Interviewing Someone About Their Job Choice

Task: Your task is to:

• Interview a person in the field of your interest to find out why he/she chose that career/job
• ask about the decisions he/she has to make everyday related to the job
• Use the information you get find and choose a creative way to share it with your class. Some ideas include:

-With permission from the person you are interviewing, record the interview and share the audio with the class.

-Create a poster.

-Write a short one, page paper using info you collect from an interview template (see next slide).

- come up with another idea for how to share the info- get the “ok” from your teacher

Interview Questions

Name of Person you are interviewing: __________________________________________________________

Their Job Title/Position: _____________________________________________________________________

How long have you been in the position? _______________________________________________________

Why did you choose this career/job? __________________________________________________________

What interested you about this position? _______________________________________________________

_______________________________________________________________________________________

What are your job responsibilities? ___________________________________________________________

_______________________________________________________________________________________

What decisions do you have to make everyday on the job? ________________________________________

_______________________________________________________________________________________

Are the decisions difficult? If so, how? ________________________________________________________

If you could change one thing about this job, what would it be and why? _______________________________

Decision-Making Self- Reflection Brainstorming Sheet: Steps to Consider

Before considering a decision, especially a big one that can change you life in some way, think about using a Pro/Con Strategy as mentioned prior and along with that, consider using these steps that can help you decide on the right decision that will have positive outcomes:

STEP 1: What is the issue/problem I have to make a decision about? _________

____________________________________________________________________

STEP 2: Rate the size of this issue/problem: Will this issue create major impacts on your life? Circle: 1 (not much impact) 2 (a little impact) 3 (medium impact ) 4 (pretty big impact) 5 (a very BIG impact!)

STEP 3: What are some alternatives if I don’t go with this decision? _______________

_____________________________________________________________________

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Decision-Making Self- Reflection Brainstorming Sheet: Steps to Consider

STEP 4: Make a Choice: After considering all the options, I am choosing to:

• ____________________________________________________________________________

because _________________________________________________________________________

STEP 5: Try it Out: (How long will you give this choice before you reevaluate to see if it was the right one, whether it works for you, etc.. _________________________________________________________

STEP 6: Reevaluate- was this the best choice? Why or why not? YES NO

If not, what might you try next?

• ____________________________________________________________________________
• ____________________________________________________________________________

***List external factors that might influence your decision: _______________________________

__________________________ _______________________ _________________________

Learning From the Past to Inform Future Practices

Students need to be able to reflect on past experiences and lessons learned from them so that they can move forward with new, positive future practices. First, they need to broaden their background knowledge about ways they can learn from the past. Kevin Eikenberry, Leadership expert and Coach from Leadership and Learning, shares 7 ways to do this. You might consider teaching this process to students to help them understand how the past can inform their future decisions.

1. Reflect on the past- it is important to to look back and see what happened- your interactions, experiences, etc.. are there for you to look back on and gain a new level of understanding.
2. Study the past- place yourself in the narrative so you can understand in order to build a file of tools to use the next time that will help you make better decisions
3. Replay the past- replaying an experience is different than reflecting on it-try to recall the situation with a new lens and perspective that you didn’t have before- replaying with new knowledge from the past experience can be helpful in informing future decisions if you find yourself in a similar situation
4. Generalize it- the best way to learn from the experience is to generalize the lessons learned
5. Release yourself from it- forgive yourself and/or others and move forward- what happened is in the past
6. Reframe it- even though we can’t change what happened, we can reframe it and put it in context and use it to help future decisions and choices on how we handle similar situations that may arise
7. Use it- Use lessons/mistakes learned from the past to create positive, successful future situations

Source for this slide: https://blog.kevineikenberry.com/coaching-developing-others/seven-ways-productively-learn-past/

*Use this process for the Adult group as well (next section of the mod)

Learning From the Past to Inform Future Practices

Activity: Have students think about a past experience that did not end the way they had hoped (support students who may need scaffolding and prompting for this exercise).

• Have them describe the experience and write about it (or tell about it and use a scribe if needed) and the lesson they learned from it.
• Have them go through the process of learning from that past experience by using the 7 Steps shared on the previous slide (a template is provided on the next slide)

Lessons I Learned

Describe a past experience where the outcome didn’t go the way you planned: _________________________

________________________________________________________________________________________

In order to move forward, first take a look back on what happened:

Reflect on it: ____________________________________________________________________________

Study it: ________________________________________________________________________________

Reply it: ________________________________________________________________________________

Generalize it: ____________________________________________________________________________

Release yourself from it: ___________________________________________________________________

Reframe it: _______________________________________________________________________________

Use it: ___________________________________________________________________________________

Give students the detailed info for each step on slide 28 to reference as a guide or go to the article .

SEL Learning Goal 5: Responsible and Ethical Decision-Making

MVSD Benchmark Skills and Strategies: ADULT

Subgoal 5B: Engage in a reflective process to evaluate decision outcomes

Definition: Evaluate and Reflect (strategies in red from MVSD SEL Curriculum)

Get Involved in Your Community

Share these Community Volunteer Resources with adults you are working with:

Local Resources: these websites can help connect you to volunteer opportunities in your local area: volunteermatch.org , idealist.org , allforgood.org

State Resources: for Vermont, check out the Attorney General’s Office website page:

Get Involved , Volunteer Opportunities - The City of Burlington , VT Engage: Partner Volunteer Opportunities , Vermont Community Garden Network , Green Mountain Habitat for Humanity

National Level:

Volunteer.gov

AmeriCorps

US National Park Service

United Way

Volunteer Energy offers other ideas: be a tutor, attend local community meetings, clean up, get disaster relief certified, serve at a food bank, start a club or team, serve the elderly

4 Types of Influencers

The Reinforcer, The Neutralizer, The Shaper, The Follower

Which type of influencer do you tend to be?

Types of Influencers

(info for this slide from the video on slide 32)

Take a closer look:

1. Reinforcer:
1. This type of influencer very rarely suggests ideas, options or solutions
2. They listen and based on what they hear, they choose one side or another.
3. They offer sound reasoning and arguments for the option or solution they support.
4. Often act as cheerleaders; can add enthusiasm and momentum to the option or choice they’ve decided to support

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Type 2: The Neutralizer

(info for this slide from the video on slide 32)

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• Opposite of a reinforcer
• Takes a stand against a decision, option, or solution that the group is leaning toward
• Often has strong arguments and solid reasoning for preventing the group for considering that option

Type 3: The Shaper

(info for this slide from the video on slide 32)

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• Doesn’t back or question the decision already being discussed
• They clearly and methodically present information and reasoning to guide the group to a specific decision

Type 4: The Follower

(info for this slide from the video on slide 32)

• Someone who is willing to go along with whatever the group decides
• Does what others are doing
• Goes along with the crowd- the type of person can have an influence on others

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Which influencer type do you tend to be most of the time?

Influencer Type: __________________________________

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Why I see myself as this type of influencer: _________________________________

_____________________________________________________________________

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Do you ever seen yourself as another type of influencer- does your role change based on the choice/option or situation being presented? ______________________________________________________________________

Other Factors: Social Influence - Social Loafing…???? Watch to learn more.

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After watching, have a group discussion.Then, with partner, revisit the video and list all the types of social influence that were mentioned.

The Impact of Culture in Decision-Making

After watching the video, share one “AH-HA” you had.

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How Culture Drives Behavior- Julien S. Bourelle

Can you change your cultural glasses?

After listening to this TED TALK, have the adults you work with break into small groups and share their thoughts about Julien’s message.

Questions to Consider:

What is one thing I can change about my cultural glasses (beliefs and/or my behaviors) that will help me learn, appreciate, an embrace other cultures?

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How do my cultural norms or the norms of other cultures influence and/or affect the decisions I make?

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Media and Health- How it Impacts Our Decisions

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What is one takeaway from this video?

Reasons We May Hesitate in Making Decisions- Overcoming Barriers

AMA (American Management Association) shares helpful insight that can be used in any situation:

In the article they introduce the term: Decision-Making Paralysis and give these reasons we may hesitate to make decisions:

• Afraid you may not be right
• Afraid of what others may think or say
• Afraid you might have to follow through

What do we do? “You do the best you can and act in by acting in an informed, positive, and courageous way.”

They offer the following tools you can use to improve your own decision-making and to teach to others that will help them make more efficient decisions- see next slide

Source for this slide: https://www.amanet.org/articles/overcoming-the-barriers-to-decision-making/

Tool 1: The Coin Toss

Useful for: Go/no-go decisions, weighing two options, and eliminating options when multiple choices are possible.

This strategy can be helpful when you are not sure what you want and you are having trouble making up your mind-

1. Assign one choice to each side of the coin (heads, we eat pizza; tails, we eat tacos).

2. Toss the coin.

3. Then decide.

If you don’t like the choice, yu can always change it!

(This tool would not be a recommended tool to use for life changing decisions!)

Source from: https://www.amanet.org/articles/overcoming-the-barriers-to-decision-making/

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Tool 2: Ben Franklin’s Balance Sheet

Useful for: Go/No Go Decisions (source for this slide: Overcoming the Barriers to Decision-Making)

• The Pro/Con Model is used frequently for making decisions
• List Pros on one side of the paper and the Cons on the other- which side outweighs the other- Seeing it down on paper can help you make a decision.
• Ben Franklin took it a step further: (details below come from the article)

-After listing all his pros and cons, he weighed them against each other. -If a pro was equal in importance or value to a con, he crossed both out. -If two cons equaled one pro, he crossed out all three. -The side with items remaining after all the crossing out was completed was the winning side.

Tool 3: The Report Card Method

Useful for: Establishing Decision-Making CriterIa and weighing multiple options to solve the same problem

• Helpful to use when there are a variety of similar solutions that you want to compare against each other using a quantitative evaluation method
• List the criteria for each solution and grade each one on a scale of 1-10- the highest total determines your choice

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Source: https://www.amanet.org/articles/overcoming-the-barriers-to-decision-making/

Tool 4: When Your Boss/Coworker is Absent or Unavailable (for use in the workplace)

Sometimes we may have to make decisions when our Boss and/or a colleague we work with is not available or absent and it is left to us to decide. How should we make decisions?

PLAN AHEAD: First consider all the issues that may come up for the Boss- this is called Anticipatory Planning:

• With what types of things should your Boss be concerned?
• Who should your Boss turn to for assistance or consultation?
• What items, issues, projects should your Boss not make decisions about?

PLAN AHEAD: What if it is only a short absence? Long term? And how should the Boss adjust their decision-making approach? Read HERE for details

What about if YOU are away, absent, on leave, on vacation, etc? PLAN AHEAD!

What will the Boss or your colleagues need to know? Where will they find materials, important docs, etc.. that they may need? What may they need access to while you are away?

• IDEA: Keep a folder and make a list of all the important information that your Boss and/or coworkers will need in your absence source for this slide: https://www.amanet.org/articles/overcoming-the-barriers-to-decision-making/

How to Deliver Unpopular Decisions

This leadership resource from Canadian Business offers some helpful tips to consider when you have to make unpopular decisions. It can also help you deal with unpopular decisions that others in your workplace and/or personal life make:

1. Plan your message:
1. Write down your message using bullets.
2. Tell what the change or decision is; why it’s being made, who and what it is going to impact, when it is happening, and any other info needed
3. It’s very important that you give a balanced picture.
4. Writing it down helps keep you on track with less opportunities to become emotionally involved- which can make you forget important details or cause you to go off message and ramble.

Source: https://www.canadianbusiness.com/leadership/the-right-way-to-communicate-unpopular-decisions-to-your-staff/

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Delivering Unpopular Decisions continued

2. Relay Info Promptly and Frequently

The authors say the rumor mill is always going in the workplace. Holding on to info about changes until they are set is difficult to do. They suggest:

• Tell people what you know, even if it’s not a completed picture yet.
• Giving accurate information, even if it is not complete, is better than letting it run wild in the office.

3. Keep it as personal as you can: the first communication should be personal

• Delivering messages in person is the best way to do it.
• Giving it in writing is the WORST way to deliver it.
• Delivering it by phone is better than in writing.
• Companies tend to deliver messages in a group email to make sure everyone is getting it at the same time.
• It is better to create trust so use the most personal way to communicate as possible.
• Following up with an email that has the decision/change in it is ok.

Source: https://www.canadianbusiness.com/leadership/the-right-way-to-communicate-unpopular-decisions-to-your-staff/

Delivering Unpopular Decisions continued

4. Take accountability for your decisions:

• The author says it will be easy to blame the circumstances for the unpopular decision but don’t do it.
• Take ownership. People appreciate a confident leader who makes tough decisions and is honest.
• Be firm and professional.
• Send the message that the decision/change is not optional - how it gets implemented could be up for discussion, but the change is not.

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Source: https://www.canadianbusiness.com/leadership/the-right-way-to-communicate-unpopular-decisions-to-your-staff/

Delivering Unpopular Decisions continued

5. Invite a dialogue:

• Be open about the process and how the change will get implemented.
• Key Message: Though the change is not ideal, staff can have dialogue, input, and their voices heard.
• Respect people who resist. Let them tell you what they see as not working- they may have some good insight that you hadn’t considered. Encourage them to become part of the solution.

Source: https://www.canadianbusiness.com/leadership/the-right-way-to-communicate-unpopular-decisions-to-your-staff/

Overcoming Barriers: How to Handle Negative Feedback

Know Your Team’s article on Handling Negative Feedback offers some helpful insights:

The most important thing to remember about receiving negative feedback is:

“It’s not about what you feel is true to you, it’s about what is true for the person giving you the feedback.” (from the article)

What NOT to Do: Try to change the person’s mind and rebut the feedback!

Ex from the article: The feedback was that Claire came across as “fake.” Claire may not see herself as coming across as “fake” by not following through with people the Boss has introduced her to, but that is her thinking, and may not be someone else’s take.

SO…. the article suggests that instead of trying to change this person’s mind or what is true to him/her, try changing your own behavior.

Reflection Processing Activity: Facilitate this with those you are working with: NEXT SLiDE

Source: https://knowyourteam.com/blog/2017/07/06/how-to-handle-negative-feedback-we-dont-want-to-hear/

Negative Feedback Reflection Processing Sheet

Think of a time when you received negative feedback. Describe the situation- the setting, the activity. the people involved, etc. :___________________________________________________________

_______________________________________________________________________________

What was the negative feedback you received? __________________________________________

________________________________________________________________________________

How did you respond? _____________________________________________________________

________________________________________________________________________________

How did it make you feel? ___________________________________________________________

How will you use the feedback to set up a short and/or a long term goal to that can improve your performance next time? ____________________________________________________________

Short and.or Long Term Goal: _______________________________________________________________

YOU DID IT!

You have reached the end of SEL Learning Goal 5, Subgoal 5B! This is the last module in MVSD’s SEL Curriculum Guide Learning Library Series, Grade Bands 7-Adult. Take a moment to review the slides within this module and reflect upon a new learning, strategy, a resource or article, etc. that you gained new knowledge about and/or will try/incorporate into a unit/academic lesson/ activity that you will be doing with students.

Something new I learned in this module: ______________________________________________

______________________________________________________________________________

How I will be able to use this in a unit/lessons/activity: ___________________________________

______________________________________________________________________________

______________________________________________________________________________

Tools and Materials I will need: _____________________________________________________

THANK YOU!

My hope is somewhere along in this process of all the new learning and discovery of ideas, strategies, tools, and resources for SEL Teaching Practices, you now feel excited, confident, and ready to infuse and embed these into your daily teaching, EVERYTHING you do makes a difference and as Maya Angelou once said:

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