Teacher Guide To Choices Explorer Decision Making Guide
Teacher Guide to Choices ExplorerDecision Making GuideA fun course in the art of responsible decision making!&KRLFHV LV D UHJLVWHUHG WUDGHPDUN RI &DQDGD (PSOR\PHQW ,QVXUDQFH &RPPLVVLRQ &(,& DQG LV XVHG XQGHU OLFHQVH E\ %ULGJHV 7UDQVLWLRQV ,QF D ; 3 &RUSRUDWLRQ FRPSDQ\ &RS\ULJKW ; 3 &RUSRUDWLRQ OO ULJKWV UHVHUYHG
Teacher’s Guide to the Decision Making GuidePage Teacher-2Table of ContentsTable of Contents . 2Teacher's Guide.Teacher 3Introduction. 3Teaching the Decision Making Guide to Individuals . 4Teaching the Decision Making Guide in the Classroom . 5Lesson Plans . 6Lesson One – Introduction to Decision Making . 7Lesson Two – Fortune Teller. 9Lesson Plan Three – Paths of Life . 10Paths of Life Cards. 11Lesson Plan Four – Life's Little Scenarios. 15Lesson Plan Five – Paths of Life II: The Big Picture. 18Lesson Plan Six – Responsible Decision Making: Getting Ready . 19Lesson Plan Seven – Druthers: Yer Little Town of Decisions. 20Lesson Plan Eight – My Most Amazing Life: Today's Edition . 21Worksheet: Steps to One Big Goal . 23Unit Outcomes. 24Evaluation. 24Student Decision Making Guide. Student 3What is This?. 3The “R” Word. 4Activity A: The Fortune Teller . 5Worksheet: Getting Whatever You Get. 6Fortune Teller's Room . 7Activity B: Paths of Life. 8Worksheet: Snap Decisions. 9Activity C: Life’s Little Scenarios. 10Worksheet: My Own Little Scenario . 12Activity D: Paths of Life II – The Big Picture . 13Worksheet: The Big Picture . 14Paths of Life Map . 15Activity E: Values. 16Worksheet: Decisions, Decisions. 17Activity F: Druthers – Yer Little Town of Decisions . 18Worksheet: Decision Assessment . 20Checklist . 21Printing this PDF Document?The Adobe Acrobat PDF format is ideal for downloading printer-friendly filesfrom Web sites such as Choices Explorer. To conserve paper, you do not need to printall the pages of this Decision Making Guide.Only a few pages really need to be printed and filled in as part of this course.Each page to be printed is clearly marked with a "Print This" symbol below thep age number, and is highlighted in the Table of Contents with this symbol:.PRINTTHIS!&KRLFHV LV D UHJLVWHUHG WUDGHPDUN RI &DQDGD (PSOR\PHQW ,QVXUDQFH &RPPLVVLRQ &(,& DQG LV XVHG XQGHU OLFHQVH E\ %ULGJHV 7UDQVLWLRQV ,QF D ; 3 &RUSRUDWLRQ FRPSDQ\ &RS\ULJKW ; 3 &RUSRUDWLRQ OO ULJKWV UHVHUYHG
Teacher’s Guide to the Decision Making GuidePage Teacher-3Teacher's GuideIntroductionMany people today (young and older!) have no concept of what a responsible decision really is. Mostof us just make snap decisions, or we make no choice at all – leaving future consequences to fate andwishful thinking. This unit, targeted for learners in 8th grade and up, teaches a five-step process forresponsible decision-making. The steps are:1.2.3.4.5.Identify your choicesWhat's best for you now?Consider others – Not only meConsider your future – Not only nowMake a choice and go for itMany of our life choices miss steps three and four, above, hence the title of this unit! It is ourcontention that a responsible decision is one where you consider others and your future before youdecide. You don't have to do what others want or what the future will require, you just have to considerthe implications of possible actions. By thinking beyond yourself and beyond the moment, you aremore likely to select choices that have positive social and future benefits. This would be good.&KRLFHV LV D UHJLVWHUHG WUDGHPDUN RI &DQDGD (PSOR\PHQW ,QVXUDQFH &RPPLVVLRQ &(,& DQG LV XVHG XQGHU OLFHQVH E\ %ULGJHV 7UDQVLWLRQV ,QF D ; 3 &RUSRUDWLRQ FRPSDQ\ &RS\ULJKW ; 3 &RUSRUDWLRQ OO ULJKWV UHVHUYHG
Teacher’s Guide to the Decision Making GuidePage Teacher-4Teaching the Decision Making Guide to IndividualsThe Decision Making Guide has been organized for individuals to complete at their own pace. The unitis broken down as follows:InfoSheet: The 'R' WordIntroduces learners to the unit and outlines the five steps involved in a responsibledecision.Activity A: Fortune TellerThis activity examines the advantages and disadvantages of making no decisions aboutyour future. Learners are given their future by visiting the Fortune Teller's room andthen asked how they like it.Activity B: Paths of LifeThis activity relates making 50/50 life decisions to finding employment. It alsointroduces learners to snap decisions – choices made with little or no consideration ofthe implications.Activity C: Life's Little ScenariosLearners make snap decisions about various life scenarios and then examine the impactof their choices on others. The importance of considering others when makingsignificant decisions is emphasized.Activity D: Paths of Life II – The Big PictureThis activity demonstrates the importance of considering the future when making keylife decisions.Activity E: ValuesThis activity teaches the art of selecting different decision-making strategies fordifferent situations. Learners are encouraged to take the harder – more responsible –path more often. Those paths often lead to rewards less immediate and more satisfying.Activity F: Druthers – Yer Little Town of DecisionsEight scenarios are provided from a variety of life circumstances. Learners apply thedecision-making process to each one. Each person ends the unit by applying theresponsible decision-making process to their own career and life plans.ChecklistThis resource summarizes all the products for evaluation that were developed as part ofthe unit. Students complete the checklist and use it as a cover page when submittingwork to you.The average student working independently should take six to eight hours to complete the unit.&KRLFHV LV D UHJLVWHUHG WUDGHPDUN RI &DQDGD (PSOR\PHQW ,QVXUDQFH &RPPLVVLRQ &(,& DQG LV XVHG XQGHU OLFHQVH E\ %ULGJHV 7UDQVLWLRQV ,QF D ; 3 &RUSRUDWLRQ FRPSDQ\ &RS\ULJKW ; 3 &RUSRUDWLRQ OO ULJKWV UHVHUYHG
Teacher’s Guide to the Decision Making GuidePage Teacher-5Teaching the Decision Making Guide in the ClassroomOne classroom strategy is simply to have a class of students use the Decision Making Guide on thecomputer and have them complete the unit individually. We believe this should be your second choice.It is our contention that these units are just tools. They are made most useful by teachers who use themskillfully. Suggested classroom lessons are included with this Teacher's Guide.If you do not have access to a classroom of computers to teach this unit, the lesson plans also includelinks to worksheets to develop related classroom activities.We encourage you to integrate or develop additional resources to make the decision-making unit evenmore interesting and enjoyable for young learners. The skill of responsible decision making is critical totheir future success. We want to make the unit meaningful – using whatever resources we can! Pleaselet us know of any novel ideas you have, and we'll pass them on to other users.The major reason for the scarcity of responsible decisions in anyone's life is that a responsible decisionusually has delayed gratification. We're all just a little too impatient sometimes for the arrival of theeventual reward – especially when there are no guarantees that we'll get one! Thinking "not only me,not only now" is hard to do. It also is imperative in quality career and life planning. If we all keeppushing this concept, and model the process ourselves in our own daily lives, we will see more of ourstudents making a successful transition to a healthy, happy, self-reliant life.&KRLFHV LV D UHJLVWHUHG WUDGHPDUN RI &DQDGD (PSOR\PHQW ,QVXUDQFH &RPPLVVLRQ &(,& DQG LV XVHG XQGHU OLFHQVH E\ %ULGJHV 7UDQVLWLRQV ,QF D ; 3 &RUSRUDWLRQ FRPSDQ\ &RS\ULJKW ; 3 &RUSRUDWLRQ OO ULJKWV UHVHUYHG
Teacher’s Guide to the Decision Making GuidePage Teacher-6Lesson PlansLesson OneLesson TwoLesson ThreeLesson FourLesson FiveLesson SixLesson SevenLesson EightIntroduction to Decision-MakingFortune TellerPaths of LifeLife's Little ScenariosPaths of Life II – The Big PictureResponsible Decision-Making – Getting ReadyDruthers – Yer Little Town of DecisionsMy Most Amazing Life – Today's Edition&KRLFHV LV D UHJLVWHUHG WUDGHPDUN RI &DQDGD (PSOR\PHQW ,QVXUDQFH &RPPLVVLRQ &(,& DQG LV XVHG XQGHU OLFHQVH E\ %ULGJHV 7UDQVLWLRQV ,QF D ; 3 &RUSRUDWLRQ FRPSDQ\ &RS\ULJKW ; 3 &RUSRUDWLRQ OO ULJKWV UHVHUYHG
Teacher’s Guide to the Decision Making GuidePage Teacher-7Lesson One – Introduction to Decision MakingPurposeTo introduce students to the three types of decision making: no decision, snap decisions, andresponsible decisions.Outcomes1. Students will identify three types of decision making.2. Students will relate responsible decision making with effective career and life planning.3. Students will be able to outline the Decision Making Guide and evaluative structure.Materials and Prepx Get a guest speaker to outline at least five key decision points in their life. These should bedecisions (or non-decisions!) that shaped their life. (10 minutes)x Prepare a Unit Outline and an Evaluation Outline – your own unique way of presenting andevaluating the unit.Introductory Activityx Ask students to identify 50 decisions a person can make in their life – for example, what cerealto eat, what to do on the weekend, what career goals to pursue. Go around the room one at atime, placing answers on board.x Define three types of decisions for students, and have them record them in their notes. Theyare:No Decision – Letting others decide what you will do.Snap Decision – A quick choice you make with no consideration of the result.Responsible Decision – Considering others (Not only me) and your future (Not onlynow) when you make a decision.x Ask students to individually place the 50 decisions on the board into one of those threecategories. They do this by listing the three decision types on the top of their page, and listingthe choices in the appropriate column.x Have students compare their lists to the lists of two other students. Bet them that no one has thesame list!x Inform students that the next eight classes will focus on developing skills for responsibledecision making. We'll begin with a look at No Decision as a decision-making strategy.&KRLFHV LV D UHJLVWHUHG WUDGHPDUN RI &DQDGD (PSOR\PHQW ,QVXUDQFH &RPPLVVLRQ &(,& DQG LV XVHG XQGHU OLFHQVH E\ %ULGJHV 7UDQVLWLRQV ,QF D ; 3 &RUSRUDWLRQ FRPSDQ\ &RS\ULJKW ; 3 &RUSRUDWLRQ OO ULJKWV UHVHUYHG
Teacher’s Guide to the Decision Making GuidePage Teacher-8Lesson One – Introduction to Decision Making (cont.)Development ActivitiesGuest SpeakerIntroduce your guest speaker, who you have prepared to give a 10-minute presentationabout key decision points in their life. (Plan B would be for you to do this about yourown life!) The main objective of the presenter is to show the implications of lifedecisions – responsible or not. Students should conclude that some decisions in lifeshould be well thought out.Unit OverviewHand out an overview (that you've developed) of your Decision Making Guide. Reviewit with students. Indicate which classes are in the computer lab and which are not.Evaluation OverviewClearly define what will be assessed and how it will be evaluated. Outline yourevaluation structure and weighting. Review the content and criteria for each assignmentbriefly and outline the timeline for assignment completion.Reflective LearningAsk students to write a one-paragraph summary of their preferred method for makingdecisions. Ask them to explain at least three reasons why it is their preferred style.NOTE: This is to be submitted as part of the Reflective Thinking assignment, which isturned in at the end of the unit.&KRLFHV LV D UHJLVWHUHG WUDGHPDUN RI &DQDGD (PSOR\PHQW ,QVXUDQFH &RPPLVVLRQ &(,& DQG LV XVHG XQGHU OLFHQVH E\ %ULGJHV 7UDQVLWLRQV ,QF D ; 3 &RUSRUDWLRQ FRPSDQ\ &RS\ULJKW ; 3 &RUSRUDWLRQ OO ULJKWV UHVHUYHG
Teacher’s Guide to the Decision Making GuidePage Teacher-9Lesson Two – Fortune TellerPurposeTo examine making "no decision" about your future.Outcomes1. Students will state an opinion about life with no choices – you never have to be responsible!2. Students will define the four key aspects that must be managed in a person's career.3. Students will identify the advantages and disadvantages of having decisions about your lifemade for you.Materials and Prepx Access to a computer lab, featuring Bridges' Decision Making Guide.x A classroom set of the worksheet Getting Whatever You Get.Introductory ActivityLecture: Tell students that the word 'career' doesn't mean what it used to. It used to mean 'work'; now itmeans anything you do in your life. Tell them there are four main aspects to a career. They are:x x x x WorkRecreationRelationshipsLifelong Learning – This is important! It is the source of vitality, energy, enthusiasm,personal growth Throughout life, you have to manage these four things, because youcan't do all of them well. (You can probably do about two-and-a-half of them well!)Tell students that because we can't have everything we want in these four areas, wehave to make decisions.Wouldn't it be great if we didn't have to make decisions? If you never make any choices, you're notresponsible for anything. Tell students that the next exercise is designed to see what it would be like if aFortune Teller gave you your future – and you wouldn't have to decide a thing!Development ActivitiesFortune TellerTake students through Activity A – Fortune Teller. In a whole class discussion, askstudents to identify good things about the lifestyle they've been given. Ask them toidentify problems.Getting Whatever You GetHave students discuss the questions of this worksheet in class. Ask them how many arehappy with the lifestyle that the Fortune Teller gave them. Once a group discussion isfinished, have them complete their written answers on the worksheet.Reflective LearningGive students this assignment: In a one-paragraph summary, write what you wouldthink if your future was decided by others or by fate. Supply at least three reasons whyyou answered as you did. This is to be submitted as part of the Reflective Thinkingassignment, which is turned in at the end of the unit.&KRLFHV LV D UHJLVWHUHG WUDGHPDUN RI &DQDGD (PSOR\PHQW ,QVXUDQFH &RPPLVVLRQ &(,& DQG LV XVHG XQGHU OLFHQVH E\ %ULGJHV 7UDQVLWLRQV ,QF D ; 3 &RUSRUDWLRQ FRPSDQ\ &RS\ULJKW ; 3 &RUSRUDWLRQ OO ULJKWV UHVHUYHG
Teacher’s Guide to the Decision Making GuidePage Teacher-10Lesson Plan Three – Paths of LifePurposeTo examine the impact of Snap Decisions on a life.Outcomes1. Students will define several benefits of and problems with snap decisions.2. Students will explain why snap decisions are more common than responsible decisions.3. Students will relate personal needs, interests, and skills to the process of making decisions.Materials and Prepx Access to a computer lab with Bridges Initiatives' Decision Making Guide or use paper cards tocreate a classroom activity for the Paths of Life.x Look over the process of the Paths of Life exercise. Some students will have questions aboutsome of the choices the SECOND time they go through it. If you have resources to help themget an answer, bring those resources to class.x A classroom set of the worksheet Snap Decisions.Introductory Activityx Tell students that last day we looked at the decision-making style of No Decision – a style thatis preferred by some people who either don't want responsibility or don't care what happens totheir life. Today, we will examine a second decision-making style – Snap Decisions. Remindthem of the definition.x Ask students to identify snap decisions they made in the past 24 hours – for example, what shirtto wear, what TV show to watch, what person to phone. Inform them that many li
Teacher’s Guide to the Decision Making Guide Page Teacher-5 Teaching the Decision Making Guide in the Classroom One classroom strategy is simply to have a class of students use the Decision Making Guide on the computer and have them complete the unit individually. We believe this should be your second choice.
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