Self-Reflection:
It's how you get better.  At anything.

SR.1 Identifying strengths:

 Students are able to identify their personal strengths and use “positive traits” vocabulary to describe themselves and their personalities.
National Character Day: What Are your strengths?
To celebrate National Character Day, students create "Strength Cards" to share with their classmates.
Intro to Student-Led Conferences
Some schools like to hold regular Parent-Teacher Conferences.  Of course, this completely misses the point - that the student is the holder and owner of their own academic success.  As a result, I recommend you use the following presentation to help guide you through a very simple structure for a Student-Led Conference.
How do we Grow? (Growth Mindset)
If you can think of a random skill, there is somebody out there who has mastered it.  But is that something that they were born with, or did they have to practice to get there?  This presentation walks through the importance of practice and hard work for mastery of any skill - and how that relates to the concepts of a "Growth" or "Fixed" Mindset.  

SR.2 Identifying areas for growth:

Students are able to identify their personal areas for growth and use Growth Mindset language to describe these areas.
The Opposite Of Success (Growth Mindset)
This lesson walks students through the process of identifying some Growth Mindset language stems that can help them look differently at the things they struggle with in a way that will help them work towards success.
Brain-Muscle Practice Parallels (GRowth Mindset)
This lesson helps students draw parallels between how the muscles grow and how we learn and grow our brains, especially when trying to build “Growth Mindset.”
Areas for Growth (Growth Mindset)
Continuing previous conversations about "Growth Mindset," this lesson focuses on our misunderstanding of "success" - when we see somebody who is successful and think it was easy for them because we don't see all the time and hard work that went in beforehand.  Students create a "Growth Path" to visualize their own growth towards success to finish the lesson.

SR.3 Identifying emotional triggers:

 Students are able to identify different “triggers” that cause them to quickly lose control of emotions and/or make poor decisions for themselves.
Intro to Empty the Cup (+ Appropriate sharing)
As we begin to dive into the key focus of PLT Lab, we will talk about the idea of "Emptying Your Cup" - and what it means to go through a day with a full cup.  This lesson also goes over Appropriate Sharing, in preparation for all of the sharing we will be doing in this class.
​PLT TOUCHSTONES: EMPTY THE CUP
​This PLT touchstone helps students think about how to manage their emotions and behaviors, especially when they’re full of frustration. ​
PLT TOUCHSTONES: EMPTY THE CUP AND SPEAKING TO BE HEARD
For students who have had PLT Lab before: a review of key concepts and shared language. Empty the Cup: deals with events that frustrate us and how to relieve that frustration. Speaking to be heard highlights accountable talk.
Emotional Triggers
Emotional triggers are different for every individual.  This lesson walks through the concept of "Fast-Faucet Cup-Fillers" and "Instant Cup-Fillers."  
What Empties my Cup?
It is really important to start learning what things help us empty our cups - so we can be better able to handle the different obstacles that come our way.  This lesson walks us through a reflection on what empties our cups.
(tied to Coping Skills)
Cup-Fillers: Finding my Triggers
This lesson walks through a process of reflection that can help us start to identify what is the root cause of our issue, how we can make up for our cup-filled mistakes, and come up with solutions to keep from having the same issues in the future.

SR.4 Backwards Reflection: ​

Students are able to reflect backwards from a triggering situation and identify different actions, behaviors, and situations that led to a particular reaction.  
Backwards Reflection
"Backwards Reflection" is a tool that can help us better identify all the other things that are filling our cups, so we can deal with those before our cup is overflowing at all.  
(Tied to Coping Skills)
Student-directed: Backwards Reflection
Case Study-driven lessons focusing on:
​SWBAT describe the value of Self-Reflection for personal growth and success
SWBAT reflect backwards from a triggering situation and identify different actions, behaviors, and situations that led to a particular reaction at different points in time
Student-Directed: Backwards Reflection, part II
We often cause little problems to become big problems that prevent us from being successful by not taking the time to honestly self-reflect.  
Using a Backwards Reflection process can help us figure out what the little causes of a bigger problem were - and how to fix them to solve the problem in the future.

SR.5 Backwards Mapping:

 Students are able to “map” different Coping Skills onto a backwards reflection as a way to plan for successful management of similar triggering situations in the future.
Backwards Mapping
"Backwards Mapping" involves reflecting on a situation when your cup has overflowed and identifying where we could have done something different to have a better outcome.  
(tied to Coping Skills)

Assessments

Various assessments for Self-Reflection (some more long-term than others)
Copyright © 2015 Greg Callaham