Team Bean Bag Toss - Social-Emotional Goal Setting Activity

BOOKING & CONTACT
🛒 Shop & Gift Ideas: https://www.amazon.com/shop/scottampe...
🗞️ Email Newsletter: ⁠http://tinyurl.com/LifeIsTheFutureNew...
🎙️ Partner Program: ⁠http://LifeIsTheFuture.com/partner-pr...
📲 Teaching insight, blog posts, books, and more: ⁠http://LifeIsTheFuture.com

THIS VIDEO
A "fly on the wall" look into our classroom. Full SEL team building goal setting lesson included!

LESSON PLAN:
https://docs.google.com/document/d/1t...

BACKGROUND:
Prior to this lesson, students have had Health Class experiences that involve life skills and content they can connect to their personal lives-- in particular, their choices and behavior. (Positive lifestyle choices are actions that maintain and improve health, prevent disease, and reduce risky behaviors.) Students have been through goal setting practice, and are constantly working on other skills like decision making, influence analysis, advocacy, and self-management. We also interweave 21st century skills of communication, creativity, collaboration, and critical thinking. Teambuilding and challenge activities are commonplace in order to create long-lasting analogies for real life.

ACTIVITY:
The aim of this particular class period is to help students develop accessible metaphors for goal setting, decision making, and social-emotional learning. Additional connections and content will make their way into debriefing and future lessons... several interactions or outcomes have promise for elaboration or additional teachable moments at a later date.

Notice the gradual increase of classroom energy throughout the activity. This is normal! The group of students started out a bit shy when presented with the first challenge and concept of patience (and safety). But you'll notice the group was more engaged and active with the compounding challenges and related skill outcomes. These skills are totally interchangeable and often come up out of order-- what occurred in the video was fairly typical, but the teacher/facilitator can modify learning to fit their specific desires.

Watch and listen in as the class drew each other in to almost complete engagement by the end.

As the teacher, I was able to step back after each challenge was presented and let leaders emerge. Teaming activities can always be voluntary-- challenge by choice-- allowing active observers if ever needed. This is all useful in debriefing to connect inclusion and involvement to real life. You can see positive peer pressure in the works as the students involved all classmates each step of the way. This might not always occur, but this group handled it well.

The bean bags offered just a bit of movement to boost brain activity. With the various bins, the different color bean bags, and the social actions of the group, students were pushed to develop a deeper understanding and application of motivation and success as it relates to real life endeavors.

FOLLOW-UP:
Follow-up discussion questions can focus on any struggles, success, or specifics brought out by the activity. General themes:
Undoubtedly, the group will be frustrated at some point during this activity. This is natural, and find a way to use that frustration as a learning tool and a great start to your debriefing.
How did the planning go? Were the strategies discussed actually carried through, or were they adapted over the span of the activity?
Was everyone included in the activity? Were planning ideas welcomed? Was everyone able to communicate their comfort level (or lack thereof)?
Did anyone feel a lack of positivity or dedication to the group in this activity?
Was a leader (or leaders) ever established?
What can be taken away from this activity? How does this translate over to real life?

Health concepts in this lesson/unit: goal setting, social health, privilege, equality, equity, inclusion, influence analysis, communication, and social connectedness. Specific follow up conversations for Health Ed are great! They are included in the Google Doc linked at the top. :)

Subsequent lessons allow students to reflect through reading and journaling, small group discussions, and further large group activities to develop similar life skills.