Student Name: Matt Bradshaw
Lesson Title: SMART Goals Grade(s): 9th
# of Lessons in Unit: 5 Lesson # 1 Time Required: 43 Minutes
Target ASCA Mindsets & Behaviors:
M-1 Belief in development of whole self, including a healthy balance of mental, social/emotional and
physical well-being
M-2 Self-confidence in ability to succeed
B-LS 3 Use time-management, organizational and study skills
B-LS 4 Apply self-motivation and self-direction to learning
B-LS 7 Identify long- and short-term academic, career, and social/emotional goals
Learning Objective(s):
Work on study skills
Create SMART Goal for year
Materials:
SMART Goals worksheet
Procedure:
5 Min. – Introductions of group members and leader. Information will be name, grade, most challenging
course, and course most excited about
5 Min. – Introduce SMART goals SMART goals worksheet
15 Min. – Work on SMART goal worksheet
5 Min. – Go over each students’ SMART goal
13 Min. – Work on class work from most challenging course
Plan for Evaluation
(How will each of the following be collected?)
Process Data:
Lesson would be presented to 3 to 5 9th grade students in the guidance office or meeting room. The
lessons would be introduced on September 16th, 2019 and wrap up on October 21st, 2019. There would
be one lesson a week and each would last 43 minutes.
Perception Data:
Group will work through each lesson and be given an exit survey to see if they believe they were
positively impacted by the lessons.
Outcome Data:
Achievement will be determined by survey and students’ emotional response to the group.
Follow Up:
Follow up conversations would occur after termination to see how the group members are doing.
Unit Data
(Add post-unit data after lesson has been completed.)
Process Data: 5 lessons to 3 to 5 9th graders.
(How many lessons provided to
how many students?)
Pre Post
Questions or Demonstration
Perception Data: Date # or % Date # or %
(What do students or adults think Do you think you have good
that students know, believe or can study skills?
do?) Do you study every day
outside of school?
Achievement or Related Pre Post Pre Post
Data Element Date # or % Date # or %
Results Data:
Do your study skills reflect
(Student achievement or student
your ability?
choice/behavior)
Do you find it hard to pay
organize your notes?
Student Name: Matt Bradshaw
Lesson Title: Time Management Grade(s): 9th
# of Lessons in Unit: 5 Lesson # 2 Time Required: 43 Minutes
Target ASCA Mindsets & Behaviors:
M-1 Belief in development of whole self, including a healthy balance of mental, social/emotional and
physical well-being
M-2 Self-confidence in ability to succeed
B-LS 3 Use time-management, organizational and study skills
B-LS 4 Apply self-motivation and self-direction to learning
B-LS 7 Identify long- and short-term academic, career, and social/emotional goals
Learning Objective(s):
Work on study skills
Create Time Management schedule
Materials:
Time Management block schedule
Procedure:
5 Min. – Reflect on Lesson one and SMART goals
5 Min. – Introduce Time Management block schedule and how to schedule
15 Min. – Work on Time Management block schedule
5 Min. – Go over each students’ schedule
13 Min. – Work on class work from most challenging course
Plan for Evaluation
(How will each of the following be collected?)
Process Data:
Lesson would be presented to 3 to 5 9th grade students in the guidance office or meeting room. The
lessons would be introduced on September 16th, 2019 and wrap up on October 21st, 2019. There would
be one lesson a week and each would last 43 minutes.
Perception Data:
Group will work through each lesson and be given an exit survey to see if they believe they were
positively impacted by the lessons.
Outcome Data:
Achievement will be determined by survey and students’ emotional response to the group.
Follow Up:
Follow up conversations would occur after termination to see how the group members are doing.
Unit Data
(Add post-unit data after lesson has been completed.)
Process Data: 5 lessons to 3 to 5 9th graders.
(How many lessons provided to
how many students?)
Pre Post
Questions or Demonstration
Perception Data: Date # or % Date # or %
(What do students or adults think Do you think you have good
that students know, believe or can study skills?
do?) Do you study every day
outside of school?
Achievement or Related Pre Post Pre Post
Data Element Date # or % Date # or %
Results Data:
Do you have time for school
(Student achievement or student
work after school?
choice/behavior)
Can you complete work or
study after school?
Student Name: Matt Bradshaw
Lesson Title: Quizlet Grade(s): 9th
# of Lessons in Unit: 5 Lesson # 3 Time Required: 43 Minutes
Target ASCA Mindsets & Behaviors:
M-1 Belief in development of whole self, including a healthy balance of mental, social/emotional and
physical well-being
M-2 Self-confidence in ability to succeed
B-LS 3 Use time-management, organizational and study skills
B-LS 4 Apply self-motivation and self-direction to learning
B-LS 7 Identify long- and short-term academic, career, and social/emotional goals
Learning Objective(s):
Work on study skills
Create Quizlet for upcoming quiz or test
Materials:
Computer
Quizlet account
Procedure:
5 Min. – Reflect on Time Management block schedule and how it has affected their study time
5 Min. – Introduce Quizlet
20 Min. – Work on Quizlet for upcoming quiz or test
13 Min. – Use Quizlet to study
Plan for Evaluation
(How will each of the following be collected?)
Process Data:
Lesson would be presented to 3 to 5 9th grade students in the guidance office or meeting room. The
lessons would be introduced on September 16th, 2019 and wrap up on October 21st, 2019. There would
be one lesson a week and each would last 43 minutes.
Perception Data:
Group will work through each lesson and be given an exit survey to see if they believe they were
positively impacted by the lessons.
Outcome Data:
Achievement will be determined by survey and students’ emotional response to the group.
Follow Up:
Follow up conversations would occur after termination to see how the group members are doing.
Unit Data
(Add post-unit data after lesson has been completed.)
Process Data: 5 lessons to 3 to 5 9th graders.
(How many lessons provided to
how many students?)
Pre Post
Questions or Demonstration
Perception Data: Date # or % Date # or %
(What do students or adults think Do you study before a quiz
that students know, believe or can or test?
do?) Do you have time to study
for a quiz or test?
Achievement or Related Pre Post Pre Post
Data Element Date # or % Date # or %
Results Data: Are you confident in your
(Student achievement or student knowledge for your
choice/behavior) upcoming quiz or test?
Do you know how to study
for a quiz or test?
Student Name: Matt Bradshaw
Lesson Title: Cornell Note Taking Grade(s): 9th
# of Lessons in Unit: 5 Lesson # 4 Time Required: 43 Minutes
Target ASCA Mindsets & Behaviors:
M-1 Belief in development of whole self, including a healthy balance of mental, social/emotional and
physical well-being
M-2 Self-confidence in ability to succeed
B-LS 3 Use time-management, organizational and study skills
B-LS 4 Apply self-motivation and self-direction to learning
B-LS 7 Identify long- and short-term academic, career, and social/emotional goals
Learning Objective(s):
Work on study skills
Introduce Cornell Note Taking method
Materials:
Sample Cornell Note Taking sheet
Procedure:
5 Min. – Reflect on Quizlet as a resource and if student had quiz or test, reflect on how they think they
did
5 Min. – Introduce Cornell Note Taking method
20 Min. – Take notes or transfer notes using Cornell Note Taking method
13 Min. – Work on class work from most challenging course
Plan for Evaluation
(How will each of the following be collected?)
Process Data:
Lesson would be presented to 3 to 5 9th grade students in the guidance office or meeting room. The
lessons would be introduced on September 16th, 2019 and wrap up on October 21st, 2019. There would
be one lesson a week and each would last 43 minutes.
Perception Data:
Group will work through each lesson and be given an exit survey to see if they believe they were
positively impacted by the lessons.
Outcome Data:
Achievement will be determined by survey and students’ emotional response to the group.
Follow Up:
Follow up conversations would occur after termination to see how the group members are doing.
Unit Data
(Add post-unit data after lesson has been completed.)
Process Data: 5 lessons to 3 to 5 9th graders.
(How many lessons provided to
how many students?)
Pre Post
Questions or Demonstration
Perception Data: Date # or % Date # or %
(What do students or adults think Do you think you have good
that students know, believe or can study skills?
do?) Do you think you organize
your notes well?
Achievement or Related Pre Post Pre Post
Data Element Date # or % Date # or %
Results Data:
Do your study skills reflect
(Student achievement or student
your ability?
choice/behavior)
Do you find it hard to pay
organize your notes?
Student Name: Matt Bradshaw
Lesson Title: Test Taking Tips and Termination Grade(s): 9th
# of Lessons in Unit: 5 Lesson # 5 Time Required: 43 Minutes
Target ASCA Mindsets & Behaviors:
M-1 Belief in development of whole self, including a healthy balance of mental, social/emotional and
physical well-being
M-2 Self-confidence in ability to succeed
B-LS 3 Use time-management, organizational and study skills
B-LS 4 Apply self-motivation and self-direction to learning
B-LS 7 Identify long- and short-term academic, career, and social/emotional goals
Learning Objective(s):
Work on study skills
Look at Test Taking Tips
Materials:
Test Taking Tips resource
Exit survey
Procedure:
5 Min. – Reflect on Cornell Note Taking method and how it has impacted their organization
5 Min. – Introduce Test Taking Tips resource
15 Min. – Work to find what tips work best for each student and what it would look like for them
5 Min. – Exit Survey
13 Min. – Work on class work from most challenging course
Plan for Evaluation
(How will each of the following be collected?)
Process Data:
Lesson would be presented to 3 to 5 9th grade students in the guidance office or meeting room. The
lessons would be introduced on September 16th, 2019 and wrap up on October 21st, 2019. There would
be one lesson a week and each would last 43 minutes.
Perception Data:
Group will work through each lesson and be given an exit survey to see if they believe they were
positively impacted by the lessons.
Outcome Data:
Achievement will be determined by survey and students’ emotional response to the group.
Follow Up:
Follow up conversations would occur after termination to see how the group members are doing.
Unit Data
(Add post-unit data after lesson has been completed.)
Process Data: 5 lessons to 3 to 5 9th graders.
(How many lessons provided to
how many students?)
Pre Post
Questions or Demonstration
Perception Data: Date # or % Date # or %
(What do students or adults think Do you think you have good
that students know, believe or can study skills?
do?) Are you confident when it
comes to quizzes and tests?
Achievement or Related Pre Post Pre Post
Data Element Date # or % Date # or %
Results Data: Do your quiz and test scores
(Student achievement or student reflect your ability?
choice/behavior) Do you find it harder to
complete quizzes or tests
than other work?
Reasoning and Reflection
Our study skills group was something that the interns at my site have done in the
past but we were in charge of designing the lessons and implementing them. We reached
out to the counseling team and some teachers to see if they had any 9th graders who were
struggling in class either with organization or their study skills. We had eight students
recommended for our group and issued parent permission forms. The group was split into
smaller groups of 3 to 5 students depending on when their study halls fell on the days we
were at the site. There would be 1 to 2 interns to run each group and we normally ran three
groups a day. This group surprised me a little with how personal the students got. Most of
them really opened up about what they struggled with and they had some great self-
reflection.
Lesson one was a little awkward to start. The students were a little tentative but it
was nice that we were able to do it in student services rather than in their classroom. This
allowed them to feel a little more comfortable and eventually open up. The first lesson was
about creating a SMART goal. We talk so much about SMART goals in our program that I
thought this would be a great lesson for a high school student to get comfortable with. The
students worked very well on creating their goals and did not need much explained. Apart
of the worksheet was to monitor their progress and set up follow ups. The students were
very precise about what they were expecting for each follow up and who could help them
with their goals. Lesson one made me excited for the group and went very well, especially
for just meeting these students.
For lesson two we created a block schedule to help the students organize their days
outside of school. We were thinking that so many students have extracurricular activities
that take up a lot of their time. This can cause them to think that they do not have enough
time to complete work or study for upcoming quizzes to tests. The Time Management
block schedule helped them to see that they have more time than they thought and helped
them to manage this time when it comes. Most of the students played a sport or were
involved in a club that took up time either before or after school. I appreciate the students
being so involved but they were stretched pretty thin. For one student I had to suggest
studying on the way to the ice rink because she really did not have much time.
For lesson three, the students looked at an upcoming quiz or test or even just a
course they found difficult and made a Quizlet for it. Quizlet is a great resource for
studying and they have a lot of free quizzes students can use. I used Quizlet to study for my
Praxis and it certainly made a difference. The students all have to take Biology in 9th grade
and that seemed to be the course that caused the most stress and confusion. This made
things easier when it came to creating the Quizlet. The students worked together and
helped each other when they were confused. This was great to see and when someone can
teach something, it makes them understand it more. The students studied their Quizlets
and looked for similar ones that would help them study.
Lesson four was all about Cornell Note Taking, which was something new to me.
The other intern introduced it to me earlier in the year and I thought it was incredible. I
was actually mad that I did not know about it before because it would have been very
useful to me in college. I struggled with organization of notes and the Cornell Note system
is very organized. The other intern has a notebook that is set up for the Cornell Note
system so we used a page out of her notebook to demonstrate for the students. We then
had them set up their notebooks. Two of the students were as excited as I was when they
saw it. It forces you to organize your notes and it helps with retention because you have to
summarize each section at the end of your notes. I think it helped connect with the
students when they saw my excitement about it.
Our last lesson was all about test taking tips. We found a bunch of tips for prepping
for a quiz or test and for taking a quiz or test. The prepping was a good resource because it
talked about more than just studying. It also looked at sleeping, eating, exercise, and other
factors that students do not think of when they are in high school. We worked with each
student to see what they could do to benefit from these tips and what it would look like in
their average day. To finish the students took an exit survey to see how they rated our
study skills group.
The exit survey reinforced my idea that the students enjoyed the group. They all
said they learned something new and were happy to be able to use some of their new skills.
This made me feel that the group was a success and that we made a difference in their lives.
I would say the group went very well and looking at the grading rubric I would say I meant
all the requirements. I really enjoyed this group and was glad I was able to be apart of it.
