Success Through Self-Awareness

**Essential Question:** How do I work and grow?
**Learning Targets:**
*What do you want students to learn today?*
Some of us are outwardly focused and some are inwardly focused.
Some of us prefer to take in information using facts, while others prefer to see the big picture and imagine possibilities.
Some of us prefer to make decisions using logical reasoning, while others prefer to use personal values and the feelings of others.
Some of us prefer to have detailed step-by-step instructions while others prefer to be spontaneous and leave options open.
**Success Criteria:**
*How will students and teachers know learning targets have been met?*
I can identify what it means to be introverted/extraverted, sensing/intuition, thinking/feeling, and judging/perceiving.
I can identify which category appeals to me for each of these categories.
I can recognize the differences in the way that I view the world and the way that my classmates view the world.
I can work with others who have similar and different personalities than I do.
**Core Content Anchor Standards:**
CCSS.ELA-LITERACY.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.SL.9-10.1.D Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
CCSS.ELA-LITERACY.SL.9-10.4
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
**Essential Skills:** problem-solving, collaboration, adaptability, resourcefulness, emotional intelligence
Standards for Career Ready Practice:
Develop an education and career plan aligned with personal goals.
Work productively in teams while integrating cultural and global competence.

Experience

Launching the learning and making connections to past knowledge.

Time needed for this section: 20 minutes. (12 minute assessment, time for transition to computers and record results).

Have students take the personality assessment on 16personalities.com. Say: “You will be shown a series of statements to which you will choose to agree or disagree. There are no wrong answers. Answer honestly, even if you don’t like the answer. Try not to choose “neutral” for too many statements as this will make it difficult to get an accurate reading. The assessment should take you less than 12 minutes. When you are finished you will record your results on your reflection document. When recording your results add a screenshot of your results as well as the percentages for each letter in the provided chart. The percentages are important because there is a difference between being 90% one way and only 50% one way. These specifics will help you go deeper with your reflection.”

When finished, students should screenshot their results and add the percentages of their results into their reflection document.

Discover

Discover something new.

Define

Seeing the new discovering in action.

Students will begin the process of decoding their personalities.

For each area (mind, energy, nature, tactics, identity) students will discover through an activity and then define the activity results meaning as students learn what each letter in their personality means.

Time needed for this section: 50 minutes.

The Mind--Where do you get your energy from? (Introverted or Extroverted)

Discover: Students plan an ideal vacation with unlimited time and unlimited money. Students write their responses in the space provided in the Success Through Self-Awareness Reflection Document. Set a timer for 90 seconds. When the timer goes off take volunteers to share their responses. *Note: you will be able to tell if students are introverted or extroverted from their responses. Introverted responses will include close-knit groups of friends and relaxing activities. Extroverted responses will include getting energy from others and loud activities.

Define: Describe the differences between introverted and extroverted people. This is the E and the I in their personality types. Students take notes and reflect on the bullet points that they relate onto their Success Through Self-Awareness Reflection Document. Use the Personality Descriptors Handout to demonstrate the differences in the personality types.

Energy--How do you see the world and process information? (Sensing/ObServant or INtuitive)

*Note: the original personality assessment developed to measure these qualities is called the Myers-Briggs Type Indicator (MBTI). This assessment uses the term “sensing” to refer to the S/N letter. The 16personalities version uses the term observant.

Discover: Say: “I am going to give you a direction. This is a silent activity as talking will influence other people’s ideas. Do not ask questions, do not ask for clarification. Write down the first things that comes to mind in the chart on your Success Through Self-Awareness Reflection Document. The direction is: “Describe the Classroom.” Set timer for 90 seconds. When the timer goes off take volunteers to share their responses. *Note you will be able to tell if students are sensing/observant or intuitive from their responses. Sensing/observant responses will focus on details of the classroom, counting the number of chairs, tables, windows, etc. Intuitive responses will focus on the way the classroom makes them feel and the relationships that they have with others or with the curriculum.

Define: Describe the differences between sensing/observant and intuitive people. This is the S and the N in their personality types. Students take notes and reflect on the bullet points that they relate to on their Success Through Self-Awareness Reflection Document. Use the Personality Descriptors Handout to demonstrate the differences in the personality types.
(Optional Extension: adds approximately 8 minutes): Group Experience: Split students into groups based on their S or N code in their personality. Give them the challenge of finding as many uses for a brick as possible. Note: Sensing/observant groups will have a difficult time with this task as they are literal people. Intuitive groups will come up with a long list of uses including many creative ones such as “a pet.”

Nature--How do you cope with emotions? (Feeling or Thinking)

Discover: Split students into groups of Feeling and Thinking people. Give each group a handout of scenarios describing people who work for a large company. Read the directions aloud to the class. “Your group is the board of a large company. Your company’s top management has told you that they are going have to layoff 3 people due to budget cuts. You are in charge of deciding who is going to be laid off. How does your group decide who will be fired? The following is a description of your employees. Decide who will be cut, describe how your group came to this decision, and the reasons each person “got the boot.” You will be sharing your findings with the class.”

Set a timer for 5 minutes for student groups to make their decisions. Ask groups to share who they are laying off and who they are keeping *Note you will be able to tell if students are Thinking or Feeling from their responses. Thinking responses will be logical and based on capital gain for the company. Feeling groups will have a difficult time with this activity and will typically never layoff #4. Use the Personality Descriptors Handout to demonstrate the differences in the personality types.
Define: Describe the differences between thinking and feeling people. This is the T and the F in their personality types. Students take notes and reflect on the bullet points that they relate to in their Success Through Self-Awareness Reflection Document.

Tactics--How do I approach planning and decision making? (Judging or Prospecting/Perceiving)

*Note: the original personality assessment developed to measure these qualities is called the Myers-Briggs Type Indicator (MBTI). This assessment uses the term “perceiving” to refer to the J/P letter. The 16personalities version uses the term prospecting.

Discover: Split students into groups based on their Judging or Perceiving/Prospecting personality type. Have students use a piece of scrap paper to plan the birthday party. Set timer for 5 minutes. When the timer goes off have groups share their plans with the class. *Note you will be able to tell if students are Judging or Prospecting from their responses. Judging personality types will have more details and specifics. You will often see lists of activities such as “arrive at 2pm, eat at 3pm, entertainment at 4pm, cake at 5pm.” Judging groups are also more likely to have a theme for the party and an age for the child. Prospecting groups get very excited about this activity. They will suggest a long list of things in no particular order such as “bounce house, music, cake, balloons, presents…” Use the Personality Descriptors Handout to demonstrate the differences in the personality types.

Define: Describe the differences between Judging and Perceiving/Prospecting people. This is the J and the P in their personality types. Students take notes and reflect on the bullet points that they relate to in their Success Through Self-Awareness Reflection Document.

Identity--How confident are you in your decision making? (Assertive or Turbulent)

Define: Describe the differences between Assertive and Turbulent people. This is the A and the T in their personality types. Students take notes and reflect on the bullet points that they relate to in their Success Through Self-Awareness Reflection Document.

Reflect

Applying the information to real life.

How does knowing about your personality style help you understand yourself and understand those around you? Students reflect in Success Through Self-Awareness Reflection Document.

Optional Extension Activity: Students create personality presentations showing examples of them displaying these personality traits. Self Slide Deck Template

Stage One