Unit Learning Goal

Students will understand the term “good work” as defined by excellence, ethics, and engagement. 

Lesson Goal

Students will differentiate and understand the relationship between “good work” and “work.”

Assessment

Students will discuss whether the central characters in a dilemma are doing “good work,” and students’ written reflections can be collected and assessed in the Good Work portfolio. Students will fill out an exit ticket. Teacher impressions of group conversation can be used to provide feedback.

portfolio documentation

Resources

Total TIME

45 minutes

Instructions

1. Opener [5 minutes].

Remind the students about the “good work” framework as defined by the 3Es. Use the “Review Questions” below to facilitate a discussion. Note: use the 3Es video if helpful. 

  • Excellence: work that is high in quality

  • Ethical: work that is socially responsible; workers are concerned about the consequences of their actions and the means by which their work is achieved. 

  • Engaging: work that is meaningful (consider personal, social, and professional forms of meaning)

Review Questions: 

  • What are the components of “good work”?

  • What do you think just doing “work” means? 

    • After a brief discussion, explain to students that just “work” is work that is absent one of the 3Es. So, for example, a worker who might be doing excellent work but is corrupt (unethical), or a person who is engaged in their work but their work is poor in quality (not excellent).

2. Show the Good Project video of modeling how to discuss a dilemma using a “See-Think- Wonder” routine [5 minutes].

3. Present students with the dilemma “The Meaning of Grades” [5 minutes]. 

  • Depending on your class, spend time reading either the whole dilemma or just the short summary together as a class. Alternatively, view the video version of the dilemma. 

  • Tell your students that, like the video example they just viewed, they will be discussing the dilemma in groups using a “See-Think-Wonder” routine. 

4. Have students complete a “See-Think-Wonder” chart about “The Meaning of Grades” dilemma individually or in small groups [15 minutes]. 

  • Break students into small groups (3-4 people) or ask them to work individually. 

  • Students should fill out the “See-Think-Wonder Chart” Handout

  • Students should discuss together and answer the following questions: 

    • What do you see in this narrative? Do you notice examples of “work” versus “good work”?

    • What does the narrative make you think about? Do you think there is a way for Stephen to handle this dilemma doing just “work” that might ignore one of the 3 Es, versus doing “good work” that takes the 3 Es into account?

    • What does the situation make you wonder? Do you have unanswered questions?

  • Add the See-Think-Wonder Chart to students’ Good Work Portfolio.

  • “ I completed [this lesson] with a group of students. I completed the lesson over the two classes. While working on the dilemmas and documenting students thoughts using See, Think, Wonder routine was a bit difficult. The routine is more helpful while working with artifacts. However, uncovering ethical dilemmas and uncovering perspectives, especially in this case of Stephen I was unable to very effectively nudge the students to use the routine. As I had split my lesson over two classes, the next day I planned the discussion around [the] dilemma using another routine called Step Inside. This routine is very helpful in understanding perspectives…

    The dilemmas did evoke a good connect. Stephen's dilemma looked very real to my own experiences, hence I was able to model my perspective to the students.”

  • “Probably a good strategy could be Circle of viewpoints, so students could think of the perspectives of Stephen, their colleagues, the students who receive inflated grades, and the students who do not have inflation in their grades. This could manage a better discussion of the meaning of "work" and "good work" thinking of the 3Es as a frame, but also, considering the impact of the actions according to the perspective stated.”

5. Hold a whole class discussion regarding the “Meaning of Grades” dilemma [10 minutes]. 

  • Bring students back together from small groups or individual work. 

  • Ask for feedback about why Stephen is doing or not doing “good work.” Focus on the distinction between “good work” and work that does not meet that standard. Questions may include:

    • How do you see Stephen’s grading choices relating to the 3 Es?

    • How would you do “good work” if you were Stephen?

    • What would it look like if Stephen did NOT do good work? 

6. Closing & Exit Ticket [5 Minutes]. 

  • Present students with the exit ticket question: 

    • “How can you tell the difference between someone who does good work from someone who just does their work without considering the 3 Es?”

  • For the next lesson, remind students to start thinking of a dilemma they have encountered in their own lives or a dilemma they’ve witnessed someone else encounter.

Possible Enrichment

  • Students create their own example of a “good worker” vs. “just working” in the “Worker & Good Worker” Activity