Unit Learning Goal
Students will articulate their own values and beliefs about work.
Lesson Goal
Students will be able to identify behaviors that they believe embody the 3 Es.
Assessment
Students will create a “Good Work Bingo” card that should capture core good work concepts such as the 3 Es, responsibility, values, etc. that can be evaluated as part of their portfolios. The in-class discussion can be monitored and used to provide feedback.
portfolio documentation
RESOURCES
Total TIME
45 minutes
Instructions
1. Opener. Review students' ideas of a “good worker” from Lesson 1.2 [5 minutes].
Ask students to think back to Lesson 1.2 about the person they described who exemplifies good work. If they can’t remember or weren’t present, that’s ok; just ask them to think about a person now.
Have students turn to a partner and share – who was their “good worker”? What were one or two things about the person that made them think they were a good worker?
2. Introduce the activity “Good Work Bingo” [5 minutes].
*Note to teacher: take a look at this Bingo activity to get a better idea of what students should be trying to create in today’s lesson. We suggest not showing this activity (which contains a completed board) to students, as it might bias them towards these answers rather than trying to create their own during this lesson.
Tell the students that your goal today is going to be creating a “Good Work Bingo Board” for your class [or school!] to use in the future to identify when students are engaging in good work strategies or doing good work behaviors. Provide students with 1-2 examples so that they understand the assignment (e.g., “When I help my colleagues during tough moments, I am demonstrating how I value teamwork” or “I engage in the ‘Mirror’ part of reflection when I pause at the end of the school day to think about what worked well and what didn’t”).
The “good work” behaviors/strategies that students put on their Bingo cards can be related to or oriented around any of the Good Work core concepts, including the following:
The 3 Es (excellence, ethics, engagement)
Values
Responsibility (rings of responsibility)
The 3 Ms (mirror, mission, mentor)
Alignment & Misalignment
Dilemma Discussions (including how to reflect and analyze)
Other (awareness of challenges and opportunities, perspective-taking, etc.)
Tell each student that they will be getting a blank “Bingo Board.”
Students should fill up their personal board with “good work” behaviors and strategies related to the core concepts.
Students will want to make sure they have a range of “good work” concepts represented – for example, not all items should be focused on “excellence.”
Students need to know which concept corresponds with each of the items on their board.
3. Brainstorming Bingo behaviors and strategies [15 minutes].
Break students into small groups or pairs.
There are multiple ways you might allow your students to fill up their Bingo cards. You could:
Give students 10-15 minutes walk around your school community to observe other students to get inspiration from other students who might be exhibiting good work behaviors;
Watch a short classroom video to observe classroom behaviors. For example:
For example, this clip
Ask students to brainstorm behaviors and strategies based on their own ideas and also based on thinking about the behaviors and strategies of their “exemplar” good workers.
Students should fill out their “Good Work Bingo Boards” as they brainstorm these behaviors and strategies. They may want to write in parentheses at the bottom of each square which core concept they feel that this item relates to the most.
4. Play “Good Work Bingo”! [15 minutes].
Once students have completed filling in their Bingo sheets, call the class back together.
Tell them you’ll be playing one form of “Good Work Bingo,” where you as the teacher will call out Good Work concepts, and student groups should mark on their Bingo if they have represented the named concept on their boards with a behavior or strategy (e.g., You as the teacher call out “Responsibility,” and students mark off one item on their board that corresponds with that concept).
*Note: Preferably students would not physically mark their Bingo boards but could use some sort of object (coin, shell, eraser) to mark their squares so that the students can use their Bingo sheets again.
Tell the students that they have won, or gotten “Bingo,” if they mark down five items in a row horizontally, or five in a row vertically, or five in a row diagonally. When this happens, they should yell “Bingo!”
WINNING BINGO!
Students can win Bingo if they mark five items across, five items down horizontally, or five items diagonally.
Call out the list of Good Work core concepts in random order until a group of students yell “Bingo!”. For example:
Excellence
Engagement
Values
Responsibility
Dilemmas
Each time you call a concept, have 1-2 students say out loud their examples that they wrote on the Bingo board.
Once a group wins, have the students who won explain together which behaviors/strategies on their board match the Good Work core concepts that were called out that allowed them to reach “Bingo.”
Discuss as a class whether you are in agreement if these behaviors represent these concepts or if any adjustments need to be made.
If time allows, continue playing until another team achieves “Bingo,” and have the same discussion.
5. Exit Ticket [5 minutes].
Have students consider the following question:
Which of the behaviors that you documented on your “Bingo Board” feel easiest for you to make a habit of in your daily life? Which are most challenging? Why?
Possible Enrichments
Ask students to observe their school community over the next week and to document the “good work” behaviors and strategies they see in their fellow schoolmates on their “Good Work Bingo Boards.”
Check back together the following week to see who has achieved “Bingo” from these observations, and based on what behaviors and which Good Work core concepts.
Consider strategizing as a class how to encourage more of the Good Work behaviors and strategies you’ve captured in your Bingo boards in your school community.