Year 2, LEsson 2.3 - What Advice Would You Give?

Students will become familiar with the qualities of role models and the influence of role models on decision-making.

Students will be able to practice serving as mentors by offering and receiving advice to others that aligns with the 3Es of good work.

Relationship Skills, Collaborative Problem Solving

45 minutes

1. Remind students that in the previous class they discussed who was a positive mentor, or someone they might copy or emulate in life, and who was an “anti-mentor,” or someone not to copy or emulate in life. If time is available, as one or two students to share out who they discussed as their examples.
2. Tell students that during this class they will have a chance to step into the role of mentor by thinking about what it is like to give advice to others.

1. Opener: Identifying Good Work Dilemmas [5 minutes].

Provide students with the “What Advice Would You Give” Handout and assign a dilemma to each student (there will be duplicates).
Ask each student to independently consider which of the 3 Es is at issue in this dilemma. Stress that it may well be two elements or all three.

2. Offering Advice - Mentor Networks [35 minutes].

Place the mentor groups at different locations around the room, clearly labeled with their perspective.
Students who are not serving as mentors will take on the role of their assigned Dilemma Characters. Each Dilemma Character should imagine they are the main character in their assigned scenario from the "What Advice Would You Give?" handout.
The Dilemma Characters will move from station to station, seeking advice from the mentors. At each mentor station, the Dilemma Characters will describe their dilemma and ask for guidance.
Mentors will provide advice based on their assigned perspective (Ethics, Excellence, or Engagement) using the guiding questions:

What are the potential outcomes of the scenario?
Considering ethics/excellence/engagement, which actions do you think the main character should take or avoid?
Who might be affected by your suggestions, and what ethical/excellence/engagement consequences might arise?
What alternatives did you consider, and why didn’t you recommend them?

Throughout the activity, switch the students serving as mentors with other students in the class. This will allow all the students to experience both giving and receiving advice from the mentor perspectives. Set a timer to ensure that students have enough time to consult each station and that mentor roles are rotated promptly.
Bring the class together for a brief discussion. Ask students to reflect on the different advice they received and how the varied perspectives (ethics, excellence, and engagement) influenced their thinking.

3. Closing and Exit Ticket [5 minutes].

Provide students with the Year 2, Lesson 2.3 Exit Ticket.
Students will consider the following question:
- What is some advice you have received regarding being a student or your future career that you feel was not the best advice? If you were advising someone else in a similar situation, what advice would you give them? Think about how your advice might align with the 3Es of Good Work.

Possible Enrichments

Ask students to continue the process of reflection, writing about the story they considered in class today. Thinking about the advice they received, ask them to consider how the advice addressed issues of excellence, ethics and engagement, and how they felt this advice may/may not solve the issues the protagonist faces. If they feel unsatisfied with the current plan of action, ask them to develop an alternative plan.
Keep this exit ticket for The Good Work Portfolio.

Lesson Walkthrough

Watch this short video guide for lesson specific advice from The Good Project Research Team.