Summary of "108 - Social-Emotional Learning and Trauma - Session 3 - Lesson 2"

Main ideas and lessons

The video teaches a structured decision‑making process to use with students as part of social‑emotional learning (SEL). The process is presented as a six‑step method that can be used both proactively (to teach/model) and reactively (to reflect after a poor decision). The presenter demonstrates the steps using real‑life adult and student scenarios and offers practical classroom activities differentiated by grade band (K–5, 6–8, 9–12).

Key points:

Decision‑making skills should be scaffolded across grades because cognitive development (frontal lobe maturation) affects students’ ability to weigh risks and consequences.
Older students face higher‑stakes decisions; teachers should partner with school counselors for complex or life choices.
The method supports SEL skills such as social awareness, empathy, refusal skills, goal setting, and weighing pros/cons.

The six‑step decision‑making method

Know the facts Clearly define the challenge or decision: what is happening, who is involved, where and when.
Identify required information Determine what you need to know to make a good choice (rules, constraints, resources, missing facts).
List concerns (constraints/risks) Enumerate possible risks, limitations, or consequences to self and others.
Develop possible resolutions (options) Brainstorm feasible options or solutions that address the challenge.
Evaluate the resolutions Assess pros and cons of each option (cost, safety, practicality, impact on others).
Recommend and implement action Choose the best option and put the plan into action. Use the process afterward as a reflection if the outcome was poor.

Examples of application

Adult example (dinner decision)
1. Know the facts: need to eat.
2. Identify required information: menus, GPS, dietary constraints.
3. List concerns: gluten allergy, cost/finances.
4. Develop options: restaurants that fit dietary needs.
5. Evaluate: compare cost, menu, convenience.
6. Recommend and implement: pick a restaurant and go.
Student/recess example (slide safety)
1. Know the facts: there’s a slide and a friend nearby.
2. Identify required information: slide rules and safety expectations.
3. List concerns: falling, injuring self/others.
4. Develop options: go feet first, headfirst, on your stomach, sit/butt-first.
5. Evaluate: consider risk levels (e.g., headfirst risk vs. safer butt-first).
6. Recommend and implement: choose the safer option and act.

How to use this method in classrooms

Put the six steps on a printable graphic for use as a reflection sheet after incidents or as a planning tool before activities.
Model the steps with role play and class discussions.
Use the steps to teach consequences and empathy by exploring how choices affect others.
Two main uses:
- Before a decision (modeling, roleplay, prevention).
- After a decision (reflection, repair).

Suggested grade‑level activities

K–5 (elementary)

Book talk / story discussion: identify decisions characters make (example: Clifford the Big Red Dog) and discuss responsible vs. silly choices.
Role‑playing: act out choices and consequences (recess scenarios) using the six steps.
Board games: use games (e.g., Monopoly, Hungry Hungry Hippos) to highlight decision points and reflect afterward.
Sports and team play: demonstrate how individual choices affect teammates and safety.
Approach: use simple, concrete examples and focus on safe vs. unsafe inferences.

6–8 (middle school)

Book character analysis: deeper discussion about motives and pros/cons (examples: Blood on the River; Because of Winn‑Dixie).
Refusal skills: teach how to say “no” effectively and calmly with verbal strategies that avoid escalation.
Weighing choices: use a scale graphic or pros/cons list to quantify impact.
Compare/contrast: Venn diagrams to map outcomes of different choices and identify overlaps.

9–12 (high school)

Pros/cons lists and formal decision analysis for bigger, longer‑term choices (college, careers, GPA impacts).
Goal setting: break big decisions into steps and milestones.
Collaborate with school counselors: refer students for support with significant life or academic decisions.
Emphasize continued scaffolding: students need decision tools plus adult guidance for higher‑stakes choices.

Other instructional points

Many activities and SEL concepts can repeat across grades with increasing complexity.
Emphasize social awareness and empathy when evaluating how choices affect others.
Use reflection after mistakes to reduce repeat harmful behavior.

Speakers and sources

Presenter / instructor (unnamed in the video)
ExceptionalSkills.com (referenced for the “know the facts” idea)
Example books/games: Clifford the Big Red Dog; Blood on the River; Because of Winn‑Dixie; Monopoly; Hungry Hungry Hippos
School counselor (recommended as a school‑based resource)
Background music (briefly noted at start/end)