EDUCATION 472 Strategy Instruction Log

DATE OF STRATEGY LESSON: 10/19/22

TOPIC AREA: Social Skills - Managing Emotions and Behavior, Resiliency

GROUPING: (Name size of student group receiving the strategy instruction. For example, one-to-one, group
of four, whole class, etc.)

Group of 4 students
STRATEGY USED: (Provide name of the strategy and include references.)

Board Game – Roller Coaster of Life

RATIONALE: (Tell why you are implementing this strategy. How does it connect to Marzano’s Top Nine?
What evidence have you gathered that made you choose this specific strategy?

I am implementing this strategy in order to encourage discussion and active engagement. I believe this strategy is
connected to Marzano’s Top Nine through Cooperative Learning. Having the students sit at one table and play the
educational game together allowed them to ask informal questions and work together to come up with responses.

COMMON CORE PA STANDARDS and/or IEP GOAL: (If applicable, list the appropriate Common Core
PA Standards)

Standard 16.1.12.A - Evaluate emotional responses in relation to the impact on self and others at home, school,
work, and community.

Standard 16.1.8.C - Analyze adverse situations and identify appropriate protective factors and coping skills.

STEP-BY-STEP EXPLICIT DIRECTIONS PROVIDED TO STUDENT: (Describe in sequential detail how

the strategy will be taught to the students.)

1. Formally begin the lesson by providing a social scenario on the Smart Board – “You are talking to a
couple of kids at school when one of them says something really bad about one of your friends. You know it isn’t
true. What would you say to them?”

- Wait for students to respond by raising their hands

- Listen to students’ initial thoughts – allows me to get a better understanding of how they think - baseline

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- Provide multiple answers that will be appropriate. Possible answers include but are not limited to: “Tell the person
that what they are saying is not true.”, “That’s my friend and I don’t think you should talk about someone like that.”

- Tell students that we are going to play a board game that gives us a lot of different scenarios they may
experience both in and out of school.

- During the board game, informally assess students through their answers to the game’s scenarios.

- Offer assistance to students by way of reading the scenario cards if they are long or struggle with complex
words.

- Tell students to gather around the middle-left table and bring over five chairs.

- Explain to students that this is a role-playing game and that they are supposed to put themselves in the
following situations and answer the questions appropriately.

- Explain to students that every time they give an acceptable answer, they are to roll the dice and move that
number of spaces.

- Warn students that there are some “punishment cards” and “reward cards” hidden in the stack of cards that
should make the game more interesting.

- Repeat the rules of the game and answer any questions students may have.

- We will begin the game with the student whose birthday is closest to October. The order of turns will be
clockwise.

- Let the students know that the instructor is expecting real answers and explanations. One-sentence answers
are not acceptable.

- Explain to the students that once the first piece crosses the finish line, a winner is crowned, and the game is
over.

- Ask students how using their answers from this game can help them in their real lives.

- Check for student understanding by listening to their explanations.

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- Encourage students to respond to adverse situations with appropriate coping skills.

Results of the Strategy:

This strategy allowed students to communicate appropriate responses to situations they may encounter throughout
the day. Students were engaged and enjoyed playing a game. Students came up with some very good answers, but
some of them were short. I encouraged students to extend on their answers.

Personal Reflection:
This strategy was a success. These students love board games, so they were excited to participate.
This strategy was beneficial for the students because it made them think about their own lives and
understand how to act in certain situations.