Lesson Plan
Mindful Thinking Group Session Plan
Students will develop metacognitive skills by becoming aware of their own thought processes and learning styles.
Understanding how you think and learn is crucial for academic success and personal growth. By becoming more self-aware, students can identify their strengths and challenges, and learn strategies to support their own learning and well-being.
Audience
6th Grade Group
Time
50 minutes
Approach
Interactive discussion, guided activity, and personal reflection.
Materials
Understanding Your Brain's GPS (slide-deck), Thought Bubble Mapping (activity), My Learning Style Inventory (worksheet), Pens/Pencils, and Whiteboard or Chart Paper
Prep
Prepare Materials
15 minutes
- Review the Mindful Thinking Group Session Plan and all linked materials: Understanding Your Brain's GPS, Thought Bubble Mapping, and My Learning Style Inventory.
- Print copies of the Thought Bubble Mapping activity (one per student).
- Print copies of the My Learning Style Inventory worksheet (one per student).
- Prepare whiteboard or chart paper for group discussion.
- Ensure access to the Understanding Your Brain's GPS slide deck and a projector/screen.
Step 1
Warm-Up: What's on Your Mind?
5 minutes
- Begin with a quick check-in. Ask students: "What's one thing occupying your mind right now? It could be anything, big or small."
- Explain that today's session is about understanding how our brains work and how we can listen to ourselves better.
Step 2
Introduction: Your Brain's GPS
10 minutes
- Present the Understanding Your Brain's GPS slide deck.
- Go through slides 1-3, explaining metacognition as our brain's 'GPS' for thinking and learning.
- Facilitate a brief discussion: "Why is it helpful to know how our own brain 'navigates'?"
Step 3
Activity: Thought Bubble Mapping
15 minutes
- Distribute the Thought Bubble Mapping activity.
- Instruct students to choose a recent learning experience (e.g., struggling with a math problem, understanding a new concept in science).
- Guide them through mapping their thoughts, feelings, and actions during that experience.
- Encourage them to think about what strategies they used or wished they had used.
Step 4
Reflection: My Learning Style Inventory
10 minutes
- Distribute the My Learning Style Inventory worksheet.
- Explain that understanding their learning style is part of listening to themselves.
- Have students complete the inventory independently.
- Briefly discuss the different learning styles and how knowing theirs can help them study and learn more effectively.
Step 5
Wrap-Up: Personal Metacognition Goal
10 minutes
- Ask students to share one insight they gained about their own thinking or learning style.
- Have each student write down one small goal related to self-monitoring or using their learning style knowledge in the coming week.
- Collect the Thought Bubble Mapping and My Learning Style Inventory for review, if desired. Option to use these as formative assessment data.
Slide Deck
Your Inner GPS: Listening to Yourself
Have you ever felt lost in your thoughts or confused about how you learn best? We all have an amazing 'GPS' inside our brains that can help us navigate! Today, we'll learn to use it better.
Welcome students and introduce the concept of 'listening to yourself.' Relate it to having an internal guide.
What's Metacognition?
It's your brain's 'GPS'!
- Meta- means 'about'
- Cognition means 'thinking'
So, metacognition is thinking about your thinking.
It helps you:
- Understand how you learn.
- Know when you're struggling.
- Figure out what to do when you get stuck.
Explain metacognition in simple terms. Use the GPS analogy to make it relatable. Ask students if they've ever used a GPS and what it does.
Why Listen to Your Brain's GPS?
When you understand how you think, you can:
- Learn more effectively: Find strategies that work for YOU.
- Solve problems better: Identify where you're confused and ask for help.
- Become a stronger student: Take charge of your own learning journey.
Discuss the benefits of being aware of their own thinking. Encourage examples from students if they have any, or provide one: "Like when you realize you understand something better by drawing it out."
Mapping Your Thoughts
Sometimes our thoughts feel like a jumbled mess!
But we can learn to map them out, just like a GPS maps a route. This helps us see where we've been, where we are, and where we want to go.
Transition to the 'Thought Bubble Mapping' activity. Explain that they will be putting their thoughts on paper to understand them better.
Your Unique Learning Style
Just like people have different preferred ways to get to a destination (walking, biking, driving), we also have different learning styles.
Knowing your style helps you:
- Choose study methods that fit you.
- Explain what you need to others (teachers, parents).
- Feel more confident in school!
Introduce the idea of learning styles as another way to understand their 'GPS.' Emphasize that there's no single 'best' style.
Navigate Your Learning!
You now have tools to:
- Think about your thinking (Metacognition!)
- Understand your learning style
Use your inner GPS to guide you to success! What's one thing you'll do this week to listen to your brain more?
Conclude by reiterating the main takeaway: actively listening to their inner GPS helps them become better learners. Assign the cool-down goal.
Activity
Thought Bubble Mapping: Navigating Your Learning Journey
Name: _________________________
Date: _________________________
Instructions:
Think about a time recently when you were learning something new, or trying to understand a difficult concept in school. It could be a math problem, a history lesson, a science experiment, or anything where you had to use your brain!
Use the thought bubbles below to map out your experience. In each bubble, write down what you were thinking, feeling, or doing at that moment. Don't worry about perfect sentences, just get your ideas down!
My Learning Scenario:
Describe the specific learning situation you are thinking about (e.g., "Trying to understand fractions in math class," "Learning about the water cycle in science").
Step 1: Getting Started
- What were your first thoughts when you started this learning task?
- How did you feel at the very beginning? (Excited? Confused? Bored?)
Step 2: The Challenge / The Aha! Moment
- What was the most challenging part, or the moment you felt stuck?
- What did you think or feel during that challenge? (e.g., "I don't get this," "This is too hard," "I need help")
- OR, if it was an "Aha!" moment, what made things click?
Step 3: What I Did (or Didn't Do)
- What actions did you take when you felt challenged or when you had an "Aha!" moment? (e.g., "I reread the text," "I asked a friend," "I drew a picture," "I just gave up")
- What did you wish you had done differently?
Step 4: Reflection
- Looking back, what did this experience teach you about how you learn?
- How did thinking about your thinking (metacognition) help you understand this experience better?
My Thought Bubbles:
(Draw your own thought bubbles or use the space below to write freely about your process, linking thoughts and feelings.)
Worksheet
My Learning Style Inventory: How Do I Learn Best?
Name: _________________________
Date: _________________________
Instructions:
Read each statement below. Put a checkmark (✓) next to the statements that are mostly true for you. Don't overthink it! Just choose what feels right most of the time.
Part 1: How I Take In Information
Visual Learner (Seeing):
- ____ I learn best when I see things written down or in pictures.
- ____ I like to use maps, charts, and diagrams.
- ____ I often remember faces, but forget names.
- ____ I prefer to read a book rather than listen to one.
- ____ I understand directions better when I see them.
Auditory Learner (Hearing):
- ____ I learn best when I hear explanations.
- ____ I like to listen to music while I study.
- ____ I remember names, but often forget faces.
- ____ I prefer listening to a lecture over reading a textbook.
- ____ I understand directions better when someone tells me them.
Kinesthetic Learner (Doing):
- ____ I learn best by doing or hands-on activities.
- ____ I like to move around a lot, even when I'm learning.
- ____ I remember things by doing them or practicing.
- ____ I prefer experiments, building, or acting things out.
- ____ I understand directions better when I try them out.
Part 2: My Preferred Ways to Study and Learn
Visual:
- ____ I use highlighters and different colored pens in my notes.
- ____ I draw diagrams or pictures to help me understand.
- ____ I create flashcards with images.
- ____ I like to watch videos or demonstrations.
Auditory:
- ____ I like to discuss topics with others or explain them aloud.
- ____ I record lectures and listen to them later.
- ____ I use rhymes or songs to remember information.
- ____ I participate actively in class discussions.
Kinesthetic:
- ____ I need to take breaks and move around while studying.
- ____ I learn well through role-playing or simulations.
- ____ I like to do hands-on projects or experiments.
- ____ I tap my foot or move my hands when I'm thinking.
My Learning Style Reflection:
-
Based on your checkmarks, which learning style(s) seem to fit you the most? (You might have more than one!)
-
How does knowing your learning style help you understand yourself better as a student?
-
What is one way you can use this information to improve your learning or studying this week?