Lesson Plan
Asking 'How Am I Doing?'
Students will be able to reflect on their own work or progress toward a goal and identify one thing that is going well.
This lesson empowers students to take ownership of their learning by developing metacognitive skills and practicing self-assessment. Proactive reflection helps students monitor their progress, align their work with goals, and build independence, preparing them for future academic and life challenges.
Audience
8th Grade Students
Time
15 minutes
Approach
Through guided discussion and a self-assessment activity, students will learn to internalize a reflective mindset.
Materials
How Am I Doing? Slide Deck, How Am I Doing? Slide Deck, and "Rate My Work" Rubric Activity
Prep
Review Materials
5 minutes
- Review the How Am I Doing? Slide Deck and familiarize yourself with the talking points.
- Print copies of the "Rate My Work" Rubric Activity for each student.
Step 1
Connect to Prior Knowledge: What Does Success Look Like?
3 minutes
- Display Slide 2: "What does it mean to do well on an assignment or towards a goal?"
* Teacher Script (from Teacher Script: Asking 'How Am I Doing?'): "Good morning/afternoon, everyone! Today, we're going to talk about something really important for your learning journey: knowing how you're doing before someone else tells you. Think about a time you felt really proud of your work. What made it successful? Turn and talk to a partner about what 'doing well' looks like for you. Share one example with the class."
* Facilitate a brief class share-out.
Step 2
Introduce New Concept: Asking 'How Am I Doing?'
4 minutes
- Display Slide 3: "Why is it important to ask 'How am I doing?' BEFORE the teacher does?"
* Teacher Script (from Teacher Script: Asking 'How Am I Doing?'): "Sometimes, we wait for a teacher to tell us if we're on track. But what if we could figure that out ourselves? That's what 'metacognition' is all about – thinking about your own thinking and learning! When you ask yourself 'How am I doing?', you're taking charge. It helps you catch problems early, celebrate small wins, and understand what you truly need to learn. It makes you a more independent and powerful learner."
* Display Slide 4: "The Power of Self-Reflection: What's Going Well?"
* Teacher Script (from Teacher Script: Asking 'How Am I Doing?'): "Today, we're going to focus on a powerful first step: identifying what's going well. It's easy to spot what's wrong, but recognizing our strengths helps us build confidence and understand what strategies are working. It's not about being perfect, it's about being aware!"
Step 3
Guided Practice: Using the Rubric Activity
5 minutes
- Display Slide 5: "Let's Practice: 'Rate My Work' Rubric Activity"
* Teacher Script (from Teacher Script: Asking 'How Am I Doing?'): "Now, let's put this into practice. I'm going to hand out the "Rate My Work" Rubric Activity. Imagine you've just finished a small piece of work for this class, or think about your progress on a current project. Using the rubric, I want you to assess your own work. Specifically, I want you to identify one thing that is going well according to the rubric's criteria. Be ready to share why you think it's going well."
* Distribute the "Rate My Work" Rubric Activity.
* Circulate and provide support as students complete the activity.
Step 4
Reflect and Share: One Thing Going Well
3 minutes
- Display Slide 6: "Share Your Success!"
* Teacher Script (from Teacher Script: Asking 'How Am I Doing?'): "Okay class, let's hear from a few volunteers. Who can share one thing that is going well in their work or progress, based on the rubric, and explain why?"
* Facilitate a brief class discussion, encouraging students to articulate their reasoning.
* Teacher Script (from Teacher Script: Asking 'How Am I Doing?'): "Excellent! Remember, constantly checking in with yourself and asking 'How am I doing?' helps you become a stronger, more independent learner. Keep practicing this skill!"
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Slide Deck
What Does Success Look Like?
Think about a time you felt really proud of your work or achieved a goal.
* What made it successful?
* How did you know you were 'doing well'?
Introduce the topic by connecting to students' prior experiences of successful work. Encourage partner talk and a brief class share to activate their thoughts on what 'doing well' means to them.
Why Ask 'How Am I Doing?'
It's all about Metacognition! (Thinking about your own thinking)
* Be Proactive: Spot strengths and areas for growth early.
* Take Charge: Own your learning journey.
* Grow Independently: Become a self-sufficient learner.
Explain the concept of metacognition simply. Emphasize the benefits of self-assessment: catching issues early, celebrating wins, understanding learning needs, and becoming more independent. Encourage students to think about the 'why' behind this skill.
The Power of Self-Reflection:
What's going well? It's often easier to see what's wrong, but finding your strengths helps you know what's working!
Highlight the positive aspect of self-reflection: focusing on what's going well first. This builds confidence and helps students identify effective strategies. Connect this to the idea of celebrating small wins.
Let's Practice!
Using the "Rate My Work" Rubric Activity, reflect on a piece of your work or your progress towards a goal.
Identify ONE thing that is going well according to the rubric's criteria. Be ready to explain why!
Introduce the 'Rate My Work' rubric activity. Explain that students will use a rubric to assess their own work or progress and specifically identify one positive aspect. Distribute the rubric and allow time for individual reflection.
Share Your Success!
Who can share one thing that is going well in their work or progress?
* What did you identify?
* Why do you think it's going well?
Facilitate a class share-out. Ask for volunteers to share what they identified as going well and, importantly, why they think it's going well. Reinforce the value of this skill.
Rubric
"Rate My Work" Rubric Activity: What's Going Well?
Student Name: _________________________ Date: _____________
Directions: Think about a recent piece of work, an assignment you're currently doing, or your progress towards a goal in this class. Use the rubric below to assess your own work. Your main task is to identify ONE thing that is going well in your work or progress, and be ready to explain why.
Rubric: Self-Assessment for Progress
| Criteria | Developing (1 Point) | Approaching (2 Points) | Proficient (3 Points) | Exemplary (4 Points) |
|---|---|---|---|---|
| Effort & Engagement | I put in minimal effort and struggled to stay focused. | I put in some effort, but my focus varied. | I consistently put in good effort and maintained focus. | I demonstrated exceptional effort and remained highly engaged throughout. |
| Understanding | I have a limited understanding of the concepts/task. | I have a basic understanding of the concepts/task, but still have questions. | I understand the core concepts/task well and can explain them. | I have a deep and thorough understanding; I can apply and connect concepts confidently. |
| Goal Alignment | My work/progress does not clearly align with the intended goal or learning objective. | My work/progress shows some connection to the goal, but it's not always clear or consistent. | My work/progress is clearly aligned with the intended goal and demonstrates steps toward achieving it. | My work/progress not only meets the goal but also shows initiative and goes beyond expectations. |
My Self-Reflection
-
Based on the rubric, identify ONE thing that is going well in your work or progress for this class right now. (Circle the criterion and level that best describes it.)
-
Explain why you believe this particular aspect is going well. Use specific examples from your work or effort.
-
(Optional Challenge) What is one small step you could take to move another criterion up to the next level?
Script
Teacher Script: Asking 'How Am I Doing?' Before the Teacher Does
Introduction (Slide 1: Title Slide)
"Good morning/afternoon, everyone! Today, we're going to talk about something really important for your learning journey: knowing how you're doing before someone else tells you. We're going to explore how you can become your own best coach when it comes to your schoolwork and goals."
Connect to Prior Knowledge (Slide 2: What Does Success Look Like?)
"Think about a time you felt really proud of your work. Maybe it was a project you aced, a skill you finally mastered, or even just a difficult problem you solved. What made it successful? What did 'doing well' look like for you in that moment?"
"Take a moment to turn and talk to a partner. Share one example of a time you 'did well' and what you think contributed to that success. You have about one minute to chat."
(Pause for student discussion.)
"Alright, let's bring it back together. Can a few pairs share some of the things you discussed? What does 'doing well' look like to you?"
(Facilitate a brief class share-out, calling on 2-3 students.)
"Great examples! It sounds like 'doing well' can involve things like understanding the material, putting in effort, feeling proud, or reaching a goal. All of those are absolutely right!"
Introduce New Concept (Slide 3: Why Ask 'How Am I Doing?')
"Now, sometimes, we wait for a teacher to tell us if we're on track. We turn in an assignment and then wait for the grade or feedback. But what if we could figure that out ourselves? What if you could know how you're doing before I even had a chance to look at it?"
"That's what 'metacognition' is all about – it's a fancy word for 'thinking about your own thinking and learning!' When you ask yourself 'How am I doing?', you're actually taking charge of your learning. It helps you catch problems early, celebrate small wins, and truly understand what you need to learn next. It makes you a more independent and powerful learner, which is a skill that will help you long after you leave this classroom."
The Power of Self-Reflection (Slide 4: The Power of Self-Reflection: What's Going Well?)
"Today, we're going to focus on a powerful first step in this process: identifying what's going well. It's often really easy to spot what's wrong, right? We're great at finding our mistakes. But recognizing our strengths, seeing what is working, helps us build confidence and understand what strategies are effective. It's not about being perfect, it's about being aware of your own progress!"
Guided Practice (Slide 5: Let's Practice: 'Rate My Work' Rubric Activity)
"Now, let's put this into practice. I'm going to hand out a short activity called the "Rate My Work" Rubric Activity. Imagine you've just finished a small piece of work for this class, or think about your progress on a current project – anything you've been working on recently."
"Using the rubric on this handout, I want you to assess your own work. Specifically, I want you to identify one thing that is going well according to the rubric's criteria. Read through the criteria and levels, then pinpoint one area where you feel you're doing well, and be ready to share why you think it's going well."
(Distribute the "Rate My Work" Rubric Activity and give students a few minutes to complete it. Circulate and provide support.)
Reflect and Share (Slide 6: Share Your Success!)
"Okay class, let's hear from a few volunteers. Who can share one thing that is going well in their work or progress, based on the rubric, and explain why? Don't just tell us what you circled, tell us why you believe that aspect is going well. Give us some evidence!"
(Facilitate a brief class discussion, encouraging students to articulate their reasoning and provide examples. Call on 2-3 students.)
"Excellent! Those are wonderful insights. Remember, constantly checking in with yourself and asking 'How am I doing?' helps you become a stronger, more independent learner. Keep practicing this skill, not just in this class, but in all your subjects! It's a superpower for learning!"