Decision-Making Scenarios Activity

Objective

Engage students in applying cognitive processes and emotional factors to real-life decision-making scenarios. This activity will help students practice making informed decisions in a collaborative setting.

Instructions

1. Form Groups: Divide the class into small groups of 4-5 students.
2. Distribute Scenarios: Provide each group with a unique decision-making scenario. Ensure scenarios are age-appropriate and relatable to middle school students.
3. Discussion: Instruct groups to discuss their scenario, considering both cognitive processes (gathering information, evaluating options, predicting outcomes) and emotional factors (how emotions might influence their decision).
4. Decision-Making: Each group should come to a consensus on the best course of action for their scenario.
5. Presentation: Have each group present their scenario and decision to the class, explaining the reasoning behind their choice.
6. Class Discussion: Facilitate a class discussion on the different decisions made by each group. Encourage students to reflect on how cognitive processes and emotional factors influenced their decisions.

Scenarios

Scenario 1: The New Student

You notice a new student in your class who seems shy and hasn't made any friends yet. You want to help them feel welcome. What steps do you take to include them in your group?

Considerations:

• How might the new student feel?
• What information do you need to gather before approaching them?
• What options do you have for including them?
• How do your emotions influence your decision?

Scenario 2: The Group Project

Your teacher assigns a group project, and you are paired with classmates who are not your close friends. You want to ensure the project is successful. How do you approach working with your group?

Considerations:

• What are your initial feelings about the group assignment?
• How can you gather information about your group members' strengths?
• What options do you have for dividing the work?
• How do you balance emotions and logic in your decision?

Scenario 3: The After-School Activity

You have the option to join an after-school club or sport, but you also need time for homework and family responsibilities. How do you decide what to do?

Considerations:

• What are your priorities and how do they affect your decision?
• What information do you need to make an informed choice?
• What are the potential outcomes of each option?
• How do your emotions play a role in your decision?

Follow-Up

• Reflection: After the presentations, ask students to reflect on how they felt during the decision-making process. Did they notice any emotional influences? How did they manage them?
• Feedback: Encourage students to provide constructive feedback to each group, focusing on the decision-making process rather than the decision itself.

This activity aims to deepen students' understanding of decision-making by allowing them to practice in a supportive and collaborative environment.

Decision Process Worksheet

Instructions

Use this worksheet to guide you through a decision you are currently facing. Consider both the cognitive processes and emotional factors involved in making your decision.

Step 1: Define the Decision

What decision are you currently facing? Describe it in detail.

Step 2: Gather Information

What information do you need to make this decision? List the facts, data, or insights you need to consider.

Step 3: Evaluate Options

What are the possible options or courses of action you can take? List at least three options.

1. Option 1:
   
   

Step 4: Predict Outcomes

For each option, predict the possible outcomes. Consider both positive and negative consequences.

• Option 1 Outcomes:
  
  

Step 5: Consider Emotional Factors

How do your emotions influence your decision? Reflect on any feelings that might affect your choice.

Step 6: Make a Decision

Based on the information, options, outcomes, and emotional factors, what decision will you make? Explain your reasoning.

Step 7: Reflect

After making your decision, reflect on the process. What did you learn about your decision-making style? How might you improve in the future?

Use this worksheet as a tool to become more aware of how you make decisions and how you can make more informed choices in the future.

Cool-Down Activity: Reflect on a Decision Made Today

Objective

Encourage students to reflect on a decision they made earlier today, considering the cognitive processes and emotional factors involved. This activity aims to reinforce the lesson's concepts and promote self-awareness.

Instructions

1. Introduction: Remind students of the cognitive processes and emotional factors discussed in class. Explain that reflecting on past decisions can help us understand our decision-making style and improve future choices.

2. Reflection Prompt: Ask students to think about a decision they made today. It could be something simple, like choosing what to eat for lunch, or more complex, like deciding how to spend their free time.

3. Guided Reflection Questions:

   • What decision did you make today? Describe it briefly.
     
     
     
   • What information did you consider before making this decision?
     
     
     
   • What options did you evaluate?
     
     
     
   • How did you predict the outcomes of each option?
     
     
     
   • What emotions did you experience during the decision-making process?
     
     
     
   • How did these emotions influence your decision?
     
     
     
   • What did you learn about your decision-making style from this reflection?
     
     
     

4. Pair Share: Have students pair up and share their reflections with a partner. Encourage them to discuss similarities and differences in their decision-making processes.

5. Class Discussion: Facilitate a brief class discussion where students can share insights or interesting observations from their reflections and pair discussions.

6. Closing: Conclude by emphasizing the importance of being aware of both cognitive and emotional aspects in decision-making. Encourage students to continue reflecting on their decisions to become more mindful and informed decision-makers.