Strengths

Exploring Personal Interests and

School Counselor: Mr. Paulsen

Date: September 2015 - May 2016

Activity: Interest and Strength exploration in small groups

Grade(s): 10th grade
ASCA Student Standards (Domain/Standard/Competencies):
Personal/Social Development
PS:A1.1 Develop positive attitudes toward self as a unique and worthy person
PS:A1.10 Identify personal strengths and assets
PS:A2.3 Recognize, accept, respect and appreciate individual differences Learning
Objective(s):
1. Students gain confidence by having a stronger understanding of personal interests and
strengths.
2. Students work together in groups to improve social skills.
Materials:
8 sets of 5 dice
40 Yahtzee Boards with questions regarding interests and strengths
40 Interest and Strength worksheets
40 copies of pre-test
40 copies of post-test
PROCEDURE
PART ONE: Hook students interest into subject matter by having senior leaders talk
about how they figured out their personal interests and strengths and that sophomore year
of high school is about figuring it out. Counselors explain that by understanding personal
interests and strengths students can be better prepared to enroll in rigorous classes, search
for a college, and explore careers. Counselors then explain the lesson and how to play
Yahtzee.

PART TWO: Students will split into groups of four and play Yahtzee. Each player will
roll 5 dice and try to complete one of the goals on the Yahtzee board. Once they complete
a goal they must answer a question regarding interests or strengths and discuss amongst
each other. Groups will play the game for 30 minutes. Counselors explain that the
purpose of the game was to identify personal interests and strengths while working
together in groups.
PART THREE: Students will complete a worksheet that asks them to reflect on the game.
It will ask questions regarding personal strength and interests. Students will have 10
minutes to complete this portion.
PART FOUR: Counselors will explain that by being able to identify personal strengths
and interests they are one step closer to understanding post-secondary plans. In order to
pick a college, major, or career one must understand themselves. Counselors pass out
post-test.
PART FIVE: Counselors will collect worksheets and post-test. Counselors will reference
personal interests and strengths when meeting with students to plan their classes and
college search.
Plan for Evaluation: How will each of the following be collected?
Process Data: Entire sophomore class that participates in lesson. If all students are present
it is roughly 220 students.
Perception Data: The number of students that strongly agree that they can identify their
personal interests and strengths increases from 25% and 37% to 40% and 52%. The 25%
and 37% numbers were collected during needs assessment given by DePaul graduate
students in February of 2015.
Outcome Data: Percentage of students enrolled in AP courses increase in school increases
from 50% to 60%. We will measure this by tracking AP student enrollment for the entire
school by semester.
Follow Up: Next time students meet with their counselor the interest and strength
reflection will be referenced as they plan for classes for the next quarter. The goal is for
students to enroll in more rigorous classes (AP) in which they have a strong interest and
high strength.