AND PLANNING PROCESS
class into pairs or small groups.
Distribute one index card to each pair. On the index card is written one sample
transition or change encountered throughout life. Be sure to include transitions
from each aspect of life: personal, family, community and career.
•Allow approximately 10 minutes for each pair or group of students to work
through the six-step Planning Process to determine how it would apply in
managing the change or transition assigned to them.
•Before the student pairs begin their 10 minute task, provide them with a copy
of My Group Skills/Performance (see worksheet below). As they apply the Planning Process to one of
life's transitions, ask them to concentrate on the first three items on the
•Bring closure to this co-operative group skill session by asking each pair to
state, aloud to the entire group, the transition they were assigned and whether
they found the Planning Process applicable in managing it.
•Lastly, ask students to rate themselves on the first three items of the
assessment instrument, date it and submit it.
• Selecting a high school (personal transition)
• Reacting to peer pressure regarding cigarettes, alcohol, and illegal drugs.
• Deciding whether or not to build a cabin at the lake. (family transition)
• Deciding where to live when first moving away from home (family transition)
• Selecting a doctor, dentist, church or recreation facility in a new town or
city (community transition)
• Deciding where you will be banking/investing the money from your new job.
• Deciding what summer job would give you the best exposure to your possible
career choice. (career transition)
• Switching from one part-time job to a different part-time job (career
Group Skills - Performance
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worksheets, please go to the
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