TRAINING MODULE: DECISION MAKING | TOTAL DAYS: (Divya will fill) | FOR TEACHERS OR PARENTS

Day 1 | About Decision Making

Goal To teach children about decision-making through concise concept notes and engaging visual
videos from YouTube.

Material  Flash Cards

 Youtube videos (ScanQR Code available in Day Wise (Pen Drive)

Introduction ◦ Explain Decision-making is when you choose between different options. We make
decisions every day, like what to wear or what game to play.

◦ Share the flash cards focusing on the meaning and importance of decision-making.

◦ Ask questions to ensure that children understand the basic concept.

◦ Encourage children to ask counter questions and note down the name of students
who have asked questions.

Video Time  Watch YouTube Videos with children.

 Pause after each video to discuss what decisions were made in the video by children and
why they were important.

 Keep a record of the variety of decisions children make daily. (decision making notebook
for parents or teachers)

Drawing  Engage the children in a brief drawing or coloring activity

◦ Available in child activity book-Day 1

 Ask them to draw or color simple representations of decisions they make every day
(e.g., choosing breakfast, selecting a toy).

 Encourage creativity and individual expression (ask them to draw and color something
new).

 Discuss the final drawings

◦ Ask each child to share one decision with the whole class

◦ Relate their drawings to the flash cards and YouTube videos.

◦ Emphasize that decisions can be big or small but are a part of everyday life.

Expected Children should have a basic understanding of decision-making, its meaning, and its importance
Outcome in their daily lives.
Day 2 | Choices

Goal To teach children about the various small choices they make in their daily lives and
the impact of those choices, using relatable examples.

Material Flash Cards-12 (e.g. what to wear, what to eat, what to play, etc.).

Whiteboard and markers

Introduction ◦ Remind the children about the concept of choices.

◦ Introduce the focus for the day: "Today, we'll talk about the small
choices we make every day, like what to wear, what to eat, and what to
play."

Discussion Small Choices

 Quick discussion about the various small choices children make daily.

 Use the whiteboard to list some examples and encourage children to share
their own experiences.

 Highlight that even small choices can impact how they feel and what they
enjoy.

 Benefits: Discuss the benefits of considering different options when making

choices. b. Mention a few key benefits, such as having more fun, feeling
comfortable, and trying new things. c. Relate the benefits to their daily lives.

Flashcard  12 flashcards depicting various everyday choices.

Activity
 Briefly discuss each flashcard, allowing children to share their thoughts on
the choices presented.

 Emphasize that each choice they make contributes to their daily

experiences.

Group  Quickly present simple scenarios where children have to make a small
Activity choice. Allow each child to share their choices and briefly discuss the
reasons behind them.

 Encourage a supportive environment where listening to others' choices is

valued. Encourage the children to share what they've learned with their
parents or guardians.

Expected Children learns the value of small choices they make in their daily lives and the
Outcome positive impact of considering different options.
Day 3 | Result of Choices

Goal To teach children to help children understand good and bad choices
and their consequences.

Material  Decision Maze Activity Sheet

 Markers, colored pencils, or crayons.

Maze Activity-  Give each child a maze activity sheet.

Introduction
 Explain exciting adventure game through the maze, making
choices along the way. Tell them some choices are good,
leading to the finish line, while others might not be so good.

 Show different paths in the maze and the decision points.

 Child will choose the path they think is a good choice.

Mention that the goal is to reach the finish line by making
good choices.

Maze Decision  Good choices lead forward, bad choices might lead to dead
Rules ends. Children can use their markers to draw the path they
choose.

 Encourage them to enjoy the adventure and see where their

good choices take them.

Demonstration  Show the child an example by going through the maze.

Round
 Make one or two good choices and one or two bad choices.

 Discuss the outcomes so they understand the idea of good

and bad choices.

Children's Turn  Let the children take turns navigating the maze. As they reach
decision points, ask them to choose and draw their path.

 Encourage them to talk about why they made certain choices.

High Fives and  Celebrate their successes with high fives and cheers. Explain
Cheers that making good choices is like being a maze champion
Encourage them to share their cool maze adventure with
friends or family.

Expected Children will have enjoyed a playful maze activity that teaches them
Outcome about good and bad choices, making the concept easy to understand
and apply in their daily lives.
Day 4 | Guide through Decision Making

Goal Guide children in making decisions by presenting them with various scenarios,
encouraging thoughtful responses and discussions.

Material  Scenario cards

 Activity sheets for each child.

 Stickers, markers, colored pencils, or crayons.

Scenario  Gather the children and explain that today's adventure involves exploring
Introduction different scenarios.

 Let them know they will be making decisions based on the scenarios presented.
Show different paths in the maze and the decision points.

 Child will choose the path they think is a good choice. Mention that the goal is
to reach the finish line by making good choices.

Scenario Cards  Show the scenario cards to the children.

 Explain that each card represents a different situation they might encounter in
their daily lives. Instruct them to choose what they would do in each situation.

Activity  Distribute activity sheets to each child. Provide colored pencils, or crayons.

 Encourage children to personalize their activity sheets with drawings or stickers

related to their preferences and interests.

Demonstration  Begin presenting the scenarios, holding up each card one by one. Read or
Round explain the scenario clearly to ensure understanding.

 Allow a moment for children to think about and decide what they would do.

Writing or  After presenting each scenario, ask children to write or draw their responses on
Drawing their activity sheets.
Responses
 Remind them that their responses can be creative and based on their personal
choices.

Sharing Session  Share your thoughts with the child where each child discusses their response to
a scenario.

 Encourage them to explain why they chose a particular option. Create an open
and supportive environment for sharing thoughts.
Group  Ask questions like "Did anyone have a different idea?"
Discussion
 How did you decide what to do?

 Emphasize that everyone's choices are valid and can be unique

Reflection and  Conclude the activity by asking children about their favorite scenarios or
Closing decisions.

 Discuss the importance of making thoughtful decisions in various situations.

 Collect the personalized activity sheets for display or keepsakes.

Inspiring  Encourage Thoughtfulness: Emphasize the value of thinking before making

Session decisions.

 Celebrate Creativity: Applaud creative responses and unique ideas.

 Ensure Inclusivity: Foster an inclusive environment where all children feel

comfortable sharing.

Expected This activity encourages critical thinking and provides an opportunity for sharing and
Outcome group discussions.
Day 5 | Decision Levels

Goal Understand different levels of decision making- "I decide," "We decide," and "You
decide." Reinforce these concepts through a categorization worksheet.

Material  Decision-Making Worksheet

 Markers, colored pencils, or crayons

Introduction  Begin by gathering the children and discussing everyday decisions they make. Use
relatable examples such as choosing what game to play or what book to read.

Level 1  Explain the concept of "I decide" to the children.

“I Decide”  Example: "When I decide what ice cream flavor to eat, I choose my favorite one,
like chocolate or strawberry because that's what I like best." Explain that this
level of decision-making is about personal choices based on preferences, needs,
or desires.

Level 2  Explain the meaning of "We decide" to the kids.

“We Decide”  Example: "When we decide which game to play as a group, we talk about
different options and then vote to choose the one that most of us want to play."
Highlight that this level involves making decisions together through group
discussions and reaching a consensus or agreement.

Level 3  Explain the meaning of "You decide" to the children.

“You Decide”  Example: "At school, during lunchtime, you might let the teacher decide what
book to read because they know which ones are suitable for us." Help them
understand that this level of decision-making occurs when someone else, like a
parent or teacher, has the authority to make a decision for them.

Worksheet  Explain Decision-Making Worksheet to the children. Explain that they will
categorize statements into three types: "I decide," "We decide," and "You
decide."

Distribution of  Hand out the Decision-Making Worksheets to each child. Ensure that each child
Worksheets has markers, colored pencils, or crayons for categorizing.

Categorization  Instruct the children to read each statement on the worksheet.

activity
 Ask them to categorize each statement into one of the decision-making levels: "I
decide," "We decide," or "You decide."

Individual  Allow each child some time to work on the worksheet independently.
Work
  Encourage them to think about the scenarios and apply what they've learned
about decision-making.

Reinforcement  Invite children to share their thoughts on why certain statements fall into specific
Through decision-making categories. Encourage discussions on how decisions are made in
Sharing different situations.

Closing  Summarize the worksheet activity by revisiting the key points of "I decide," "We
Thoughts decide," and "You decide." Reinforce the idea that decision-making comes in
various forms and is an essential part of everyday life.

Expected Children will have actively engaged in categorizing statements into decision-making levels,
Outcome reinforcing their understanding of "I decide," "We decide," and "You decide." This hands-
on activity enhances their ability to apply these concepts in various scenarios.

Day 6 | Story Telling -Real Life Situations

Goal Explain simple stories of real-life situations where kids of their age made decisions and
received recognition. Encourage children to understand the impact of decision-making in
their lives.

Material  Visual aids or pictures to support storytelling

Stories  Inform children about stories of kids their age who made special decisions.

 Keep the stories short and engaging, focusing on positive outcomes.

 Use visual aids or pictures to help illustrate key points in the stories.

Guided After each story, ask simple questions

questions
 What do you think the child in the story decided to do?"

 "Why was their decision important?"

 "What good things happened because of their choice?"

 "Can you imagine making a similar decision?"

 Ask children to express their thoughts about the visuals.

Imagination  Conduct a simple imagination exercise where children can pretend to be in a

Exercise similar situation. Ask them to share what decision they would make and why.
Group Sharing  Allow each child to express their thoughts or share if they've ever made a decision
& Closing like the one in the stories. Conclude the session by summarizing the key learnings
Thoughts from the stories.

Expected Children will have engaged in simple case stories, gaining an understanding of how kids
Outcome their age made positive decisions.
Day 7- LEGEND IN DECISION MAKING

Goal Introduce children to the story of Dr. Bhimrao Ambedkar, emphasizing the importance
of great choices and decision-making.

Material  Life story in 12 Flash cards

Story Telling  Introduce the story by letting them know it's an exciting story about Dr. Bhimrao
Session Ambedkar, a remarkable decision-maker in Indian Politics.

 Begin reading the story with expressive tones and gestures. Bring the characters
and situations to life through engaging storytelling method or your own style

Pausing for  Pause at key moments in the story to allow children to process the events and
Reflection predict what might happen next. Ask children “what is going to happen next.”

Questions  What do you think Dr. Bhimrao Ambedkar will decide next?

 Why do you think his decisions are important?"

 How would you feel in a similar situation?"

 What they liked most about Dr. Bhimrao Ambedkar's decisions.

Group  Ask questions like:

discussion
◦ "Can you think of any decisions you make in your daily life?"

◦ "How do you feel when you make a good decision?"

Closing  Conclude the story by summarizing the importance of making great choices, just
thoughts like Dr. Bhimrao Ambedkar.

 Express excitement for future storytelling adventures.

Expected Children will have engaged in an interactive and imaginative storytelling session,
Outcome exploring the great decisions of Dr. Bhimrao Ambedkar.
Day 8 | DECISION MAKING IN OUR DAILY ROUTINE

Goal Engage children with scenario flash cards to explore routine-based choices. Encourage
them to express their decisions through writing and drawing.

Material  Scenario Flash Cards -8

 Blank Sheets for each child

 Markers, colored pencils, or crayons

Introduction  Gather the children and explain that they will be exploring different scenarios
where they have to make choices.
&
 Children will write and draw during the session.
Instructions
 Distribute scenario cards to each child.

 Instruct the children to read the scenario on their card carefully.

 Children will write and draw their decisions they would make for the situation.

Writing and  Provide blank sheets of paper to each child. Ask them to write down and draw
Drawing their response to the scenario in the blank sheet.

Group  After everyone has completed their writing and drawing, initiate a group
Discussion discussion. Invite each child to share their scenario, what decision they made,
and why.

 Encourage children to appreciate each other's decisions and drawings.

Reflection  Ask questions

Time
◦ "Did you learn anything interesting about your friends' choices?"

◦ "How did it feel to express your decision through writing and drawing?"

Rotating  For added fun, rotate the scenario cards, allowing children to experience and
Scenarios respond to different situations.

Closing  Conclude the activity by summarizing the importance of making decisions and
thoughts expressing them in creative ways. Express appreciation for their thoughtful
responses.

Expected Children will have actively engaged in expressing their decision-making skills through
Outcome writing and drawing in response to various scenarios.
Day 9 | FUND WITH WORDS

Goal Introduce children with WORDS related to decision making and choices.

Material  Large chart paper or a whiteboard

 Markers or colored pencils

 Examples of word clouds (optional)

Introduction  Explain children about word clouds and visual representations of words, where
the size of each word reflects its significance or frequency in a particular topic
or context.

Thinking  Ask the children to think about words associated with choices and decision-
Activity making. Encourage them to come up with as many words as they can, such as
decide, choose, option, select, preference, etc.

 Write down the words on the chart paper or whiteboard. Discuss the meaning
of words together

Group  Summarize the activity by reinforcing the significance of words in decision-

Discussion making. Express excitement about exploring the vocabulary related to choices.

Expected Children will have explored the concept of word clouds, actively participated in
Outcome brainstorming words related to choices, and engaged in discussions about decision-
making vocabulary.
Day 10 | ABCs of Decision-Making-PART 1

Goal Introduce the ABCs of Decision-Making to children, associating each letter from A to
M with a positive message or guidance related to choices and decision-making.

Material  Large paper or a whiteboard

 Markers or colored pencils

Alphabet  Go through the alphabet, associating each letter with a word or phrase
Association related to decision-making.
(A to M)  For example:

◦ A: Always think before you decide

◦ B: Believe in yourself if you choose one thing over another

◦ C: Consider the consequences of your choices

◦ Continue with letters D to M, associating each with a positive message.

Group  Encourage children to discuss each letter and its associated message.
Discussion
 Ask open-ended questions like:

◦ "What positive words or phrases can we associate with decision-making

for the letter D?"

◦ "How can the letter E guide us in making good choices?"

 Invite the children to contribute their ideas for each letter A to M.

 Write down their suggestions on a large chart paper or whiteboard.

Creative  Encourage the children to express their understanding of each letter through
Expression drawing or writing.

 For example, they can draw a picture that represents the message associated
with the letter.

 Reinforce the ABCs of Decision-Making by repeating the association of each

letter with its positive message.

Expected Children will be able to learn decision making with help of ABCs.
Outcome
Day 11 | ABCs of Decision-Making-PART 2

Goal Continue the exploration of the ABCs of Decision-Making, associating each letter from
N to Z with positive messages or guidance related to choices and decision-making.

Material  Large paper or a whiteboard

 Markers or colored pencils

Alphabet  Begin the second session by recapping the letters A to M and their associated
Association positive messages.
(N to Z)  Explain that the second part will cover letters N to Z.

Examples  Continue going through the alphabet, associating each letter from N to Z with
a word or phrase related to decision-making.

 For example:

◦ N: Never rush when making a decision

◦ O: Open your mind to different possibilities

◦ P: Pause and think before finalizing your choice

◦ Continue with letters Q to Z, associating each with a positive message.

Group  Encourage children to discuss each letter and its associated message.
Discussion
 Ask open-ended questions like:

◦ Encourage the children to discuss each letter and its associated message
for N to Z.

 Ask open-ended questions to keep the discussion engaging.

 Write down their suggestions on a large chart paper or whiteboard.

Creative  Encourage the children to express their understanding of each letter through
Expression drawing or writing.

 For example, they can draw a picture that represents the message associated
with the letter.

 Reinforce the ABCs of Decision-Making by repeating the association of each

letter with its positive message.

Expected Children will be able to learn decision making with help of ABCs associating each letter
Outcome with positive messages related to choices and decision-making.
Day 12| ANIMATED DOCUMENTARY

Goal Introduce young children to decision-making concepts through an animated

documentary, making the learning experience fun and engaging.

Material  Animated documentary video

 Desktop/Laptop/School Class Screen

 Scan your QR Code available in Day Wise (Pen Drive) to access the documentary
video

Instructions  Excite children about watching a special animated documentary.

 Provide a brief overview of animated documentary.

 Explain that it will be about decision-making.

Video Session  Start the Video

 Pause and Ask questions like:

◦ "What decision do you think the character is making?"

◦ "Why do you think that choice is important?"

Group  Ask questions like "What should the character choose for breakfast? Show me
Discussion with your hands."

 Ask questions about the characters' decisions and encourage children to share
their opinions.

 Highlight positive messages and lessons from the animated documentary.

Creative  Ask children to draw their favorite part of the story or depict a decision they
Expression would make differently.

 Plan reinforcement activities related to the documentary content, such as a

simple decision-making game or a role-playing activity.

Expected Children will experience an engaging animated documentary that introduces them to
Outcome decision-making concepts.
Day 13 | Choice Champions

Goal Explain about "Choice Champions" to young children, emphasizing the empowerment that
comes with making decisions, no matter how small.

Material  Flash cards -8

Instructions  Present the Choice Champion scenarios one by one. For example, introduce the
"Adventure Architect" scenario where they decide on daily adventures.

 Encourage discussion after presenting each scenario. Use interactive props or

visuals to engage the children in the decision-making process.

 Ask questions like:

◦ "What adventure would you choose as the Adventure Architect?"

◦ "How does being the Director of Bedtime Dreams empower you to have
exciting dreams?"

Role-Playing  Facilitate short role-playing activities where children can pretend to be the Choice
Champions in different scenarios.

Group  Ask questions like "What should the character choose for breakfast? Show me
Discussion with your hands."

 Ask questions about the characters' decisions and encourage children to share
their opinions. Highlight positive messages and lessons from the animated
documentary.

Creative &  Ask children to draw their favorite part of the story or depict a decision they
Learning would make differently.
Expression
 Plan reinforcement activities related to the documentary content, such as a
simple decision-making game or a role-playing activity. Discuss the power of
choosing colors and subjects for drawings.

 Discuss the Discovery Captain scenario and the power of choosing fascinating
subjects to explore. Share interesting facts or stories related to the chosen
subjects to spark curiosity.

Reinforcement  Ask children to add stickers on a sticker board when they make positive decisions
Activities

Expected Children can be Choice Champions in various scenarios, fostering a sense of

Outcome empowerment in decision-making.
Day 14 | DECISION BASED OUTCOMES

Goal Use real-life scenarios to help children understand the decision based results or
outcomes.

Material  Writing paper and Drawing sheet for each child

 Colored pencils or crayons

Instructions  Tell about consequences of the decisions they make. They can be positive,
making us happy, or negative, causing problems.

 Explain that they will write different choices and what they think might happen
as a consequence.

 Examples of scenarios:

◦ If you copy a test you may get caught and fail

◦ If you tell one friend’s secret to another friend, you will lose trust

◦ If you stay up late to watch TV you may getup late.

Role-Playing  Facilitate short role-playing activities where children can pretend to be the
Choice Champions in different scenarios.

Group  sAsk each child to share their drawings and discuss the consequences they
Discussion associated with each choice.

Reinforcement  Provide a moment for reflection by asking questions like:

Activities
◦ "How did it feel to think about the consequences of each choice?"

◦ "What did you learn about making decisions wisely?"

◦ Conclude the session by summarizing the importance of understanding

consequences in decision-making

Expected Children will have actively engaged in a worksheet activity, connecting real-life choices
Outcome with potential consequences.
Day 15 | OBSERVE

Goal Use real-life scenarios to develop the ability to "Observe," using a Decision Wheel. This
step emphasizes the importance of stopping and observing the situation before making a
decision.

Material  Decision Wheel Flash Card (8)

 Markers or colored pencils

 Youtube videos-Desktop/Laptop/School Class Screen. Scan your QR Code available

in Day Wise (Pen Drive) on decision-making for children.

Instructions  Explain about choosing paths, and how to choose the best path for ourselves.

 Show the Decision Wheel to children.

 Explain Flash Cards which has 8 steps.

 Explain that before making a decision, it's essential to stop and observe the
situation carefully.

Role-Playing  Explain role-playing exercise.

 Describe a scenario where they need to make a decision (e.g., choosing a game to
play). Encourage them to stop, look around, and gather information before
deciding.

Drawing and  Ask children to draw or write about what they observed during the guided
writing exercise observation.

Group  Ask children to share what they observed and how it helped them make better
Discussion decisions.

Reflection Time Ask questions

◦ "How did observing the situation help you?"

◦ "What did you learn about making decisions by observing?"

Closing  Summarize the significance of the "Observe" step in decision-making.

Thoughts

Expected Young explorers will have learned the first step in decision-making, "Observe," through a
Outcome combination of discussion, role-playing, and hands-on activities.
Day 16 | HABITS TO OBSERVE

Goal The goal is to instill the habit of stopping and observing before making choices.

Material  Decision Wheel Flash Card (8)

 Markers or colored pencils

 Youtube videos-Desktop/Laptop/School Class Screen

 Scan your QR Code available in Day Wise (Pen Drive) on decision-making for
children.

Instructions  Explain about choosing paths, and how to choose the best path for ourselves.
Show the Decision Wheel to children.

 Explain Flash Cards which has 8 steps.

 Explain that before making a decision, it's essential to stop and observe the
situation carefully.

Role-Playing  Explain role-playing exercise.

 Describe a scenario where they need to make a decision (e.g., choosing a game
to play).

 Encourage them to stop, look around, and gather information before deciding.

Drawing and  Ask children to draw or write about what they observed during the guided
writing exercise observation.

Group  Ask children to share what they observed and how it helped them make better
Discussion decisions.

Reflection Time Ask questions

◦ "How did observing the situation help you?"

◦ "What did you learn about making decisions by observing?"

Closing  Summarize the significance of the "Observe" step in decision-making.

Thoughts

Expected Children will learn the first step in decision-making, "Observe," through a combination
Outcome of discussion, role-playing, and hands-on activities.
Day 17 | LISTENING

Goal Learn importance of listening to their feelings when considering different choices.

Material  Paper and pencils

 Youtube videos-Desktop/Laptop/School Class Screen. Scan your QR Code

available in Day Wise (Pen Drive) on decision-making for children.

 Decision Wheel (Flash Cards)

Instructions  Briefly review the first two steps, "Observe" and "Think," to connect the learning.
(Day 19). Explain that in this step, they will focus on listening to their feelings
when thinking about different choices.

Role of  Explain that emotions provide valuable information when making decisions.
Emotions
 Discuss different feelings like excitement, worry, or happiness and how they
relate to various choices.

 Use video or examples to illustrate the concept of listening to feelings. Share a

simple story or scenario where someone had to consider their feelings before
making a decision.

Choices  Ask children to think about the different choices they have in mind. Ask them to
reflect on how each choice makes them feel.

Exercise  Provide each child with paper and pencils.

 Ask them to draw or write about their feelings for each choice. Ask them whether
children are excited, worried, or happy about a particular option.

Group  Emphasize that there are no right or wrong feelings; it's about understanding and
Discussion expressing their emotions.

 Discuss Feelings for Each Option:

◦ Engage in a group discussion about the feelings associated with each option.

◦ Explore why certain choices evoke specific emotions.

Reflection Time Ask questions like:

 How did expressing your feelings help you understand your choices
better?"

 "What did you learn about yourself during this activity?"

  Identify Excitement, Worry, or Happiness:

 Help children identify and label their emotions - whether they are
excited, worried, or happy about a particular choice.

 Reinforce the idea that it's okay to feel different emotions about choices.

 Praise their openness in expressing their feelings.

Closing  Conclude the session by telling the importance of listening to their feelings in
Thoughts decision-making.

 Express excitement about their growing ability to understand and express

emotions in the decision-making process.

Expected Children will have actively engaged in reflecting on their feelings about different choices,
Outcome fostering emotional awareness in decision-making.

DAY 18 | SEEK HELP

Goal Learn to SEEK HELP and it is okay to ask for help. Teach them that seeking advice from
parents, teachers, or friends.

Material  Youtube videos-Desktop/Laptop/School Class Screen

 Scan your QR Code available in Day Wise (Pen Drive) on decision-making for
children.

 Decision Wheel (Flash Cards)

Instructions  Briefly review the first two steps, "Observe" and "Think," to connect the learning.
(Day 19)

 Introduce Step 1 - It's Okay to Ask for Help:

◦ Explain that in this step, they will learn that it's perfectly fine to ask for help
when making decisions.

 Discuss the Importance of Asking for Help:

◦ Explain that asking for help doesn't mean they can't make decisions on their
own; it's about getting valuable insights.

◦ There are various people they can turn to for help, such as parents, teachers,
or friends.

 Use You tube Video link for video session

 ◦ Share a simple scenario where someone sought help and received valuable
advice from the video

 Discuss With People whom you are comfortable or trust

◦ Example - parents, teachers, or friends.

◦ Discuss why these individuals can provide helpful guidance.

 Role-Playing Exercise:

◦ Conduct a simple role-playing exercise where children can practice asking for
help.

◦ Discuss scenarios where seeking advice would be beneficial.

 Emphasize that Asking For Help is Brave:

◦ Reinforce the idea that asking for help is a brave and smart decision.

◦ Discuss how even adults seek advice when facing challenging choices.

Decision Wheel  Using Decision Wheel template, show how "Ask for Help" is a valuable step in the
Exercise decision-making process.

Reflection Time Ask questions and discuss:

 "How did the idea of asking for help make you feel?"

 "Can you think of a time when asking for help would have been
beneficial?

 Encourage them to consider if asking for help would have been beneficial.

 Discuss instances where asking for help led to a better decision.

 Reinforce the idea that seeking help is a positive and proactive approach to
decision-making. Praise their willingness to consider asking for help.

Closing  Conclude the session by summarizing the importance of recognizing when to ask
Thoughts for help in decision-making.

 Express encouragement for their future decisions and seeking guidance when
needed.

Expected Children will have learned that asking for help is a positive and brave step in decision-
Outcome making. Seeking advice from family and friends, teachers contributes to making informed
and thoughtful choices.

Day 19 | DECISIONS AND FEELINGS OF OTHERS

Goal Learn importance of how decisions affect others. Encourage empathy by discussing the
feelings and perspectives of friends, family, teachers or even fictional characters in a
story.

Material  Youtube videos-Desktop/Laptop/School Class Screen

 Scan your QR Code available in Day Wise (Pen Drive) on decision-making for
children.

 Decision Wheel (Flash Cards)

Steps  Briefly review the first two steps, "Observe" and "Think," to connect the learning.
(Day 19)

 Explain that in this step, they will learn to think about how their decisions might
affect others - friends, family, or even characters in a story.

 Discuss the Importance of Considering others when Decisions are taken

◦ Explain that decisions can impact not only themselves but also the people
around them.

◦ Discuss the concept of empathy (Feeling for others) and how understanding
others' feelings is important.

 Use You tube Video link for video session

◦ Share a simple scenario where someone considered the feelings of others

when making a decision.

 Storytelling Exercise:

◦ Tell a story where children can imagine different scenarios and discuss the
feelings of characters.

 Encourage them to share their own stories or ideas about how they can know
the feeling of others, e.g. how mother feels about any decision child has taken.
(ask If the child does not eat food on time, how does mother feel).

Decision Wheel  Using Decision Wheel, show how "Consider Others' Feelings" is an integral step
Exercise in the decision-making process.

Reflection Time Ask questions and discuss:

 "How did thinking about others' feelings change a child’s perspective on

a decision?"

 "Can you share a story where considering others led to a better

decision?"

 Praise their willingness to consider how their decisions might affect their parents,
 siblings, teachers, friends etc.

 Emphasize that caring about others' feelings is a positive quality.

Closing  Conclude the session by summarizing the importance of considering others'

Thoughts feelings in decision-making.

 Express encouragement for their continued growth in empathy and thoughtful

decision-making.

Expected Children will have learned to consider how their decisions affect others, fostering
Outcome empathy in their decision-making process.

Day 20 | DECISIONS AND FUTURE

Goal Learn importance of focusing on imagining future outcomes for every decision or
choices. Encourage them to think about how their decisions today may affect their
feelings tomorrow, next week, or even next month.

Material  Youtube videos-Desktop/Laptop/School Class Screen

 Scan your QR Code available in Day Wise (Pen Drive) on decision-making for
children.

 Decision Wheel (Flash Cards)

Steps  Review Previous Steps:

◦ Begin by briefly reviewing the first five steps - "Observe," "Think," "Listen to
Your Feelings," " Ask for Help," and "Consider Others' Feelings."

 Introduce -Imagine Future Outcomes:

◦ Explain that in this step, they will explore imagining the future outcomes of
each choice they make today.

 Discuss the Importance of Future Thinking:

◦ Explain the concept of thinking ahead and considering how today's decisions
can impact their feelings in the future.. Discuss the idea of imagining
tomorrow, next week, or even next month.

 Use You tube Video link for video session

◦ Share a simple scenario to illustrate the concept of imagining future

outcomes.

 Storytelling Exercise:
 ◦ Tell a story where children can create imaginary scenarios about the future
outcomes of different choices.

 Encourage them to share their own stories or ideas about how they thought of
tomorrow, or a month end while taking decisions, e.g. If they do not study daily,
then they may not cover the entire chapters of their english book before exams
which is one month ahead.

 Future Feeling Exercise

◦ Ask children to close their eyes and imagine how they might feel tomorrow,
next week, or next month based on a specific decision.

◦ Encourage them to share their imagined feelings with the group.

 Planning for future

◦ Discuss how imagining future outcomes is a form of planning.

◦ Encourage children to think about making decisions that lead to positive

future feelings.

Decision Wheel  Using Decision Wheel, show how "Imagine Future Outcomes" is a crucial step in
Exercise the decision-making process.

Reflection Time Ask questions and discuss:

 "How did imagining future outcomes change your perspective on a

decision?"

 "Can you share a story where thinking about the future led to a better
decision?"

 Praise their efforts in imagining future outcomes and considering the long-term
impact of their decisions.

 Explain that thinking about the future is a wise decision-making skill.

Closing  Conclude the session by summarizing the importance of imagining future

Thoughts outcomes in decision-making.

 Express enthusiasm for their growing ability to plan for positive future feelings
through thoughtful decisions.

Expected Children will learn to imagine the future outcomes of their decisions, fostering a sense of
Outcome planning and foresight. The goal is to instill the habit of considering how today's choices
can impact their feelings and experiences in the future.
Day 21 | DECISIONS ARE NOT PERFECT

Goal Learn importance of making a choice and not focusing on the result. It's okay if the
decision isn't perfect, as learning from choices is a valuable part of growing up.

Material  Youtube videos-Desktop/Laptop/School Class Screen

 Scan your QR Code available in Day Wise (Pen Drive) on decision-making for
children.

 Decision Wheel (Flash Cards)

Steps  Review Previous Steps:

◦ Begin by briefly reviewing the first six steps - "Observe," "Think," "Listen to
Your Feelings," " Ask for Help," "Consider Others' Feelings," and "Imagine
Future Outcomes."

 Make Your Choice:

◦ Explain that in this final step, they will make a choice based on everything
they have observed, considered, and imagined.

 Discuss the Importance of Decision-Making:

◦ Explain that making a choice is a crucial part of the decision-making process.

◦ Discuss how every choice, whether perfect or not, contributes to their growth
and learning.

 Use You tube Video link for video session

◦ Share a simple scenario from the video to to illustrate the concept of making
a choice.

 Storytelling Exercise:

◦ Tell a story where children makes decision and it may not be perfect but
appreciate the effort of making a decision.

 Encourage Confidence:

◦ Encourage children to be confident in their choices.

◦ Discuss the idea that making a decision, even if it's not perfect, is a brave and
positive action.

 Individual and Group Decision Exercise:

◦ Provide children with a simple decision-making scenario.

◦ Ask them to make a choice based on everything they have learnt.

 ◦ Facilitate a group sharing session where children can discuss the choices they
made.

◦ Emphasize the positive aspects of their decision-making process.

Decision Wheel  Using Decision Wheel, show how "Make Your Choice" is the concluding step in
Exercise the decision-making process.

Reflection Time Ask questions and discuss:

 "How did you feel when making your choice?"

 "What did you learn from this decision-making exercise?"

 Emphasize that it's okay if the decision isn't perfect.

 Discuss the idea that learning from choices is an important part of growing up.

Closing  Conclude the session by summarizing the importance of making choices and
Thoughts learning from them.

 Express excitement for their continued growth in decision-making skills.

Expected Children will learn to actively engage in making a choice based on the comprehensive
Outcome decision-making process. The goal is to instill confidence in their ability to make decisions
and emphasize the positive aspect of learning from every choice they make.
Day 22 | RESPONSIBILITY

Goal Learn importance of Responsibility. Reinforce the idea that every choice, whether leading
to a positive or challenging outcome, comes with responsibility. Highlight the importance
of taking responsibility for their decisions as a crucial step in learning and growing.

Material  Youtube videos-Desktop/Laptop/School Class Screen

 Scan your QR Code available in Day Wise (Pen Drive) on decision-making for
children.

 Decision Wheel (Flash Cards)

Steps  Review Previous Steps:

◦ Begin by briefly reviewing the first six steps - "Observe," "Think," "Listen to
Your Feelings," " Ask for Help," "Consider Others' Feelings," and "Imagine
Future Outcomes."

 Own or Take Responsibility:

◦ Explain that in this step, they will learn about the responsibility that comes
with every choice they make.

 Discuss the Meaning of Responsibility:

 Teach children about responsibility with a few examples. Example, cleaning

your study area is your own responsibility.

 Share simple, relatable examples of how taking responsibility for choices is a

part of daily life.

 Discuss scenarios where responsibility leads to positive outcomes.

 Use You tube Video link for video session

◦ Share a simple scenario from the video to to illustrate the concept of

responsibility.

 Storytelling Exercise:

◦ Tell a story where children are responsible and how it helps them to take
decisions and be responsible for their actions

◦ Engage in a simple accountability exercise where children share how they

would take responsibility for a specific decision.

 Connect with Real-Life Situations

◦ Discuss how the concept of responsibility applies to their school, home, and
 play environments.

◦ Explore scenarios where responsibility is crucial.

 Individual and Group Decision Exercise:

◦ Provide children with a simple decision-making scenario.

◦ Ask them to make a choice based on everything they have learnt.

◦ Facilitate a group sharing session where children can discuss the choices they
made.

◦ Emphasize the positive aspects of their decision-making process.

Decision Wheel  Using Decision Wheel, show how "Responsibility" is the important to carry out
Exercise decisions.

Reflection Time Ask questions and discuss:

 "Why do you think taking responsibility is important?"

 "Can you share a story where responsibility led to a positive outcome?"

Closing  Conclude the session by summarizing the importance of embracing responsibility

Thoughts for their choices. Express encouragement for their continued practice of taking
responsibility as they learn and grow.

Expected Children will have gained an understanding of the responsibility that comes with every
Outcome choice. The aim is to instill a sense of accountability and emphasize that taking
responsibility, regardless of the outcome, contributes to their learning and growth.
Day 23 | RECAP ON DECISION MAKING STEPS

Goal Recap the steps of decision-making - Stop and Observe, Think about Choices, Listen to
Feelings, Ask for Help, Consider Others, Imagine the Future, Make a Choice, Take
Responsibility, Learn from the Experience. Emphasize that making choices is a normal
part of life, and guide children through a simple decision-making scenario to apply the
steps.

Material  Whiteboard/chalkboard

 Simple decision-making scenario (e.g., "You have free time after school. Do you
want to play with friends, read a book, or draw?")

Steps Recap the Steps:

 Start by recapping the steps of decision-making: Stop and Observe, Think about
Choices, Listen to Feelings, Ask for Help, Consider Others, Imagine the Future,
Make a Choice, Take Responsibility, Learn from the Experience.

Decision-Making Is Routine Part Of Life

 Teach that making choices is a normal part of life, and everyone uses these steps
to make decisions.

Present a Simple Scenario

 Introduce a simple decision-making scenario: "You have free time after school. Do
you want to play with friends, read a book, or draw?"

Guide Through Decision-Making Steps:

 Use the provided scenario to guide the children through the decision-making
steps.

 Discuss each step, encouraging them to think about the choices, their feelings,
and potential outcomes.

Relate to Real-Life Examples:

 Relate the decision-making scenario to real-life examples, emphasizing how these

steps can be applied in various situations.

Individual and  Encourage group participation by asking open-ended questions during the
Group discussion.
Discussion
 Create a visual representation on a whiteboard/chalkboard if helpful.

 Allow each child to share their decision and how they arrived at it.
  Encourage them to express their thoughts about the scenario and the choices
available.

Open Discussion  Have a general discussion about decision-making.

 Ask questions like

 "How did using the steps help you in making a decision?"

 "Did anyone find a particular step more helpful than others?"

Reflection Time Ask questions and discuss:

 "Why do you think taking responsibility is important?"

 "Can you share a story where responsibility led to a positive outcome?"

Closing  Conclude the session by expressing appreciation for their active participation and
Thoughts decision-making skills.

 Encourage them to use these steps in their everyday lives.

Expected Children practices decision making steps and they are empowered with the confidence to
Outcome make thoughtful decisions and navigate choices effectively.
Scenario Cards
Day 3 | HOMEWORK

Goal Assess the children's decision-making process and awareness through a

situational scenario related to homework. This serves as an initial evaluation
of their ability to make choices and express their thoughts.

Scenario "You have some homework to do, and you can choose to do it right after
school or wait until later."
Share the scenario with children

Group Discussion Facilitate a group discussion about the scenario

Encourage the children to express their thoughts on when and why they might
choose to do their homework

Interactive Questions Engage the children with interactive questions related to the scenario.
Example

"What are some reasons you might want to do your homework right after
school?" or "How do you feel about doing homework later?"

Written Response Give each child a sheet to write or draw their thoughts on the scenario.

Encourage them to express their understanding of the situation without

introducing specific decision-making steps.

Assessment Assess the responses based on their ability to articulate their thoughts,
consider different choices, and express their feelings about the scenario.

Positive Reinforcement Give positive reinforcement, acknowledging their effort to engage in the
discussion and express their thoughts.

Explain that there are no right or wrong answers; the goal is to share their
perspectives.

Learning Outcome The situational scenario test aims to assess the children's initial understanding
of decision-making without explicitly introducing decision-making steps. The
objective is to gauge their ability to express their thoughts and consider
different choices in a given situation.
Day 6 | BIRTHDAY PARTY

Goal Assess the children's social and decision-making skills in a scenario where
they are at a friend's birthday party, and the friend starts playing a game
they don't enjoy.

Scenario "You're at your friend's birthday party, and they start playing a game you
don't enjoy."
Share the scenario with children

Group Discussion Facilitate a group discussion about the scenario

Encourage the children to express their thoughts on when and why they
might choose to do in the birthday party

Interactive Questions Engage the children with interactive questions related to the scenario.
Example

"How might you feel in this situation?" or "What are some options you
could consider when faced with a game you don't enjoy at a friend's
party?"

Written Response Give each child a sheet to write or draw their thoughts on the scenario.

Encourage them to express their understanding and potential actions

without introducing specific decision-making steps.

Assessment Assess the responses based on their ability to articulate their thoughts,
consider different options, and express their feelings about being in a
situation where they don't enjoy the game.

Positive Reinforcement Give positive reinforcement, acknowledging their effort to engage in the
discussion and express their thoughts.

Explain that there are multiple valid approaches to handling social

situations.

Learning Outcome The situational scenario test aims to assess the children's social and
decision-making skills when faced with a situation where they are at a
friend's birthday party, and the friend starts playing a game they don't
enjoy. The objective is to gauge their ability to navigate social situations
and consider different options.
Day 9 | SKILLS

Goal Assess the problem-solving and decision-making skills of children when

faced with a scenario where their teacher asks for help with a project, and
they don't know how to do it.

Scenario "Your teacher asks you to help with a project. You don't know how to do it."

Share the scenario with children

Group Discussion Facilitate a group discussion about the scenario

Encourage the children to express their thoughts on what they would do in

this situation.

Interactive Questions Use age-appropriate and simple questions related to the scenario.

For example, ask, "How might you feel if your teacher asks for help?" or
"What are some things you could do to figure out how to help?"

Draw or Act Out Solutions Provide each child with a sheet to draw or encourage them to act out
solutions to the scenario.

Encourage them to express their understanding without introducing

specific decision-making steps.

Assessment Assess the responses based on their ability to articulate their thoughts and
suggest solutions.

Consider their creativity and enthusiasm in proposing ways to handle the

situation.

Positive Reinforcement Give positive reinforcement, acknowledging their effort to engage in the
discussion and express their thoughts.

Explain that it's okay not to know everything and that asking for help is a
positive step.

Learning Outcome The situational scenario test is designed to assess the problem-solving and
decision-making skills of children when faced with a situation where their
teacher asks for help with a project. The objective is to gauge their ability to
express their thoughts and propose age-appropriate solutions, fostering a
positive attitude toward seeking assistance.
Day 12 | SPILL A DRINK

Goal Assess the children's problem-solving and decision-making skills in a

scenario where they accidentally spill a drink on a library book and
determine the best course of action.

Scenario "You accidentally spill a drink on a library book."

Group Discussion Facilitate a group discussion about the scenario

Encourage the children to express their thoughts on what they would do

in this situation.

Interactive Questions Use simple questions related to the scenario.

For example, ask, "How might you feel in this situation?" or "What are
some options you could consider to address the situation?"

Draw or Act Out Solutions Provide each child with a sheet to draw or encourage them to act out
solutions to the scenario.

Encourage them to express their understanding without introducing

specific decision-making steps.

Assessment Assess the responses based on their ability to consider different options,
and express their feelings about accidentally spilling a drink on a library
book.

Consider their creativity and enthusiasm in proposing ways to handle the

situation.

Positive Reinforcement Provide positive reinforcement, acknowledging their effort to engage in

the discussion and express their thoughts.

Emphasize that there are multiple valid approaches to handling accidental

situations.

Learning Outcome The situational scenario test aims to assess the problem-solving and
decision-making skills of children when faced with accidentally spilling a
drink on a library book. The objective is to gauge their ability to think
critically, consider different options, and express their feelings about
addressing an accidental situation, fostering creativity and understanding
of various solutions.
Day 15 | TALENT SHOW

Goal Assess the children's emotional awareness and coping skills in a scenario
where their teacher announces a talent show, and they want to
participate but feel nervous.

Scenario "Your teacher announces a talent show, and you want to participate, but
you're feeling nervous. What do you do?"

Group Discussion Facilitate a group discussion about the scenario

Encourage the children to express their thoughts on how they would

handle feeling nervous about participating in the talent show.

Interactive Questions Use simple questions related to the scenario.

For example, ask, "Have you ever felt nervous before?" or "What are some
things that might help you feel less nervous?"

Draw or Act Out Solutions Provide each child with a sheet to draw or write about the strategies they
would use to cope with nervousness.

Encourage them to express their understanding and potential actions

without introducing specific decision-making steps.

Assessment Assess the responses based on their ability to articulate coping strategies
and express their feelings about participating in the talent show.

Consider their emotional awareness and creativity in suggesting coping

mechanisms.

Positive Reinforcement Positive reinforcement, acknowledging their effort to share their thoughts
and coping strategies.

Emphasize that it's normal to feel nervous and that everyone has unique
ways of dealing with such feelings.

Learning Outcome The situational scenario test aims to assess the children's emotional
awareness and coping skills when faced with nervousness about
participating in a talent show. The objective is to gauge their ability to
express their feelings and suggest age-appropriate coping mechanisms.
Day 18 | ZOO

Goal Assess the children's decision-making skills and preferences in a

scenario where they need to choose between a zoo, a science
museum, or an art gallery for a class field trip.

Scenario "Your class is going on a field trip to either a zoo, a science museum, or
an art gallery. You can only pick one. What do you choose?"

Group Discussion Facilitate a group discussion about the scenario

Encourage the children to express their thoughts on what they would

choose and why.

Interactive Questions Use simple questions related to the scenario.

For example, ask, "Which place sounds the most fun to you?" or "What
animals would you want to see at the zoo?"

Draw or Color Your Choice Provide each child with a sheet to draw or color their preferred field
trip choice.

Encourage them to express their understanding through artwork,

showcasing what they like about their chosen destination.

Assessment Assess the responses based on their ability to communicate their

preferences through drawing or coloring.

Consider their engagement and enthusiasm for their chosen field trip
option.

Positive Reinforcement Give positive reinforcement, praising their creativity and sharing their
preferences.

Explain that everyone has different favorites, and there's no right or

wrong choice..

Learning Outcome Children can assess their decision-making skills and preferences for a
class field trip. The objective is to engage them in a creative way,
allowing them to express their thoughts and preferences through
drawing or coloring.
DAY 21 | NEW KID IN SCHOOL

Goal Assess the children's social and empathetic skills in a scenario where
they notice a new kid sitting alone at the playground and determine
what actions they would take to make them feel welcome.

Scenario "You notice a new kid sitting alone at the playground. What do you do
to make them feel welcome?"

Group Discussion Facilitate a group discussion about the scenario

Encourage the children to express their thoughts on what actions they

would take to welcome the new kid.

Interactive Questions Use simple questions related to the scenario.

For example, ask, "Which place sounds the most fun to you?" or "What
animals would you want to see at the zoo?"

Draw or Act Out Kind Gestures Provide each child with a sheet to draw or color to act out kind gestures
they would do to welcome the new kid.

Emphasize the importance of kindness and inclusivity.

Assessment Assess the responses based on their ability to suggest kind actions and
express their understanding through drawing or acting.

Consider their empathy and willingness to create a welcoming

environment.

Positive Reinforcement Give positive reinforcement, praising their creativity and sharing their
preferences.

Explain that making new friends is a wonderful thing, and their actions
can make a big difference.

Learning Outcome The situational scenario test aims to assess the children's social and
empathetic skills when faced with a scenario of a new kid sitting alone
at the playground. The objective is to gauge their ability to suggest kind
actions and express their understanding through drawing or acting,
promoting inclusivity and friendship.
DAY 24 | HOBBY

Goal Assess the children's decision-making and reasoning skills in a scenario

where they have the opportunity to start a new hobby, with choices
including painting, playing a musical instrument, or gardening.

Scenario "You have the opportunity to start a new hobby. Your choices are painting,
playing a musical instrument, or gardening. What hobby do you choose, and
why?"

Group Discussion Facilitate a group discussion about the scenario

Encourage the children to express their thoughts on which hobby they

would choose and the reasons behind their choice.

Interactive Questions Use simple questions related to the scenario.

For example, ask, "Which place sounds the most fun to you?" or "What
animals would you want to see at the zoo?"

Draw or Write about Chosen Provide each child with a sheet to draw or write about the hobby they
Hobby would choose and the reasons for their choice.

Encourage them to express their understanding without introducing specific

decision-making steps.

Assessment Assess the responses based on their ability to articulate their preferences
and reasons for choosing a specific hobby.

Consider their creativity and enthusiasm for their chosen hobby.

Positive Reinforcement Give positive reinforcement, praising their creativity and sharing their
preferences.

Explain that every child has unique interests, and there's no right or wrong
choice.

Learning Outcome The situational scenario test is designed to assess the children's decision-
making and reasoning skills when faced with the opportunity to start a new
hobby. The objective is to engage them in expressing their preferences and
reasons, fostering creativity and individuality.