Strength Discovery Lab

Overview

In this lesson (Lesson 22 of 30), the student completes a strengths discovery survey, conducts a short family interview about observed talents, and analyses the collected data using guided planning sheets with sentence frames and visual supports. This builds Phase 3 of “The Ultimate Guide to Me” by turning observations into structured evidence for future accommodations and strengths.

Learning intentions

WALT identify personal strengths by completing a structured survey and interviewing family members about observed talents. WALT organise and analyse talent survey and interview results using a simple evidence-based method. WALT document findings in a clear, visual format with minimal writing.

Success criteria

• I can choose survey answers carefully and explain (or show) what my answer means.
• I can collect at least 3 pieces of evidence about my talents from a family interview.
• I can sort my evidence into 3–6 strengths and describe the “what I do” and “how it helps” for each.
• I can communicate my top 1–2 strengths using a guided sentence frame and a visual organiser.

Curriculum links

• Mathematics — AC9M6ST03: plan and conduct a statistical investigation by collecting relevant data, analysing it, interpreting it, and communicating findings within context.
• English — AC9E6LY06: create informative/multimodal text using short paragraphs/sentence frames and visual features to present findings.
• English — AC9E6LY07: plan and deliver a short multimodal presentation using topic-specific vocabulary and appropriate voice/pacing.

Lesson structure (45 minutes)

1. 0–5 min · Dopamine Hook (visual intro). Teacher shows a story-style “quest map” illustration poster: Discovery Survey → Family Interview → Talent Sorting. Student points to the next station on the map and says one feeling word about starting (e.g., “excited”, “curious”, “nervous”).

2. 5–12 min · Strength Survey (low reading friction). Teacher gives a simplified 10-item strengths survey using icons/emoji and short stems (e.g., “I notice patterns”, “I help people feel safe”, “I’m creative with ideas”, “I’m steady and organised”). Student completes the survey by selecting responses (e.g., Yes/Most days/Sometimes/Not yet) with minimal text; student can record answers verbally to an adult who ticks boxes.

3. 12–18 min · Quick “Meaning Check”. Teacher asks: “What does this strength look like in real life?” using one example per category. Student chooses one survey item and gives either (a) a short verbal example or (b) a quick drawing of the situation.

4. 18–28 min · Family Interview (record evidence). Teacher provides an interview script with 3 questions and sentence frames:

• “When have you seen me use this strength?”
• “What did I do?”
• “What was the result or benefit?” Student conducts the interview with a family member (in the room or on speaker). Teacher/parent supports by writing only keywords on the planning sheet (or recording voice notes that the student later sorts).

5. 28–38 min · Talent Data Sorting (mini statistical investigation). Teacher frames the task as a simple investigation: “We collected data about strengths. Now we will analyse it.” Student sorts evidence into a table with columns: Strength name, Survey evidence, Family evidence (tick counts). Student then counts how many sources support each strength and identifies top strengths.

6. 38–45 min · Share-out (multimodal evidence claim). Teacher models a 20–30 second “report” using a sentence frame: “My top strength is ____. Evidence: (survey) ____ and (family) ____.” Student delivers the share-out to the teacher using the planning sheet and one visual (choice: drawing card, sticker chart, or colour-coded bar). Teacher asks one reflective question: “How might this strength help future situations?”

Resources

• Printed Strength Discovery Survey (icon/emoji version)
• Family Interview question cards + evidence recording sheet
• Sentence frames (laminated or large print)
• Visual evidence organiser: strength sorting grid (3–6 categories)
• Coloured stickers/colour pencils for coding evidence sources
• Optional: audio recorder for interview responses
• Storybook illustration cue cards (adventurous scenes for the “quest map”)
• Timer (visual countdown)

Assessment

• Teacher observes survey engagement and checks that the student understands each item’s meaning (fast meaning check).
• Teacher checks evidence collection: at least 3 family examples recorded as keywords/drawings/voice-note summaries.
• Teacher reviews the sorting grid for accurate counting of evidence sources and a clear “top strengths” claim.
• Optional 1-minute exit ticket: student circles their top 1 strength and completes one sentence frame verbally.

Differentiation

• Support: offer a choice-based survey format (icons, smiley scales) and allow verbal responses for any written fatigue; provide sentence starters for interview and share-out.
• Support: pre-teach 5–8 strength words using picture cards and quick role-play (“show me when you notice patterns”).
• Extension (only if time/energy allows): add a “challenge vs strength” note (one line or drawing) showing where the strength is hard to access.
• Autistic/ADHD needs: short bursts with a visual timetable; allow movement breaks between stations; keep writing to keywords only; include hand-on sorting (stickers/colour blocks).
• Dyslexia-friendly options: large font, high contrast, minimal text, audio option for questions, and voice-note recording instead of transcription.