Special thanks and credit to Duncan Sabien, who crystalized the “Counting Up, Counting Down” exercise that this post is adapted from. You can explore more of Duncan’s work here.
Most students are used to being evaluated by tests: Like, you start with 100 points, and get docked points for any mistakes you make.
Many mistakenly see the college application with this same framework and worry about a series of “mistakes” jeopardizing their chances.
Avoiding mistakes is generally a great idea—but “mistake collecting” isn’t how admissions really works.
How it actually works: Admissions officers build a case for students, who start as a blank state—and academic growth is arguably the most critical element of this case-building process.
Our students have found immense value in reflecting on their courses and building a log of “counting up” moments from each class—times they really felt like they were in their stride, made academic or intellectual breakthroughs, contributed immensely to class discussions or dynamics, and more.
We also know from experience that “counting down” from perfection—reflecting on areas where you could have done something differently, put in more effort, asked for help, or taken a different approach—helps students develop the critical skill of honest self-reflection, which is essential to a successful college process… and a fulfilling life!
So the reflective exercise below is designed to help you celebrate the wins and losses from your core school-based classes (English, math, social studies, science, and language).
If done each semester/trimester, you’ll have an amazing log to look back to as you continue growing as a scholar: goals for yourself the following term, the academic areas you may want to push yourself further in, skills you want to sharpen, and more.
Plus, you’ll have OODLES of source material for your college applications— as there are often supplemental essay questions about your academic interests and personal growth— as well as helpful details to send to teachers who you might ask for a recommendation letter!
Happy counting, friend. 3, 2, 1… GO!
Instructions
For an editable Google Slide workbook of this exercise, click here
For each core academic class you're currently enrolled in, take some time to consider the following for the current semester/trimester. We encourage you to be fully honest.
It's okay to admit things you aren't proud of, like cheating or snarkily dismissing a peer's opinion. Owning our stumbles and blunders is critical to personal growth!
Below, you'll find ways you can detail your "Counting Up" and "Counting Down" moments.
For each core subject (e.g., English, Math, Science, Social Studies, Language):
Counting Up: Consider times when:
What's a moment, project, or unit from class where I really felt "in the zone"?
Did the class help me clarify my future goals?
When did I really make a meaningful contribution to class?
When did I really showcase my values?
Counting Down: Consider times when:
What's a moment, project, or unit from class where I really felt "out of my element"?
Was there a time I deviated from my own values? Why?
Beyond the subject material, was there anything about the class—such as the teaching style—that didn't resonate?
Example: Course—AP Psychology, Year: 11th Grade, Semester: Fall
Counting Up Example:
I was the leader on almost all the group projects I was a part of and this really built up my confidence.
I got to do a project on mental health in the Asian American community, which I feel personally connected to.
I've started to consider majoring in neuroscience and exploring that path.
Counting Down Example:
The "new-ness" of the material sometimes intimidated me and I didn't always put in the necessary effort to familiarize myself with it.
I often found myself doing work for other classes during these lectures, and I realized I needed to be more organized.
I found the historical units of the class (about psychological discoveries) really boring.
After completing the charts for each subject, take some time to reflect on the patterns you observe.
Consider the following questions:
What common themes emerge in your "Counting Up" moments? What does this tell you about your strengths and interests?
What common themes appear in your "Counting Down" moments? What challenges do you tend to face, and how can you address them?
Are there any connections between your "Counting Up" moments in one subject and your "Counting Down" moments in another?
How can you leverage your "Counting Up" experiences to improve your engagement and performance in areas where you've had "Counting Down" experiences?
What are some specific goals you can set for the next semester/trimester based on these reflections?
By diligently engaging in this Counting Up & Counting Down Exercise, you'll gain valuable insights into your learning journey, fostering personal growth and preparing you for future academic success and beyond. Happy counting!
