Within my classroom students will have the opportunity to work in groups. In order to help establish good group members we will be using this activity to help show the expectations they will have as a group member in my classroom. This activity is both a brain twister as well as a way to help students learn the valuable lesson of working effectively as a team. Two important lessons are learned through this activity, the power of listening and leadership. This activity will challenge students to see how limitations can affect the way that their group achieves their goal.
Goal: To create 3 squares of identical size while using all of the pieces. Prep:
Cut three large squares ( 8 in x 8 in ) per group out of thick paper like card stock.
Cut each square into roughly 6-8 smaller pieces of various shapes (rectangles, triangles, pentagons, etc.) and place the pieces in an enclosed envelope. Each group should have the pieces of their three squares in one envelope.
Each square should be unique.
Activity:
Divide the large group or class into groups of 5 and give each group a closed envelope. Inside of the envelope will be the pieces that make up the 3 squares.
Within the smaller groups have the students count off as "A" and "B" members. The expectations for each type of member is listed below.
Rules:
Participants’ cannot take someone else’s piece. They can only receive others’ pieces.
"A" group members: These group members are allowed to talk and offer suggestions to their other members, however they cannot help arrange the pieces to make the squares. Their hands must stay off of the work space (desk, table, etc.). This is helping students learn to listen, a skill that many have trouble within group work.
"B" group members: These group members cannot talk, but have to physically arrange the pieces to create the 3 squares. This is helping students have a chance to stand up and speak out as well as take lead.
The pieces cannot be altered or manipulated (cut, folded, or layered on top of one another.) All of the pieces must be used in creating the three squares.
Team members who are either not participating at all or is breaking their role may be given a warning then removed from their group. By not helping the group they are hindering their whole team's progress.
Tips for facilitating:
This is a great activity to introduce to your class or group after the first couple days of school once you have a general feeling of your student's personalities. You will then be able to group them accordingly by placing students in diversified groups of different abilities and personalities.
Encourage your students to ask quieter group members to stand up and lead or to make suggestions. Remind your students to make sure all group members are included. Being that it's a new year or not all students may be uncomfortable with their group, they may be more reserved.
After five minutes of the groups trying to build the squares allow some time to debrief the challenges they are facing. Ask questions like "What is the biggest barrier your group is facing?", "What is working well within your group?". and importantly, "Why do you think I imposed the roles? What lessons did it help reinforce?" After debriefing for about 5 more minutes remove the A and B roles and allow all students to be able to talk and touch the pieces for the last 5 minutes.
You can continue the activity until a group finishes or stop after the last 5 minutes. However it is important to debrief at the end with your students. Ask questions like "Was it easier with or without the roles?", "How did things change after the roles were lifted?", "What was the most challenging part?", "What worked best within your group?" and "How could we have made this more challenging?"