At the end of this activity, students should be better able to (select as many as apply):
pivot
be flexible
Divide the class into groups of 5-6.
Give the groups the content/questions/worksheet you want them to work on. As the groups are working, walk around the class and tell each group they are doing something wrong without being specific about what it is. Sound disapproving.
Tell them they have to rethink their approach. Do this even if they are completely on the right track.
Then walk around the class and this time provide affirmation on what they are doing with a ‘Well done’ or the like. Again, don’t be specific about what your are affirming. Do this even if they are totally on the wrong track.
Keep alternating between the two for about 4-5 rounds, depending on the time needed for the groups to complete the task.
Then get each group to share their solution and the journey which led them there.
Explain only after all presentations that your disapproval/affirmation had nothing to do with what they were actually doing and was only made to confuse them and see how they would respond.
Award points to all groups who still managed to get the answer(s) (if objective) or get a good solution (if objective) even with all the contradictory external influences.
15 MINUTES
None
Having to examine their processes and adjust according to feedback, even if the feedback does not make sense at all, encourages students to be flexible in their thinking and to be able to pivot. What am I doing wrong? Is there another way to do this? What am I doing right that should stay?
Negative feedback when you are sure you are doing the right thing forces students to make a decision. Should they stay the course and have faith in what they are doing? This teaches them determination in the face of adversity if they believe in themselves
Divide the class into groups of 5-6.
Give the groups the content/questions/worksheet you want them to work on. As the groups are working, walk around the class and tell each group they are doing something wrong without being specific about what it is. Sound disapproving.
Tell them they have to rethink their approach. Do this even if they are completely on the right track.
Then walk around the class and this time provide affirmation on what they are doing with a ‘Well done’ or the like. Again, don’t be specific about what your are affirming. Do this even if they are totally on the wrong track.
Keep alternating between the two for about 4-5 rounds, depending on the time needed for the groups to complete the task.
Then get each group to share their solution and the journey which led them there.
Explain only after all presentations that your disapproval/affirmation had nothing to do with what they were actually doing and was only made to confuse them and see how they would respond.
Award points to all groups who still managed to get the answer(s) (if objective) or get a good solution (if objective) even with all the contradictory external influences.
None
Having to examine their processes and adjust according to feedback, even if the feedback does not make sense at all, encourages students to be flexible in their thinking and to be able to pivot. What am I doing wrong? Is there another way to do this? What am I doing right that should stay?
Negative feedback when you are sure you are doing the right thing forces students to make a decision. Should they stay the course and have faith in what they are doing? This teaches them determination in the face of adversity if they believe in themselves
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