At the end of this activity, students should be better able to (select as many as apply):
understand different working styles and cultures
think about others
Before giving out the worsheet/question(s)/task for the lesson, ask the students how well they have understood the topic. Divide the class into 3 groups, those who have understood it well and are feeling confident, those who think they have understood it but are not feeling all that confident, and those who think they still need more help and are struggling. Keep moving students between the 3 groups until the 3 groups have equal number of students.
Now create groups of 3 where each groups has exactly 1 member of each of the categories - so each team will have one confident student, one not so confident student, and one struggling student.
Then give out the worksheet/question/task for the lesson. Tell the groups they cannot write anything down yet and can only discuss the answers. They have 7 minutes to do so. They should try to ensure that every member of their group is able to answer the question(s). It is up to the more confident group members to help the more unsure ones to feel able to do the work.
Once their time for discussion is up, students attempt the worksheet/question(s)/task individually.
Groups will only get the points earned by the lowest scoring group member
20 MINUTES
None
Realising that your performance or reward is connected to others’ and that you are only as strong as the weakest link encourages students to think about others and what their struggles might be. And how they can help them, and in doing so, also help themselves.
Helping others or seeking help will make students understand that people think differently and process information differently and they will have to be mindful about different working styles to be productive.
Before giving out the worsheet/question(s)/task for the lesson, ask the students how well they have understood the topic. Divide the class into 3 groups, those who have understood it well and are feeling confident, those who think they have understood it but are not feeling all that confident, and those who think they still need more help and are struggling. Keep moving students between the 3 groups until the 3 groups have equal number of students.
Now create groups of 3 where each groups has exactly 1 member of each of the categories - so each team will have one confident student, one not so confident student, and one struggling student.
Then give out the worksheet/question/task for the lesson. Tell the groups they cannot write anything down yet and can only discuss the answers. They have 7 minutes to do so. They should try to ensure that every member of their group is able to answer the question(s). It is up to the more confident group members to help the more unsure ones to feel able to do the work.
Once their time for discussion is up, students attempt the worksheet/question(s)/task individually.
Groups will only get the points earned by the lowest scoring group member
None
Realising that your performance or reward is connected to others’ and that you are only as strong as the weakest link encourages students to think about others and what their struggles might be. And how they can help them, and in doing so, also help themselves.
Helping others or seeking help will make students understand that people think differently and process information differently and they will have to be mindful about different working styles to be productive.
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