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 to 6.
Give the class a subjective task to do, ie, write an essay based on a given topic or solve a problem which has multiple paths to achieving an answer. It should be a single task rather than a collection of questions.
Whatever the task it, it should be something that would take them about 15 minutes to complete, not something they could complete quickly. (It is up to you whether all groups get the same task or you assign each group a different task. Both should work. If all groups get a different task, it is up to you whether the groups get to choose what they want to work on or have to work on whatever they were given, whether randomly or assigned by you.)
Tell them that they have to complete the task as a group and they have 15 minutes to complete the task and they should get started.
After 8 minutes, get them to stop working and pass what they have been doing to the group on their left. Tell them they have to complete this piece of work and the scores they get will be determined by this rather than what they had started on.
They can decide to just carry on what has already been done, choose to edit the earlier bit before continuing, or even start from scratch. They have 7 minutes left.
After 4 minutes, stop them and repeat the entire process. Assure them that this is the last time you will be doing this. They have 3 minutes left.
After 2 minutes, stop them, confess to lying, and repeat the process for the final time.
Tell the groups they have only 1 minute left. This is the piece of work they will be scored on. So they should spend that 1 minutes wisely.
Stop them after the 1 minutes whether they have completed the task or not. Award points to the groups based on the final piece of work they worked on.
Allow all groups to see all the completed work by either having a presentation of displaying the completed work on the board
30 MINUTES
None
Constantly having something different to work on makes students consider how they want to react with change. Just because they might have lost the hard work they put in earlier, does not mean they have to give up. Do they merely shift their focus or do they start from scratch? What can be salvaged and what cannot? This helps them practice pivoting and being flexible.
Divide the class into groups of 5 to 6.
Give the class a subjective task to do, ie, write an essay based on a given topic or solve a problem which has multiple paths to achieving an answer. It should be a single task rather than a collection of questions.
Whatever the task it, it should be something that would take them about 15 minutes to complete, not something they could complete quickly. (It is up to you whether all groups get the same task or you assign each group a different task. Both should work. If all groups get a different task, it is up to you whether the groups get to choose what they want to work on or have to work on whatever they were given, whether randomly or assigned by you.)
Tell them that they have to complete the task as a group and they have 15 minutes to complete the task and they should get started.
After 8 minutes, get them to stop working and pass what they have been doing to the group on their left. Tell them they have to complete this piece of work and the scores they get will be determined by this rather than what they had started on.
They can decide to just carry on what has already been done, choose to edit the earlier bit before continuing, or even start from scratch. They have 7 minutes left.
After 4 minutes, stop them and repeat the entire process. Assure them that this is the last time you will be doing this. They have 3 minutes left.
After 2 minutes, stop them, confess to lying, and repeat the process for the final time.
Tell the groups they have only 1 minute left. This is the piece of work they will be scored on. So they should spend that 1 minutes wisely.
Stop them after the 1 minutes whether they have completed the task or not. Award points to the groups based on the final piece of work they worked on.
Allow all groups to see all the completed work by either having a presentation of displaying the completed work on the board
None
Constantly having something different to work on makes students consider how they want to react with change. Just because they might have lost the hard work they put in earlier, does not mean they have to give up. Do they merely shift their focus or do they start from scratch? What can be salvaged and what cannot? This helps them practice pivoting and being flexible.
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