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https://www.facebook.com/groups/972210296904545/permalink/1424513095007594/

# data[].attributes.headline
Reflection on Model Farms Visit 20230720

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Reflection on Model Farms Visit 20230720

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The Visit to Model Farms School is awesome. What I have learned from the trip is trememdouly to me, and it has inspired me in different aspects as an educator and as a school administrator.
It was freezzing but we were greeted with kind and warm hearts with lovley smiles all around, I am impressed with the volunteering school leaders from school well-being department.
First, the school trip is well organized by the school students leaders. The girls show us around are confident and friendly. I can see their confidence , with the interaction of our visiting , they are proud of thieir school. It wiill be a great oportunity to turn the studnets as learding and focus of learning.
Second. he students have more choice and control of their their learning I noticed that the students of the class were all engaged in their learning activity with BYOD devices. It was quiet , and everyone is engaged in their learning. The class atmoshpere is warm, and the class is full of mindful students.
Third , I leanred that the incliusivity and respect to the history of Australia is impatful. I see the boriginal and Islanders Day Observance Committee) Poster on the hallway , and 3 flags hung in the air on the play ground. The NAIDOC occurs annually in July, and celebrates the history, culture and achievements of Aboriginal and Torres Strait Islander peoples. NAIDOC is celebrated not only in Indigenous communities, but by Australians all over the country and overseas. Multicultural Diversity and Respect to our history , the acknoledgement is worth to keep and record as our school ritual and routines to keep our history alive.
Fourth, the calssrooms are well designed and diversified to meet different learning purposes. We can see lots of different types of instruments in the music room. The kitchens are well-designed to be a safe place for studnets to explore their interests and potential for their future careers.
and most to my surprise is the lovely farm and vegetable garden. I see cows, alpacas, chickens, and sheep on the farm.
To summary up , this visiting is overwhelmly inspiring ,there is one image that comes to me that the role of an educator should be like the conductor to organize the band or orchestra to inspire students to find their confidence and talents to be their better self. Last but not least, if we could stay longer for a half day to a class for observation would be great .
Notes: #NAIDOC #澳洲原住民日及島民活動紀念委員會 每年七月［7.3_10]舉辦的原住民及島民紀念日

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https://prolearn.mq.edu.au/mod/forum/discuss.php?d=5082

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Welcome to proLearn, Macquarie University's online learning environment.

proLearn enables learning, teaching, communication and collaboration online.

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acknowledge that you have read the proLearn Privacy Statement and the University's
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or the specific terms and conditions relevant to your course.

You agree that your personal information may be shared with third party providers who may hold your personal information outside of NSW.

# data[].attributes.attachment_link.description
Welcome to proLearn, Macquarie University's online learning environment. proLearn enables learning, teaching, communication and collaboration online. By logging on to this site, you agree to comply with the Macquarie University Acceptable Use Policy and acknowledge that you have read the proLearn Privacy Statement and the University's privacy policy, or the specific terms and conditions relevant to your course.

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1 全班分成二排

A Speak for 1 minute, and B Listen

B asks one question after A speaks

SWOP

2-Find partnes - music stops ( B talks and A listen)
3-老師提問一個 1 QUESTION ABOUT FAST FASHION
Will you change your habit after today's lesson?
Yes-
No -
4- teacher ask 1 S to speak what he / she will change.

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Each group practice and ask questions based on Bloom principles .

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Watch the video and answer the following questions:

•What strategies are mentioned in the video?
•What does it mean to 'cold call' and what are its benefits?

••How can you scaffold the questions for English language learners?

••How can you help the learners to answer the questions?

Stage 1 -Planning
Stage 2 -Asking - Cold Call
Ask based on their skills
Stage 3 - Supporting Puipls 'response
Think,  pair and share
sentences frame
Stage 4 REplying
Say it again better

Developing your listening  skills

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https://www.bell-foundation.org.uk/eal-programme/guidance/effective-teaching-of-eal-learners/great-ideas/questioning-strategies/

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What are questioning strategies?

Asking the right questions at the right time, to the right people, in the right way, can often transform any ordinary lesson into something truly inspiring. To achieve this takes practice, planning and the employment of certain questioning strategies that involve:

Identifying why questions are being asked in the first place (learning goals).

Planning what questions to ask and in what order to build up learning.

Deciding how and to whom the questions are posed.

Supporting learners as they respond to questions.

Following up with pupil answers in ways that move learning forward.

Questioning is a powerful tool teachers use to guide learning, stretch pupils' thinking, check for understanding and to build confidence in pupils. For learners using English as an Additional Language (EAL), questioning provides opportunity to develop language skills and participate in academic thinking.

Examples of activities

Below are four common questioning activities followed by useful strategies and considerations when working with learners using EAL.

Cold call

Cold calling is when you choose who answers a question, making sure no one dominates or gets overlooked, including learners who may be new to English. By knowing anyone can be called upon, it keeps the whole class involved and provides you with better formative information as you are not only hearing from those learners who always raise their hands. Teachers may intentionally choose who to call upon or randomly select pupils by drawing names.

EAL strategies/considerations - Selecting who responds allows you to pose questions that are appropriate for the language development level of your multilingual learners. For learners who are new to English, ask questions that do not require lengthy responses. Providing learners with a choice of answers inside the question can be helpful. For example, 'Kushal, do we 'add 3' or 'subtract 3' next? You may also need to adjust your wait time and/or reduce the cognitive load of a question by offering a partial answer for the learner to complete. For example, "Kushal, what is the next step; we need to multiply by...?" As learners become more proficient in English, they can be asked and respond to questions that require higher levels of language demand.

Say it better

Responding out loud to questions that require deeper thinking can be difficult. It is important to remember that first responses rarely come out fully developed. In such cases, give pupils formative feedback on their first response and let them 'say it again better' with more depth and clarity.

EAL strategies/considerations - When you provide formative feedback on a learner's first response, include a focus on language as well as content. This can be done through recasting or rephrasing the language used by your learner and by modelling target language to improve vocabulary and sentence structure. Help learners use the target language as they 'say it again better', while always acknowledging their first attempt. For example, (T) "What were some common features of early Hawaiian settlers?", (L) "They goed some way over Atlantic." (T) "Thank you, they travelled across the Atlantic or the Pacific? They travelled across...", (L) "They travelled across the Pacific." (T) "Exactly!"

Think pair share

This common activity gives pairs of learners the opportunity to think about, rehearse and share ideas around posed question/s from the teacher.

EAL strategies/considerations - Learners who are new to English will not only need time to think about the content of their response but also the language for how to articulate it in English. Allow time for learners to practice saying their response before sharing. Young learners could rehearse on make-believe microphones while older learners could quickly take notes (in their home language or in English) and silently rehearse before sharing with a partner.

Teachers can also provide learners with sentence frames to support forming a response prior to sending learners into pairs. For example, 'One cause of climate change is....' Also, be strategic with pairing learners. You may want to pair learners who share the same home language or, alternatively, pair learners using EAL with pupils who can provide good models of English.

Check for understanding

We cannot assume that all learners have absorbed the same knowledge acquired by any individual. Moreover, asking, 'do you understand?', tells us very little as learners may be wrong in answering 'yes' and seldom want to answer 'no'. Instead of asking 'if' they have understood we should be asking our learners 'what' they have understood.

This can be accomplished by asking questions that guide learners to, (a) summarise parts of a text or story, (b) repeat instructions, (c) think aloud as they plan or solve a problem, (d) agree or disagree and, (e) explain or defend their work or position (Rosenshine, 2011).

EAL strategies/considerations - Learners who are new to English may understand the concepts you are teaching but might not be able to articulate their understanding of these in English. In these cases, provide alternative ways to demonstrate understanding. Have learners use visuals to demonstrate meaning by placing them in the right order or with the correct match or label. You might have them draw their understanding or visually represent how they solved a problem. If you, or others in the classroom, share a learner's home language, you can check understanding through translanguaging approaches.

How questioning strategies work

Teachers need to be strategic about the types of questions they ask. It has been wrongly argued that higher order questions, which require learners to evaluate and analyse ('Why is Lady Macbeth presented as powerful?') were more important than lower order questions ('Who is the ruler of China?', 'What is the capital city of France?'), which simply sought to develop basic understanding. Both are necessary as learners need to master basic understanding before they can engage in more complex analysis and evaluation.

Although responding to higher-level questions in English may require greater English language proficiency, do not deny learners using EAL from being asked these types of questions. Instead, you will need to provide the supports necessary for them to articulate their response. These can include the use of home language, visuals, extra wait time, substitution tables and/or sentence frames, demonstrations, drawings, etc. Developing questions and the types of supports provided needs to be part of lesson planning.

Top Tip: Develop your listening skills. By carefully listening to your pupils' answers, you will become a more responsive teacher and thus better able to challenge your pupils' understanding, provide appropriate feedback for language and content and guide learning with further probing questions. Listening to your pupils will help you gauge their understanding and determine if additional instruction is needed.

Why are questioning strategies a Great Idea for learners using EAL?

There is good evidence for the role questioning plays in securing strong outcomes. Posing questions to learners forces them to think harder and deeper about the material. Rosenshine (2012) found that the best teachers asked the most questions. In reviewing the research, he found that learners who had been asked pre-questions were later able to recall almost 50% more information than their peers who had not. Likewise, being asked probing questions increased the amount learners were able to remember in their long-term memory.

Questioning is also a key tool for implementing formative assessment practices that will lead to stronger learner outcomes (William, 2011). Through questions teachers can engineer effective classroom discussions, clarify and share learning intentions and offer feedback that moves learners forward. According to the Education Endowment Foundation (2021), effective questioning can lead to an additional seven months of progress being made across one year alone.

References

Education Endowment Foundation (2021). Feedback. [online] [Accessed on 24 August 2022]. Available at: https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/feedback

Rosenshine, B. (2012). Principles of Instruction: Research-based strategies that all teachers should know. American Educator. 36(1), pp.12-19.

Wiliam, D. (2011). Embedded formative assessment. Bloomington, In: Solution Tree.

‌

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Questioning strategies - The Bell Foundation

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Great Idea: Questioning Strategies Play What are questioning strategies? Asking the right questions at the right time, to the right people, in the right way, can often transform any ordinary lesson into something truly inspiring. To achieve this takes practice, planning and the employment of certain questioning strategies that involve: Identifying why questions are being ...

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1 Create
1- What does the word mean "apprael ""?

2 Understaning
2- Give me an example of decomposte

3Apply
Tell me what would happen if the clotes end up in a landfill ?

4- Analize
Tell me what will happen if you put the clothings to the land fill ?

5- Evaluating
What are the alternatives to buy new clothes ?
-
6- Create
What would happen if the  predloved clothes end up in Taiwan ?

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https://modelfarms-h.schools.nsw.gov.au/

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https://www.youtube.com/watch?v=V-rIkN5bDw0

Watch this short video.

Write down the questions you hear.

What type of questions are they?

Why is it important to ask the right questions?

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Two articles _ problem and solution

# data[].attributes.body
Read and solve the puzzles Individual  or in pairs

# data[].attributes.body
Asking Questions

# data[].attributes.headline
Model Farms School Visit Relection 20230720 

# data[].attributes.subject
Model Farms School Visit Relection 20230720 

# data[].attributes.body
The Visit to Model Farms School is awesome. What I have learned from the trip is trememdouly overwhelmed to me, which has nspired me in some different aspects as an educator and as a school administrator.
It was freezzing but we were greeted with kind and warm hearts with lovley smiles all around, I am impressed with the volunteering school leaders from school well-being department.
First, the school trip is well organized by the school students leaders. The girls show us around are confident and friendly. I can see their confidence , with the interaction of our visiting , they are proud of thieir school. It wiill be a great oportunity to turn the studnets as learding and focus of learning.
Second. he students have more choice and control of their their learning I noticed that the students of the class were all engaged in their learning activity with BYOD devices. It was quiet , and everyone is engaged in their learning. The class atmoshpere is warm, and the class is full of mindful students.
Third , I leanred that the incliusivity and respect to the history of Australia is impatful. I see the boriginal and Islanders Day Observance Committee) Poster on the hallway , and 3 flags hung in the air on the play ground. The NAIDOC occurs annually in July, and celebrates the history, culture and achievements of Aboriginal and Torres Strait Islander peoples. NAIDOC is celebrated not only in Indigenous communities, but by Australians all over the country and overseas.
Multicultural Diversity and Respect to our history , the acknoledgement is worth to keep and record as our school ritual and routines to keep our history alive.
Fourth, the calssrooms are well designed and diversified to meet different learning purposes. We can see lots of different types of instruments in the music room. The kitchens are well-designed to be a safe place for studnets to explore their interests and potential for their future careers.
and most to my surprise is the lovely farm and vegetable garden. I see cows, alpacas, chickens, and sheep on the farm.
Last but not least, ths visiting is overwhelmly inspiring ,there is one image that comes to me that the role of an educator should be like the conductor to organize the band or orchestra to inspire students to find their confidence and talents to be their better self.
Last but not least, if we could stay longer for a half day to a class for observation would be great .

Notes;
#NAIDOC
National Australia Indigenious
https://www.niaa.gov.au/news-centre/niaa/naidoc-week-2022
#澳洲原住民日及島民活動紀念委員會
每年七月［7.3_10]舉辦的原住民及島民紀念日今年主題：Get up,Stand up,Show up

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https://www.niaa.gov.au/news-c

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Giving Instructions

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Avoiding English as a barier, the speaker created a google form to let the audience to write or speak in either English or mandarin .

# data[].attributes.subject
Avoiding English as a barier, the speaker created a google form to let the audience to write or speak in either English or mandarin .

# data[].attributes.body
https://mqoutlook-my.sharepoint.com/:w:/g/personal/amanda_neill_mq_edu_au/EWOLXJu83PRHq15Re-ogSz0BeTifwfdRTXyTBgVeLZSPcA?e=Aw59HW&CID=c6a7ba9b-06a1-0e87-e119-043cc39313b5

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1- The teacher starts with a Kahoot to gain background understanding of audiences
2- There are 5 questions :

Ｗhat levels are you teaching ?

How many years you have been teaching ?

What subject do you teach ?

Do you feel comfortable to speak in English ?

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https://www.nap.edu.au/naplan

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Primary and Secondary

Standard  of gradeing -

Cross curruculum accross all Subjectt
Abriginal Cultural
Sustanbility

Early Stage
Stage 1 Y1-Y2
Stage 2  Y3-Y4
Stage 3  Y5-^Y6

Secondary Stage
Stage 4 Y 7-8
Stage 5 Y10-10
Stage 6 Year 11-12

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https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/

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Introduction

The general capabilities play a significant role in the Australian Curriculum in equipping young Australians to live and work successfully in the twenty-first century.

In the Australian Curriculum, capability encompasses knowledge, skills, behaviours and dispositions. Students develop capability when they apply knowledge and skills confidently, effectively and appropriately in complex and changing circumstances, in their learning at school and in their lives outside school.

General Capabilities in the Australian Curriculum

In the Australian Curriculum, the general capabilities are addressed through the content of the learning areas. General capabilities are identified where they are developed or applied in the content descriptions. They are also identified where they offer opportunities to add depth and richness to student learning via the content elaborations, which are provided to give teachers ideas about how they might teach the content. Icons are used to indicate where general capabilities have been identified in learning area content descriptions and elaborations.

Teachers are expected to teach and assess general capabilities to the extent that they are incorporated within learning area content. State and territory education authorities will determine if and how student learning of the general capabilities is to be further assessed or reported.

General capabilities materials are presented to help teachers develop a shared understanding of the nature, scope and sequence of the general capabilities in the Australian Curriculum and to help teachers plan for students' development of the general capabilities in school and classroom learning programs.

The materials for each general capability include:

an introduction that describes the nature and scope of the capability, its place in the learning areas and its evidence base

organising elements and sub-elements that underpin a learning continuum

a learning continuum.

Learning continua have been developed for each capability to describe the relevant knowledge, skills, behaviours and dispositions at particular points of schooling. Within each of the capabilities, specific behaviours and dispositions have been identified and incorporated into each learning continuum as appropriate.
Using the learning continua Personalising learning
Students need opportunities to develop capabilities over time and across learning areas. What is learnt in the early years supports all subsequent learning. The learning continua map common paths for general capability development while recognising that each student's pace of development may be influenced by factors such as their prior experience, sense of self in the world and cognitive capacity.

Learning continua typically, but not exclusively, align with years of schooling. Stages in each learning continuum are labelled from Levels 1 to 6 to emphasise that the continuum presents a sequence of learning independent of student age.

For Literacy, Level 1 is divided into five sub-levels: 1a, 1b, 1c, 1d and 1e. Levels 1a-1d represent the development of early literacy skills with a particular emphasis on communication. For Numeracy, Level 1 is divided into two sub-levels: 1a and 1b; to represent the progression from early numeracy to numeracy skills. For Personal and Social capability, Level 1 is divided into two sub-levels: 1a and 1b. Level 1a describes the development of awareness of self and others and Level 1b describes the skills or actions to accompany those understandings about self and others.

For more information on using the general capabilities continua to personalise learning for students for whom English is an additional language or dialect, students with disability and gifted and talented students see Student Diversity.
Viewing on the website
Each general capability learning continuum is available online in two views:

expected learning across the levels in a table format

expected learning for each level in turn, in text format .

Users can also see which general capability elements and sub-elements are addressed in the content description by selecting the capability icon.

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Primary
Secondary
7- 16

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老師在課堂和大家互動提問後完成的Camping Trip  Word Wall

# data[].attributes.body
1 -老師先討論帶出相關字彙  大家一起討論露營相關字彙表
2- 將大家分成五組 進行童軍活動指令

Cook Steam Rice

Pitch A Tent

Packing

Making fire

Put out a camp fire

Tips and Strategy

Short and Clear sentences

Imperatives -verb

Steps

Visual

Words and pictures

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1.Popular learning styles

2.Visual learning – an example

3.Criticisms of learning styles in education

4.Discussion and reflection

# data[].attributes.body
·describe four different types of conflicts

·explain the importance of conflict resolution

·identify strategies for facilitating conflict resolution

·apply functional language and restorative practice techniques in a role play

# data[].attributes.headline
利用營地標語圖像引導語言產出

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1. 利用營地標語圖像引導語言產出

# data[].attributes.headline
Faciliating Resolution in the Class room in NWS

# data[].attributes.subject
Faciliating Resolution in the Class room in NWS

# data[].attributes.body
Activity 1  Vocabulary  Word map

# data[].attributes.body
1- Foods
2- Clothings
3- Medicines( first aid. mosquoti bite)
4- Camping Equitment (sort - cooking utensil ,
tent, chairs, flash lights, sleeping bags, camping stove, lamp . lighter,  fire starter)
5- Camping location -wild nature ,
6- Weather
7- Transportation
8- Expense
9- Camping duties allocation ( pitching , cooking, chores)
During -
1-

# data[].attributes.body
1. 老師利用圖片及問題 請小組討論

2. 老師接著在白板上畫出一張帳篷圖後

3. 一邊提問一邊在白板上畫出大家需要露營的用品進行共同討論:

4. 老師先引出小組討論的字彙 : What do you need for camping ? What do you need for clothing ?

5. 當老師聽到大家說出 Camping equipment 時，老師進一步詢問What do you need for camping qequipment ? Can you seperate them , sorting

6. 同學開始將剛剛發散式的單字分類整理到白板裡的wordwall

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https://www.youtube.com/watch?v=bD_3ZyrGLz8

# data[].attributes.headline
Session 3 - Special lecture: Australian Education System

# data[].attributes.subject
Session 3 - Special lecture: Australian Education System

# data[].attributes.body
1. Divdide the class as 5 groups

2. In each group , students are assigned as 4 runners, 1 writer role.

3. Each group runners work as a pair run outside  the classroom to gather reading information. (variations

4. A timer ,or time could be set  for more excitment

5. The activity is aimed to build colloborative team work and gathering information .

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1.Campsites – services and facilities

2.Pitching a tent

3.First aid

4.Following instructions (Pitching a tent and First aid)

# data[].attributes.body
1. Overview of the Australian Education System

2. Overview of the High School Certificate

3. National Assessment Program – standardised literacy and numeracy tests

4. Typical primary and high school day

5. Studying to become a teacher

Question Time

# data[].attributes.headline
Session 3- Overview of the Australian Education System

# data[].attributes.subject
Session 3- Overview of the Australian Education System

# data[].attributes.body
1. Overview of the High School Certificate

2. National Assessment Program – standardised literacy and numeracy tests

3. Typical primary and high school day

4. Studying to become a teacher

5. Question Time

# data[].attributes.body
Session 1- A Camping trip
Session 2- Pitch A Tent
Session 3- General information for Australia Education System

# data[].attributes.body
Learning Styles , Teacher Talk  Strategy
M老師說明不同學習型態 Learning Style
老師提問 技巧 Socratic 提問
Questioning -

以一個描述圖片的練習活動 讓大家練習提問引導
teacher as facitator
再用不同圖片 請各組選出一張圖片後進行練習

# data[].attributes.body
https://collaborativeinquirypme801.weebly.com/green-yellow-red-light-self-assessment.html?fbclid=IwAR2hLOgmtcMA-LerHLww7-RNtgo8bVvqTdssabQ1tebOE7n2dz6ABfMnBQo

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https://www.youtube.com/watch?v=ORkwB0l-lrU

# data[].attributes.body
Watch the following video which shows a teacher using an activity called fast photos to engage his students in learning how to describe a photo (Note: this example is a language-based practice activity).

https://www.youtube.com/watch?v=ORkwB0l-lrU

Use the information you see and hear in the video, as well as your own teaching knowledge and experience to complete the following questions.

1.Describe the activity (e.g., process and purpose).

2.List some of the skills that students practise in this activity.

3.Evaluate the effectiveness of this activity in engaging learners.

4.Think of ways this activity could be applied to your teaching context. Give an example.

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https://kidactivities.net/41-fun-cooperative-games-for-kids/

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Disclosure: This post may contain affiliate links, meaning I get a commission if you decide to purchase through my links, at no cost to you. As an Amazon Associate, I earn from qualifying purchases. Read the full disclosure here.

Cooperative Games for Kids

Everyone likes to win at games, especially young children who might have not yet learned to take minor losses in stride. Of course, when it comes to most games, victory and defeat are twin sides of the same coin, which can create thorny situations for teachers and parents. Fortunately, there's an increasing number of easy and diverting solutions to this conundrum: cooperative games.

In these games, the players work together as a group to achieve a common goal, rather than playing against each other. While victory is still not guaranteed, a cooperative game will ensure that each participant can have a great time from beginning to end. As a bonus, it's never too early to teach children about the importance of teamwork, and games provide a fun backdrop to the lesson. Some of these games can even double as trust-building activities for adults in the workplace. In addition, participation in these games may even help antisocial or aggressive children become more calm and relaxed in a school setting.

To help you get started, here's a list of popular cooperative games that are both fun and simple to learn. All of them are suitable for grade-school aged children (some younger than others).

Cooperative Games for PE

1. Smaug's Jewels
This game (based on J.R.R. Tolkien's The Hobbit) invites players to steal the "dragon's" jewels and make it back to their base without being captured.First, use cones or other stationary markers to create a circle, and place one player at each marker. Place a Nerf football (or any soft object) in the center of the circle. Choose one player to serve as "Smaug" (the dragon), and assign a number to each remaining player to divide them into teams (1, 2, or 3).

To begin play, call a team's number. This team will have to work together in an attempt to take "Smaug's Jewel" and return safely to their base. If Smaug manages to tag any of the players before they get back to their base, that team's turn ends. When a team manages to steal the jewel, it's time to select a different player to act as Smaug.

2. Iceberg
If you're looking for cooperative games for PE for students in the lower grades (K-2), this is a suitable option.First, split students into teams of 4 (or 6, depending on the size of the class and the number of playing surfaces you have on hand). Give each team a playing surface (old sheets and tablecloths are preferred). Have each team lay out their playing surface on the floor.

When you're ready to begin play, blow a whistle or clap your hands to alert all players to stand on their team's playing surface. The area beyond the boundaries of the sheet are off-limits. Once every player is on the sheet, have them move off and fold the sheet in half, repeating this process until the sheet is too small for the entire team to stand on.

3. Space Race
The objective of this game is to collect enough "fuel sources" (bean bags) and return them to the "tanks" (small hoops or poly spots) without touching the area outside the "spaceships" (hula hoops).Divide players up into teams of four to six, depending on group size. Scatter a total of five bean bags for each team across the playing surface. Assign each team a "home base" with five fuel tanks apiece.

Players can begin in either the center of the playing surface, or at their team's home base. To move across the playing surface, players must formulate a path using the hula hoops (three per team works well), gathering all team members within these safe spaces. A hoop can be moved only when there are no players currently inside it.

Once the fuel sources have been collected, they must be placed on the tanks. Tossing the bean bags is not allowed-the players must physically return to their home base.

4. Caterpillar
Note that players should be comfortable doing a forward roll before attempting this activity.If you like, divide players into two teams (it's fine to keep them in a single line instead). Line up each team, single file, and have each player pass their right hand through their own legs before reaching out their left hands to take the right hand of the person in front of them. The player in front will still have a free left hand, while the rear player has a free right hand.

Once this is done, have the first player perform a forward roll, without relinquishing the next player's hand. Once this player has completed his or her roll, have them sit cross-legged as the line works together to move forward. Each subsequent player will repeat the forward roll, also sitting cross-legged when finished. The goal is to move through the entire line without breaking the chain.

5. Rope Circle
Divide players into groups of two. Have one partner tie a jump rope loosely around their own wrists (one end on the right wrist, one on the left). Next, have the second partner tie a second jump rope around their own left wrist, then thread the other end of rope through their partner's "circle." Finally, the free end should be tied to the second player's right wrist. The players should then attempt to separate from one another without untying the ropes or freeing themselves from their own circles. It's up to the supervisor to make sure that the ropes aren't being tied too tightly.

6. Ball Builders
Divide players into groups of two or three. Assign one player on each team to be the holder, and the rest to be the builders. The objective is to see how many tennis balls the holder can hold on to at one time, without using their pockets or any other article of clothing. Additionally, the balls cannot be touching anything aside from each other and the holder, and must be held for at least 10 seconds. Players are welcome to switch roles after a few attempts.

7. Crossing the River
This game can be played with groups of two to five participants, depending on age group. The smaller the group, the more challenging the game becomes.The objective is to move your entire group across the "river," or playing surface (this can be as wide as you like, but 20-30 feet is standard). To do this, players should line up beside each other, their feet touching their closest neighbors'. In order to cross, they must move as a group without breaking this contact. If a player's feet loses contact with any other player's, the entire team has to return to the starting line.

8. Shipwrecked
Divide players into teams of eight to 10 students apiece, and assign a large hoop to each team. This hoop will act as their "spaceship." Blow a whistle to signify the beginning of play, at which time the players will begin racing with their ship toward the finish line. Note that all team members must be touching the ship at all times during this portion of play.When you call out "Shipwrecked," the players all must set their ship down and attempt to get within the circle. The first team to get every player on board earns one point, and the first team to cross the finish line earns two points. The team with the most points is the winner of that particular "voyage."

9. Knots
To play this game, divide players into teams of six, and have each team form a circle. Instruct players to hold hands with two others (they can't hold both hands of the same player), making sure that no one's hands are joined with their closest neighbors'.Once this is done, blow a whistle to signal that it's time for the "knot" to begin unraveling. All hands must remain joined until the team is standing in a circle, or in two intertwined circles.

10. Frenzy
This is a fun way for students to let out pent-up energy on a rainy day.Invite players to scatter across the playing area (the gymnasium is the preferred venue). Next, toss out as many balls (or balloons) as there are players. The participants will then attempt to keep the balls (known here as "rabid nuggets") in constant movement.

Instructors should stand at either end of the gym to keep an eye out for "hectics," or balls that stop moving. Once you've spotted one, yell out "HECTIC!" and point to the offending object. Players are then given a set period of time (say, five seconds) to get the hectic moving again.

Once five hectics have been spotted, the "frenzy" is over. Time each frenzy to see how long the players are able to make one last. To keep things more interesting, toss another rabid nugget into the fray every 10 seconds or so.

11. Group Juggle
Even students who aren't skilled at juggling on their own can be successful at this cooperative activity.To begin, split the class into teams of at least 5 (try to stick with odd-numbered teams). Have all players form a circle, facing one another. One player should then be given a ball, which he will throw to any team member who isn't standing directly to his right or left. The next player repeats this step, and so on and so forth, until the ball returns to the starting player. Once this happens, have the players attempt to pass the ball in the same sequence as before. Once a rhythm has been established, continue by adding more balls to the circle.

12. Birds of a Feather
In advance, make up a series of index cards printed with the names of various animals (two for each animal you choose). Be sure that each creature has a distinctive sound that children will likely be familiar with.To play, have each student draw a card from the pile. Turn them loose in a safe playing field, encouraging them to keep their eyes closed during play. Have them imitate their designated animal, repeating the sounds until they locate the student who shares the same animal. Once this happens, the pair is welcome to open their eyes. The game is over when all of the pairs have been matched up.

13. Amoeba Advance
This game requires splitting the class up into two equal teams. Once you've done that, invite half the team to form a circle by joining their elbows, and have the rest of the team wedge themselves inside the circle.When both teams have formed their makeshift amoebas, blow a whistle to signify the start of play. The teams will then attempt to make it to the finish line without breaking up the group. If the amoeba should dissolve during the attempt, the team must repair itself before it can move forward.

14. Magnificent Marbles
In advance, designate a large circle to serve as the giant marble ring. Place three or four partially deflated beach balls and an equal number of smaller targets (like multicolored poly spots) within the playing circle.To begin play, have ready a supply of bean bags. Invite participants to stand outside the circle and use the bean bags to nudge the balls as close to the smaller target areas as possible. Players are not permitted inside the playing circle; if a bean bag gets stuck inside, they may attempt to retrieve it only by throwing another bean bag in to try and knock it out.

15. Dry Marco Polo
This activity is a good one to use as an icebreaker on the first day of gym class. It bears a resemblance to Birds of a Feather, only students are given a larger role in the setup.Divide students into pairs. Each group must then choose either a compound word or a group of words that work together in some way (i.e., "suit" and "case" or "cheese" and "whiz"). The relationship between the two words doesn't really matter, as long as both partners agree on which ones to use. One player should be assigned one word, with their partner taking on the other.

Invite each team to share their chosen words with the rest of the class. Not only does this provide the group with a fun sharing activity, it will help to ensure that each word pairing is unique.

Next, have the students scatter to various areas within a safe playing field. Ask them to close their eyes (or use blindfolds if necessary). Blow a whistle to signify the start of play, at which time the players should begin calling out their assigned words. Once the partners have found one another, they're invited to open their eyes (or remove their blindfolds) and watch the rest of the group.

Cooperative Board Games for Kids

16. Mmm!
The object of this game, in which the players are represented by a group of mice, is to "finish" all the food in the pantry before the hungry cat breaks up the party. There are three six-sided dice, all printed with five different types of food and one X; and a playing surface, featuring the same food images and, of course, the cat.

On a single player's turn, he or she will roll all three dice. If all three are X's, the cat moves one step closer to the pantry, and the player's turn is over. If the dice turn up any food images, the player must place at least one die on the corresponding food square located on the board. They may then choose to re-roll the remaining dice in an attempt to "finish" the chosen food. If they are unable to do so on their subsequent roll, the player's turn ends with the cat moving one step closer. The player is permitted to go on rolling the dice for as long as he or she is able to place at least one die on the board.

If the cat reaches the pantry while there's still unfinished food on the board, the game has been lost. If, however, the team manages to finish all the food, then they've won. The reverse side of the playing surface offers a more challenging version of the same principle.

17. Stack Up!
As cooperative board games go, this one is as simple as it gets. During play, players take turns spinning a color-coded dial and stacking blocks of the corresponding color. The objective is to stack twelve blocks without landing on the "Stack Smasher" when the dial is spun.The dial also contains challenges to make the game more interesting-for example, players might have to stack while singing "Happy Birthday." There are three levels of difficulty, so if the game becomes too dull for young players, they're welcome to ramp it up.

18. Race to the Treasure
Like Candy Land, Race to the Treasure requires no reading, and the rules are easy enough for toddlers to follow. Players take turns drawing tiles from a sack, indicating either a section of a path or a picture of the dreaded Ogre who guards the treasure.The objective is to make a path to the three keys that will unlock the treasure, before forging a path to the final goal: the treasure itself. Meanwhile, each Ogre tile will move him closer to the prize. If he gets there first, the team loses. If they reach the treasure before the Ogre does, they win.

19. Hoot Owl Hoot!
The concept between Hoot Owl Hoot! is that it's nighttime, and all the owls are out on the hunt. The objective is to get them all safely back to the nest before sunrise.To begin, a token representing the sun is placed on its corresponding track, while three owls are placed on a track of their own. Each player then receives three cards, which will be placed face up in front of them.

The deck includes 50 cards, 36 of which represent colors, and 14 of which represent the sun. When a player receives a sun card, they must use it to move the sun token forward one space on the board, after which they discard the sun card. If a player has all color cards on their turn, they must discard one and move one of the owls to the first available open space in the corresponding color. If one of the owls surpasses another owl on the board, the players all make a hooting sound to cheer it on. If all of the owls have made it back to the nest before the sun completes its track, then the team wins!

To make the game more challenging, add more owls to the board at the start of play (the game includes six owls total).

20. Pandemic
The concept behind this popular game is compelling, if somewhat frightening to children under the age of eight: Your team is tasked with fighting a series of dangerous viruses that are spreading across the world. Players must travel to different areas of the globe to offer treatment to those infected, and also to build research stations in the attempt to find cures for the various diseases. Two decks of cards (one benign, one "Epidemic!") control the courses of the viruses, and participants must work together to coordinate a successful plan.

21. Feed the Woozle
Instead of working against a common enemy, participants in this lighthearted adventure are trying to keep the mythical "Woozle" fed so he won't go hungry.Players are invited to feed the Woozle the number of snacks that appears on the die during their turn. To make play more challenging, they're also tasked with making sure the snacks remain on the spoon during transfer (he won't eat them otherwise, and they won't count towards the total). Once he's been fed, the player takes a "yummy card" from the stack to indicate how many treats he's gotten so far.

The next player then repeats the process, until all the snacks are gone. If the Woozle has gotten 12, then the team wins; if not, the beast remains hungry until the next round of play.

22. Ghost Fightin' Treasure Hunters
This game is similar to Race to the Treasure!, but the setup is slightly different. Participants join forces in an attempt to recover treasure from a haunted house before the place becomes overrun by ghouls. Along the way, they have to evade these same ghouls through a combination of wit, teamwork, and skill.

23. Flashpoint Fire Rescue
In Flashpoint Fire Rescue, players are trying to save a city from the threat of a spreading fire. The team is outfitted with basic equipment, and tasked with rescuing a number of civilians from the burning buildings. As the fire spreads, pathways to the victims may become blocked, making the task that much more difficult.There are two skill levels for Flashpoint Fire Rescue: basic and advanced. When playing with very young children, you might want to tone down the intensity of the threat, even though it's make-believe to begin with. For example, if you fail to save the building, you can explain that a rival team managed to save the people inside instead.

24. Harvest Time
This one is geared toward very young children-even preschoolers can get in on the fun. The playing surface is a basic board, depicting a farmhouse surrounded by acres of crops, along with various homegrown vegetables The object is to gather the entire harvest before winter sets in and destroys the crops. Families who live in rural areas may appreciate this one the most, as it teaches valuable life skills that are bound to come in handy later.

25. Granny's House
Another game aimed at the preschool set, this one inviting the tykes to set out on an adventure to Granny's House while encountering a number of troublesome obstacles along the way.The board is reminiscent of old favorites like Candy Land and Chutes and Ladders, with its depictions of varicolored symbols that make up the path to the titular destination. Play is picture-based, so reading comprehension isn't a necessary prerequisite.

26. Stone Soup
This cheerily designed game is similar to Memory in nature, as players have to locate matching cards in order to add a variety of ingredients to the soup pot. Unlike the traditional rules of Memory, however, the players aren't trying to amass the greatest number of pairs, but to keep the soup cooking for as long as the fire keeps burning. If the designated number of ingredients hasn't been added by the time the fire goes out under the kettle, the game is over and the family goes hungry.

27. Mermaid Island
In this fantastical, nautical outing, players try to get the mermaids back to their home base before the evil Sea Witch can swoop in to destroy them. Oftentimes, a single move might endanger the others, so participants must remain aware if they want to get the whole group (fleet?) home safely. Obviously, this is an appealing option for the girls in the group, but there's no reason why boys shouldn't enjoy it too.

28. The Secret Door
Sleuths-in-training will want to play this game again and again, as participants attempt to locate a number of valuable objects within a deserted mansion. To do this, they'll take turns flipping cards from a deck to look for two that match-but if they turn over twelve clock cards before they locate all the treasures, the game is over. Should they find all of the hidden objects, they're then invited to figure out which three cards were hidden from the deck at the start of play.

29. Lion In My Way
In addition to providing youngsters with a cooperative activity, Lion In My Way often inspires creative storytelling as well. The object is to get from one end of the board to the other, all while encountering the likes of hungry lions, barren deserts, and a number of other increasingly peculiar obstacles. A set of tool cards aids players in their efforts to defeat these roadblocks.

30. Outfoxed!
This foxy outing serves as a good forerunner to Clue, or any other detective-themed game. The story goes that a mysterious thief has made off with Mrs. Plumpert's pie. Players must follow clues to determine which of the sly foxes is the culprit before he can make it safely to the other side of the board.To play, participants may choose whether to either search for clues or reveal possible suspects on their respective turns. Should the player be unsuccessful in turning up their desired action when they roll the dice, the fox moves ahead three spaces on the board. If they succeed in winning the opportunity to take action, they'll either use the suspect cards to gather new information, or move their own playing piece across the board to search for clues. As play progresses, the players will be able to narrow down the list of suspects, based on the information they've gathered.

If the fox token makes it all the way to the end of the board and the players haven't named a suspect, the game is over and the detectives lose. Likewise if the players accuse a suspect who turns out to be innocent. However, if the correct culprit is named, the detectives win.

For more information on the rules of Outfoxed! and other board games like it, check out the Board Game Geek website.

Cooperative Games for the Classroom

31. Balloon Bop
Remember playing a game of catch and trying to see how many passes you could make without allowing the ball to hit the ground? This game has a similar objective, but it utilizes a balloon (or multiple balloons) and a larger group of people.

To begin the teacher should invite children to form a loose circle by holding hands. Continue by dropping a balloon (not helium-filled) into the middle of the circle, and ask students to count how many times they can "bop" it back into the air without breaking the circle. To do this, the students may use any part of their body except for their feet (knees are acceptable). The game is over when the balloon touches the floor or a student's foot, or if any student lets go of their neighbor's hand.

This game is better suited to children at the upper grade-school level (say, third grade and up). To make it more challenging, add a second or third balloon.

32. Zoom
This is a fun, interactive classroom game that takes the concepts of loss and victory right out of the equation. Instead, students are seated in a circle, and each one is handed a simple photograph. The images don't really matter, but try to keep them as basic as possible.To play, invite one of the students to begin telling a story, based on the image that he or she is holding. After one minute, say "freeze" and move on to the next student, who will then continue the story based on his or her own photograph, and so on. The greatest challenges will lie with the first student, who'll need to create a solid introduction; and the last one, who's responsible for the conclusion.

33. Humpty Dumpty
Older grade school students are the best participants for this activity, which should only be attempted in an uncarpeted area.To begin, divide students into groups of four or five. Supply each team with a raw egg, and task them with creating a situation in which the egg will not break when dropped from a certain height (say, six feet). Teams are then free to make use of whatever objects in the classroom might be helpful in achieving their goal. After a set time period, ask the teams to demonstrate their work.

Earlier versions of this game supplied each team with a box of plastic straws, with which they would then build a cushioning device. However, as single-use plastics fall further out of favor, it's better to encourage students to work with the items they have on hand.

34. Balancing the Hula Hoop
The object of this game sounds straightforward: Teams of four or five work together to lower a hula hoop from about nose-height to the floor, using only the very tips of their fingers. As your students will come to learn, however, it's much more difficult than it looks.

35. Hula Hoop Hustle
If you still have those hula hoops and the students are bored with the balancing game, consolidate them into larger groups of about 10. Have each team form a circle by holding hands, with a single hula hoop in between two of them. Challenge them to move the hula hoop in a complete revolution without breaking the circle. They may do this by maneuvering the hoop over their heads, under their feet, or by whatever means they can come up with, as long as they don't let go of one another's hands.

36. Eye Contact
Eye Contact provides an excellent way to foster nonverbal communication skills.To play, choose 10 students for the first round (the others can watch in the meantime). Choose a single student to act as "Player One," and designate a "Go" signal (such as winking or making an "O" shape with your mouth). Player One should then attempt to make eye contact with another participant. When they've succeeded, they should give the "go" signal, at which time the second player takes Player One's place in the circle to repeat the same process with another participant.

No verbal communication or hand signals are allowed during play. If a player breaks this rule, he or she is disqualified, and their place is taken by one of the observers. Once everyone in the round has made eye contact and give up their place in the circle, switch teams until all the observers have had a chance to play as well.

Cooperative Card Games

37. Spaceteam
In this game (recommended for older children, ages 10 and up), players are tasked with repairing a damaged spacecraft while dodging asteroids and wormholes along the way. To ramp up the challenge, they also must reveal six "System-Go" cards inside the time limit, or all of their work has been for nothing.

38. Hanabi
Hanabi can be played with as few as two participants, but it gets more interesting when more players are added (up to five). The unique concept invites participants to orchestrate a fireworks show, utilizing a series of numbered cards. If the display is finished before the pile of cards runs out, the team wins. Play is fairly fast-paced-a single game can be played in about half an hour-and is suitable for ages eight and up. The playing kit also includes a "rainbow" set of cards to make things more challenging, once your team has mastered the basic game.

39. Shamus
This is a two-player cooperative card game, and one of the few to utilize a standard deck of playing cards. A cross between Uno and Rummy, the rules are not difficult to follow, but they are somewhat lengthy to explain-a complete breakdown can be found here. Essentially, both players (one following the rules of Rummy, the other playing a solo game of Uno) must achieve the goals of their respective games before the "Circle of Shamus" (a ring consisting of 10 cards) has been depleted. It's addictive, and a good choice for families with smaller households.

40. 5-Minute Marvel
For superhero fans, this game is a must-try. Each player assumes the role of a different superhero as a five-minute timer is set. During play, the cards keep turning up new threats in the form of increasingly powerful bad guys. The objective is to work together to defeat all the villains before the time is up.

41. Cahoots
This cooperative card game is like a fancier take on Go Fish, except the players are working together ("in cahoots"). In order to win the round, the team has to match all of their cards by either color or number before the time clock runs out. Play is fast-paced and easy to follow, even for younger participants.

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41 Fun Cooperative Games for Kids - Kid Activities

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Disclosure: This post may contain affiliate links, meaning I get a commission if you decide to purchase through my links, at no cost to you. As an Amazon Associate, I earn from qualifying purchases. Read the full disclosure here. Everyone likes to win at games, especially young children who might have not yet learned to take minor losses in stride.

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https://teambuilding.com/blog/collaboration-games

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14 Best Collaboration Games & Activities for Teams

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A list of the top games and activities that colleagues can play to boost group collaboration in the office.

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Jigsaw , Think and Pair , Trade the Cards

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Session 2