Activity Overview: This activity involved speaking with one other student in the room and actively listening to the other student’s response to the prompt.  

Each student was paired up with another student sitting near them.  

As a class, we made a list of behaviors that define active listening.  

Then I gave the prompt to the class.  

The prompt was for each student to tell his/her partner about something he/she enjoyed doing over the weekend or on Monday evening.

The students were instructed to actively listen to his/her partner and then switch roles.

As a class, we debriefed by discussing the pros and cons of the activity, SEL strategies used during the activity and student suggestions to improve the activity.

1)    Each student is paired up with another student sitting near him/her.  

2)    As a class, the students and teacher should create a list of behaviors that define active listening.  

3)    The teacher should give the prompt to the class.  (Teacher or a student could create the prompt)

4)    Give the students instructions to actively listen to his/her partner and then switch roles.

5)    As a class, debrief by discussing the pros and cons of the activity, SEL strategies used during the activity and student suggestions to improve the activity.

Student Response to Activity:
In each of my classes, the students were actively engaged in completing the activity.  
 This activity helps build community by encouraging students to interact with each other.

Students commented that they enjoyed the chance to interact with other students with whom they might not speak during the day to discuss a non-school related topic.

A student said that he appreciated having another student engaged in the information he was speaking.
 Another student said he learned something new about a classmate that they have in common.

Students said to actively listen they used body language to turn to their peer speaking, maintained eye contact throughout the discussion and focused on the responses provided.
 Students made a few suggestions for discussion topics that they thought would be more engaging such as discussing hobbies, sharing an unknown skill, or discussing a Would You Rather question.

-Amy Licata

Overview: I tried this activity with all my classes on a Friday. It had the students complete three rounds of counting to 3 with a partner using different sequences. I did this at the beginning of class and used it to build up some energy at the beginning of the new marking period. It was an activity that demonstrated the importance of working together and allowing mistakes to happen yet continue to keep trying. 

The students reacted with a lot of positive energy. I heard students working through the activity together and encouraging each other. I also heard a lot of laughing, when they realized they made a mistake as a group. Students said it was more challenging than they thought, but they did not feel any pressure or worry about making mistakes. I tied this into taking risks when learning a new concepts and allowing mistakes to happen because they will learn from them.

Description: Each partner had to say/do the next number of the sequence. The students would continue to repeat this sequence until it was directed to stop and move to the next round.

Steps:  Each partner had to say/do the next number of the sequence. In the first round, students counted out loud 1,2,3 and repeated. In the second round, students clapped instead of saying 1 and then said 2,3 out loud and repeated. In the third round, students clapped instead of saying 1 and snapped their fingers instead of saying 2 and then said 3 out loud and repeated. 

 

 

Description of Activity:

Students work in groups of 2-4 (lab groups) to complete a challenge that is harder than it looks.  They use the following steps:

 

Steps:

1.     Round 1: The students could to three as a group.  Student 1 says “1”, student 2 says “2”, student 3 says “3”, and then student 4 says “1”.  They keep going for 2 minutes.  Then, they discuss any mistakes and how they could do better. 

2.     Round 2: The students could to three as a group.  Student 1 says “1”, student 2 claps, student 3 says “3”, and then student 4 says “1”.  They keep going for 2 minutes.  Then, they discuss any mistakes and how they could do better. 

3.     Round 3: The students could to three as a group.  Student 1 snaps, student 2 claps,  student 3 says “3”, and then student snaps.  They keep going for 2 minutes.  Then, they discuss any mistakes and how they could do better. 

4.     Round 4: The students could to three as a group.  Student 1 snaps, student 2 claps, student 3 says “woo”, and then student 4 snaps.  They keep going for 2 minutes.  Then, they discuss any mistakes and how they could do better. 

 

 

Student Feedback/Reflection:

The students loved this activity.  I used this with my AP Chemistry group the day after a difficult double period test.  Many were confused as to why we were doing it.  I talked about how we needed to laugh and shake off the seriousness of the test.  I also discussed how this was a good way to have fun with our new lab partners. I found that the students were much more energetic and focused when we started the new lesson.  

 

 

               The vast majority of students took it seriously and displayed their favorite physical activity.  Many of the students did the motion of the sport or activity that they were part of through the school.  Some students found it difficult to pick just one motion of their favorite physical activity. 

I love doing Would you Rathers with my students.  I display a Google Slide with two options.  I read the options to the students then we move to either side of the room to choose which item they would rather have/do.  There are so many options of topics for Would you Rather games!  I love doing these throughout the year!  

My students love to get up and move around the room to make their choices!  They also love the silly choices that are offered sometimes.  It gives us a chance to talk about the different options and you get to know the kids a bit when they open up about their choices! 

               The vast majority of students took it seriously and displayed their favorite physical activity.  Many of the students did the motion of the sport or activity that they were part of through the school.  Some students found it difficult to pick just one motion of their favorite physical activity.