Get on the Chair
Part 1:
Students were first divided into two groups with their chairs lined up along either side of the classroom. In their groups, students were instructed to switch positions with the person mirroring them in the line, without any member of their group stepping off of the chairs.
Part 1:
Students were first divided into two groups with their chairs lined up along either side of the classroom. In their groups, students were instructed to switch positions with the person mirroring them in the line, without any member of their group stepping off of the chairs.
Observations:
Students were quick to try and move across the chairs individually, without communicating with others, and relying on off-limits objects around them, such as a table. This resulted in many students stepping off of their chairs, and consequently, their entire team restarting. Eventually, students began to realize they needed to communicate with their team members about who would walk first, second, third, etc. in order to get all members to their new, correct positions. Eventually, both teams were successful in getting every team member to their correct positions. |
Part 2:
In the second part of this activity, all students chairs were lined up diagonally across the classroom. As an entire class, students were instructed to switch positions with the person mirroring them in the line, without anyone stepping off of the chairs.
In the second part of this activity, all students chairs were lined up diagonally across the classroom. As an entire class, students were instructed to switch positions with the person mirroring them in the line, without anyone stepping off of the chairs.
Observations:
Similar to their first round, students were quick to try and move across the chairs individually, without communicating with others. However, with double the amount of people now present, this strategy quickly failed. With each new attempt, a few students would only be able to pass a handful of students before loosing their balance and stepping down.
The first attempt to address this issue involved students shouting at each other to stop falling off. The second attempt involved two students emerging as leaders, and delegating to the class who should move and when. Although this attempt saw slightly more success, students were still loosing their balance at times and stepping down, causing the entire group to restart from their original positions.
Similar to their first round, students were quick to try and move across the chairs individually, without communicating with others. However, with double the amount of people now present, this strategy quickly failed. With each new attempt, a few students would only be able to pass a handful of students before loosing their balance and stepping down.
The first attempt to address this issue involved students shouting at each other to stop falling off. The second attempt involved two students emerging as leaders, and delegating to the class who should move and when. Although this attempt saw slightly more success, students were still loosing their balance at times and stepping down, causing the entire group to restart from their original positions.
On the third attempt of the two students delegating, one of the two students turned to me and asked "are we allowed to help each other?"
Following the resounding "yes" they received from me, students began placing their hands on the shoulders of their classmates for balance, and guiding them towards the next chair with support. The first attempt after the implementation of this strategy, students were successful in their activity. |
Put yourself in our classroom with audio from the activity: