 |
printer friendly | |
 |
Model | |
 |
Resources | |
 |
||
 |
Community | |
 |
Additional Learning Opportunities |
|
 |
Site Map | |
 |
Home | |
|
|
||
<--
Back to Classroom Applications Page
Ice
Breaker Activity
(Developed for ESOL, but could be used in all classes)
Objectives
Materials
Process
Reflection
Objectives
-- to help students develop a sense of community from the very first minute of a class
Materials
Puzzles of all kinds, including construction puzzles, math puzzles, word puzzles, jigsaw puzzles
Art and craft supplies, including construction paper, glue, sissors, scotch tape, markers, Play Doh, pipe cleaners
Rhythm instruments, guitar, electronic keyboard
Games such as Boggle, Checkers, playing cards, dice
Process
During the first week of class, I place an assortment of puzzles and games on tables around the classroom before class begins. As students enter the room, I encourage them to paly with the things on the tables. If the games and puzzles are stimulating and appropriately challenging, it isn't long before students are interacting with one another. I encourage them to use each other as resources in solving the puzzles or playing the games. Once all of the students have arrived, I allow them to continue mingling and interacting with each other. Since my class is a two-hour class, I leave the things on the table for use during our break. On successive days, I suggest that students try out different activities.
Reflection
By the end of the first week, the students in the class will have discovered interesting things about themselves and the other members of the class. I ask the students to sit in small groups of three to four students, and discuss what they have observed about each other as they have worked on the games and puzzles. Here are some questions I ask them to think about:
- Which actvities did you enjoy doing the most? Why?
- Which did not appeal at all to you? Why?
- Did you get help from anyone else to do any of the activities? How did that work for you?
- What did you notice about other people?
Dialogue!Have you ever noticed that wherever students sit on their first day in class becomes THEIR seat? And the way students usually only talk to those students who happen to be sitting right next to them? Annette wanted an activity that would break that pattern. She adapted this activity from an idea in Teamwork and Teamplay, by Jim Cain and Barry Jolliff. In designing the activity, Annette considered
-- the unique learner. I try to offer a wide variety of games and puzzles reflecting all of the intelligences defined by Howard Garder. I want all of my students to recognize that each one valued as an individual and to celebrate our diversity.
-- the environment- The main thrust of this activity is to begin developing a strong sense of community. The goal is for students to recognize that each student has unique abilities and interests. By establishing a playful atmosphere right at the beginning, students realize that this class will be supportive emotionally and socially.
-- the construction of individual meaning - If students are going to benefit from a collaborative learning environment, they need to realize at a "deep meaning" level that each student in the class is an important member of the class. During the reflection time, students come to this realization quite naturally.Observations--At first, students are a bit reluctant to "play" with the games and puzzles and interact with each other. By the end of the week, however, it is interesting to see how they do begin to interact comfortably with each other.
TIP: Finding appropriate games and puzzles can be challenging. Summer garage sales, the Salvation Army and even our own closets provide an economical way to collect interesting things. Some of my better finds include a puzzle game of 8 famous works of art and a magnetized metal box with assorted metal pieces for creating animal shapes.
Click here to email Annette questions, comments, and suggestions.Click here to join our email discussion group!
Click here to read more about our model.