|Rules page and Table of Contents|
After setting up the foundation of our notebooks, we began our first activity and first entry with a game we so creatively call "The Barrier Game."
|Barrier Game game boards. This was a great way to see how my new students reacted to a challenge!|
For this activity, I paired students up (remember, this was the first week of school. I didn't know personalities!) and gave them two different grids: one student received a blank 3x3 grid, while the second received a grid with simple math terms and symbols on it. We then placed a folder between them so they couldn't see each other's board. It was the second student's responsibility to communicate what his or her grid looked like while the first student drew it. Some quickly discovered they weren't communicating efficiently. They realized they needed to be more specific in their directions to their partner. One student, Aaliyah, said to me "Ms. McHugh, Cale and I just aren't good partners. He isn't drawing what I want him to!" I asked if I could listen in on their conversation. It turned out that Aaliyah was just telling him things like "Draw a square at the top." Poor Cale didn't know where to draw his square! When reflecting on the activity at the end, Aaliyah raised her hand and admitted "It wasn't that we were bad partners, I just need to be more specific when I communicate. I wasn't giving him enough details!" That was a wonderful "ah-ha" moment for the class. Of course, I had some students get extremely frustrated with their partner. I would like to do this activity again later in the year and see how they do. They will be doing a LOT of partner/group work in my class, so they need to know how to communicate well! After we reflected on the activity, we wrote down our thoughts in our notebooks. Below is an example of an entry regarding the "Barrier Game."
|Cale's reflection on his experience with Aaliyah|