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The following activities can be integrated into themes or be used by themselves to bring improvement in targeted competencies. They are not necessarily meant to be used sequentially; rather read through the activities which address the skill you wish to cover, then choose the ones which best suit the needs and interests of your learners.
GROUP EFFECTIVENESS
INTERPERSONAL (GI)
GI 1 Develop relationship skills including trust, risk, empathy, listening, sharing, responsibility, respect for others, and the expression of feelings.
Choose one or more of these activities to help students learn each other's names and to get acquainted.
ACTIVITY ONE (GI 1)
Objective: Students will learn each other's names.
1. Everyone sits in a circle. 2. The first person introduces him/her self and includes a piece of information. 3. The next person repeats what the first person said and adds a piece of information about him/herself. 4. The next person repeats what the first person and the second person said and adds his/her own information. 5. This continues around the circle until finally the last person has to repeat what everyone has said.
1. Everyone sits in a circle.
2. The first person introduces him/her self and includes a piece of information.
3. The next person repeats what the first person said and adds a piece of information about him/herself.
4. The next person repeats what the first person and the second person said and adds his/her own information.
5. This continues around the circle until finally the last person has to repeat what everyone has said.
ACTIVITY TWO (GI 1)
Objective: Students will learn a little about each other.
SET-UP: The instructor writes 3 introductory questions on the board. For example: "Where did you hear about this program?" "What are your goals for the future?" "What was your favorite subject in school?" 1. Everyone stands in a circle. 2. The introductory questions are written on the board. 3. The instructor holds the ball, says his/her name and answers one question. 4. The instructor throws the ball to someone and this person says his/her name and answers one of the questions. 5. The ball is thrown to a new person until everyone has introduced themselves and answered a question. 6. Students return to their seats and write down their classmates' names and any information they can recall.
SET-UP: The instructor writes 3 introductory questions on the board. For example: "Where did you hear about this program?" "What are your goals for the future?" "What was your favorite subject in school?"
1. Everyone stands in a circle.
2. The introductory questions are written on the board.
3. The instructor holds the ball, says his/her name and answers one question.
4. The instructor throws the ball to someone and this person says his/her name and answers one of the questions.
5. The ball is thrown to a new person until everyone has introduced themselves and answered a question.
6. Students return to their seats and write down their classmates' names and any information they can recall.
ACTIVITY THREE (GI 1)
Objective: Students will find out what they have in common with one another.
1. The Instructor models a conversation with two or more other students geared to finding similarities. (" I like to_____. How about you ?") 2. Students get into groups and find three things they have in common with one another. 3. One spokesperson from each group reports back their group's similarities to the class. 4. Students regroup and repeat the process until most students have met everyone. 5. Students write paragraph on the similarities and differences s/he has with others.
1. The Instructor models a conversation with two or more other students geared to finding similarities.
(" I like to_____. How about you ?")
2. Students get into groups and find three things they have in common with one another.
3. One spokesperson from each group reports back their group's similarities to the class.
4. Students regroup and repeat the process until most students have met everyone.
5. Students write paragraph on the similarities and differences s/he has with others.
ACTIVITY FOUR (GI 1)
Objective: Students create interviews to get to know each other better.
1. Students get into groups of four to six. 2. They decide on four to six questions to ask each other. 3. They make a grid: On one side the group members names are written. The other side has the questions. 4. Students answer the questions in turn. The listeners write down the answers. 5. Grids from each group are displayed in the class.
1. Students get into groups of four to six.
2. They decide on four to six questions to ask each other.
3. They make a grid: On one side the group members names are written. The other side has the questions.
4. Students answer the questions in turn. The listeners write down the answers.
5. Grids from each group are displayed in the class.
ACTIVITY FIVE (GI 1)
Objective: The instructor is able to see which students identify themselves as proficient in various skills.
Students will also be able to see who they can use as resources in the classroom.
1. The instructor creates a "Find Someone Who" exercise using skills s/he plans on covering in the class. (See sample "Find Someone Who"). 2. To complete a "find someone who" students stand up and mill around the classroom asking each other questions to determine who in the class can satisfy one or more of the 10 items. When someone is found who satisfies that item his/her name is written down. The activity ends when a student has a name next to each item. 3. Upon completion, students get into small groups and share the skills that they already have and make a list of their common goals based on what they find interesting in the "find someone who".
1. The instructor creates a "Find Someone Who" exercise using skills s/he plans on covering in the class.
(See sample "Find Someone Who").
2. To complete a "find someone who" students stand up and mill around the classroom asking each other questions to determine who in the class can satisfy one or more of the 10 items. When someone is found who satisfies that item his/her name is written down. The activity ends when a student has a name next to each item.
3. Upon completion, students get into small groups and share the skills that they already have and make a list of their common goals based on what they find interesting in the "find someone who".
ACTIVITY SIX (GI 1)
Objective: Students develop relationships as they share information about themselves.
1. Students fill out the sentence stem (the teacher can create them). 2. Students share their responses with one another in small groups 3. Each group shares 2-3 interesting pieces of information they found. 4. Individually students summarize their similarities and differences in writing. Sample Stems: A good thing that happened to me recently was____________________. In my family____________________. My goal for the future is to__________________. What I remember most about school growing up was_______________. It really gets on my nerves when_____________. I get along best with others when________________.
1. Students fill out the sentence stem (the teacher can create them).
2. Students share their responses with one another in small groups
3. Each group shares 2-3 interesting pieces of information they found.
4. Individually students summarize their similarities and differences in writing.
Sample Stems:
ACTIVITY SEVEN (GI 1)
Objective: Students will find out their similarities and differences.
1. The instructor marks one side of the room "Yes" and the other side of the room "No". 2. The instructor calls out a "Yes/No" question and students organize themselves somewhere along the continuum. For example: "Should schools have grades?" or " Do you think 30 hours a week should mean full-time instead of 40?" 3. After each statement, students have a minute to talk about their beliefs comparing themselves with the person next to them and readjusting themselves if necessary. Their positions can be graphed. 4. Students write about their experience using the following prompts: "Did you end up standing next to one person a lot? If so, were you surprised about who you ended up standing next to? How would you describe your belief system? How do you compare with the other students in the class?"
1. The instructor marks one side of the room "Yes" and the other side of the room "No".
2. The instructor calls out a "Yes/No" question and students organize themselves somewhere along the continuum. For example: "Should schools have grades?" or " Do you think 30 hours a week should mean full-time instead of 40?"
3. After each statement, students have a minute to talk about their beliefs comparing themselves with the person next to them and readjusting themselves if necessary. Their positions can be graphed.
4. Students write about their experience using the following prompts:
"Did you end up standing next to one person a lot? If so, were you surprised about who you ended up standing next to? How would you describe your belief system? How do you compare with the other students in the class?"
LISTENING AND COMMUNICATING
Several activities follow which provide students an opportunity to assess their listening skills, examine the importance of being a good listener and practice listening. Students also have the opportunity to analyze various aspects of verbal communication including the use of formal and informal language.
ACTIVITY EIGHT (GI 1)
Objective: Students become aware of how it feels to listen to others and to be listened to.
1. Students generate a few conversation topics and they are written on the board. 2. The instructor introduces the listening stick. People can speak when they are holding the stick; otherwise they must listen and remain silent. 3. Someone begins speaking by giving his/her opinion on one of the topics written on the board. S/he passes the stick to someone else and then that person can speak. This can continue for a given amount of time or until everyone has spoken. 4. After a period of time, students write down their feelings in relation to the activity , answering questions such as: "How did you feel when you held the stick?" "Did you feel that you had to talk quickly, or did you feel like you could take your time?" "How did you feel when you wanted to say something but you didn't have the stick?" "Is listening easy for you?" "On a scale of 1-10, (with 10 being the highest) how would you rate yourself as a listener?"
1. Students generate a few conversation topics and they are written on the board.
2. The instructor introduces the listening stick. People can speak when they are holding the stick; otherwise they must listen and remain silent.
3. Someone begins speaking by giving his/her opinion on one of the topics written on the board. S/he passes the stick to someone else and then that person can speak. This can continue for a given amount of time or until everyone has spoken.
4. After a period of time, students write down their feelings in relation to the activity , answering questions such as:
"How did you feel when you held the stick?" "Did you feel that you had to talk quickly, or did you feel like you could take your time?" "How did you feel when you wanted to say something but you didn't have the stick?" "Is listening easy for you?" "On a scale of 1-10, (with 10 being the highest) how would you rate yourself as a listener?"
ACTIVITY NINE (GI 1)
Objective: Students will gain a sense of trust and see the importance of listening.
SET-UP: The instructor
