This post follows on from the Jigsaw structure in Personal Survival.
The Learning Objective was to design and create a scenario within Personal Survival using skills developed from the previous week. We talked about how Personal Survival was relevant in real life and discussed some of the practical situations the skills could represent. E.g. A surface dive represents swimming under an obstacle and out to safety on a sinking ferry.
After the warm, groups of 4 collected some cards. There were 9 cards. You could add some cards which would be deemed red herrings.
The cards were: surface dive, feet first dive, entry into water, climb out of pool, tread water, H.E.L.P, 5m underwater swim, floating star position, 50m swim.
In groups of 4 without talking shuffle the cards to make a sequence of 7 cards with 2 cards being omitted. Absolutely no talking. You can rearrange as necessary.
As a group, discuss and collaborate on a sequence of events. At this point it was strongly recommended to ask each other questions why group members put certain skills in a particular order. The start of questioning.
Once the groups were happy with their sequence of events, one group member was asked to remain seated with their scenario. Their job was to justify and defend their sequential order.
Meanwhile the other group members went around to analyse other group’s sequences and ask questions on the inclusion and ordering of skills. E.g. Why did you put a surface dive followed by the H.E.L.P position? and what was the thinking behind the inclusion of a floating star position?
At this point, the dialogue was exactly what I was after. Good interaction, good use of questioning for their understanding and the use of thinking skills. One problem which I came across, those that were shy would walk around the groups and hide behind those that were comfortable with asking questions. The other thing I noticed was that students would be content with asking the same questions. In future, I would add that students would only be allowed to ask the same question twice.
Nevertheless, in the space of 5-10 minutes, they were using their thinking skills, creativity, social skills, and questioning techniques.
It doesn’t end there.
Once students made their way around everyone it was time to go back to their own scenario and debrief their findings as a group. This was their last chance to make any rearrangements before entering the water to test out their sequence.
The remainder of the lesson was spent performing their own and others scenario and giving feedback.
This was the first time I tried the silent card shuffle and its certainly one that I will be using more often. Again one of my colleagues was teaching gymnastics at the same time also using the technique and had similar positive effects.
* This technique is highly effective with tasks involving sequencing and classifying.
* Some coaching on questioning might be useful.
* Creates a good classroom environment when students are moving around asking questions.
* Some of the quieter students may need to be encouraged as there is potential to hide.
* There is an element of critiquing on each others sequence. Therefore the 3 rules of Be Kind, Be Specific, Be Helpful can be applicable.
* Reinforce the need to rephrase questions or ask questions based on what is observed and not to repeat questions for the sake of it.