Balloon Activities
Games you can play with balloons to get a group having fun and working together. Includes the hilarious "Fire in the Hole" (balloon on tummy, running at another person, bursting the balloon).
Group Juggle
Throw balls to others in a sequence, using each person's name. Works every time. Can be extended to "Warp Speed" (to see how fast the group can throw balls through a set order to each group member).
Gotchya (Grab the Finger)
Fast-moving 5 min. group activity to get people together and focused. In a circle, right finger on next person's left palm. Try to grab a finger before yours gets grabbed.
Human Knot
In a circle, people put their arms in and hold someone else's hand, then try to unravel the knot without letting go of hands. Involves getting physically close to others, stretching, laughing and problem solving.
2 Truths & a LiePeople write down two truths about themselves and a lie. Then introduce the three "facts" to the rest of the group who tries to guess which one is a lie.
Fear in a Hat
Group members write personal fears anonymously on pieces of paper which are collected. Then each person randomly selects and reads someone else's fear to the group and explains how the person might feel. Fosters interpersonal empathy.
Have You Ever?
Active, fun group activity to explore and celebrate the rich diversity of people's past experiences. Works well with large groups.
Zoom
A group tries to create a unified story from a set of sequential pictures. The pictures are randomly ordered and handed out. Each person has a picture but cannot show it to others. Requires patience, communication, and trying to understand from another's point of view in order to recreate the story's sequence.
Animal Sounds
Participants are blindfolded and assigned an animal. The challenge is to use animal noises in order to meet up with other animals of same species. Releases energy. Loud, fun, chaotic, then gradually order and unity emerge.
Thursday, July 19, 2007
Thoughts
There is only one thing more painful than learning from experience and that is not learning from experience.
Ten men acting together can make a hundred thousand tremble apart.
It's a matter of taking the side of the weak against the strong,
something the best people have always done.
--Harriet Beecher Stowe
The men who try to do something and fail are infinitely better than those
who try to do nothing and succeed.
-- Lloyd Jones
Twenty years from now you will be more disappointed by the things that you didn't do than by the ones you did do. So throw off the bowlines. Sail away from the safe harbor.
Catch the trade winds in your sails. Explore. Dream. Discover.
--Samuel Clemens (Mark Twain)
Wednesday, July 18, 2007
Introduction in Icebreakers for teachers,pedagogues
Why we are using icebreakers?
• create a positive group atmosphere
• help people to relax
• break down social barriers
• energize & motivate
• help people to think outside the box
• help people to get to know one another
The first day of a course is essential to the success of the course. It is important to start the course on a positive note by making sure all of the participants feel comfortable and get to know each other as soon as possible. The activities the trainer or facilitator uses at the beginning of a course to help the participants get to know each other are known as icebreakers or introductions. Here are a number of icebreakers and introductions you can use.
Unique Characteristics - Even if the participants already know each other, the clinical trainer must get to know them. Instead of asking participants to say their names, the trainer can divide the group into pairs and give participants a few minutes to interview each other. Then, each participant should introduce their partners by name and to share at least two unique characteristics about them.
Ball Toss - Participants and the clinical trainer form a circle and toss a soft ball around the circle. Participants state their names as they catch the ball. After a few minutes, when they catch the ball, they call out the name of the person who tossed it to them. This activity can also be used throughout the course by substituting a quick information exchange for people’s names. For example, the clinical trainer may ask, “What are the indications for IUD use?” The ball is tossed around the circle and participants call out a different indication as they catch the ball.
Three Questions - Participants write down three questions and find someone in the room they do not know well. Each participant then asks questions of the other. The participants then introduce their partners to the group by sharing both the questions and the answers.
Fact or Fiction - Each person writes down four facts about themselves, one of which is not true. Each person takes turns reading their list aloud and the rest of the group writes down the one they think is not true. When all are done reading the lists aloud, the first person reads their list again and identifies the fact, which is not true. The group should compare their written responses with the correct answers.
Find the Missing Piece - The facilitator prepares pieces of paper, enough for everybody in the group. The papers include words that are split into two, for example:
COCOA BUTTER
MILE STONE
ICE CREAM
Each person picks one piece of paper and then begins to look for the person who has the matching word. When the participant has found her/his match, s/he should to know the other person. Then, they will be asked to introduce one another to the rest of the group.
An alternative is to use words that are opposites. For example:
BLACK WHITE
UP DOWN
LEFT RIGHT
HOT COLD
What's the Question?
Step 1: The facilitator writes some facts on the board. Example:
Purple
16 months
Kenya
Step 2: Participants try to think of the question that matches each fact.
Purple - What's your favourite colour? What colour is your car? What colour is your favourite clothing?
16 months - How long have you lived in this city? How old is your child? How long have you been married?
Kenya - Where were you born? Where have you worked? Where are you going on vacation?
Step 3: When participants have discovered all of the questions, place them in small groups (3 - 4). Repeat steps 1 and 2. Have participants introduce each other to the large group.
Nonsense Name Game- Introduce yourself to the group with a sentence based upon the first letter of your name. Examples:
"I'm kooky Katherine. I like kissing kittens."
(Pattern: I'm ADJECTIVE NAME. I like ACTION-ing NOUN)
"I’m darling Dorothy. I like dancing daily."
Participants introduce themselves to the group with their sentences.
"I'm generous George. I like giving gifts."
The Magic Wand - Ask the participants what they would do if they just found a magic wand that allows them to change three work-related activities. They can change anything they want. How would they change themselves, their job, their supervisor, those they work with, an important project, etc.? Have the participants discuss why it is important to make the change. Another variation is to have them discuss what they would change if they become the supervisor for a month. This activity helps them to learn about others' desires and frustrations.
Marooned - Divide the participants into teams. Ask the participants to pretend they are marooned on an island. Have the teams choose five (the trainer can use a different number, such as seven, depending upon the size of each team) items they would have brought with them if they knew there was a chance that they might be stranded. Note that they are only allowed five items per team, not per person. Ask each team to write their items on a flipchart and discuss and defend their choices with the whole group. This activity helps them to learn about other's values and problem solving styles and promotes teamwork.
The Interview - Break the group into two person teams (have them pick a partner that they know the least about). Have them interview each other for about 20 minutes (You can also prepare questions ahead of time or provide general guidelines for the interview). They need to learn about what each other likes about their job, past jobs, family life, hobbies, favourite sport, etc. After the interviews, have each person introduce their partner to the group. This exercise helps them learn about each other.
• create a positive group atmosphere
• help people to relax
• break down social barriers
• energize & motivate
• help people to think outside the box
• help people to get to know one another
The first day of a course is essential to the success of the course. It is important to start the course on a positive note by making sure all of the participants feel comfortable and get to know each other as soon as possible. The activities the trainer or facilitator uses at the beginning of a course to help the participants get to know each other are known as icebreakers or introductions. Here are a number of icebreakers and introductions you can use.
Unique Characteristics - Even if the participants already know each other, the clinical trainer must get to know them. Instead of asking participants to say their names, the trainer can divide the group into pairs and give participants a few minutes to interview each other. Then, each participant should introduce their partners by name and to share at least two unique characteristics about them.
Ball Toss - Participants and the clinical trainer form a circle and toss a soft ball around the circle. Participants state their names as they catch the ball. After a few minutes, when they catch the ball, they call out the name of the person who tossed it to them. This activity can also be used throughout the course by substituting a quick information exchange for people’s names. For example, the clinical trainer may ask, “What are the indications for IUD use?” The ball is tossed around the circle and participants call out a different indication as they catch the ball.
Three Questions - Participants write down three questions and find someone in the room they do not know well. Each participant then asks questions of the other. The participants then introduce their partners to the group by sharing both the questions and the answers.
Fact or Fiction - Each person writes down four facts about themselves, one of which is not true. Each person takes turns reading their list aloud and the rest of the group writes down the one they think is not true. When all are done reading the lists aloud, the first person reads their list again and identifies the fact, which is not true. The group should compare their written responses with the correct answers.
Find the Missing Piece - The facilitator prepares pieces of paper, enough for everybody in the group. The papers include words that are split into two, for example:
COCOA BUTTER
MILE STONE
ICE CREAM
Each person picks one piece of paper and then begins to look for the person who has the matching word. When the participant has found her/his match, s/he should to know the other person. Then, they will be asked to introduce one another to the rest of the group.
An alternative is to use words that are opposites. For example:
BLACK WHITE
UP DOWN
LEFT RIGHT
HOT COLD
What's the Question?
Step 1: The facilitator writes some facts on the board. Example:
Purple
16 months
Kenya
Step 2: Participants try to think of the question that matches each fact.
Purple - What's your favourite colour? What colour is your car? What colour is your favourite clothing?
16 months - How long have you lived in this city? How old is your child? How long have you been married?
Kenya - Where were you born? Where have you worked? Where are you going on vacation?
Step 3: When participants have discovered all of the questions, place them in small groups (3 - 4). Repeat steps 1 and 2. Have participants introduce each other to the large group.
Nonsense Name Game- Introduce yourself to the group with a sentence based upon the first letter of your name. Examples:
"I'm kooky Katherine. I like kissing kittens."
(Pattern: I'm ADJECTIVE NAME. I like ACTION-ing NOUN)
"I’m darling Dorothy. I like dancing daily."
Participants introduce themselves to the group with their sentences.
"I'm generous George. I like giving gifts."
The Magic Wand - Ask the participants what they would do if they just found a magic wand that allows them to change three work-related activities. They can change anything they want. How would they change themselves, their job, their supervisor, those they work with, an important project, etc.? Have the participants discuss why it is important to make the change. Another variation is to have them discuss what they would change if they become the supervisor for a month. This activity helps them to learn about others' desires and frustrations.
Marooned - Divide the participants into teams. Ask the participants to pretend they are marooned on an island. Have the teams choose five (the trainer can use a different number, such as seven, depending upon the size of each team) items they would have brought with them if they knew there was a chance that they might be stranded. Note that they are only allowed five items per team, not per person. Ask each team to write their items on a flipchart and discuss and defend their choices with the whole group. This activity helps them to learn about other's values and problem solving styles and promotes teamwork.
The Interview - Break the group into two person teams (have them pick a partner that they know the least about). Have them interview each other for about 20 minutes (You can also prepare questions ahead of time or provide general guidelines for the interview). They need to learn about what each other likes about their job, past jobs, family life, hobbies, favourite sport, etc. After the interviews, have each person introduce their partner to the group. This exercise helps them learn about each other.
Few words about e - learning
I want to itroduce you a definition and objectives of e-learning
Definition of e-Learning
e-Learning is defined as ‘learning facilitated and supported through the use of information and communications technology (ICT).’ The e-learning and Pedagogy programme aims to ensure that e-Learning, as practised in UK HE and FE, should be ‘pedagogically sound, learner-focused and accessible.’ The general background for this programme is the ongoing need to support practitioners in realising this aim.
Objectives
Objectives of the e-Learning and Pedagogy programme are to:
1. review and – where possible – to enhance current knowledge about effective pedagogies for e-learning
2. explore how this knowledge can be effectively applied by practitioners in developing e-learning and teaching practice
3. promote the development of terminology and frameworks that will improve understanding and sharing of practice in e-learning
4. investigate approaches to the design of e-learning activities and make recommendations for further development (of software, of guidelines or of standards)
5. develop recommendations and resources for the community, e.g. practical toolsets, methodologies etc.
In pursuing these objectives JISC will:
• work closely with partner agencies and concurrent projects
• consult with existing practitioner networks and JISC user groups
• review existing resources and work-in-progress, identifying key lessons and significant gaps
• commission a limited number of desk studies
• commission evaluative projects to investigate applications and approaches to learning design
• support an ongoing process of collation, synthesis, review and planning in relation to programme outcomes
• create coherent tools and resources to communicate programme outcomes
Definition of e-Learning
e-Learning is defined as ‘learning facilitated and supported through the use of information and communications technology (ICT).’ The e-learning and Pedagogy programme aims to ensure that e-Learning, as practised in UK HE and FE, should be ‘pedagogically sound, learner-focused and accessible.’ The general background for this programme is the ongoing need to support practitioners in realising this aim.
Objectives
Objectives of the e-Learning and Pedagogy programme are to:
1. review and – where possible – to enhance current knowledge about effective pedagogies for e-learning
2. explore how this knowledge can be effectively applied by practitioners in developing e-learning and teaching practice
3. promote the development of terminology and frameworks that will improve understanding and sharing of practice in e-learning
4. investigate approaches to the design of e-learning activities and make recommendations for further development (of software, of guidelines or of standards)
5. develop recommendations and resources for the community, e.g. practical toolsets, methodologies etc.
In pursuing these objectives JISC will:
• work closely with partner agencies and concurrent projects
• consult with existing practitioner networks and JISC user groups
• review existing resources and work-in-progress, identifying key lessons and significant gaps
• commission a limited number of desk studies
• commission evaluative projects to investigate applications and approaches to learning design
• support an ongoing process of collation, synthesis, review and planning in relation to programme outcomes
• create coherent tools and resources to communicate programme outcomes
Tuesday, July 17, 2007
...to be continued...
Relating Pedagogy
to Smart Use of Technologies
and to Professional Development
For much of the past two decades we have mistakenly focused our energies on the learning of new software and the functions of new tools with too little attention to pedagogy - how to use those new tools effectively to maximize student learning while orchestrating all of the other aspects of daily classroom practice.
In this new century and new decade, many teachers and school leaders are awakening to the pre-eminent role pedagogy should play when designing programs and preparing teachers to deliver those programs effectively.
Those who design adult learning with the purpose of encouraging appropriate and robust use of new technologies should start their instructional design process by asking how they might help teachers learn strategic classroom practice.
Some would argue against this route, dusting off the discredited, insulting and simplistic idea of "teacher proof lessons" that are so highly scripted that "any old fool can get results."
to Smart Use of Technologies
and to Professional Development
For much of the past two decades we have mistakenly focused our energies on the learning of new software and the functions of new tools with too little attention to pedagogy - how to use those new tools effectively to maximize student learning while orchestrating all of the other aspects of daily classroom practice.
In this new century and new decade, many teachers and school leaders are awakening to the pre-eminent role pedagogy should play when designing programs and preparing teachers to deliver those programs effectively.
Those who design adult learning with the purpose of encouraging appropriate and robust use of new technologies should start their instructional design process by asking how they might help teachers learn strategic classroom practice.
Some would argue against this route, dusting off the discredited, insulting and simplistic idea of "teacher proof lessons" that are so highly scripted that "any old fool can get results."
Short Introduction in Pedagogy
Classroom Culture - How do I cultivate the class culture for learning?
While the importance of emotions and the social aspects of learning are rarely addressed by factory-style reformers, these aspects of classroom life are crucial. If a teacher does not create a culture that is safe, comfortable, encouraging and supportive, learning may not occur. The art of teaching includes the nurturing of group norms that allow learning to thrive. The science of teaching is less effective at reducing fears, freeing dreams and inspiring even disadvantaged students to reach for stars.
While the importance of emotions and the social aspects of learning are rarely addressed by factory-style reformers, these aspects of classroom life are crucial. If a teacher does not create a culture that is safe, comfortable, encouraging and supportive, learning may not occur. The art of teaching includes the nurturing of group norms that allow learning to thrive. The science of teaching is less effective at reducing fears, freeing dreams and inspiring even disadvantaged students to reach for stars.
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