Make me a copy please:
a project in explaining and following directions
Submitted by: Ross Johnson
Endorsed By: Don Descy
Mankato State University
Date: March 11, 1997
DESCRIPTION:
Often times students are not able to communicate clearly what they would like to say.
It is the purpose of this lesson to help student understand the need to be articulate and
precise when explain steps to another student. In addition the student listening will
learn to be a more effective listener.
GRADE LEVEL: Grades 5-6
GOAL: Students will understand the need to be articulate when communicating.
OBJECTIVES:
- The student will use descriptive explications to guide another student in completing the
task.
- The student will explain the importance of being articulate and the frustration when
directions are unclear.
BACKGROUND INFORMATION: This activity will teach student to explain what they
see and guide another student in reproducing the drawing by what they are told.
CONCEPTS: Students will be able to:
- Explain and articulate step to reproducing a drawing.
- Follow directions as closely as possible.
- Communicate with fellow students to accomplish the given task.
MATERIALS:
- Paper
Crayon
Overhead Projector or Large Visual
PROCEDURE:
- Students will be paired up in groups of two. One student will sit facing the projection
or visual and his/her partner facing away from the visual or projection.
- It is essential that the students are sitting back to back so that the student
explaining the steps is not able to see the drawing.
- A visual or overhead is displayed in front of the class. The design should be simple
shapes and lines of different lengths and dimensions.
- The student facing the visual will explain to his/her partner how to reproduce the
visual or projection.
- The students will be given 5 - 10 minutes to complete this task.
- The students will put away their picture without seeing the visual.
- The students will switch positions.
- The students will repeat the steps 1-6.
- The students will be shown the visuals and take 5 minutes to critique the directions of
the other student. At this point they still should not have seen the drawing done by their
partner.
- After critiquing their partner for probably being unclear in the directions they gave.
- Finally the students will be given the drawing done by their partner and compare it to
the original.
- The students should now critique their own articulation abilities. The key is to focus
on what they might have said in order to be more clear and not be defensive in blaming the
other student.
ASSESSMENT:
- Ask students to share their feelings in trying to draw by directions and give directions
with the class.
- Collect the reflections and see what students self critiqued instead of blaming.
- Provide comments to the students critiques, and return.
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