LEDinn
Inner Diversity
Language and strategies to recognize and work
with learning differences
Confidential
Copyright iLIDH / Universal Education Foundation © 2013
LEDinn | Introduction
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LEDinn | Activities
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12
LEDinn | Activities
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Initiative, Cooperation, Creativity, Discipline
Pedagogical: Foster the cooperation and discipline between the group
members. Encourage each ĐŚŝůĚͬLJŽƵƚŚ͛Ɛ creativity to search for innovative
solutions. Explore the diverse perspectives on innovative solutions.
Practical: Take the ͞ƐŚŝƉ͟ to a ͞ƐĂĨĞ ŚĂƌďŽƌ͟.
Minimum: 8 participants
Maximum: 28 participants
Recommended: 16 ʹ 28 participants
45 ʹ 60 minutes
Chairs
Paper sheets
Cardboards
The group is divided into 4 teams (ships) that will create a ͞&ůĞĞƚ͕͟ which
should be arranged in 4 rows of chairs, similar to a large square. Each ͞ĐƌĞǁ
ŵĞŵďĞƌ͟ starts the exercise sitting in a chair.
Each ͞ƐŚŝƉ͟ should reach their ͞ƐĂĨĞ ŚĂƌďŽƌ͕͟ which corresponds to a location
in front of them. Each ship must arrive with all of its chairs and participants to
the area of the ͞ƐĂĨĞ ŚĂƌďŽƌ͟.
None of the crew members may put any part of his/her body on the floor, nor
may they drag the chairs. When all the ͞&ůĞĞƚ͟ reach the ͞ƐĂĨĞ ŚĂƌďŽƌ͕͟ the
challenge will be won.
A circle may be drawn on the floor in order to locate the ͞ƐĂĨĞ ŚĂƌďŽƌ͟ of each
ship.
Scan each team of students four times during the activity: 1) as you read the
instructions; 2) as they begin to work; 3) as they work together and get close to
the end; 4) as they report/talk during the debriefing.
In each of those times, observe the following, when applicable:
‡ Pacing: Who is quick in starting the task? Who is sustained in starting?
During the path do they maintain a steady pace or do they vary their pace at
different times?
‡ Timing: How did the students organize and perceive the time for the task? Do some students control or seem keenly aware of the time?
‡ Space: Are there some students who stand slightly apart from the others? Others who lean into one another? Others who lean into the materials or task?
‡ Gestures: Can you see definite, precise gestures in some students? More
approximate and indirect gestures with others?
‡ Language: Do you notice some students who start working without speaking?
Others who are talking but almost to themselves? Still others who engage
verbally with the team?
‡ At the beginning of the task: Who asks questions? What kind of questions do
they ask? (that is, are they seeking: Reassurance? Optional ways of
completing the tasks? Permission to do the task differently? Clarification of
instructions?)
‡ Did the students agree on a strategy established by their team or just began
the course?
‡ As they engage in the given task, how and to what are children giving
attention? (e.g. do they ask questions related to the instructions
before/during the execution of the activity; they observe their team?)
‡ How do students build their strategy for accomplishing the task? (e.g. do they
take a moment to define the goal or process before starting? do they start
training to walk sitting in the chair? Other)
‡ How do students communicate their ideas (verbally and non verbally) to each
other?
‡ In which ways do students engage in the process? (e.g. giving ideas;
manipulating the task; observing; helping someone; asking clarifying
questions)
‡ How does the team organize itself to perform the task? (e.g. develop a
strategy before starting the activity? Other)
‡ ^ƚƵĚĞŶƚƐ͛ focus: only on their own work, the ƚĞĂŵ͛Ɛ work or the other ƚĞĂŵƐ͛
work as well?
‡ How does each student deal with the time restraint? (e.g. follow time with a
watch; warning the team of the time; not caring about the time; wanting to
accomplish task in spite of the time restraints)
‡ How do they evaluate their progress and the other ƚĞĂŵƐ͛ progress? How do
students feel they are "moving ŽŶ͍͟
‡ How does each student react to the final results?
‡ How do students communicate their opinions (verbally and non verbally)
about the process?
Make sure they understand that you are looking for differences and keep
yourself curious and open to hear what students have to say:
‡ How did you feel/think when I gave the instructions of the activity? Did you
feel the instructions useful in the beginning? Which were the most efficient
sources of information: the instructions, communicating with the team
members, testing, observing other teams?
‡ Which were the first questions that you wanted to ask? Which factors did you
take into consideration to define priorities?
‡ Did you focus only on your team work or feel the need to follow the other
ƚĞĂŵƐ͛ work as well? How much was the available time impacting the
activity? Did you forget the time during the process?
‡ Did you make any advanced planning before starting the course or not?
Why? How did you communicate (verbally and non verbally) to the team
members your idea about a strategy to overcome the difficulties?
‡ In what moment did you feel happy and most motivated with the result,
sensing you had accomplished the task? How did you evaluate the progress
of your team? Do you think your ƚĞĂŵƐ͛ progress motivated the other teams
or vice-­‐versa?
‡ What factors contributed to the success or failure of your team? How are
you deciding it was a ͞ƐƵĐĐĞƐƐ or ĨĂŝůƵƌĞ͍͟ What do you perceive you are able
to do now that you weren't able to do before?
‡ Did anyone have a different idea how to approach the activity? A different
experience?
Collaboration, Communication, Discipline, Patience and Creativity
Pedagogical: Encourage creativity to find ways to communicate, by recognizing
different needs for information, deconstructing prejudices and analysing the
limitations of one-­‐way verbal communication.
Practical: Reproduce the drawing as faithfully as possible through verbal
communication.
Minimum: 4 participants
Maximum: 30 participants
Recommended: 10 to 12 participants
30 ʹ 45 minutes
Pens or pencils
Blank sheets
Sheet with a drawing that should be copied
Divide the class into pairs of students, who sit with their backs to each other
and without touching. If possible, the teacher should pair students who seem
quite different from one another in terms of their ways of learning.
The teacher hands out a drawing (which will be chosen by the teacher
according to the age and characteristics of the class) to one student of the pair.
The other student is unable to see the drawing.
The student who is looking at the drawing describes it to his peer who then
draws, without talking, asking or suggesting anything.
In this phase, communication is only one-­‐way and it is restricted to the
description of the drawing as if (s)he is making a dictation.
When all groups finish, a second phase of the exercise begins.
Without showing the original drawing, the student who dictated can now be
face to face with his peer and dictate the same drawing; the two students can
now communicate freely. They can ask questions, give suggestions or give
other explanations about the drawing.
In the end, they can show the drawings made and the original, and see the
differences.
It must be explained clearly, that until the end of the first phase of the
exercise, they ĐĂŶ͛ƚ look at their colleagues nor ask questions to the person
who is dictating ʹ who must strive to use a clear, concise and easy language.
If there is still time left, it is suggested that students switch roles (draw/dictate)
and repeat the exercise with a different partner.
For an interesting and important variation in this second exercise, the teacher
may select pairs who seem similar to one another in the way they learn.
The greater the complexity of the original drawing, the more suitable it is for
older students.
Scan each pair of students four times during the activity: 1) as you read the
instructions; 2) as they begin to work; 3) as they work together and get close to
the end; 4) as they report/talk during the debriefing.
In each of those times, observe the following, when applicable:
‡ Pacing: Who is quick in their movements? Who is sustained in their
movements? Do some maintain a steady pace while others vary their pace?
‡ Timing: Can you see any awareness of time passing or a deadline to be met?
Are there students who take some time to plan how to explain the drawing
to the peer, or are they impelled to describe it right away?
‡ Space: Are there some who stand slightly apart from the others (more space
around them)? Others who start exploring the strategy? Still others who
lean into one another?
‡ Gestures: Can you see definite, precise gestures in some students? More
approximate and indirect gestures with others? (this may show up in hand
gestures or how they communicate with the others.)
‡ Language: Do you notice some students who listen without speaking?
Others who are talking but almost to themselves? Still others who engage
verbally with students around them?
‡ Did the students ask any questions? What kind of questions did they ask?
‡ As they engage in the task, how and to what are students giving attention?
(e.g. do they ask questions related to the instructions before/during the
execution of the activity; do they observe the other pairs or focus only on
their own task?)
‡ ^ƚƵĚĞŶƚƐ͛ focus only on the communication to his/her peer (who is looking
at the drawing), or perhaps listening to the other ƉĂŝƌƐ͛ communication as
well?
‡ How does each student deal with the time limit? (e.g. follow time with a
watch; warning is peer of the time; not caring the time; wanting to
accomplish task in spite of the time constraints?)
‡ How do they evaluate their progress and the progress of others? How do
students feel they are "moving ŽŶ͍͟ Which elements do they use to
measure progress (e.g. by comparing to the original drawing or to the
drawings of others?)
‡ What could you observe in terms of student pace: the one dictating and the
one drawing?
‡ How do students communicate (verbally and non verbally) in the first and
second phase?
‡ Are there misunderstandings between peers? How are these expressed?
What is the resolution of the misunderstandings?
Make sure they understand that you are looking for differences and keep
yourself curious and open to hearing what students have to say:
‡ Before describing the drawing, did you take some time to plan how to
describe the drawing to your colleague or did you feel the desire to start
describing it immediately?
‡ (To the students who dictated the drawing) Did you describe first the
general idea of the drawing or specific parts/elements of the drawing?
Why?
‡ Were you focused only on your pair or did you sometimes take into
consideration information form others?
‡ Who used metaphors to describe the drawing? Which ones?
‡ Did you find that the words used by your pair were accurate, clear and
objective (dimensions, shape, etc.)? Why (not)? What kind of information
did you feel you needed more?
‡ Do you think that the differences between the first and the second drawing
were significant? Why (not)?
‡ Did anyone have a different idea? A different experience?
Integrity, Honesty, Honor, Patience
Pedagogical: Understand that honesty with others and with self is important for
society. Observe differences in strategy, execution, and reflection on the task.
Practical: Plant more "cabbages" than the neighbors farm
Minimum: 6 participants
Maximum: no limit participants
Recommended: 12 ʹ 30 participants
30-­‐45 minutes
Balloons (Cabbages)
Tape for marking
Timer
Whistle
Divide the class into two or more groups, placing each group in the start
position. On the floor design two farms and a place where the ͞ĐĂďďĂŐĞƐ͟ are
kept. On the teacher's signal, the groups will have to get the "cabbage" and
plant in their farm. The group that plants more ͞ĐĂďďĂŐĞƐ͕ in a certain defined
time, wins.
To create more dynamic, build access corridors to the ͞ĐĂďďĂŐĞƐ͟ and ͞ĨĂƌŵƐ͟
and allow full freedom of movement of the group.
/ƚ͛Ɛ not necessary to give any constraining rules; we often see that certain
students will steal ͞ĐĂďďĂŐĞƐ͟ from the neighbors farm.
Scan each group of students several times during the activity and observe the
following:
‡ Pacing: Who is quick in their movements? Who is sustained in their
movements?
‡ Timing: Can you see any awareness of time passing or a deadline to be met?
How does this sense of time impact various students?
‡ Space: Are there some who stand slightly apart from the others (more space
around them)? Others who are anxious to start? Still others who lean into
one another?
‡ Gestures: Can you see definite, precise gestures in some students? More
approximate and indirect gestures with others? (this may show up in hand
gestures or how they handle materials or their interactions with others.)
‡ Language: Do you notice some students who listen without speaking? Others
who are talking but almost to themselves? Still others who engage verbally
with students who are in the corridor access between the cabbages and
farm?
‡ At the beginning of the task: Who asks questions? What kind of questions
do they ask? (e.g., are they seeking: Reassurance? Optional ways of
completing the tasks? Permission to do the task differently? Clarification of
instructions? How the task will be evaluated?)
‡ As they engage in the task, how and to what are children giving attention?
(e.g. do they ask questions related to the instructions before or during the
execution of the activity; do they observe only their group or also the other
groups?
‡ How do students build their strategy for accomplishing the task? (e.g. do
they take a moment to define the goal or process before starting; do they
start immediately taking the cabbages to the farm and not plan any
strategy?) How do students communicate their ideas (verbally and non
verbally) to each other?
‡ In which ways do students engage in the process? (e.g. giving ideas;
encouraging the students who are taking the cabbages to the farm;
observing?)
‡ How does the group organize itself to perform the task? (e.g. do they define
the roles of group members; are there misunderstandings in the process of
planning/organization?)
‡ ^ƚƵĚĞŶƚƐ͛ focus: Only on their own performance, the ŐƌŽƵƉ͛Ɛ performance
or the other ŐƌŽƵƉƐ͛ performance as well?
‡ How does each student deal with the time constraint? (e.g. follow time with
a watch; warning the group of the time; not caring about the time?)
‡ How do they evaluate their progress and that of the other groups? How do
students feel they are "moving ŽŶ͍͟ What elements do they use to measure
progress (e.g. number of cabbages in the farms, time left to accomplish the
exercise?)
‡ How does each student react to the final count of the cabbages in each
farm?
‡ How do students communicate (verbally and non verbally) their opinions
about the process?
Make sure they understand that you are looking for differences and keep yourself curious and open to hear what students have to say:
ͻ Did you follow the strategy defined by your group or did you give priority to your own thoughts/experience?
ͻ How did you feel/think when I gave the instructions for the exercise? Did you feel the need of asking any question before starting or during the exercise? What were the first questions that you wanted to ask?
ͻ Did you focus only on your group performance or feel the need to follow ƚŚĞŽƚŚĞƌŐƌŽƵƉƐ͛ƉĞƌĨŽƌŵĂŶĐĞĂƐǁĞůů͍,ŽǁŵƵĐŚǁĂƐƚŚĞƉƌĞƐƐƵƌĞŽĨƚŝŵĞ
impacting your efforts during the activity? Did you forget the time during the process?
ͻ Did you first define a strategy or did you just start running to take the cabbages to the farm? Why did you make that decision? ͻ How did you evaluate the progress of your group? Did you think your ŐƌŽƵƉƐ͛ƉƌŽŐƌĞƐƐǁĂƐŵŽƚŝǀĂƚĞĚďLJƚŚĞŽƚŚĞƌƐƚƵĚĞŶƚƐ͍
ͻ What factors contributed to the success or failure of your group? How are LJŽƵĚĞĐŝĚŝŶŐŝƚǁĂƐĂ͞ƐƵĐĐĞƐƐŽƌĨĂŝůƵƌĞ͍͟tŚĂƚĚŽLJŽƵƉĞƌĐĞŝǀĞLJŽƵĂƌĞ
able to do now that you weren't able to do before?
ͻ Did anyone have a different idea? A different experience?
Honesty, Integrity, Sharing, Understanding, Courage, Compassion
Pedagogical: Foster an environment of honesty and understanding in sharing
anxieties and worries. Explore differences in how students express their fears.
Practical: Understand the ƐƚƵĚĞŶƚƐ͛ anxieties and worries related to a certain
problem.
Minimum: 10 participants
Maximum: unlimited number
Recommended: 12 ʹ 30 participants
30 -­‐ 45 minutes
Hat
Sheets
Pens
Each student is invited to write his fears on a sheet which is afterwards placed
in a hat. These will be read by the teacher and grouped according to how long
the fears have persisted. Afterwards, the fears will be discussed by the groups,
without identifying the authors.
Before starting the exercise it is important to engage in a discussion to clarify
what are fears.
Scan each student several times during the activity and observe the following:
‡ Pacing: Who is quick in starting the task? Who is sustained in starting? Do
some maintain a steady pace while others vary their pace?
‡ Timing: Can you see any awareness of time passing or a deadline to be met?
‡ Space: Are there some who stand slightly apart from the others (more space
around them)? Others who lean into one another?
‡ Gestures: Can you see definite, precise gestures in some students? More
approximate and indirect gestures with others?
‡ Language: Do you notice some students who sit quietly before starting on
the activity? Others who are talking but almost to themselves? Still others
who engage verbally with the other colleagues?
‡ How did students react to the task (verbal and body expression)? How did
the students pay attention to the instructions?
‡ Did they ask questions related to the instructions before or/and during the
execution of the activity?
‡ Did they ask questions to each other to better understand the activity goal?
How did they understand other ƐƚƵĚĞŶƚƐ͛ fears? How was this
understanding (or misunderstanding) expressed? How did they compare the
ŽƚŚĞƌƐ͛ fears with theirs?
‡ At the beginning of the task: Who asked questions? What kinds of
questions did they ask? (e.g., are they seeking: Reassurance? Optional ways
of completing the tasks? Permission to do the task differently? Clarification
of instructions?)
‡ As they engage in the task, how and to what are children giving attention?
(e.g. did they ask questions related to the instructions before/during the
execution of the activity; did they observe others engaging in the task?)
‡ How did students develop their strategy for accomplishing the task? (e.g.
did they take a moment to think before starting to write the fears? ) Did
students communicate (verbally and non verbally) with each other?
‡ Students ĨŽĐƵƐ͛: only on their own work, or on others as well?
‡ How did each student deal with the time constraint? (e.g. follow time with a
watch; not caring about the time; wanting to accomplish task in spite of the
time constraints?)
‡ How do they evaluate their progress and the progress of others? How do
students feel they are "moving ŽŶ͍͟
‡ Was the student focused on finalizing the task? How does each student
react to the final discussion?
‡ How do students communicate (verbally and non verbally) their opinions
about the fears?
Make sure they understand that you are looking for differences and keep
yourself curious and open to hear what students have to say:
‡ How did you feel/think when I gave the instructions for the exercise? Which
were the first questions that you wanted to ask?
‡ Did you focus only on your own work or feel the need to follow the work of
others as well? How much did you experience the pressure of time? Did you
forget the time during the process?
‡ Did you first define a strategy or did you just start writing the fears? Why?
‡ Did you first pay attention and participate in the discussion about fears? Or
did you just start writing the fears immediately? Were your fears clear for
you as soon as you started the exercise or did you had difficulties in
discovering what they are?
‡ In what moment did you feel happy with the result and sense that you were
finished? How did you evaluate your own progress? Did you think your
progress was motivated by other students, or vice-­‐versa?
‡ Which factors contributed to your success or failure? How are you deciding
it was a ͞ƐƵĐĐĞƐƐ or ĨĂŝůƵƌĞ͍͟ What do you perceive you are able to do now
that you weren't able to do before?
‡ Did you feel more free from fears, or not, in the end of exercise? Why?
‡ Did anyone have a different idea? A different experience?
Respect, Accountability, Tolerance
Pedagogical: Reflect on the importance of neighbors for living in community.
Explores the differences in perspectives about the importance of neighbors.
Practical: Fill in the table where related proverbs are analyzed.
Minimum: 3 participants
Maximum: 30 participants
45 -­‐60 minutes
Activity sheets to be delivered to each student.
Firstly, students
importance and
neighbors, filling
conclusions with
ƐƚƵĚĞŶƚ͛Ɛ sheet.
reflect individually about the concept of neighbor, its
what kind of relationship each of them has with their
in the ƐƚƵĚĞŶƚ͛Ɛ sheet. Then, each student shares his/her
the rest of the class, presenting the results filled in the
While the students are presenting their reflections, the teacher take notes of
the main conclusions, to support the Debriefing.
For further information about the European EĞŝŐŚďŽƌƐ͛ Day visit
http://www.european-­‐neighbours-­‐day.com/ and for information about the
Enlargement
and
the
Neighborhood
Police,
visit
http://europa.eu/abc/12lessons/lesson_3/index_pt.htm
Scan each student several times during the activity: 1) as you read the
instructions; 2) as they begin to work; 3) as they get close to the end; 4) as they
report/talk during the debriefing.
In each of those times, observe the following, when applicable:
‡ Timing: Can you see any awareness of time passing or a deadline to be met?
‡ Gestures: Can you see definite, precise gestures in some students? More
approximate and indirect gestures with others? (this may show up in hand
gestures or how they handle materials or their interactions with others).
‡ Language: Do you notice some students who listen without speaking; others
who are talking but almost to themselves; still others who engage verbally
with students around them?
‡ At the beginning of the task: Who asks questions? What kind of questions
do they ask? (e.g., are they seeking: Reassurance? Optional ways of
completing the tasks? Permission to do the task differently? Clarification of
instructions? How the task will be evaluated?)
‡ As they engage in the task, how and to what are students giving attention?
(e.g. do they ask questions related to the instructions before/during the
execution of the activity; do they start "playing" with the activity sheets; do
they observe other students before beginning?
‡ How do students develop their strategy for the task? (e.g. they take a
moment to define the goal before starting; do they start immediately to
note their reflections?) How do students communicate their ideas (verbally
and non verbally) to the class?
‡ In which ways do students engage in the process? (e.g. giving ideas;
manipulating the words; observing; helping someone; asking clarifying
questions?)
‡ ^ƚƵĚĞŶƚƐ͛ focus: only on their own work, or the other ƐƚƵĚĞŶƚƐ͛ work as
well?
‡ How does each student deal with the time constraint? (e.g. follow time with
a watch; not caring about the time; wanting to accomplish task in spite of
the time constraints?)
‡ How do they evaluate their progress and that of others?
‡ What criteria were used related to the interpretation and comment of the
proverbs and the reflection about neighbors? Was the focus on finalizing
the task? How does each student react to the final presentation?
‡ How do students communicate (verbally and non verbally) their opinions
about the process?
Make sure they understand that you are looking for differences and keep
yourself curious and open to hear what students have to say:
‡ How did you feel/think when I gave the instructions of the exercise? What
were the first questions that you wanted to ask?
‡ Did you focus only on your work or feel the need to observe the work of
others as well? How much was the time guiding the activity? Did you forget
the time during the process?
‡ Did you read first all the proverbs and reflection phrases? Or did you start reading and answering as you moved forward? ‡ In what moment did you feel happy with the result and sense "to you had completed the task? How did you evaluate your progress? Did you think your progress was motivated by the other students, or vice versa? ‡ What factors contributed to your success or failure? How are you deciding
it was a ͞ƐƵĐĐĞƐƐ or ĨĂŝůƵƌĞ͍͟ What do you perceive you are able to do now
that you weren't able to do before?
‡ Did anyone have a different idea? A different experience?
Interpret and comment the following proverbs:
Serve your neighbors as you would be served yourself.
Ask about your neighbors, then buy the house.
ZĞĨůĞĐƚĂďŽƵƚ͙
The importance of living in community.
Your relationship with your neighbors.
Honouring differences (if group task), Cooperation, Negotiation
Pedagogical: Perform a task in groups (or individually if age appropriate)
where there are explicitly numerous ways to do the task successfully.
Practical: Build a poem in from single words.
Minimum: 4 participants
Maximum: 30 participants
Recommended: 10 to 12 participants
30 to 45 minutes
Poem divided in single words
Clock that can be seen by all
Divide the class into groups of four students; each group is assigned different
single words of a poem.
The group is given a certain time to create a new poem with those words.
In the end the original poem is revealed (read aloud or showed written on a
board). Then each group should reads aloud the poem they created.
Scan each group of students four times during the activity: 1) as you read the
instructions; 2) as they begin to work; 3) as they work together and begin to
finish; 4) as they report/talk during the debriefing.
In each of those times, observe the following:
‡ Pacing: Who is quick in their movements? Who is sustained in their
movements? Do some maintain a steady pace while others vary their pace
‡ Timing: Can you see any awareness of time passing or a deadline to be met?
‡ Space: Are there some who stand slightly apart from the others (more
space around them)? Others who lean into the materials? Still others who
lean into one another?
‡ Gestures: Can you see definite, precise gestures in some students? More
approximate and indirect gestures with others? (this may show up in hand
gestures or how they handle materials or their interactions with others.)
‡ Language: Do you notice some students who listen without speaking?
Others who are talking but almost to themselves? Still others who engage
verbally with students around them?
‡ At the beginning of the task: Who asks questions? What kinds of questions
do they ask? (that is, are they seeking: Reassurance? Optional ways of
completing the tasks? Permission to do the task differently? Clarification of
instructions? How the task will be evaluated?)
‡ As they engage in the given task, how and to what are children giving
attention? (e.g. they ask questions related to the instructions before/during
the execution of the activity; they start "playing" with the words; they
observe their group?
‡ How do students build their strategy for accomplishing the task? (e.g. they
take a moment to define the goal or process before starting; they start
building the poem; other) How do students communicate (verbally and non
verbally) their ideas to each other?
‡ In which ways do students engage in the process? (e.g. giving ideas;
manipulating the words; observing; helping someone; asking clarifying
questions, other...)
‡ How does the group organize itself to perform the task? (i.e. all working
together at the same time; clusters/pairs are formed; are there some
working alone; other...)
‡ Students focus: only on their own work, the ŐƌŽƵƉ͛Ɛ work or maybe they
observe/listen to the work of other groups as well?
‡ How does each student deal with the time constraint? (e.g. follow time with
a watch; warning the group of the time; not caring about the time; wanting
to accomplish task in spite of the time constraints; other)
‡ How do they evaluate their progress and the other groups' progress? How
do students feel they are "moving ŽŶ͍͟ Which elements do they use to
measure progress (e.g., use all the available words, make a simple but deep
poem, making a "standard" size verse, making sentences, making sense?
‡ What criteria were used for the message of the poem? Did it require
meaning? Was the focus on finalizing the task? How does each student
react to the final poem?
‡ How do students communicate (verbally and non verbally) their opinions
about the process?
‡ Ask one or two students from each group to respond to your questions.
Make certain that they understand that you are looking for differences: ͞ĚŝĚ
anyone have a different idea? A different ĞdžƉĞƌŝĞŶĐĞ͍͟
‡ How did you feel/think when I gave the instructions of the exercise? What
were the first questions that you wanted to ask?
‡ Did you focus only on your group work or feel the need to follow the other
ŐƌŽƵƉƐ͛ work? How much did the pressure of time guide the activity? Did
you forget the time during the process?
‡ Did you first define a strategy or did you just start building the poem? Why did you make that decision? Did you feel the need to see the original poem ƚŽĐŽŵƉĂƌĞŽƌLJŽƵĚŝĚŶ͛ƚĨĞĞůĂƚƚĂĐŚŵĞŶƚƚŽƚŚĞƉƌĞǀŝŽƵƐ͞ůŝĨĞ͟ŽĨƚŚĞ
ƉŽĞŵƐ͛ǁŽƌĚƐ͕ŶŽǁƐĞƉĂƌĂƚĞĚ͍
‡ Did you read first all the available words? Or did you start joining words as
you moved forward? Were the words chosen to express a previous idea or
the words induct a new "story"?
‡ In what moment did you feel happy with the result and sense it was
finished? How did you evaluate the progress of your group? Did you think
your ŐƌŽƵƉƐ͛ progress was motivated by the other students/groups, or vice
versa?
‡ Which factors contributed to the success or unsuccess of your group? How
are you deciding it was a ͞ƐƵĐĐĞƐƐ or unsuccess͍͟ What do you perceive as
being able to do now that you weren't able to do before?
Finally, keep yourself curious and open to hear what students have to say
about these points above!!
Cooperation, Sharing, Communication, Organization, Creativity
Pedagogical: Set up a complex path supported by communication and
creativity processes. Assess diverse strategies of internal organization and
communication.
Practical: Move backwards though a web of ropes without touching the bells.
Minimum: 4 participants
Maximum: 30 participants
Recommended: 10 to 12 participants
45 to 60 minutes
Rope
Bells
The teacher sets up, in a small path up to three meters, a web of ropes and ties
small bells to the ropes. The teacher can set up the web between tables and
chairs, for example.
Students should be paired with another peer. Choose pairs who you believe
show differences in their ways of learning. A student must cross backwards the
web without touching the ropes, with the help of his/her ƉĂƌƚŶĞƌ͛Ɛ instructions.
If a bell rings, they must restart the exercise. Each pair has two minutes
(depending on the path complexity) to pass through the web.
Scan the students four times during the activity: 1) as you read the
instructions; 2) as they begin to pair off; 3) during the activity for each pair; 4)
as they report/talk during the debriefing.
In each of those times, observe the following, when applicable
‡ Pacing: Who is quick in their movements? Who is sustained in their
movements? Do some maintain a steady pace while others vary their pace?
‡ Timing: Can you see any awareness of time passing or a deadline to be met?
How does this sense of time impact various students?
‡ Space: As they listen to the instructions, prepare for the activity, and listen
to others respond to the debriefing questions: are there some who stand
slightly apart from the others (more space around them)? Others who lean
into the materials? Still others who lean into one another?
‡ Gestures: Can you see definite, precise gestures in some students? More
approximate and indirect gestures with others? (this may show up in hand
gestures or how they handle materials or their interactions with others).
‡ Listening/speaking: Do you notice some students who listen without
speaking? Others who are talking but almost to themselves? Still others who
engage verbally with students around them?
‡ Where does it seem that the student who passes the web is focusing during the
activity? (e.g. on the instructions, the comments of other students, his/her own
thoughts, his/her body and its relation to the rope, other?)
‡ How quickly do the students seem ready to begin the activity? (e.g. before
listening to instructions; after listening to instructions; students request
clarifications or more information; students request other conditions before
beginning?)
‡ What kind of questions do the students ask before, during and after the
activity?
‡ How do students plan their strategy to pass the web? (e.g. take time
beforehand to observe and analyze the web; define their strategy as they begin
the exercise; discuss with others their options; ask for help during the activity?)
‡ What were the sources of motivation/demotivation for the students in the
activity?
‡ What could you observe in terms of students pace?
‡ How do students spend most of their time? (e.g. planning their strategy;
moving carefully; talking with their partners?)
‡ Did the limit on time seem to be a factor in how they performed the activity?
Make sure they understand that you are looking for differences and keep yourself
curious and open to hear what students have to say:
‡ Before you began the rope web task, what were your questions? Did you feel
your questions were answered? How were they answered? That is, by the
teacher; by your own thinking; by your partner; by other students; by doing the
activity?
‡ What impact did the time limit have on how you thought about the task? Did
you want more time or less time to observe the rope web? More time to talk
with your partner? More time to think through how you were going to do the
task?
‡ How did you want your partner to communicate with you? Did you feel that he
or she helped you be as good as you could at the rope web, or would you have
wanted a different kind of communication? What did you want to be
different?
‡ Did you think you could have done a better job in communicating to your
partner? If so, how would you have communicated differently?
‡ Did you restart immediately or did you first analyze what went wrong and
redefine the strategy? Did you repeat the same mistakes (touch the rope on
the same spot) or did you overcome them? Why (not)?
‡ If you could design the activity so that you could do your very best job with it,
how would you design it? What changes would you make in the instructions?
With the rope web itself? How you worked with your partner? What factors
would allow you to be most successful? What factors would allow your partner
to be more successful?
‡ Did anyone have a different idea? A different experience?
Trust, Obedience, Humility, Serenity
Pedagogical: Promote trust between students and sensitivity to different
senses.
Practical: Reach the end of the path, after going blindfolded through various
obstacles.
Minimum: 2 participants
Maximum: No limit
Recommended: 10 -­‐ 20 participants
30 -­‐ 45 minutes
Blindfolds
Material for obstacles (e.g., backpacks, cones, flags, arches, chairs and tables
properly secured, etc.).
Music player
Participants are divided in pairs, or in groups of four students (max.). In each
pair/group, one of the students puts on the blindfold and the other one leads
his/her peer along the predefined path, allowing him/her to have contact with
the path and the surrounding objects.
The student who indicates the way cannot have physical contact with the
blindfolded student.
The student who leads should understand that s/he should encourage the
exploration of the space and give confidence to his/her colleague, at the same
time that he is guiding him/her.
At the end of the path, students switch positions (leader and blindfolded).
In the case of larger groups, difficulties will be increased for the student
responsible for guiding the other.
Another alternative is related to the attempt, at a later stage, of the entire
group following the path blindfolded and without communicating with each
other, exploring only the space and references surrounding them.
The competition factor between teams can also be introduced.
Scan each group of students several times during the activity and observe the
following:
‡ Pacing: Who is quick in their movements? Who is sustained in their
movements? Do some maintain a steady pace while others vary their pace?
‡ Timing: Can you see any awareness of time passing or a deadline to be met?
‡ Space: Aare there some who stand slightly apart from the others (more
space around them)? Others who start exploring the obstacle? Still others
who lean into one another?
‡ Gestures: Can you see definite, precise gestures in some students? More
approximate and indirect gestures with others? (this may show up in hand
gestures or how they handle materials or their interactions with others.)
‡ Language: Do you notice some students who listen without speaking? Others
who are talking but almost to themselves? Still others who engage verbally
with students around them?
‡ At the beginning of the task: Who asks questions? What kinds of questions
do they ask? (that is, are they seeking: Reassurance? Optional ways of
completing the tasks? Permission to do the task differently? Clarification of
instructions? How the task will be evaluated?)
‡ As they engage in the given task, how and to what are children giving
attention? (e.g. do they ask questions related to the instructions
before/during the execution of the activity; do they start ͞ĞdžƉůŽƌŝŶŐ͟ the path
and the obstacles; do they observe their group or others?
‡ How do students develop a strategy for accomplishing the task? (e.g. do they
take a moment to define the goal or process before starting; do they start
͞ĞdžƉůŽƌŝŶŐ͟ the path and the obstacles?) How do students communicate
(verbally and non verbally) their ideas to each other?
‡ In which ways do students engage in the process? (e.g. start the exploring the
path, giving ideas; observing; helping someone; asking clarifying questions?)
‡ How does the group organize itself to perform the task? (i.e. clusters/pairs
are formed, define who is blindfolded and who is the leader, the order of
participating?)
‡ ^ƚƵĚĞŶƚƐ͛ focus: only on their own performance, everyone's performance?
‡ How does each student deal with the time constraint? (e.g. follow time with a
watch; warning the group of the time; not caring the time; wanting to
accomplish task in spite of the time constraints?)
‡ How do they evaluate their progress and the progress of others? How do
students feel they are "moving ŽŶ͍͟ What elements do they use to measure
progress (e.g., the numbers of obstacles explored, the length of the explored
path?)
‡ How do students communicate (verbally and non verbally) their opinions
about the process?
Make sure they understand that you are looking for differences and keep
yourself curious and open to hear what students have to say:
‡ How did you feel/think when I gave the instructions of the exercise? Which
were the first questions that you wanted to ask?
‡ Did you focus only on your pairs/group performance or feel the need to
follow the performance of other groups? How much did the time constraint
impact the activity? Did you forget the time during the process?
‡ Did you first define a strategy with your partner or did you just start
exploring the path and obstacles? Why did you make that decision? Did you
feel the need to lead or be blindfolded?
‡ Did you first analyze the path? Or did you just began to explore?
‡ In what moment were you happy with the result and sensed you had
achieved the goal? How did you evaluate the progress of your
pair/group? Did you think your ŐƌŽƵƉƐ͛ progress motivated the other
students/groups, or vice versa?
‡ What factors contributed to the success or failure of your group? How are
you deciding it was a ͞ƐƵĐĐĞƐƐ or ĨĂŝůƵƌĞ͍͟ What do you perceive you are
able to do now that you weren't able to do before?
‡ Did anyone have a different idea? A different experience?
Love, Tolerance, Respect, Sharing
Pedagogical: Share the family story of each, respecting differences and
similarities.
Practical: Develop a story about family through puppets and shadows.
Minimum: 6 participants
Maximum: 24 participants
Recommended: 18 ʹ 24 participants
90 -­‐ 120 minutes
In this case, 35 minutes is given to set up and rehearse, 5 minutes for the play
and 20 minutes for discussion.
Sheet
Light
Cardboards
Tissue
Wooden spoons
Students should create groups of 4 to 6 students. They should elaborate a story
about family which they will later present as a play to their classmates
The puppets, light and a sheet to create shadows can be used to tell the story.
If the number of students in the class is too high, the teacher may create
groups with maximum 8 students. Some of the group members may assume
other functions such as a narrator, scriptwriter, ĂĐƚŽƌƐ͛ coordinator, etc.
Animals also can be represented as part of the play if there are enough
students.
Scan each group of students four times during the activity: 1) as you read the
instructions; 2) as they begin to work; 3) as they work together and get close to
the end; 4) as they report/talk during the debriefing.
In each of those times, observe the following, when applicable:
‡ Pacing: Who is quick in starting the task? Who is sustained in starting? Do
some maintain a steady pace while others vary their pace?
‡ Timing: How did the students organize and perceive the time for the task
and the time of the experiences they are sharing? Which students control
the time?
‡ Space: Are there some who stand slightly apart from the others (more
space around them)? Others who lean into one another?
‡ Gestures: Can you see definite, precise gestures in some students? More
approximate and indirect gestures with others?
‡ Language: Do you notice some students who start working without
speaking? Others who are talking but almost to themselves? Still others who
engage verbally with the group?
‡ At the beginning of the task: Who asks questions? What kinds of questions
do they ask? (that is, are they seeking: Reassurance? Optional ways of
completing the tasks? Permission to do the task differently? Clarification of
instructions?)
‡ As they engage in the given task, how and to what are children giving
attention? (e.g. they ask questions related to the instructions before/during
the execution of the activity; they observe their group?)
‡ How do students develop a strategy for accomplishing the task? (e.g. they
take a moment to define the goal or process before starting; they start by
preparing the materials; writing the story?) How do students communicate
(verbally and non verbally) their ideas to each other?
‡ In which ways do students engage in the process? (e.g. giving ideas;
manipulating the materials; observing; helping someone; asking clarifying
questions?)
‡ How does the group organize itself to perform the task? (e.g., all working
together at the same time; clusters/pairs are formed; are there some
working alone; other...)
‡ ^ƚƵĚĞŶƚƐ͛ focus: only on their own work, the ŐƌŽƵƉ͛Ɛ work or the work of
other groups as well?
‡ How does each student deal with the time constraint? (e.g. follow time with
a watch; warning the group of the time; not caring about the time; wanting
to accomplish the task in spite of the time constraints?)
‡ How do they evaluate their progress and the progress of others? How do
students feel they are "moving ŽŶ͍͟ Which elements do they use to
measure progress (e.g. the number of puppets created, making a simple but
deep story?)
‡ What criteria is used to evaluate the story's message? Did it require
meaning? Was the focus on finalizing the task? How does each student
react to the final play?
‡ How do students communicate (verbally and non verbally) their opinions
about the process?
Make sure they understand that you are looking for differences and keep
yourself curious and open to hear what students have to say:
‡ How did you feel/think when I gave the instructions for the exercise? What
were the first questions that you wanted to ask? Which factors did you take
into consideration to define priorities?
‡ Did you focus only on your ŐƌŽƵƉ͛Ɛ work or feel the need to follow the work
of others as well? How much did the time pressure impact your activity? Did
you forget the time during the process?
‡ Did you first define a strategy or did you just start writing the story and
creating the puppets? Why did you make that decision?
‡ How did you relate to your own ͞ĨĂŵŝůLJ͟ experiences, memories? Did you
think you were an inspiration for the story? Why?
‡ Did you first hear everyone's opinion about their families? Or did you just
start writing the story or creating your puppet? Was the story or puppet
related to your family life or it was a sharing of all your group members?
‡ In what moment did you feel happy with the result and sensed that you
were finished? How did you evaluate the progress of your group? Did you
think your ŐƌŽƵƉƐ͛ progress motivated the other students/groups or vice-­‐
versa?
‡ What factors contributed to the success or failure of your group? How are
you deciding it was a ͞ƐƵĐĐĞƐƐ or ĨĂŝůƵƌĞ͍͟ What do you perceive you are
able to do now that you weren't able to do before?
‡ Did anyone have a different idea? A different experience?
Cooperation, Self-­‐Motivation, Discipline, Patience
Pedagogical: Promote the importance of training values, ലƐƵĐŚ as patience and
discipline, to achieve personal goals when cooperating with others, and at the
same time to keep openness to different strategies to reach a common goal.
Practical: Finish a path without dropping the balloon.
Minimum: 2 participants
Maximum: No limit of participants
Recommended: 10 a 30 participants
30 a 45 minutes
Balloons
Material to build the path (tape, wool, etc.)
Material for obstacles (cones, flags, arches, chairs or tables, suitably protected)
Blindfolds for each participant (optional)
Students are asked to form pairs. Each pair receives a balloon and the task is
explained. Alternatively, the teacher can pair students who she/he believes
have very different ways of learning.
The pair should be able to walk the defined path without dropping the balloon,
in less than one minute (time is related to the path length). Only one part of
the body must touch the balloon along the path (e.g. head, shoulder, back,
etc.).
During the path students must maintain continuous contact with the balloon,
but can not touch each other.
If the balloon drops students will have to begin the path at the starting point.
The objectives of this exercise include cooperation, however, competition
among peers may be introduced in order to challenge students to develop
other skills related to performance and which increases the need to cooperate
more in a pressure situation with his/her partner.
If competing, the conditions (which part of the body must maintain contact)
should be the same for all teams.
Graded levels of difficulty can be introduced in the exercise by placing
obstacles in the path.
Alternatively, take away from students some senses, such as vision ʹ for
example: blindfold or close the eyes of one student, and the other will have to
guide him/her along the defined path.
Scan the students four times during the activity: 1) as you read the
instructions; 2) as they begin to pair off; 3) during the activity for each pair; 4)
as they report/talk during the debriefing.
In each of those times, observe the following, when applicable:
‡ Pacing: Who is quick in their movements? Who is sustained in their
movements? Do some maintain a steady pace while others vary their pace?
‡ Timing: Can you see any awareness of time passing or a deadline to be met?
Are there students who take some time to plan a strategy, or are they
impelled to start the activity right away?
‡ Space: Are there some who stand slightly apart from the others (more space
around them)? Others who lean into the materials? Still others who lean
into one another?
‡ Gestures: Can you see definite, precise gestures in some students? More
approximate and indirect gestures with others? (this may show up in hand
gestures or how they communicate with the others.)
‡ Language: Do you notice some students who listen without speaking?
Others who are talking but almost to themselves? Still others who engage
verbally with students around them?
‡ Where does it seem that the students are focusing while walking the
defined path? (e.g. on the instructions, comments of other students, his/her
own thoughts, his/her body and its relation to the balloon, other?)
‡ How quickly do students seem ready to begin the activity? (e.g. before
listening to instructions; after listening to instructions; students request
clarifications or more information; students request other conditions before
beginning?)
‡ What kinds of questions do the students ask before, during and after the
activity?
‡ How do students plan their strategy to walk on the defined path? (e.g. take
time beforehand to observe and analyse the path; define their strategy as
they begin the exercise; discuss the options with their partner; ask for help
during the activity?)
‡ What were the sources of motivation/demotivation for the students in the
activity?
‡ What could you observe in terms of students pace?
‡ How do students spend most of their time? (e.g. planning their strategy;
moving carefully; talking with their partners?)
‡ Did the limit on time seem to be a factor in how they performed the
activity?
Make sure they understand that you are looking for differences and keep
yourself curious and open to hear what students have to say:
‡ Did you feel the instructions useful in the beginning?
‡ Did you make any advanced planning before starting the course or not?
Why?
‡ How did you communicate (verbally and non verbally) your ideas about the
strategy to overcome the obstacles and keep the balloon between you?
‡ In which moment of the exercise did you felt most motivated and why (in
the beginning, during or after)? Did you feel that seeing others doing the
same course increased your motivation? What factors do you believe
contributed to the success and failure of your attempts?
‡ Did a time limit increased your focus or not? How much was the time
pressure impacting the activity? Did you forget the time during the process?
‡ Which was the most efficient source of information: the ƚĞĂĐŚĞƌƐ͛
instructions, communicating with your
partner, trying
out
ideas/movements, observing other group?
‡ (If using blindfolds) Did you memorize the course before putting on the
blindfold? Did you rely more on your ĐŽůůĞĂŐƵĞ͛Ɛ messages or your own
instinct or memory?
‡ Did anyone have a different idea? A different experience?
Fantastic Origami Zoo
Values
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Objective
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Participants
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Material
• 
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Briefing
Notes
6"'7$5'+2$2#"+C0./$"#+;1"5$(*+<'=#"#-(+0'B#0+$-<+3141/"0+Q+-1"5$44)+1-#+
0'<#+3141"#<D+1-#+0'<#+:>'(#F+
R3%&'()+0>##(0+:'(>+'-0("/3%1-0+1-+>1:+(1+<1+<'=#"#-(+1"'7$5'+E7/"#0+
C'-+$--#IF+
R+8'7+0>##(+1;+3141/"#<+2$2#"D+(1+24$3#+(>#+E7/"#0@+
S11?0+$81/(+1"'7$5'+C12%1-$4F++
!"#$%"%&'(+
•  T>#+(#$3>#"+0#(0+/2+'-+(>#+"115+'-+<'=#"#-%$(#<+02$3#0D+$44+#./'22#<+:'(>+
#-1/7>+1"'7$5'+2$2#"+:>#"#+0(/<#-(0+3$-A+
•  5$?#+/0#+1;+'-0("/3%1-0+1-+>1:+(1+3"#$(#+1"'7$5'+E7/"#0+
•  >$&#+811?0+$81/(+1"'7$5'91(>#"+1"'7$5'+E7/"#0+
•  0'(+$41-#+:1"?'-7+
•  0'(+:'(>+$+2$'"97"1/2+
•  $0?+(>#+(#$3>#"+>1:+(1+5$?#+$+E7/"#++C(#$3>#"+0>1/4<+8#+2"#2$"#<+
'-+$<&$-3#F+
•  T>#+(#$3>#"+3$-+0#(+/2+(>#+"115+8)+3"#$%-7+U0($%1-0V+:'(>+3>$'"0+$-<+
($84#0D+;1"+'-0($-3#@+
•  R+0#2$"$(#+02$3#+0>1/4<+8#+<#0'7-$(#<+(1+3144#3%&#4)+8/'4<+(>#+B11+$0+(>#+
0(/<#-(0+E-'0>+5$?'-7+(>#'"+E7/"#0@++
++
)"*#+(,+
•  T>#+(#$3>#"+'-&'(#0+(>#+7"1/2+(1+3"#$(#+$+U;$-($0%3+B11V+5$<#+1;+1"'7$5'@+
T>#+B11+3$-+8#+5$<#+1;+"#$4+$-'5$40+C#@7@+31:FD+E3%%1/0++C#@7@+<"$71-F+1"+
(>#+0(/<#-(0+5$)+5$?#+/2+(>#'"+1:-+-#:+3"#$(/"#0@+
•  W(/<#-(0+5$)+3"#$(#+$-'5$40+$41-#+1"+'-+$+7"1/2@+T>#)+5$)+5$?#+015#+
E7/"#0+(>#)+$4"#$<)+?-1:D+/0#+(>#+'-0("/3%1-+0>##(0+1"+$0?+015#1-#+(1+
(#$3>+(>#5+>1:+(1+5$?#+$+E7/"#@+
•  R0+#$3>+0(/<#-(+E-'0>#0+$+E7/"#D+(>#)+0>1/4<+$22"1$3>+(>#+<#0'7-$(#<+
02$3#+;1"+(>#+UB11V+$-<+<'024$)+(>#+E7/"#0+$0+(>#)+24#$0#@++
Fantastic Origami Zoo
Observation
cues
W3$-+(>#+0(/<#-(0+0#&#"$4+%5#0+</"'-7+(>#+$3%&'()+$-<+180#"&#+(>#+
;1441:'-7A+
•  X$3'-7A++Y>1+'0+./'3?+'-+(>#'"+51&#5#-(0Z+Y>1+'0+0/0($'-#<+'-+(>#'"+
51&#5#-(0Z++[1+015#+5$'-($'-+$+0(#$<)+2$3#+:>'4#+1(>#"0+&$")+(>#'"+
2$3#+
•  T'5'-7A+!$-+)1/+0##+$-)+$:$"#-#00+1;+%5#+2$00'-7+1"+$+<#$<4'-#+(1+8#+
5#(Z+
•  W2$3#A++R"#+(>#"#+015#+:>1+:1"?+04'7>(4)+$2$"(+;"15+(>#+1(>#"0+C51"#+
02$3#+$"1/-<+(>#5FZ+6(>#"0+:>1+4#$-+'-(1+(>#+5$(#"'$40Z+W%44+1(>#"0+
:>1+4#$-+'-(1+1-#+$-1(>#"Z+
•  \#0(/"#0A++3$-+)1/+0##+<#E-'(#D+2"#3'0#+7#0(/"#0+'-+015#+0(/<#-(0Z+
G1"#+$22"1I'5$(#+$-<+'-<'"#3(+7#0(/"#0+:'(>+1(>#"0Z+C(>'0+5$)+0>1:+
/2+'-+>$-<+7#0(/"#0+1"+>1:+(>#)+>$-<4#+5$(#"'$40+1"+(>#'"+'-(#"$3%1-0+
:'(>+1(>#"0@F+
•  ]$-7/$7#A+[1+)1/+-1%3#+015#+0(/<#-(0+:>1+4'0(#-+:'(>1/(+02#$?'-7Z+
6(>#"0+:>1+$"#+($4?'-7+8/(+$4510(+(1+(>#50#4&#0Z+W%44+1(>#"0+:>1+
#-7$7#+&#"8$44)+:'(>+0(/<#-(0+$"1/-<+(>#5Z++
Reflection
points for
teachers
•  Y>$(+./#0%1-0+:#"#+$0?#<+$0+)1/+7$&#+(>#+'-0("/3%1-0Z+
•  ['<+(>#+0(/<#-(0+(#-<+(1+:1"?+$41-#+1"+:'(>+1(>#"0Z++Y$0+(>#"#+$+21'-(+
:>#-+(>#)+0:'(3>#<+;"15+:1"?'-7+$41-#+$-<+8#7$-+:1"?'-7+:'(>+
1(>#"0D+1"+&'3#+&#"0$Z++
•  ^1:+5/3>+'-;1"5$%1-+1"+31-(#I(+:$0+"#./'"#<+;1"+0(/<#-(0+(1+7#(+
0($"(#<+:'(>+3"#$%-7+(>#+E7/"#0Z+++
•  Y>$(+?'-<+1;+'-(#"$3%1-+<'<+(>#)+>$&#+:'(>+1(>#"+2#124#+(>"1/7>1/(+
(>#+2"1_#3(Z++W'4#-(4)+:1"?'-7+(17#(>#"Z+!1-&#"0$%1-0Z+^#42'-7+1-#+
$-1(>#"Z++['03/00'1-0+$81/(+(>#+2"1_#3(Z++
•  ['<+(>#+2$3'-7+1"+02##<+$(+:>'3>+0(/<#-(0+#-7$7#+:'(>+(>#+2"1_#3(+0>'`+
$(+<'=#"#-(+%5#0Z++a;+01D+:>$(+0##5#<+(1+8#+(>#+51%&$%1-+;1"+(>#+
0>'`Z++b@7@D+$+;13/0+1-+%5#Z+R+;$5'4'$"'()+:'(>+(>#+2"13#00Z++
•  ['<+0(/<#-(0+($4?+$81/(+(>#50#4&#0D+2#"01-$44)D+'-+"#4$%1-+(1+(>#+
2"1_#3(+$-<+:>'4#+(>#)+:#"#+:1"?'-7Z++['<+(>#)+2"1_#3(+(>#50#4&#0+'-(1+
(>#+B11+1"+(>#+$-'5$40Z+['<+(>#)+02#$?+"#$4'0%3$44)+$81/(+(>#+2"1_#3(Z+
•  Y>#-+<'024$)'-7+(>#+$-'5$40+'-+(>#+B11D+:$0+(>#'"+2"#0#-($%1-+;$-3';/4D+
"#$4'0%3D+31--#3(#<+(1+(>#+<#($'40+1;+(>#+2"1_#3(+1"+'5$7'-$%&#+'-+
0312#Z+
Fantastic Origami Zoo
•  Y>$(+?'-<0+1;+'<#$0+<'<+(>#)+2"1210#+;1"+3"#$%-7+(>#'"+1"'7$5'+B11+
$-'5$40Z++['<+(>#)+(#-<+(1+0#c4#+1-+'<#$0+#$"4)+'-+(>#+2"1_#3(Z++['<+(>#)+
31-%-/#+(1+7#-#"$(#+'<#$0+(>"1/7>1/(+(>#+%5#Z++
•  !$-+)1/+0##+<'0%-3%1-0+'-+(>#+$51/-(+1;+<#($'4+'-+(>#+3"#$%1-+1;+(>#+
$-'5$40Z++
Debriefing
Questions and
Discussion
Points
d1"+<'03/00'1-+:'(>+0(/<#-(0A+
• 
Y>$(+./#0%1-0+<'<+)1/+>$&#+:>#-+(>#+(#$3>#"+7$&#+)1/+(>#+
'-0("/3%1-0Z+
• 
Y#"#+(>#"#+./#0%1-0+)1/+<'<+-1(+$0?+$-<+(>$(+:#"#+-1(+$-0:#"#<Z+
• 
a-'%$44)D+<'<+)1/+:$-(+(1+:1"?+$41-#D+:'(>+015#1-#+#40#Z++['<+(>$(+
3>$-7#+$0+)1/+31-%-/#<+(>#+($0?Z+
• 
['<+)1/+"#;#"+(1+$-)+1;+(>#+8$3?7"1/-<+5$(#"'$40Z++^1:+<'<+)1/+/0#+
(>#5Z++R-<+:>)Z+
• 
^1:+<'<+)1/+<#3'<#+1-+)1/"+;$-($0%3+3"#$(/"#Z++['<+'(+"#5'-<+)1/+1;+
$-)(>'-7+)1/+>$&#+0##-+8#;1"#Z++a;+-1(D+:>#"#+<'<+)1/+7#(+(>#+'<#$Z+
• 
['<+)1/+$0?+$-)1-#+(1+>#42+)1/+3"#$(#+)1/"+;$-($0%3+$-'5$4Z++['<+)1/+
:$-(+(1+0##+:>$(+1(>#"0+:#"#+<1'-7Z+
• 
^1:+<'<+)1/+?-1:+(>$(+)1/+$-'5$4+:$0+E-'0>#<+$-<+)1/+:#"#+"#$<)+
(1+24$3#+'(+'-+(>#+B11Z+
• 
^1:+<'<+)1/+<#3'<#+:>#"#+(1+24$3#+(>#+$-'5$4+'-+(>#+B11Z+
• 
a;+)1/"+$-'5$4+31/4<+02#$?D+:>$(+0(1")+:1/4<+)1/"+$-'5$4+(#44Z++
Complementary
Activitiies
•  ^$&#+$+31-&#"0$%1-+$81/(+$+;$&1/"'(#+$-'5$4+$-<+:>)+C"#$4D+E3%%1/0D+
'-&#-(#<F+e+(#44+(>#+34$00+$-<91"+(#44+$+;"'#-<+
•  !"#$(#+>)8"'<+$-'5$40A+3"100+8#(:##-+I+$-<+)+C'@#@+$+<"$71-+$-<+$+
3>'3?#-F+Q+:>$(+:1/4<+(>#)+8#+3$44#<D+>1:+:1/4<+(>#)+8#>$&#D+:>$(+
:1/4<+(>#)+#$(+
•  ,-;14<+$-+1"'7$5'+E7/"#+(1+0(/<)+>1:+'(V0+<1-#@+,0#+$+2#-3'4+1&#"+'(+(1+
<$"?#-+#<7#0+$-<+'<#-%;)+(>#+7#15#("'3+E7/"#0+'-+(>#5+C214)71-0F+
•  W(/<)+(>#+1"'7'-+1;+1"'7$5'*+(>#+&$4/#0+1;+1"'7$5'+C2"#3'0'1-*+;13/0F+
Super Duos
Values
!"#$%&'()*+!144$81"$%-7*+W>$"'-7++
Objective
!"#$%&%'($)!"680#"&#+9+8#315#+$:$"#+1;+<'=#"#-3#0+'-+(>#+:$)+1-#+
1"7$-'B#0+'-;1"5$%1-+'-(#"-$44)+$-<+3155/-'3$(#0+'(*+8#315#+$:$"#+1;+1-#V0+
/-'./#+7'`0+
+
!*$(+($)A+!"#$(#+$+2$'"+1;+0/2#"+>#"1#0D+<#03"'8#+(>#5+$-<+:>$(+(>#)+:1/4<+
<1++
Participants
G'-'5/5A+H+2$"%3'2$-(0+
G$I'5/5A+JK+2$"%3'2$-(0+
L#3155#-<#<A+MK+(1+MN+2$"%3'2$-(0++
Time
OK+(1+PK+5'-/(#0++
Material
• 
Briefing
•  T>#+(#$3>#"+'-("1</3#0+(>#+(>#5#D+#&#-(/$44)+4#$<'-7+$+31-&#"0$%1-+
$81/(+?-1:-+0/2#"+>#"1+</10+$-<+$0?'-7+(>#+0(/<#-(0+$81/(+015#+(>#)+
5$)+?-1:+1"+4'?#@+
•  T>#+(#$3>#"+<'&'<#0+(>#+7"1/2+'-+2$'"0@+C6-#+3"'(#"'$+(1+;1"5+(>#+2$'"0+
(")'-7+(1+#0($84'0>+015#+;1"5+1;+31-("$0(+8#(:##-+(>#+(:1+0(/<#-(0*+(>$(+
'0D+2$'"'-7+0(/<#-(0+:>1+(>#+(#$3>#"+8#4'#&#0+>$&#+<'=#"#-(+:$)0+1;+
4#$"-'-7@F+
•  T>#+(#$3>#"+'-&'(#0+#$3>+2$'"+(1+'5$7'-#+$-<+<#&#412+(>#+;1441:'-7A+
•  a5$7'-#+(>$(+(>#)+$"#+$+</1+1;+0/2#"Q>#"1#0@+T17#(>#"+(>#)+0>1/4<+
315#+/2+:'(>+(>#'"+>#"1#0V+-$5#0D+(>#'"+0/2#"+21:#"0+C12%1-$44)+
<"$:+(>#'"+310(/5#F+
•  [#03"'8#+$+()2'3$4+<$)+'-+(>#+4';#+(>#'"+0/2#"Q4';#D+:>$(+(>#)+:1/4<+
<1+(17#(>#"+(1+0$&#+(>#+:1"4<+$-<+>1:+(>#)+:1/4<+>#42+#$3>+
1(>#"@+
•  b$3>+2$'"+1;+0/2#"Q>#"1#0+U0>1:0+$-<+(#440V+(>#+"#0(+1;+(>#+7"1/2+:>$(+(>#)+
>$&#+<#&#412#<D+5$?'-7+0/"#+(>$(A+
•  b$3>+>$0+$+515#-(+(1+02#$?+$41-#@+C#@7@+T>#)+31/4<+#$3>+0($"(+8)+
0$)'-7+(>#'"+U>#"1Q-$5#V@F+
•  T>#)+#I24$'-+:>)+(>#)+3>10#+(>10#+3>$"$3(#"'0%30+$-<+>1:+(>#)+3>10#+
(>#5@++
Notes
f1+02#3'E3+5$(#"'$4+'0+"#./'"#<@+62%1-$44)A+a5$7#0+1;+?-1:-+0/2#"+>#"1+
</10@++
Super Duos
Observation
cues for
Teachers
W3$-+(>#+0(/<#-(0+0#&#"$4+%5#0+</"'-7+(>#+$3%&'()D+:>#-+:1"?'-7+'-+2$'"0+
$-<+:>'4#+(#44'-7+(>#+0(1")@+680#"&#+(>#+;1441:'-7A+
•  X$3'-7A++Y>1+'0+./'3?+'-+(>#'"+51&#5#-(0Z+Y>1+'0+0/0($'-#<+'-+(>#'"+
51&#5#-(0Z++[1+015#+5$'-($'-+$+0(#$<)+2$3#+:>'4#+1(>#"0+&$")+(>#'"+
2$3#+
•  T'5'-7A+!$-+)1/+0##+$-)+$:$"#-#00+1;+%5#+2$00'-7+1"+$+<#$<4'-#+(1+8#+
5#(Z+
•  W2$3#A++R"#+(>#"#+015#+:>1+:1"?+04'7>(4)+$2$"(+;"15+(>#+1(>#"0+C51"#+
02$3#+$"1/-<+(>#5FZ+6(>#"0+:>1+4#$-+'-(1+(>#+5$(#"'$40Z+W%44+1(>#"0+
:>1+4#$-+'-(1+1-#+$-1(>#"Z+
•  \#0(/"#0A++3$-+)1/+0##+<#E-'(#D+2"#3'0#+7#0(/"#0+'-+015#+0(/<#-(0Z+
G1"#+$22"1I'5$(#+$-<+'-<'"#3(+7#0(/"#0+:'(>+1(>#"0Z+C(>'0+5$)+0>1:+
/2+'-+>$-<+7#0(/"#0+1"+>1:+(>#)+>$-<4#+5$(#"'$40+1"+(>#'"+'-(#"$3%1-0+
:'(>+1(>#"0@F+
•  ]$-7/$7#A+[1+)1/+-1%3#+015#+0(/<#-(0+:>1+4'0(#-+:'(>1/(+02#$?'-7Z+
6(>#"0+:>1+$"#+($4?'-7+8/(+$4510(+(1+(>#50#4&#0Z+W%44+1(>#"0+:>1+
#-7$7#+&#"8$44)+:'(>+0(/<#-(0+$"1/-<+(>#5Z+
++
#$%&'"('&&%)*"($'"+(,-.D+-1%3#A+
•  Y>$(+?'-<+1;+'-;1"5$%1-+1"+31-(#I(+:$0+2"1&'<#<+:>'4#+(>#)+:#"#+
(#44'-7+(>#+0(1")Z+++
•  ['<+(>#)+'-(#"$3(+:'(>+1(>#"+0(/<#-(0+</"'-7+(>#'"+2"#0#-($%1-D+1"+
#-31/"$7#+1(>#"+0(/<#-(0+(1+0'524)+4'0(#-+(1+(>#'"+2"#0#-($%1-Z+++
•  T1+:>$(+#I(#-(+<'<+(>#)+'-(#"$3(+:'(>+1-#+$-1(>#"Z+['<+(>#)+'-(#""/2(+
(>#'"+2$"(-#"0V+0(1"'#0Z++['<+(>#)+$<<+<#($'40+1"+31-("'8/(#+'-+$-1(>#"+
:$)Z+
•  ^1:+<'<+(>#)+2$3#+(>#'"+0(1")Z+Y$0+'(+#&#-4)+(14<+1"+:'(>+51"#+<#($'40+
$-<+#58#44'0>5#-(0+$(+015#+2$"(+1;+(>#+0(1")Z+++
•  ['<+(>#+0(1")+'-34/<#+"#;#"#-3#0+(1+(>#5+2#"01-$44)Z++['<+(>#)+0>$"#+
(>#'"+'--#"+;##4'-70Z++Y$0+(>#+;13/0+1-+(>#'"+2"#0#-($%1-+1-+$3%1-0+1;+
(>#+0/2#"</1Z+6"+<'<+(>#)+($4?+$81/(+2"'-3'24#0D+31-3#2(0D+$-<+&$4/#0Z++
•  ^1:+<'<+(>#+#&#-(0+1;+(>#+0(1")+E(+(17#(>#"Z++Y#"#+(>#)+2"#0#-(#<+$0+
0#2$"$(#+21'-(0+1"+:$0+(>#"#+$+-$""$%&#Z+a;+01D+:>$(+<#&'3#+<'<+(>#)+
/0#+(1+(#44+(>#+-$""$%&#Z++
Super Duos
Debriefing
Questions and
Discussion
Points
•  Y>$(+:#"#+)1/"+./#0%1-0+:>#-+)1/+>#$"<+(>#+'-0("/3%1-0+$-<+0($"(#<+
:1"?'-7+1-+(>#+$3%&'()Z+
•  ^1:+<'<+)1/+3>110#+)1/"+0/2#"Q</1+'<#-%()Z+++
•  ^1:+<'<+)1/+:1"?+(17#(>#"+$0+$+2$'"Z+
•  ^1:+<'<+)1/+<#3'<#+>1:+(1+2"#0#-(+)1/"+0(1")+$81/(+)1/"+0/2#"Q</1Z++
Y>$(+1(>#"+'<#$0+<'<+)1/+31-0'<#"Z+
•  ['<+)1/+-##<+51"#+%5#Z++d1"+:>$(+2/"210#Z+
•  ['<+)1/+-1%3#+(>$(+)1/+$-<+)1/"+2$"(-#"+>$<+<'=#"#-(+:$)0+1;+:1"?'-7Z++
!$-+)1/+<#03"'8#+$-)+<'=#"#-3#0+)1/+-1%3#<Z++^1:+<1+)1/+;##49(>'-?+
$81/(+(>10#+<'=#"#-3#0Z+
++
R+:"$2Q/2+31-&#"0$%1-+31/4<+'-34/<#+#I241"'-7+(>#+U0/2#"+21:#"0V+:#+$44+
>$&#@+T>#+(#$3>#"+31/4<+'-&'(#+#&#")1-#+C'-34/<'-7+>'5+1"+>#"0#4;F+(1+0$)+
:>$(+$"#+(>#+U0/2#"Q21:#"0V+#$3>+8#4'#&#+(>#)+>$&#D+5#$-'-7+(>#+7'`0D+
($4#-(0+#$3>+8"'-7++
Complementary
Activitiies
•  W(/<#-(0+31/4<+8/'4<+5$0?0D+3$2#0+$-<+1(>#"+"#$4+$33#001"'#0+(>$(+(>#)+
31/4<+/0#+'-+$+"14#+24$)+1"+'-+03>114+2$"()@+
•  W(/<#-(0+31/4<+'-&#0%7$(#+"#$4Q4';#+0/2#"+>#"1#0A+2#124#+:>1+>$&#+
5$<#+$+8'7+31-("'8/%1-+(1+(>#+:1"4<+
•  R+<'03/00'1-+31/4<+8#+>#4<+$"1/-<+:>$(+(>'-70+'-+(>#+:1"4<+(1<$)+:1/4<+
8#-#E(+;"15+(>#+'-(#"&#-%1-+1;+$+0/2#"+>#"1@+
+