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    Master Designer Materials: Elping Students Do Things For Themselves

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    Monica Patracuta
    The document describes an activity where students work in groups with geometric shapes, with one student as the 'master designer' who creates a design for the others to replicate based on their verbal instructions. It emphasizes important behaviors of helping students do things for themselves, explaining how to do something, and having everyone help each other. Observers watch and track how often these behaviors occur.

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    Master Designer Materials: Elping Students Do Things For Themselves

    Uploaded by

    Monica Patracuta
    15 views3 pages
    The document describes an activity where students work in groups with geometric shapes, with one student as the 'master designer' who creates a design for the others to replicate based on their verbal instructions. It emphasizes important behaviors of helping students do things for themselves, explaining how to do something, and having everyone help each other. Observers watch and track how often these behaviors occur.

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    The document describes an activity where students work in groups with geometric shapes, with one student as the 'master designer' who creates a design for the others to replicate based on their verbal instructions. It emphasizes important behaviors of helping students do things for themselves, explaining how to do something, and having everyone help each other. Observers watch and track how often these behaviors occur.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    15 views3 pages

    Master Designer Materials: Elping Students Do Things For Themselves

    Uploaded by

    Monica Patracuta
    The document describes an activity where students work in groups with geometric shapes, with one student as the 'master designer' who creates a design for the others to replicate based on their verbal instructions. It emphasizes important behaviors of helping students do things for themselves, explaining how to do something, and having everyone help each other. Observers watch and track how often these behaviors occur.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 3

    MASTER DESIGNER

    Materials
    This activity requires a set of geometric shapes. Each player needs a complete set, but one person
    in each group takes the role of observer and does not require a set. A total of five persons per group is
    recommended, but smaller groups are acceptable. The shapes should be made out of some sturdy
    materials such as oaktag. The size of these shapes is given in below. In addition, you will need some
    cardboard or other dividers that can be stood on a table. The idea is that each pla yer can see the other
    members of the group over the, divider but cannot see what the others are doing with their pieces.

    Rules and discussion


    One person plays the role of the master designer. This person has to instruct the other group
    members as to how to replicate a design he or she has created with the pieces (all or part of them), but the
    master designer cannot do this task for them. Group members cannot see what the others are doing, nor
    can they see the design of the master. However, group members may ask questions of the master designer.
    This illustrates a important new behavior:

    HELPING STUDENTS DO THINGS FOR THEMSELVES

    The group is dependent on the master designer for explaining how it should be done. This is the
    second new behavior:

    EXPLAIN BY TELLING HOW

    In addition to verbal directions, students may use sign language to demonstrate to each other.
    This will help bridge any language differences you may have in your class.

    When any member of the group feels that he or she has figured out the master design, the
    designer is asked to check the solution. If the master designer says it is correct, then that player is to join
    the master designer in helping others in the group by explaining how. This rule illustrates another
    important new behavior:

    EVERYBODY HELPS

    Make up a bright poster with these three behaviors and display it prominently in the classroom.
    After everyone in the group has completed the original design, another student can take the role of the
    master designer. If you do not have time for everyone to take a turn, pick a variety of students to play this
    role — not just the natural leaders.

    One student plays the role of observer for each round. The observer watches the group and checks
    off every time he or she sees two of the three new behaviors occur. These are:

    EXPLAIN BY TELLING HOW


    EVERYBODY HELPS

    Also make up a simple scoring sheet so the observer can check off new behaviors every time he or she
    sees them.
    Since this is the first time students have ever been asked to observe, you will need to discuss how
    a person would know that a student is "telling how" and "helping others." It is not so important that the
    observer correctly record every time the behavior happens. The fact that someone is watching for and
    checking off behaviors helps to objectify behavior and will assist the whole group in recognizing such
    behaviors when they occur.
    After the exercise ask each observer to report how many times he or she saw each new behavior.
    The observer may be able to give some good examples of what was seen. This provides an opportunity
    for the teacher to reinforce the new behaviors. Follow this with a discussion similar to the one described
    in detail for Broken Circles. Discuss how these behaviors will be useful for the curriculum. Explain that
    everyone will have to do his or her own report, so it will be important that everyone comes to understand
    and do things for themselves.

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