A great game in so many ways! Have one player think of an object. The other players will need to ask yes/no questions in an effort to guess what the object is. This game is fun and also helps youth fine-tune their critical thinking and creativity skills as they try and come up with more […]
n exploring conflict, commit to trying on different perspectives in the conflict. Draw out of a bowl a particular role with an attached explanation. Play that role in teams of four or five, expressing your beliefs. Debrief with the whole group, adding in different perspectives in time, gender, geography, economy, and ethnicity. Evaluate the roles
Take youth on team treasure hunts. Ask critical questions along the way to solve a problem. With each treasure is a clue to solving the problem. You can have youth brainstorm the solutions as well as evaluate needs, resources, tools, and steps for each solution. Then they can write the clues and leave them for
Tic Tac Toe boards give youth the opportunity to participate in multiple tasks that allow them to practice skills they’ve learned or to demonstrate and extend their understanding of concepts. To create a Tic Tac Toe board, identify the outcomes and instructional focus of a unit of study. Then use assessment data to discover learning
Share individual stories of people in need. Identify what everyone can contribute. Where could we find the needed materials? Together as a group, deliver the donated items to a nearby organization in wagons, if available. Work with the accepting agency to provide further information about the services and supports they provide (examples: donation to a
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An activity that allows for exploration of diversity and elimination of stereotypes. Ask each person to write down three things that no one would know about them just by looking at them. Try to include one thing that makes you vulnerable, i.e. a fear. Then participants share what they wrote with a partner or part
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Show pictures and/or video of certain situations at school and in the surrounding neighborhood. Examples include: seeing garbage on the floor, an elderly person dropping their cane, a person not able to get through a door because their hands are full, a child crying or looking sad, or classmates arguing or fighting. Hold a classroom
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Show youth a variety of pictures of celebrations involving young people from around the world. Place cut-outs of known children/students into the celebration picture (make sure to rotate the pictures). Have the youth guess where the celebration is and what the kids are celebrating. What is the significance of the celebration? Do we have a
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An opportunity to explore controversial issues and divergent positions and work to reach consensus on what may have happened– highlighting the complexities of particular perspectives, opinions and events. Have youth argue one side of an argument and then have them switch sides before negotiating an agreement between the two sides. The controversial issues can be
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Titled after the Greek philosopher, Socratic dialogue transforms a student’s learning experience by allowing youth to generate and express their own ideas via the teacher asking questions as their primary method of instruction. It is collaborative, intellectual dialogue facilitated with open-ended questions about a topic, text, or issue. When done purposefully, the outcome is improved