Do you think communication is an important skill? I’m sure you immediately answered, YES, It sure is! Students in Mr. Donald Griffing’s Chemistry class found this out, first hand. Here is the backstory as to how this all happened. I experienced this activity at my professional development retreat at the beginning of January, and thought it would be a great way for the CRCS staff to experience the importance of communication. So, during the high school’s faculty meeting, Cuba-Rushford teachers and staff went through the same activity. Mr. Griffing found the communication exercise so valuable, he wanted to repeat the activity with his Chemistry classes. He hoped the students could see the importance of specific directions, and common vocabulary. He thought this would be a great way to remind them about being careful and clear in their lab reports, specifically with their data tables.
The entire class was given a chance to become familiar with two of the six objects the activity called for, before the activity started. The class had to come up with common terms to call each item. This would help with visualization and familiarity while building the items in the activity. Students were placed into groups of four. To set the stage for the activity, two students volunteered to be blindfolded and then were given a task to complete, while blindfolded. One of the students was given an object, already put together. This student was the “direction giver”. He or she was then asked to describe to the other blindfolded student how to put this object together…the problem was, this student’s object was in six pieces. The student responsible for building the object, was called the “direction receiver”. The other students were observers, and were instructed to only watch the activity. They were not allowed to help. They would be sharing their observations after the activity was completed.
This was not an easy task! It became very clear to all students how crucial specific vocabulary, as well as specific directions, were to complete this activity. There was a lot of explaining, questioning, and re-explaining during the exercise. Once the duo thought they were done, they raised their hands for their constructed objects to be checked for accuracy. The students worked diligently on getting their objects built. It was very difficult for some, and to others it felt impossible. The great thing is, NO ONE GAVE UP! They persevered through it all. The conversations afterward were interesting to hear, as the perspectives of the observers were heard, as well as the challenges the receiver and the giver faced.
By: Kathleen Agnello, CA BOCES Professional Development