What are You Doing?

Goal: Develops focus and creativity, and reinforces the concept of having an activity vs. action. Utilizes physicality, voice, and collaboration.

What are You Doing?
  • Juego

What are You Doing?

Contributed by Heidi Stallings


Develops focus and creativity, and reinforces the concept of having an activity vs. action. Utilizes physicality, voice, and collaboration.


  • Participants begin in a standing circle.
  • Facilitator asks students, “What’s one thing you did today before you came to school?
  • Popcorn a few ideas out: “Ate breakfast”,” Watched a video game”, “Brushed my teeth”.
  • Facilitator chooses one of the ideas such as “Brushed my teeth.”
  • Facilitator mimes brushing her teeth and asks the participants, “What am I doing?”
  • Facilitator calls on a quiet hand. Student answers, “Brushing your teeth.”
  • Facilitator asks students, “Can you think of other activities we might do or have seen someone else do such as brushing your hair or playing basketball?”
  • Facilitator takes a few suggestions, then asks for a few volunteers to act out the suggestions. This time, the whole group on the count of 3 asks: “What are you doing?” to the volunteer. The volunteer then responds with what they are doing.
  • Facilitator then asks, “Are you ready for the next challenge?”
  • Participants say, “Yes!”
  • Facilitator walks to the center of the circle and starts an activity such as skipping. They then ask for a volunteer to come into the circle and ask them , “What are you doing?”
  • Volunteer enters the circle and asks, “What are you doing?”
  • Facilitator instructs the volunteer that they must do what they says they’re is doing.
  • Facilitator then replies with something other than what they are doing, such as “Petting my dog.”
  • Volunteer acts out “Petting my dog.”
  • Repeat with a new volunteer entering the circle.
  • Reflexión:
    • What surprised you? 
    • Did you surprise yourself?
    • Which was more fun for you, doing the activity  or asking “What are you doing?”  Why?
    • How did it feel to express yourself without words?  

Transición fuera de actividad

Choose an activity that was generated during the game or if the final activity is active, such as dribbling a basketball, use that activity and ask students to return to their desks doing that on a count of 10.

Arreglo del aula

Open playing space

Soportes / Materiales adaptables / Herramientas

  • This activity can be done in pairs and each pair does a couple of rounds of the game so the game is not as high focus. 
  • Students can participate by offering suggestions of activities, but only if the participant asks for help. 
  • Students who are less verbal or non-verbal can participate by striking a pose like a statue. 
  • CTs and Paras can side coach throughout to support engagement
  • Students can add sound effects to their activities, such as the sound of an airplane flying overhead, etc. 
  • A classroom Teacher would be a great first volunteer or the first volunteer to go to the center of the circle and ask “What are you doing?

Papel de los maestros y paraprofesionales

  • Participate and help generate ideas for what activity the students may be doing. 
  • Model first rounds

Adaptación remota

This can be played remotely as long as TA and students can perform the
activity in front of the screen.

Formas de arte


10 minutos