अमांडा न्यूमैन द्वारा योगदान दिया गया

Description

This activity will introduce and explore the concept of opposites through movement. 

दिशा-निर्देश

• Introduce the activity at the front of the class or in the center of a circle.
• Introduce the concept of opposites. Source the definition from students.
• Offer a few terms such as fast, high, तथा big. The example terms could also come from stories or concepts they are covering in class; they can be simple or complex. Ask students to help name the opposites. It may be useful to chart these on the wall or have visual vocabulary displayed.

• Explain that in this activity the students will do the opposite of the leader (e.g. “When I go fast, how do you go? SLOW!”).
• एक गति से चलना शुरू करें और छात्रों को विपरीत गति से आगे बढ़ने के लिए प्रोत्साहित करें।
• Once all students are with you, switch and wait for students to respond. Repeat.
• As students strengthen their ability to respond to changes, vary the amount of time you spend at one speed before switching to the other. Repeat the process with levels—high and low.
• Variations on the activity:
  • यह गतिविधि एक नेता और समूह के साथ या भागीदारों में काम करने वाले छात्रों के साथ की जा सकती है। भागीदारों में, स्विच करने से पहले एक प्रमुख भागीदार और निम्नलिखित भागीदार की पहचान करना सहायक हो सकता है।
  • Additional rounds can be created with other crowdsourced opposites from students such as big and small, smooth and sharp, etc.).
• For more complexity, the challenge of the activity can be increased by:
  • लेयरिंग विरोधियों की अवधारणा का परिचय (नेता या साथी धीमी और उच्च गति करता है; समूह या साथी तेजी से और नीचे जाकर प्रतिक्रिया करता है)।
  • अपने साथी के साथ विपरीत दिशा में नेविगेट करते हुए फर्श पर यात्रा करना।
  • भागीदारों में अग्रणी और अनुसरण करने की भूमिकाओं को हटाना और इसके बजाय छात्रों को चुनौती देना कि कोई फर्क नहीं पड़ता कि गति, स्तर, आदि कौन बदलता है।

गतिविधि में संक्रमण

Give instructions for students to follow you exactly to move to the space they’ll be in for the activity. Congratulate them for following instructions so closely then tell them in this next activity they’ll do the opposite of what you do.

गतिविधि से बाहर संक्रमण

छात्रों से कहें कि वे उन अवधारणाओं से बाहर निकलने के लिए अपना पसंदीदा तरीका चुनें, जिनके साथ आपने सुरक्षित रूप से अपने डेस्क या कुर्सी पर वापस यात्रा करने के लिए काम किया था, अपने पड़ोसी के लिए देख रहे थे।

कक्षा व्यवस्था

The activity can be adapted to the space and student needs. Ideally students will have room to move freely. This activity can also be done at desks or in chairs. If at desks, ask students to organize their space to move anything that may be in their way.

समर्थन/अनुकूली सामग्री/उपकरण

• Visual vocabulary cards may help in identifying and visualizing opposites.
• The activity can be scaled in many ways such as turning into a hand dance done seated.
• Consider narrating the movement at times or throughout, labeling both how the leader is moving and how the group is responding.

Possible Roles for Classroom Professionals

• Classroom professionals can partner up with students needing support, helping to narrate, prompt, or model. This can happen in the leader and group structure or as a third person in a partnership.
• कक्षा के पेशेवर भी दृश्य शब्दावली का उपयोग करने या दीवार पर लिखे शब्दों की ओर इशारा करने में सहायता कर सकते हैं।

Adjustments for Remote Instruction

This activity will work best in the leader and group structure for remote learning. Narration and use of written labels or visual vocabulary will also be helpful. Another opposite example that could be introduced in remote settings is near (to the screen) and far (from the screen). For asynchronous learning, instructions and a demo video could support students in doing the activity with a caregiver or sibling at home.