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?
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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.
  • 반사:
    • 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?  

활동에서 전환

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.

교실 배치

Open playing space

지지대/적응 재료/도구

  • 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?

교사와 보조교사의 역할

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

원격 적응

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

예술 형식