供稿人阿曼达纽曼

说明

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

路线

• 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， 和 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!”).
• 开始以一种速度移动，并鼓励学生以相反的速度移动。
• 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:
  • 这项活动可以由一位领导和跟随的小组或与合作伙伴一起工作的学生来完成。在合作伙伴中，在转换之前确定领先的合作伙伴和跟随的合作伙伴可能会有所帮助。
  • 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:
  • 引入对立分层的概念（领导者或合作伙伴缓慢而高地移动；团队或合作伙伴通过快速和低速移动来响应）。
  • 与您的伴侣在对面导航时穿过地板。
  • 取消伙伴中的领导和跟随角色，而是挑战学生无论谁改变速度、水平等都做出反应。

过渡到活动

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.

转出活动

让学生选择他们最喜欢的方式来摆脱你使用过的概念，安全地回到他们的办公桌或椅子上，注意他们的邻居。

课堂布置

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.

支持/自适应材料/工具

• 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.
• 课堂专业人员也可能会协助使用视觉词汇或指向墙上的书面文字。

远程教学的调整

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.