Team Building Obstacle Course

We will split up the class in small teams to go through a curriculum obstacle course w/ the purpose of learning material and team building.

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  1.  Determine curriculum goal that you would like to achieve in addition to team building.  
  2. Determine team size based on experimental class size.
  3. Choose relevant data in your curriculum that will allow for you to accomplish this experiment in 4 periods or less time in Science, ELA, Math, Social Studies or Electives/Connections.  
  4. Create up to four obstacles (problems to solve) around your curriculum and write about what the main student learning goal will be for each obstacle.
  5. Set up a Rubric to help guide the students as to how you are grading on this obstacle course....Is it about solving the problem?, Thinking creatively?, Finishing collectively with collaborative paper around the team dynamic and the different obstacles?, etc.  You choose and experiment with it.  Please make sure you introduce your expectations up front with the students.
  6.  Implement the obstacle each day before your experimental class and then record one of three ways via phone, via recorder or via handwritten notes about the observations in each group.
  7. Walk around each group to understand how each group is performing and try not to lead the group in the direction you would like to see them go.  Instead, try to ask them probing questions if they are stuck to help loosen their brains.   
  8. Meet with each group and go over what was teacher/students observed at the end of the project, plus review completed rubric to help them fully understand what they accomplished or what they learned. 
  9. Have a reward for the class teams that perform exceptionally in all the facets set forth in the Rubric. 
  10. Debrief yourself on the goods areas and the needs improvement areas after the experiment is complete.  
  11. Finalize with making changes to your Obstacle Course and try the experiment on another class to refine and see different results.

Share insights you heard during your empathy work.

Students want an interactive that takes the fun of games and challenges and blends them together with small groups. Learning is best when it is the by-product of the life. I believe they want to almost be fooled into learning while having fun. Our students are just like adults in learning in so many ways. If we are entertained, while we are learning, our experience is so much more rich and memorable then if it is just a mundane teaching technique .


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