# Icebreaker group assignment

27. Jul 2015
1 von 15

### Icebreaker group assignment

• 1. Learning Team 2: Jenna White Samantha Kownacki Nancy Taverna Alicia Otto
• 2. TASK OVERVIEW Whodunit is a simple icebreaker game that allows students to learn interesting facts about their classmates and facilitate interaction between students. This is a simple “get to know you game” in which students guess what facts correspond to what students in the class. It can be adapted to accommodate many different styles of learning as well as cultural diversity.
• 3. INSTRUCTIONAL SEQUENCE: STEPS 1-3 1. Teacher will explain to the students that the class will play a short game to get to know one another 2. The teacher will pass out an index card to each student and advise them not to do anything with them until given instructions. 3. Teacher will ask the students to write down an interesting thing they have done. It could've happened long ago or just this past summer. Teacher will remind students to be appropriate (Icebreakers, 2007). Also the teacher should tell the student not to share their answers with anyone.
• 4. INSTRUCTIONAL SEQUENCE: STEPS 4-6 4. Next the teacher should provide the student with examples: "I ate bugs before", "I once drank a gallon of milk", "I lived in seven different states". Tell the students to try and pick something that not everyone would already know about them (Icebreakers, 2007). 5. Once the students have filled out their index card, the teacher will collect all of them. 6. The next step is to guide the students through the main point of the game. Teacher should pass out completed index cards and instruct students to read their new card out loud and then try to guess which student wrote it (Icebreakers, 2007).
• 5. INSTRUCTIONAL SEQUENCE: STEPS 7-9 7. The person that was guessed will say "yes" or "no" depending on if it was their card or not. 8. If the student guess correctly, the student that wrote the note card can briefly explain their story if they care to (Icebreakers, 2007). 9. Each student only gets one guess. Once everyone has guessed, students can reveal which card was theirs (Icebreakers, 2007).
• 6. TASK ANALYSIS The point of the game is to have students guess which peer wrote which item on the note card and for students to get to know one another better. It also includes several academic skills such as: • Critical thinking • Inferencing skills • Following Directions (in both oral and written modalities) (Icebreakers, 2007). Materials needed: • Note cards • Pencils
• 7. TASK ANALYSIS (CONTINUED) Activity Benefits: • Students will have fun getting to know one another as silly stories will be shared. • Students will feel more comfortable with each other and barriers will break down after silly stories are shared. • It also gives the students an opportunity to learn and ask questions about their peers.
• 8. OPPORTUNITIES FOR DIFFERING LEARNING STYLES: AUDITORY This learner remembers facts when presented with information through videos or music. The auditory learner can also focus better on content when they are writing the information down as they are hearing it. During the icebreaker, working with a small group for cooperative learning would be helpful. Auditory learners may benefit from having the cards read out loud more than once. Singing the clues on the card may be another beneficial way to present the information.
• 9. OPPORTUNITIES FOR DIFFERING LEARNING STYLES: VISUAL This learner draws meaning from images and pictures. Opportunities for them during the icebreaker could be to draw, act out the clues written on their card to best represent what they are trying to get across. Using the smart board or flip chart to create a visual for their audience could help them share other talents they possess. These students may also benefit from having the directions to the game written on the board.
• 10. OPPORTUNITIES FOR DIFFERING LEARNING STYLES: KINESTHETIC This learner does best when movement is involved. The person who is trying to identify the student whose clue it is may be encourage to tap the hypothesized student on the shoulder, which could appropriately incorporate movement into the task. Also, using props or dance to represent what the clues are on their index card may be a fun way to incorporate movement into the activity.
• 11. OPPORTUNITIES FOR MULTICULTURAL DIFFERENCES Students from diverse cultural backgrounds may need additional guidance. This guidance can include: • If they are comfortable, perhaps these students can greet their new peers in their first language. • They can share their facts about their country as clues on their cards. Instruments, food and traditions can also be used as clues. • Pairing them up with some leaders in the classroom could help with transition as well.
• 12. TEACHER NOTES: PART 1 The results of this activity will provide the teacher with an abundance of information. The teacher will find out about student interests and student learning styles. As students share stories the teacher can learn about the various experiences of the student while also assessing the reading level of the student as they speak out loud in front of the class. This also gives information such as how comfortable they are interacting with their peers and speaking in front of groups of people. The teacher can then get an idea of which students would work well together when forming groups in the future.
• 13. TEACHER NOTES: PART 2 At the end of the activity the teacher will collect the cards that the student wrote on and can use those as another way to gauge student writing skills, grammar, and spelling. This tells the teacher what level the students are at coming into the class, and gives information on what kind of instruction they will need to start off the year. A teacher can use this activity to: • Pick out students from the very start that may have exceptional learning needs and have struggled with an activity such as this. • Decipher areas of struggle for certain students, such as reading fluency, spelling, story telling, etc. • Come up with appropriate supports for those students during times of instruction.
• 14. TEACHER NOTES: PART 3 One way to tailor this activity to elicit certain information is to have certain "rounds" where the students all have to write about an experience in their childhood, or about their family, etc. This way the teacher can find out certain information about the students that may be helpful when designing instruction for the future. This simple, fun ice breaker activity is a great way for students to get to know one another, and for the teacher to gain important information about his/her students.
• 15. REFERENCES Icebreakers. (2007). Who done it whodunit game. Available at: http://www.icebreakers.ws/get-to-know-you/who-done- it-whodunit.html (Accessed: 26 July 2015).

### Hinweis der Redaktion

1. It may be helpful to present instructions visually on the board with both written instructions as well as picture cues to accommodate different levels of reading and ability to follow multistep directions.
2. Teacher may want to write examples on the board and emphasize that the examples should not be copied. Teacher can ask comprehension questions after explaining the directions to both assess student abilities and make sure that the game will run smoothly.
3. If there is only a few students who haven’t been guessed, this can be a good opportunity to encourage critical thinking and the ability to inference. Students can try and “problem solve” who could be attributed to each fact.
4. A smartboard or powerpoint presentation may also be helpful for this activity.
5. Additional benefits include the teacher’s opportunity to informally assess student abilities as well as pragmatic language skills.
6. The teacher may want to make sure all the students understand or are familiar with less standard vocabulary words used.
7. The teacher can also accumulate informal information on the reading skills, oral language skills, and comprehension skills of his/her students.