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Creative Dialogue Teamwork & Collaboration
“Toys are not really as innocent as they look. Toys and games are preludes to serious ideas.” - Charles and Ray Eames
industrial designers, inventors, philosophers of creativity
Autonomous Learning
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Making Connections
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Copyright Š 2014 Twenty One Toys Inc. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or any information storage or retrieval system, without permission in writing from the authors -- except in the case of certain noncommercial uses permitted by copyright law. (Still, it might be nice if you asked first.) Twenty One Toys Inc. 720 Bathurst St. Toronto, Ontario M5S 2R4 Canada hello@twentyonetoys.com
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Creative Dialogue
Empathy as the Foundation for Learning
Teamwork & Collaboration
Empathy is the ability to enter another mind - to imaginatively experience the world from someone else’s perspective. This highly creative process provides a foundation for our learning. It is empathy that allows us to learn from multiple points of view and encourages us to be open-minded and flexible in our thinking.
Autonomous Learning
We are born with the capacity for empathy, but unlocking its full potential requires practice. Effectively engaging with different perspectives requires emotional and cognitive competencies and the pages that follow provide techniques for exercising both.
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The games contained in this guidebook have been designed to reveal the intimate relationship between empathy, creativity, and learning in the 21st century. They are opportunities for students of all ages to apply and refine empathy in four domains:
Creative Dialogue page 19
Empathy allows us to adjust the way we communicate so that we can be understood on someone else’s terms. In addition to diversifying our communication style, empathy-driven dialogue allows us to identify gaps and assumptions in our own understanding.
Students are routinely asked to work in teams, yet collaboration is rarely taught as a skill. Practicing empathy helps students test and refine a number of techniques to navigate the challenges and rewards of working with others.
Teamwork & Collaboration page 35
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Creative Dialogue
page 71
Autonomous Learning page 55
Autonomous Learning
Making Connections
Teamwork & Collaboration
Students are in control of their own learning - but helping them recognize this agency is difficult. Empathy can be harnessed to help students better understand how their actions affect themselves and others, and provide them with the language needed to effectively self-advocate.
Each class requires creativity, collaboration, and autonomous learning - all of which rely on empathy. Since empathy carries equal importance across the curriculum, it can be used as a unifying thread that invites crossdisciplinary understanding.
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Table of Contents Goal & Player Roles page Basic Gameplay page Language & Age Level page Group Size & Time Requirements page Different Ways of Playing page Technological Integration page
8 9 10 11 12 13
School Climate Applications page 14 Academic Applications page 16
pages
19– 85
Game Scenarios
The play starts here! In these pages you’ll find 52 game scenarios, debrief questions and priming activities organized into the following sections...
Appendix Learning Goals Tracking Sheet page 88 Self Assessment Sheet page 90 Active Listening Sheet page 91
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Creative Dialogue
Empathy
page 19
page 45
Conflict Resolution
page 49
page 25
Identifying Assumptions
page 29
Differentiated Communication
Teamwork & Collaboration
page 37
Peer Assessment
page 41
Leadership
Autonomous Learning
Collaborative Problem-Solving
Active Listening
Teamwork & Collaboration
Creative Dialogue
page 21
page 35
Self-Assessment
page 57
Self-Regulation
page 61
Self-Advocacy
page 65
Autonomous Learning page 55
page 73
Identifying Patterns
page 77
Making Connections page 71
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page 81
Cross-Disciplinary Skills
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Making Connections
Using Analogy
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Teamwork & Collaboration
Autonomous Learning
Making Connections
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Creative Dialogue
...
School Climate Applications Fostering a Collaborative and Inclusive School Culture
Use the toy at the beginning of the school year to start a discussion about the ingredients of an empathic and supportive environment.
Teamwork & Collaboration page 35
Collaborative Problem-Solving
page 45
Conflict Resolution
page 49
Creative Dialogue page 19
page 29
page 25
Introduce an anti-bullying initiative with game scenarios that encourage collaborative problem-solving and conflict resolution.
Identifying Assumptions Use the toy as part of antidiscrimination initiatives to explore the connections between assumptions and prejudice.
Differentiated Communication Have students from different cliques, backgrounds, and abilities play the game together as part of a larger discussion regarding the value of difference and inclusion.
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page 61
Autonomous Learning
Creative Dialogue
Reducing and Resolving Conflict Self-Regulation Promote self regulation by using the toy to help students become more mindful of how their behaviour affects themselves and their classmates.
page 55
Teamwork & Collaboration
Teamwork & Collaboration
Conflict Resolution When conflicts arise, help students take an active role in diffusing them by using the toy to identify page 49 and address common sources of miscommunication and frustration.
page 35
Encouraging Active Involvement at School page 21
Creative Dialogue
Autonomous Learning
Active Listening Use game scenarios that require sustained focus to test a number of active listening techniques.
page 19
Autonomous Learning page 55
page 65
Self-Advocacy Use the toy to show the value of self-advocacy, and the difference between asking for guidance and asking for the answer.
Enriching Extra-Curricular Activities Teamwork & Collaboration
Leadership Use the toy in the lead-up to student council elections, or similar leadership opportunities, to emphasize the importance of empathy in effective leadership. www.twentyonetoys.com
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page 41
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Making Connections
Refine communication and collaboration skills in sports teams, model UN, debate teams etc.
Academic Applications Conducting Assessment Creative Dialogue Track changes in the creativity and descriptiveness of language.
Autonomous Learning page 55
Creative Dialogue page 19
Self Assessment Use game sessions as opportunities for students to learn from mindful self-assessment.
page 57
Peer Assessment Let students practice providing sensitive peer assessment.
page 37
Teamwork & Collaboration page 35
Identifying Patterns Assess improvements in analytical reasoning and problem-solving. page 77
Cultivating Innovative & Collaborative Thinking Making Connections Introduce assignments that require students to integrate ideas from multiple sources/subjects/team members.
Teamwork & Collaboration page 35
Making Connections page 71
Teamwork & Collaboration Use the Empathy Toy at the beginning of the first group project in your class to nurture more effective collaboration.
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Creative Dialogue
Introducing Topics That Require Students to Consider Other Perspectives Differentiated Communication
Play the game before assigning a written or artistic work in order to help students consider how their self-expression will be understood by different audiences. page 29
page 19
page 25
Teamwork & Collaboration
Creative Dialogue
Identifying Assumptions Introduce lessons in the social sciences that explore issues of diversity, bias, social justice, and treatment of “the other”.
Enriching Professional Development and Staff Meetings
page 57
Different Ways of Playing Design new forms of gameplay as a group in order to rethink lesson and assessment design.
Autonomous Learning
Self Assessment Allow teachers to struggle with an unfamiliar game challenge to help them rethink ways in which they can best support struggling students.
Autonomous Learning page 55
page 81
Cross-Disciplinary Skills Play with teachers from different departments to foster cross-disciplinary discussions and collaboration.
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Making Connections
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Teamwork & Collaboration
Autonomous Learning
Making Connections
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Creative Dialogue
...
Empathy
Creative Dialogue page 19
Collaborative Problem-Solving
page 45
Conflict Resolution
page 49
page 21
Active Listening
page 25
Identifying Assumptions
page 29
Differentiated Communication
Teamwork & Collaboration
page 37
Peer Assessment
page 41
Leadership
page 35
Self-Assessment
page 57
Self-Regulation
page 61
Autonomous Learning page 55
Self-Advocacy Using Analogy
page 73
Identifying Patterns
page 77
page 65
Making Connections page 71
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page 81
Recognizing Cross-Disciplinary Skills
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Games for Creative Dialogue Students are given many chances to communicate their own understanding of the world - but this focus on self-expression should not be allowed to distract them from what others are saying.
Teamwork & Collaboration
Creative Dialogue is equal parts listening, thinking, and expression. During this highly empathic process, we continually adjust our communication so we can be understood on someone else’s terms. Games in this section have been designed to help students practice three inter-related skills required for creative dialogue: 1. Active Listening (pages 21-23) 2. Identifying Assumptions (pages 25-27) 3. Differentiated Communication (pages 29-31)
How to Tell if the Games Are Working
Autonomous Learning
When playing the games in this section, students: •• ask increasingly descriptive, creative questions •• identify and work to correct assumptions or omissions they made when instructing other players •• adapt their tone and vocabulary for each player •• expand upon comments/observations from other players during the debrief You’ll know these games are having a larger impact when students:
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Making Connections
•• apply a variety of active listening techniques during lessons and presentations •• ask more complex questions during class discussions •• demonstrate increased patience and focus when listening to their peers and group mates •• recognize assumptions they have made about others during discussions about difference and inclusion •• modify their language appropriately according to different social and academic situations
Scribble Page
Have a brainstorm during gameplay? Quick - write it down!!
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Active Listening Active listening is an essential skill for understanding and creatively engaging with other perspectives.
Teamwork & Collaboration
However, far too often, listening is treated as a behaviour requiring discipline rather than a skill requiring practice. When treated as a behavioural issue, difficulties with listening may end up being hidden out of fear of punishment, resulting in a well behaved but disengaged student. You can help your students think about listening as a skill through the activity below, and provide them with opportunities to practice active listening techniques using the game scenarios on the next page.
Autonomous Learning
Setting the Stage: Introduce active listening games using this simple exercise: 1. Get your students to identify some of the sounds in the room that they don’t normally pay attention to for example, the sound of a heating vent, the ticking of the clock, footsteps outside the class, etc…
Now, let’s play!
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Making Connections
2. Point out that there is a lot going on in the room that we don’t notice – but we have the ability to select what we focus on.
Active Listening ― Game Scenarios Single Toy Set Single Round
Listening With Intent
Multiple Rounds
Listening Using Questions !
Play 1 round of basic gameplay (see page 9). Before the game begins, provide the following directions: Instruct half of the observers to pay attention to everything that happens in the game. Give the remaining observers a specific goal when watching gameplay (ex ask them to make a list of the most effective instructions given by the guide).
? Debrief:
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••Compare the observations of the two groups of observers. How are they different, and how are they similar? ••What are the benefits of listening with a specific goal in mind? What are the drawbacks? ••What are the benefits of listening with no goal in mind? What are the drawbacks? www.twentyonetoys.com
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Play 2 rounds of basic gameplay (see page 9). Provide the following directions before each round: Round 1: The builder can only say “I understand” or “I don’t understand” in response to the guide’s instructions. Round 2: Encourage the builder to ask clarifying questions to the guide.
? Debrief: ••Ask the builder and guide: did you have to concentrate harder in the first round or the second? Why do you think this is? ••Which round was more frustrating? Why do you think this is? ••What questions led to the best results? What made these questions so effective?
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Active Listening ― Game Scenarios Multiple Toy Sets Single Round
Multiple Rounds
Listening in a Distracting Environment
Each guide will instruct 1 blindfolded builder (who will be seated at the same table as the guides).
? Debrief:
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Round 1: Each group plays basic gameplay (see page 9). Do not explain Round 2 until they have completed Round 1. Round 2: 2 observers from each group now get a turn as blindfolded builders. They each start with loose puzzle pieces, and must both reproduce the pattern they saw in Round 1. The rest of the group remains sighted, and may provide building instructions.
? Debrief: ••Did each player remember the same details? Why do you think this is? ••If you knew that you would have to reproduce the same pattern in Round 2, would you have changed what you paid attention to in Round 1? Why or why not? © 2014 Twenty One Toys
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Making Connections
••What were the most significant communication challenges during this game? ••Were these challenges overcome? Why or why not? ••What allowed for successful listening in this highly distracting environment?
Divide the class into multiple groups containing at least 4 players each. Give each group its own toy set.
Autonomous Learning
Before the game begins, allow the players to arrange themselves any way they see fit.
Teamwork & Collaboration
Seat 2 or more blindfolded guides at the same table. Give each a different pattern.
Turning Observation into Action
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Autonomous Learning
Making Connections
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Teamwork & Collaboration
...
Empathy
Creative Dialogue
page 21
Active Listening
page 25
Identifying Assumptions
page 29
Differentiated Communication
page 19
Collaborative Problem-Solving
page 45
Conflict Resolution
page 49
Teamwork & Collaboration
page 37
Peer Assessment
page 41
Leadership
page 35
Self-Assessment
page 57
Self-Regulation
page 61
Self-Advocacy
page 65
Autonomous Learning page 55
Using Analogy
page 73
Identifying Patterns
page 77
Making Connections page 71
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page 81
Recognizing Cross-Disciplinary Skills
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Games for Teamwork & Collaboration Have you ever run a group exercise that disintegrated amidst complaints that certain members weren’t pulling their weight? Far too often, collaborators are dismissed as barriers to individual success, leading to a self-fulfilling problem in which under-appreciated members stop contributing altogether. However, when we better understand the people we collaborate with, we all benefit from the unique value each member brings to our team. Games in this section have been designed to help students practice four inter-related skills required for effective teamwork and collaboration: 1. Peer Assessment (pages 37-39) 2. Leadership (pages 41-43) 3. Collaborative Problem-Solving (pages 45-47) 4. Conflict Resolution (pages 49-51)
Autonomous Learning
How to Tell if the Games Are Working When playing the games in this section, students: •• exchange useful, constructive feedback with other players •• attempt multiple ways of directing other players •• incorporate suggestions from other players when solving game challenges •• respond sensitively to the frustration of other players You’ll know these games are having a larger effect when students:
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Making Connections
•• offer helpful and sensitive advice to their peers with increasing frequency throughout the school year •• are able to help other students with their school work without micro-managing or taking over •• spend more time listening to their peers when working in groups •• demonstrate increasing willingness and capacity to resolve disputes that occur during group projects
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Autonomous Learning
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Making Connections
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Empathy
Creative Dialogue page 19
Collaborative Problem-Solving
page 45
Conflict Resolution
page 49
page 21
Active Listening
page 25
Identifying Assumptions
page 29
Differentiated Communication
Teamwork & Collaboration
page 37
Peer Assessment
page 41
Leadership
page 35
Self-Assessment
page 57
Self-Regulation
page 61
Autonomous Learning page 55
Self-Advocacy Using Analogy
page 73
Identifying Patterns
page 77
page 65
Making Connections page 71
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page 81
Recognizing Cross-Disciplinary Skills
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Games for Autonomous Learning Ultimately, students are responsible for their own learning – but this can be easy for them to forget. The scaffolding used to guide student success can lead them to assume that education is something that happens to them, rather than something which they need to take ownership of. Autonomous learners understand that they are in control of their education. They are mindful of how their actions affect themselves and their peers, and are able to clearly communicate their needs to others. Games in this section have been designed to help students practice three inter-related skills at the core of autonomous learning: •• Self-Assessment (pages 57-59) •• Self-Regulation (pages 61-63) •• Self-Advocacy (pages 65-67)
How to Tell if the Games are Working When playing the games in this section, students: •• clearly describe how their actions influenced other players and game outcomes •• adapt their behaviour to maximize success in a number of different roles and game scenarios •• indicate when they are confused, and clearly communicate what help they need from other players You’ll know these games are having a larger effect when students:
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Making Connections
•• set and follow through with realistic goals for their work •• critique their own work and identify specific areas requiring improvement •• show greater ability to appropriately adapt their behaviour to different academic and social contexts •• provide thoughtful and useful feedback on self-reflection activities •• ask increasingly complex questions to deepen their understanding
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... Making Connections
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Empathy
Creative Dialogue page 19
Collaborative Problem-Solving
page 45
Conflict Resolution
page 49
page 21
Active Listening
page 25
Identifying Assumptions
page 29
Differentiated Communication
Teamwork & Collaboration
page 37
Peer Assessment
page 41
Leadership
page 35
Self-Assessment
page 57
Self-Regulation
page 61
Self-Advocacy
page 65
Autonomous Learning page 55
Using Analogy
page 73
Identifying Patterns
page 77
Making Connections page 71
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page 81
Recognizing Cross-Disciplinary Skills
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Games for Making Connections Organizations in the 21st century are interested in breaking down the silos that have traditionally separated different types of knowledge. This is reflected in educational approaches, such as interdisciplinary studies and integrative thinking, that use the language of connectivity rather than specialization. Like these approaches, the games in the final section of the Learning Foundations guide invite students to explore ways of thinking that unify rather than divide. Games in this section have been designed to help students practice three inter-related skills which underpin the ability to creatively connect ideas: •• Using Analogy (pages 73-75) •• Identifying Patterns (pages 77-79) •• Cross-Disciplinary Skills (pages 81-83)
How to Tell if the Games are Working When playing the games in this section, students: •• effectively use analogies to clarify instructions •• tailor those analogies to the needs of other players •• identify patterns in their thinking and behaviour throughout gameplay •• describe how skills used in the game apply to different areas of their education You’ll know these games are having a larger effect when students: •• increase the sophistication and diversity of the analogies they use in written and verbal work •• make overt, creative connections between different topics within your course •• make overt, creative connections between your course and other courses •• identify patterns that exist in the organization and content of your course
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Twenty One Toys™ is a toy creation company based in Toronto. We design toys that help learners throughout K-12 hone complex skills like empathy, creativity, communication, and collaboration. We’re guided by the principle that play is a unique medium to unlock human potential. We’re inspired by communities of educators who push boundaries and show us what’s possible with play at all ages -- how it fosters abstract thinking, advances difficult conversations, helps us honour diversity, and encourages positive risk-taking. In short, we believe toys can do serious things -- and that they are underused tools in classrooms, workplaces, and beyond.
This guide outlines over 50 ways to easily use the Empathy Toy™ with your students in small and large groups. It details how the lessons of the toy link to key skills of thinking and doing across subjects -skills like creative dialogue, collaborative problem-solving, autonomous learning, self-regulation, and cross-disciplinary thinking. ... But these are just a starting point. The perspectives that you and your students bring to each game will lead you to unique questions, creative insights, and new ways to play that even we can’t imagine. (We know this because most of the examples in this book were developed by educators like you.) www.twentyonetoys.com www.twentyonetoys.com
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