Activity: OUR Common history

Just like today is a small piece of widespread history, remember that our 6th
grade classroom is a small piece of the school, state, country, and world. Plenty
times I have met people who share common likes with me, but I've only learned
this after getting to know them. You would be surprised how many likes in
common you all have!
* I have written ten things on the board that I like to do.
* Write ten activities on your paper that you like or that you do within three
minutes.
* During the next seven minutes, find someone who has common likes!
* Try to ask everyone, especially people you do not know!
* We will share afterwards for ten minutes, the two-person team in class that has
the most likes in common wins.......................peers. :)
I suggest you chat with those you've learned have similar interests later on!
1.)________________________________________________
2.)________________________________________________
3.)________________________________________________
4.)________________________________________________
5.)________________________________________________
6.)________________________________________________
7.)________________________________________________
8.)________________________________________________
9.)________________________________________________
10.)________________________________________________
Most Likes
1.)________________
2.)________________
3.)________________
1 References - NJPST 2014 pdf via RVCC Lions Den

Activity: OUR Common history

Jared Zimmermann
Professor Suk
Education Field Experience 230-02
Spring 2015
Rationale Statement
Statement of Standard Two- Learning Differences-1
The teacher uses understanding of individual differences and diverse cultures
and communities to ensure inclusive learning environments that enable each learner to
meet high standards.
Name of Artifact: Ice Breaker
Date of Artifact: February 2015
Course: Education Field Experience EDUC 230-02
Rationale Statement:
The artifact asked for an first day of class assignment to be used by myself for
learning about my new class during the would-be first day in session. The assignment
also called for a way the class could learn about each other. Using the "Common History"
activity, students will grow all forms of developmental learning. Students learning about
each peer's personal likes allows them to delve into differences and similarities all
cultures share, be it music, gaming, books, and more. The gained knowledge gives each
participant a way to get away from first impressions with physical sights of what a
student "should" like.
Before the activity, I would ask if there are any best friends in class, then prohibit
those teams. I feel if students paired with those they had close bonds to this activity
would lose its point. In the artifact, I make sure to stress asking everyone in class as this
is a great way to form a "don't judge books by their covers" theme. While being a fun
way for the class to learn about their peers, this activity stealthily allows me to find
possible rowdy duos I need to watch for in the class. This activity allows me to find what
my students like, and maybe I can intertwine a fan favorite idea into a lesson plan later in
the year. While doing this assignment, I learned my language may need work as the rule
"ask those you don't know" was originally "ask all genders" I have to keep in my LGBT
students in possible future classes and if wording might offend them.
At an instructional value, this allows me to pinpoint students who may cause
trouble, also see who are the introverts and extroverts. I believe an activity like this will
gaze into my student's social development levels on a broad spectrum. If I see a student
pushing themselves I can guess they are a leader and will perform well on team projects.
Opposite coin, if I see a student finding trouble talking to anyone I can learn possible
emotional distress with peer development. Reading over their likes, it will delve into any
physical (or not) activities they love, and what are their passions as a whole.

1 References - NJPST 2014 pdf via RVCC Lions Den