30/5/2019 Empatico Activity | Get to Know You

Get To Know You

Subject: Social Studies
Learning Goals: Compare & Contrast, Communication, Perspective
Taking, Building Relationships
Adaptations: Younger Grades (Ages 6-8)

Overview
Life is all about connection with others. Meeting someone from a di erent part of the world is an exciting
experience for students that sparks their curiosity to explore more and understand new perspectives.
Starting the relationship with a general “Get to Know You” conversation can build trust among partner
classmates, which can reduce nervousness for their future interactions.

1. Prepare 20-35 min

Students learn where their partner classroom is located and make predictions about similarities
and di erences. They prepare things to share about themselves and their school, and questions
to ask their partner classmates.

Go to full instructions for Prepare.

2. Interact 25-35 min

In a live video interaction with the partner classroom, classes introduce themselves, share fun
facts about their communities, and ask/answer questions.

Go to full instructions for Interact

3. Re ect 15-20 min

Students gather in a circle to re ect on what they learned; they discuss how kids’ experiences
were similar and di erent, as well what questions they would like to ask their partners if they
meet again.

Go to full instructions for Re ect

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Teacher Planning Considerations

• Classroom Arrangements:
• Room Setup Guide: Our Room Setup Guide provides tips for arranging your classroom during the
video interaction with your partner classroom.

• Re ection Circle: At the end of this activity, students gather in a circle to re ect on the interaction.
If circles are new for you, review the Empatico Re ection Circle Guide.

Adapting the activity for students ages 6-8

• Create a KWL (Know - Want to Learn - Learned) chart to reference throughout the
Empatico experience.

• Sing songs: During the interaction, consider greeting your partner class by singing a song!

• Limit exchanges to 10-15 minutes, with each class preparing 3-5 questions.

• Incorporate movement into the interaction: have students show their favorite book or
perform a special talent!

Supporting the Empatico Experience

• Empatico Skills: Practicing the Empatico Skills can help create positive experiences between
classrooms. You may want to introduce (and model) these skills before beginning this activity by doing
one of our Empatico Skill Mini-Lessons. When you see an Empatico Skill icon, it's a good time to reinforce
the skill:

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The four Empatico Skills: Respectful Communication, Perspective Taking,

Critical Thinking and Cooperation

• Teacher Tips for Intercultural Experiences: These evidence-based tips can help you prepare for and
address any challenges that may arise before, during, or after the interaction with your partner
classroom.

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1. Prepare
What? Connect what students already know to what they’ll learn about next.
Why? New knowledge is built on prior knowledge.

Step 1: Orient students to their partner classroom (10-20 min)

Before beginning this step, you might want to read the Teacher Tips for Intercultural Experiences
resource.

• Show students where the partner classroom is located on a map, and the distance between
your schools

• If there’s a time di erence between the classrooms, explain the time zone di erence.

• Ask students what they know about the partner classroom’s region and what they think it’s like
to live there. Ask students to predict what they think might be similar or di erent, and why they think
that.

Note: Take care not to “correct” student thinking as this will allow students to learn rsthand
about integrating new information into their evolving ideas. Model curiosity for nding out if
students’ predictions are accurate, while still ensuring respect for the partners. For examples
on what to say in challenging situations, see pages 2-3 of the Teacher Tips resource.

• Prepare what to ask and share with the partner classroom:

1. Have students prepare something they want to share about themselves or about their
school.

2. Have each student generate 2-3 questions to ask their partner classmates. Encourage students
to avoid one-word answers by including WHY (e.g., What’s your favorite subject at school? Why?).

⸰ Before asking a question, students might explain something about themselves related to their
question (e.g., “Hi, I’m Anne. I really like skiing in the mountains here in California. Do you ever
ski?”)

See the “Getting to Know You” Prompts below for ideas.

• Optional: You might discuss with your partner teacher the types of questions your students plan to
ask.

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Step 2: Prepare for the video interaction (10-15 min)

• Determine in advance the best interaction arrangement for your class size, students, and
technology setup. See our Room Setup guide for tips.

• Establish expectations for the video interaction. You may want to write these down for student
reference:

• Generate communication expectations by referring to the Empatico Skills (see pg. 4). This might
be a good opportunity to lead an Empatico Skill Mini-Lesson from the Empatico Skills booklet.

• Introduce the “me too” hand signal as a visual signal to show their partner class they share the
same idea.

• Explain where students will sit to see the large screen, and establish expectations on how
students should come to the device to speak (also ensure students have a free path to walk to the
device).

• Discuss with students any di erences in language abilities or special needs between partner
classrooms, including preparing for certain situations and practicing appropriate responses. For tips on
how to approach di erences with kindness, see the Teacher Tips resource.

• Decide who will introduce your class (school, city, etc.), share stories, and ask/answer questions.
Tell students there might not be enough time for everyone to speak this time, but there might be
opportunities in the future!

• Practice speaking and transitions: Be sure that speakers have a clear path to walk to the device
when it's their turn. Remind students not at the camera to minimize talking and other distractions in
the background.

• When it's a student’s turn to speak, they should stand/sit close to the device, say their
comment/question loudly and clearly, and remain at the camera to hear their partner
classmate’s response. Students might start by saying their name (e.g., “Hi, my name is ___. My
question is...).

Allowing one student from each classroom to converse on screen at the

same time will help strengthen personal connections among partner
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classmates.

• Conclude with an “imagination conversation” (1-2 min) to help students mentally prepare for
the interaction.* For example, You might say: “Close your eyes and think about what you’d like to ask
your partner class. Imagine yourself at the computer asking them this question. Imagine their smiling
faces and see yourself having lots of fun with your new friends!”

* Studies have found that visualizing an upcoming interaction in a positive way can help reduce
nervousness, promote con dence, increase trust, and even result in more positive behaviors during
future interactions (for details, see the Empatico Research Brief).

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2. Interact
What? Discover new ideas and perspectives while interacting with students from another part of the
world.
Why? Partner school interactions deepen learning as students apply knowledge to di erent contexts
and practice perspective-taking and communication skills.

Step 1: Prepare students right before the video interaction (5 min)

• Have the class get organized and seated for the interaction
• Remind students to listen for ways their partner classroom is similar to and di erent from them

• Remind students about Empatico Skills and the “me too” signal

Step 2: Facilitate video interaction (20-30 min)

At the time of your interaction, click the START VIDEO button on your dashboard and select CLASS
INTERACTION to start the video interaction with your partner classroom. Teachers will guide students
through the following exchange of ideas.

Suggested structure of exchange:

1. Introductions

• Class A: Greeting and introduction (class grade, school, location, fun fact about your community)

• Class B: Greeting and introduction (class grade, school, location, fun fact about your community)

2. Share stories and ask questions (Note: If students repeat questions that were already discussed,
encourage them to ask new ones rather than repeating)

• Class A asks a question or tells a story; Class B responds

• Class B asks a question or tells a story; Class A responds

[Repeat as needed]

3. Say thank you and goodbye!

Optional Step: Photo or Video Sharing Opportunity

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After the interaction, consider sharing photos or videos of your classroom or student artwork. Click
"Shared Folders" in your account to upload les.

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3. Re ect
What? Students gather in a circle to re ect and make sense of their experiences.
Why? In addition to strengthening learning, “re ection circles” build community and encourage
honest dialogue among students.

Step 1: Re ect on what was learned in a re ection circle (15-20 min)

Soon after the interaction, gather students in a circle to debrief the video interaction. You may want to
review the Empatico Re ection Circle Guide, and remind your students of the Empatico Skills and “me
too” signal.

Facilitate a Re ection Circle. Suggested discussion questions to guide student re ection:

1. What were some similarities / di erences between our classes?

2. What surprised you? How has your thinking changed?

3. What did you learn about what it’s like to live in a di erent part of the world?

4. How did it feel to talk to someone who lives somewhere else?

5. What was your favorite part about this experience? What was most exciting for you?

6. What questions would you like to ask our new friends if we met again?

7. What do you think worked well about our video interaction?

8. What do you think we should do di erently next time?

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30/5/2019 Empatico Activity | Get to Know You

“Get to know you” Prompts

Suggested questions and story prompts to help partner classrooms get to know each other better.

*1. What’s your favorite thing to do in your city? Can you tell a story about a time you did that?

2. What do you usually do after school? Can you describe what you normally do and what you think
about it?

*3. What’s your favorite family meal? Can you describe who is at the table and what you'll eat?

4. Think of a memory you have of a time you felt really happy. Can you tell the story of that time?

5. What’s your favorite song? (Sing it if you have the courage!)

6. Tell a story about an unexpected adventure you have had.

7. What’s your favorite place? Can you tell a story about being in that place and share why it’s important
to you?

8. What’s your favorite book or book series right now? What do you like about it?

9. What is a talent that you have? How did you learn that you have that talent? Explain how you use your
talent.

10. What’s a tradition or custom observed by your family? Can you tell us about how your family follows
that tradition and why it’s important to you?

11. What has been an important event in your life? Can you tell us about it?

12. What is your favorite holiday? Can you tell a story about one of the traditions or activities you like best
about this holiday?

*13. What is something that you and your family like to do together? Can you tell a story about a time
when you did that?

*14. Who is your best friend? What is your favorite thing to do together?

*15. What is your favorite animal? What do you like about it?

*Starred questions are a good option for students who are younger or have special needs. Click here for
additional suggestions on supporting students with special needs.

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Empatico Skills Poster

Perspective Taking Critical Thinking

See the world through another
'Think for yourself'
person's eyes by asking yourself:
• Recognize that assumptions are not
"What is life like for that person?
facts
What might be in uencing how they
• Ask yourself if you have all the
perceive the situation? How can I
parts of the story
relate to their experience to
• Investigate new explanations with
understand how they feel?"
an open and curious mind

Respectful Communication Cooperation

• Actively listen to the speaker • Work together to achieve a
• Take turns speaking common goal
• Respond respectfully and positively • Everyone has a role and respects
even if you disagree each other's ideas

Empatico Skills Poster

Copyright © 2017 Empatico, an initiative of The KIND Foundation, & Educurious.
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