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Collaborate to create an accurate product.
Listen to and follow instructions of increasing complexity.

","materials","

For the whole group

(Optional) Smartboard or computer projector

For each student

4 copies of a blank grid (see attached PDF file)

","preparation","

Read through and familiarize yourself with the entire activity.

Gather all necessary materials

Make 4 copies of the blank grids for every student, with several extras for spares.

Prepare to display a print copy or electronic copy of the blank grid to students.

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Tell students that today’s activity is about listening to directions and following directions.
Project or display the blank grid so that all students can view it.
Ask a volunteer to come forward and draw a percent sign inside the box designated A, 3.
Next, give directions to the volunteer in groups of 2, 3, and 4 individual directions spoken together. Say each of these lines only once.
- Draw a dot in (E, 5) and a dollar sign in (A, 4).
- Draw 1 star each in (F, 7) and (A, 10) and a quotation mark in (J, 4).
- Draw a cent sign in (B, 8), a forward slash in (C, 4), a pound sign in (F, 2), and a copyright symbol in (I, 3).
Review the volunteer’s work with the whole group. Congratulate the volunteer if they followed all of the directions accurately—an impressive feat! Otherwise, discuss the difficulty of listening to and following complicated, multistep directions.
Explain to students that they will work in groups to complete the same type of activity, in which they follow oral instructions from a partner. Their goal is to challenge themselves and see if they can develop and improve their skills.
Have students form partners, and an additional group of 3 if necessary. Distribute copies of the blank grids to each group.
Have each student secretly draw 10 symbols in various boxes of the grid. Tell students to keep these grids secret from their partners.
Next, have one partner direct the second partner to copy their grid by following their oral instructions, much like you did in the demonstration with the volunteer. However, the second partner should request how many separate instructions (1 to 4) they would like at one time. Students who call the instructions should place a check mark next to each gridded symbol as they call it, to avoid duplications.
After partners review their work, they should switch roles. Partners may complete additional rounds of the activity if time allows.
To conclude, ask these questions about the activity:
- Which skill was more important in order to be successful in this activity: drawing or listening? Why? (Possible answer: Listening was the more important skill because even if I drew the symbols in a messy way, I could still be successful if I listened to the instructions for where to place each symbol.)
- Describe a strategy you used in order to successfully place the symbols.
- What was challenging about this activity? Do you think there is a limit to the number of separate instructions you are able to listen to and follow at one time?
- How can this type of activity help you in daily life or at school?

","examples","versions","variations","

As an additional challenge, colors can be added to this activity. The students who initially place their symbols can choose colors for each symbol. This increases the complexity of the instructions that the listener needs to remember and follow.

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Listen to Your Partner

Listen to Your Partner

Listen to Your Partner

Overview