# What co-operation means when solving a group task. How an individual s behaviour contributes to or hinders the group s progress.

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1 Co-operative Puzzles Summary A simple exercise which requires co-operation within a group to assemble pictures and shapes. A very useful activity to lead on to further work on co-operation. Aims To analyse: What co-operation means when solving a group task. How an individual s behaviour contributes to or hinders the group s progress. To experience non-verbal communication. National Curriculum- PSHE & Citizenship KS1: 1a, 1b,1c,1d KS2: 1a, 1b,1c, KS3: 1a, 1c KS4: 1a, 1c Age Range Any age. The complexity of the squares can adjusted to age. The examples supplied are: Co-op lorries/basic squares (KS1) Squares (KS2 Adult) see variations below Hexagons (Adult) Participants Depending on the set of squares chosen, groups can vary in size from 3-6 persons. The number of groups should be restricted to how many the facilitator feels confident to competently debrief. Three groups of six equalling eighteen people is a suggested maximum for one facilitator. An ideal would be one facilitator/debriefer per subgroup. If any participants have previously undertaken the exercise, they can help as an observer/debriefer. Timing Timing depends on complexity of shapes selected. Usually a group will take between 7-10 minutes to solve the problem, but some groups get stuck and can take much longer. Whilst the debriefing is critical; try to allow adequate time for all groups to

2 complete the task. They will be very frustrated if they do not. The activity generates lots of data for people to reflect upon, so try to leave at least 45 minutes for stage 3. Learning Outcomes If this activity is fully debriefed, participants will learn: How they behave in group situations. Their tendency to respond co-operatively or competitively. How people communicate non-verbally and how powerful this can be. How intense feelings are when non-co-operative individualistic behaviour frustrates or blocks progression, however unintentional such behaviour is for the person who became oblivious to the group s or others needs. Understanding how complex a concept of co-operation is. Preparation For the purpose of explaining the activity, the following description is based on squares suitable for the 9-14 years of age group. Variations for other age groups are detailed at the end of this section. The participants will be divided into groups of five. Any extra participants will be given the job of observers. You need to plan how you will lay out the room so each group can stand or sit around a table. Each group will require one set of squares. To make one set of squares: A template for these five squares is included in 'The Collection and on the next pages of this website, this can be placed on a photocopier and doubled in size. a. Cut out five cardboard squares, each 6 inches x 6 inches using plain cardboard, b. Cut up each square as shown, every cut coming in the middle of a side ie 3 inches along. c. Using the details on the template, put the same alphabetical pieces into five small envelopes eg all A in one envelope, all B in another and so on. d. Put the five small envelopes into a bigger envelope. You now have one set of squares for one group of five people. You will need to make further sets of squares for each group of five players. Write out the rules, see below, on a flip chart or chalkboard ready for display,

4 While groups are working, the tutor and any observers must not intervene other than making sure that the rules are being strictly observed. At the same time, the tutor and observers can see how groups are progressing; noting what strategy, if any, a group is using; seeing if leadership is developing etc. Note which group completes five equal squares first. Try to allow time for all groups to finish. If a group gets hopelessly stuck, this can be useful in the second discussion during debriefing. Stage 3 Debriefing a First discussion Ask the small groups to remain around their tables and then request each group member to tell the others in that group in turn: How they felt at the outset and at the end of the activity. Then start a second round in the group, again in turn, telling each other what they were trying to do'. Finally, encourage all the members of each sub group and their observers to discuss what actually happened'. b Second Discussion When sufficient discussion has taken place in the sub groups, ask them all to pack away the cards, move back the tables and form a circle of chairs. The tutor/facilitator then asks for impressions, descriptions and insights about: feelings and actual behaviour; comparison of their responses to the ideal co-operative behaviour discussed and listed before attempting the sorting activity. c Third and Final Discussion Ask the whole group to discuss and list what has been learned at an individual level which may change people s action in the future'. Note If players get defensive about their own behaviour, they may angrily point out, "It s only a game." However, if they are willing to face the facts, then they can learn something real from the activity about co-operation and non-co-operation. Commentary

5 Variation One Use the different patterns for different age groups. A B Co-op Lorries - see instructions under the pictures Simplest Squares Simplest Squares - children 5-7 for use in groups of 3. Sort shapes into three envelopes A, B & C. This arrangement requires each individual to give up at least one piece to reach a group C Simple Squares Simple Squares children age 8-10 for use in groups of 4. D Advanced Broken Squares See Handout 1 suitable for ages 10 to adult in groups of 5. E Hexagons See Handout 2 an alternative and more complex problem for adults in groups of 6 Variation Two Remove the restriction on non-verbal communication. Variation Three During the second discussion after a, add further questions eg: How did you communicate? How did people help or obstruct each other? Then proceed to b. Variation Four During the third discussion ask the group to form pairs to discuss what has been learned at an individual level and what action they could change in the future then

6 ask for report backs from pairs in a general way to summarise intentions to change in what way. Variation Five If you wish to make any of the square or hexagon formats simpler to piece together, then use a symbol, map, logo or picture as a background to each unit.

7 Co-operative Lorries Co-op Co-op Co-op Mount these lorries onto card then cut them into 3 different jigsaw puzzles, with three or four pieces. To make them look different cut one jigsaw lorry with curved edges, the second with straight lines and the third with jagged edges.

8 Handout 1 Co-operative Squares and Hexagons Photocopy at 141%

9 Handout 2 Co-operative Squares and Hexagons Photocopy at 141%

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