Please Use the letters to find the strategy you wish to understand further:
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
A
B
| TITLE: BRAINSTORM | ||
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Description: All ideas are recorded on paper. Ideas are accepted without judgement. Ideas are recorded in single word or note form. |
Purpose: To gather ideas on any given topic in a short space of time. Suitable for Focusing Activity, Praxis Movements Naming ,Understanding and Integrating, and Responding . |
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C
| TITLE: COMPARE AND CONTRAST | ||
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Description: Participants/students are placed in pairs. Each pair is given a problem ‑ problem may be the same for all pairs, different for each pair, or any combination. The problem ideally should be one that may be solved using several different approaches. The goal is as much for students to monitor the thought processes/approaches used to solve the problem as the actual solving of the problem. The follow‑up discussion should focus more on different approaches to solving the problem. Students will gain much from becoming aware that many problems can be solved using more than one approach and from increased awareness of their thought processes |
Purpose: To share, compare and contrast information and ideas. Suitable for Focusing Activity, Praxis Movements Naming ,Understanding and Integrating, and Responding |
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| TITLE: CORNERS or VALUE LINES | ||
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Description: Choices on any given focus are given. Students move to the corner representing their choice, then share the reason for their choice with a partner. They then paraphrase this to share with the class. A typical Corners sequence is: Step 1 Announce the Corners. |
Purpose: For students to know and accept themselves and others more. Suitable for Focusing Activity, Praxis Movements Naming ,Understanding and Integrating, and Responding |
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D
| TITLE: Dictagloss (English Strategy) | ||
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Description: Teacher reads a passage aloud. Students write down key words or phrases. Teacher re-reads the passage. In groups of four students reconstruct the passage as they understand it.
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Purpose: Learning structure which promotes understanding of information Suitable for Focusing Activity and Praxis Movements Accessing the Christian Story and Vision and Understanding and Integrating |
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E
| TITLE: E.E.K.K. (EYE TO EYE AND KNEE TO KNEE) | ||
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Description: Students sit in pairs facing each other with knees touching. This ensures maximum eye contact. A topic or idea is presented.
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Purpose: To practise speaking and listening skills This strategy is great for encouraging the development of skills in speaking and listening Suitable for all Praxis Movements in varying degrees |
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F
| TITLE: FIND THE FIB | ||
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Description: Students form groups of four.Each member of the group writes three statements about a given topic. Two statements must be true and the other one is false. The aim is to try to trick the other group members into finding the fib. Each member in turn stands and makes the three statements - the remaining members try to 'find the fib'. The student making the statements observes the interactions of the rest of the group. Team members can either :- |
Purpose: Multipurpose - mastery of information, team building, encourages thinking and practice in negotiation skills Suitable for all Praxis Movements in varying degrees |
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| TITLE: FIND YOUR OTHER HALF | ||
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Description: Make a series of cards with questions and answers on them. Use a code on the back of matching pairs so students can check their answers. Each student selects a card with a question or an answer, a word or definition etc. Students mill around talking to one person at a time in order to find their partner. When partners have found each other they sit around the classroom in a large circle. Partners share and discuss their information with the class. |
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| TITLE: FISHBOWL | ||
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Description: At the start of the lesson state what social skill is being addressed and developed in that lesson. If students seem unsure of what it entails using a Y or T chart is useful. 1. Students form groups of 3 or 4 and are asked to design ways in which they might approach a problem. |
Purpose: Encourage decision-making, planning and action Suitable for Focusing Activity or in Praxis Movements Reflecting Critically and Understanding and Integrating Useful when you need to come to a class decision requiring planning and action |
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| TITLE: FREEZE FRAMES AND MIMING | ||
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Description: Students for groups. Describe a moment in history, a business transaction, a current event, a problematic interchange of any type. Ask each group to plan three scenes (these will be stationary freeze frames with no talking and no moving), or to create a play without talking. In any event, the story needs three elements: 1. The situation Ask each group to present its scenes to the class. With a scene refrozen, the teacher and audience ask questions of the characters to clarify what is happening and to find out how the characters feel about it. Characters unfreeze when asked a question. |
Purpose: Physical representation of the intent of a scene/situation Suitable for the Focusing Activity or Praxis Movement 3 or for use in a Liturgy |
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G
| TITLE: GALLERY TOUR | ||
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Description: Students are numbered according to the number of expert groups required. (If there are 6 expert groups then the students would be numbered 1,2,3,4,5,6. Each group contains one student per number) The first group of 6 becomes group A. The second group of 6 becomes group B etc. Each number 1 student moves to Activity 1. This forms the expert group for Activity 1. The other expert groups are formed in the same way. Each expert group works together to achieve mastery over the material in their activity. When the activities have been completed the information is displayed around the classroom and students return to their original group, A,B,C,etc. These groups are now cooperative groups with an 'expert' to teach material learned. Each group (A,B,C, etc) moves around the classroom to each activity display. The 'expert' for that activity is the tour guide. |
Purpose: To ensure that all students engage with material in a purposeful manner. Students feel valued by the group because they have particular knowledge to share. Suitable for Praxis Movements 2,3,4 (depending on the purpose) |
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H
| TITLE: HOT SEAT | ||
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Description: A dramatic technique used to deepen understanding. An individual sits in the ‘hot seat’ and is asked questions which they answer from the point of view of the role they are enacting. For example, they make take / play the role of a character from a book or a movie. Students can do this in small groups of 4 or larger or for a particular purpose perhaps class groups. It is recommended that smaller groups be used to enhance the involvement and engagement of students |
Purpose: To share information and ideas. Suitable for Focusing Activity, Praxis Movements 1, 4 and 5 |
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| TITLE: HUDDLE | ||
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Description: A problem, situation or question is posed. Students huddle together in 2, 3 or 4 to formulate responses (speed is a factor). Each member of the huddle contributes to the discussion before the group addresses the class. Group responses are shared. The role of speaker is rotated around the group ensuring full participation of all group members |
Purpose: Generative, Responsive, Evaluative This strategy gives students the opportunity to generate questions and responses to any given concept or situation Suitable for Focusing Activity and Praxis Movements 2 and 3 |
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I
| TITLE: INSIDE-OUTSIDE CIRCLE | ||
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Description: Students stand in two concentric circles, with the inside circle facing out and the outside circle facing in. They make a quarter turn to the right. Teacher tells them how many to rotate, students then face a partner and share information . |
Purpose: Multipurpose- community building, mastery of facts, information sharing. Strategy provides structure for class building, revision and mastery of facts and information sharing. Suitable for Praxis Movements 1, 2 and 3. |
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| TITLE: INSIDE-OUTSIDE CIRCLE | ||
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Description: Students work in pairs and then in groups of 4 to formulate questions that are: Investigative – generate information about now and then Consequential – explore possible impact and outcomes Enriching – provide a critical, creative, caring thinking response |
Purpose: To formulate questions that are open ended. Suitable for Focusing Activity, Praxis Movements 1, 2, 4 and 5 |
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J
| TITLE: JIGSAW | ||
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Description: Step One - Cooperative Home Groups Within home groups, students are numbered 1-6.When asked to move all the number 1s will move together to form Expert Groups, so with the 2s., 3s., etc. Then pair off with another person in your Expert Group to form Preparation Pairs. Step Two - Process for Preparation Pairs Read and teach the material to each other. Decide and record the major points of your material Prepare a visual aid or notes to help teach your content to others. Step Three - Process for Practice Pairs Form another pair with someone else from your Expert Group Practise teaching your part to your partner and listen to your partner's practice. Incorporate the best ideas from your practice partner's presentation into your own and your partner does the same. Step Four - Cooperative Home Groups Move back to your original home groups and each member teaches their part of the material to the group. All group members should record information as it is taught to ensure all material is covered. |
Purpose: To ensure that all students engage with material in a way other than chalk and talk or individual reading.
Suitable for Praxis Movements Two,Three,Four (depending on whether goal is mastery of facts, concept development, discussion or group projects). |
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K
| TITLE: KWL Chart | ||
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Description: Chart can be completed individually, in pairs or in groups no larger than 4.
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Purpose: Inquiry, Evaluation Suitable for use across Praxis Movements 1,2,4,5 and as part of the Focusing Activity |
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L
| TITLE: LINE UP | ||
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Description: Students line up according to given criteria to form living bar graphs. |
Purpose: Finding Out about participants; sharing of commonalities. Strategy is an efficient way of "ice breaking", focusing on similarities and promoting interaction and communication. Suitable as a Focusing Activity, Praxis Movement 1. |
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| TITLE: LINKAGES | ||
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Description: Class Linkages Team Linkages |
Purpose: Making connections, Generative Suitable for Praxis Movements 2, 3 and 4 |
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| TITLE: LOTUS DIAGRAM | ||
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Description: This strategy is a brainstorming graphic organiser. It enables the students to brainstorm their ideas in an organised ways. It also encourages students to think more deeply as to why the words are chosen and make clearer connections with the given topic. The given topic is written in the centre middle BOLD square * Students then brainstorm words they know about the word. Each of these words is then transferred into another surrounding middle BOLD square |
Purpose: Brainstorming new ideas or know facts. Suitable for Praxis Movements 1 and 2 and as part of the Focusing Activity Suitable as a Focusing Activity, Praxis Movement 1. |
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M
| TITLE: MILLING | ||
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Description: Students fold a sheet of paper into a 3 x 3 grid. Number each square from 1 - 9. Each number represents a question that requires an answer. The questions can be related to life experience or to the current topic of investigation. Students write their answers in the corresponding numbered square. Students move around the room until the teacher invites them to form pairs. Students hold their sheet of paper in front of them and talk about their answers (taking turns). If there is an odd number of students invite them to suggest a solution to this problem - choose the most appropriate one. Students change partners once. At the end of the session students sit in a circle and share something they discovered about someone else (indicating who they are talking about) |
Purpose: Group Interaction Suitable for Praxis Movements 1 and 2 |
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| TITLE: MIX-FREEZE-GROUP | ||
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Description: Student mix in the centre of the room. Teacher calls "Freeze" and announces the group size. The students form groups. (Optional) The students discuss a topic provided by the teacher. The students who cannot complete the group size go to "Lost and Found". A student may not return here two times in a row. The rest of the class group has to ensure that the students in the "Lost and Found" are included in the groups next round. |
Purpose: Class Building, mastery structure
Suitable for Praxis Movements 1 and 2 |
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N
O
P
| TITLE: PAIRS CHECK | ||
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Description: Students work together to complete a worksheet or set of tasks. Students form groups of 4 but work in pairs. 1. Partner 1 does the first problem. |
Purpose: Mastery of skills Suitable for Praxis Movements 3 and 4 |
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| TITLE: PIGGYBACKING | ||
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Description: Students work together to complete a worksheet or set of tasks. Students form groups of 4 but work in pairs. 1. Partner 1 does the first problem. |
Purpose: Mastery of skills Suitable for Praxis Movements 3 and 4 |
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| TITLE: PMI CHART | ||
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Description: Students record what they believe to be the pluses, minuses and interesting points on a particular aspect of a topic or experience. Students draw a chart with the headings PMI to record their ideas. This can be done individually or in small groups. |
Purpose: To analyse ideas, suggestions and events. Suitable for Praxis Movements Two and Four |
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| TITLE: PROBLEM STORIES AND DILEMMAS | ||
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Description: Prepare a problem situation, case study, or a dilemma for small groups to ponder. Students form small groups. Present the story. Pose the problem. Allow time for full discussion. Conclusion: Groups summarise their ideas and the reasoning behind them. Discussion may continue between groups. Planning Checklist The groups may be given specific tasks; for example, determine the real issue, how does each person contribute to the problem, why does it exist, what are the implications of other factors. The same situation can be presented to each group with minor changes (e.g. in gender or nationality). It may emerge in the concluding whole class discussion that the solutions offered were influenced by these variations. How to prepare a dilemma. After identifying a specific situation where there are reasons for and against every course of action, and where all choices have equally undesirable features: |
Purpose: To encourage deeper consideration of influences on different people and their circumstances, in a variety of situations Suitable for Praxis Movements 4 and 5 or the Focusing Activity |
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Q
R
| TITLE: RALLY TABLE | ||
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Description: Students work in pairs in groups of four. They pass a paper up and back writing answers/thoughts on a problem which has many answers. When time is called they compare their answers with the other pair in the team. Rallytable can lend itself to the use of a Venn diagram to categorise the responses into three categories – unique to one pair, unique to the other, shared by both. |
Purpose: To share information and ideas. Suitable for Focusing Activity, Praxis Movements 1, 4 and 5 |
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| TITLE: RANKING AND REACHING CONSENSUS | ||
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Description: Teacher will need to prepare a list of items/choices to be ranked. Students form groups of four. Each student receives a form listing objects, options, or characteristics. Instruct the students to rank the items from 1 (most important) to n (least important). Suggest a time limit. Read or tell the 'story' which gives the setting within which the rankings are to be made. (Pause until ranking is completed.) Tell groups they have the given time period in which to come to agreement as a group on the ranking of choices. Explain that during discussion students should all contribute to the discussion. Make sure that everyone agrees. If anyone disagrees with the group opinion, they are obliged to say so. Participants should be prepared to notice a reason they had not thought of, and be willing to change their mind. Disagreements should be resolved by examining all the reasons presented and trying to make the best choice. Voting should be discouraged. A person does have the option by saying 'Well, I still disagree, but I'll go along with that for the time being'. Ask each group to report on their choices and reasons. If the list has 'answers' read these out. |
Purpose: Guides students into interactive and cooperative decision making A good strategy for 'values clarification' and Praxis movements 4 and 5. |
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| TITLE: RECIPROCAL QUESTIONS | ||
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Description: Teacher models the difference between a question and a statement. Construct a series of questions. Introduce the text/passage to students. Students read a section of the text as indicated by the teacher. Students, in groups, write a question that reflects the content of that section. Continue until all sections have questions. Groups then swap questions with each other and write up the answers. Share answers with the whole class. (A great way to generate genuine dialogue) |
Purpose: To encourage students to improve questioning skills to aid discovery of new meanings in texts Suitable for Praxis Movements 1, 2 and 3 |
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| TITLE: ROLE PLAYING | ||
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Description: Present a situation where the central characters have to come together to deal with a problem. Give each central character a description of who they are, including any information which would bear upon their attitude towards the problem. Allow a few minutes for students to think about their character and the story. Put them together to spontaneously act out what happens (or allow teams time to outline the direction their story will take). Stop the role play at an appropriate moment. Lead a discussion afterwards amongst the characters and the audience about feelings, alternative solutions, etc. This discussion can be followed by a re-enactment, if desired. |
Purpose: To enable students to empathise with another person's perpspective - ensure that role plays are handled appropriately and that it is clear to the entire class that participants are role playing. Also ensure that students are comfortable with the role they are playing and that they are de-briefed after the experience if necessary.
Suitable for Praxis Movement 4 |
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| TITLE: ROUND TABLE | ||
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Description: Step One. The Problem - The teacher asks a question with many possible answers. Step Two. Students Contribute - Students make a list on one piece of paper, each writing one answer and then passing the paper to the next person. |
Purpose: Cooperative learning structure which promotes content related teambuilding. Strategy most effective in "Tuning In and Focusing" students Suitable for use as Focusing Activity or in Praxis Movement One |
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S
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TITLE: SEND-A PROBLEM |
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Description: Students form groups of four. Each team member makes up a review problem on a flashcard.The author of each question asks it of their team mates. If there is total consensus then the answer is written on the back of the flashcard. If not, then the author must rewrite the problem.
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Purpose: Mastery of information/learning
Suitable for Praxis Movements 3 and 5 |
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TITLE: SEQUENCING |
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Description: Students form groups of four. Each group is given an envelope with either a sequence of pictures or sentences cut into four strips.Each group member draws out one strip of paper without showing the rest of the group. Each team member in turn describes or reads what is on their strip of paper. The whole team must come to a consensus as to the order of the pictures/sentences and place them face down onto the table. When this is done the pieces are turned over to see if the team has sequenced them properly. |
Purpose: Ordering key events Suitable for Praxis Movement 3 |
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TITLE: STORY LADDER |
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Description: In a whole class group or in smaller groups begin by sitting in a circle. Have one student start telling a story, giving only the first sentence. Ask for a volunteer or begin by starting the first sentence yourself. Going clockwise around the circle have each person add one sentence or idea to the story. Encourage students to preserve the continuity of the story and to try to make it sound as much as possible as if one person told the story. Record the story and invite students to listen and reflect on how the ideas linked. |
Purpose: To share information and ideas and create new ideas. Suitable for Focusing Activity, Praxis Movements 1, 4 and 5 |
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TITLE: STORY MAP (ENGLISH STRATEGY) |
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Description: Choose a story/passage where the setting changes. Working individually, in pairs or small groups (no larger than 4) students discuss the story/passage to reach a consensus and then construct a graphic representation of significant events and their setting. Use arrows to show the sequence of events. Use the story map as a springboard for writing. |
Purpose: To encourage students to transform their learning by extracting information and organising it into a new form This strategy assists those students who need oral discussion to clarify understanding. Suitable for Praxis Movements 1, 2 and 3, especially with Scripture |
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TITLE: STRUCTURED CONTROVERSY |
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Description: Divide class into groups of four, then into pairs, Pair A and Pair B. Each pair takes a point of view. Each pair brainstorms three arguments to support that point of view. Pair A present their arguments to Pair B and vice versa. Pairs switch positions and create 3 arguments the other pair didn't consider. Repeat sharing process. Groups of four are reformed and come up with 6 different ways to meet both points of view. |
Purpose: To lead students to understand different points of view about a topic. Suitable as a focusing activity or in Praxis Movements 2 and 4. Particularly useful when dealing with social justice issues. |
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T
| TITLE: TEA PARTY - INSIDE/OUTSIDE CIRCLE | ||
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Description: Students are given a list of incomplete statements relating to life experience or any other topic that must be completed based on each student's own experiences. The students form an inside and an outside circle - each person must have a partner. On the signal pairs discuss the statements, taking turns. On the signal from the teacher (usually the hand up "Quiet Signal") the inside or outside circle participants move 1, 2 or more places to ensure that they have a new partner. The discussion process begins again. This continues for 3 or more times. This also serves as a way to partner people - they may then sit down and work with their final partner. This list may be used to form cooperative teams of students who share commonalities. |
Purpose: To encourage development of social skills and to discover differences and commonalities between students Suitable for Focusing Activity and Praxis Movement 1 |
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| TITLE: TEAM BINGO | ||
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Description: Materials Construct a 5 x 5 grid on A4 paper - copy one per student. Prepare a list of words relating to unit of work (at least forty words). Give one list to each group. Select words to revise or to introduce a unit of work. Prepare a set of small cards for the caller with the word to be defined near the top, and its definition underneath it (leaving a few spaces inbetween). ( This makes them easier to alphabetise as you read them out.) 1. Students form small groups. 2. Announce the following rules: 3. When everyone has filled in their Bingo frid, shuffle the cards and read only the definition of each word. As the words are read, place them in alphabetical order on top of each other but staggered so that words can be checked at a glance when a team calls Bingo. 4. If a student knows the word being defined, they can cross it off their grid. 5. 'Bingo' is a line across, down or diagonal. After 'Bingo' is called, the words in the line are read back to the caller for checking purposes. |
Purpose: Peer teaching, small group interaction, revision. Suitable for an assessment task related to Movement 3 |
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TITLE: TEAM DISCUSSION |
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Description: Teacher presents a low-consensus topic. Students discuss the topic within their teams. Teams share their conclusions with another team or with the class. To increase participation students use 'Talking Chips' during group discussion. As each student contributes to the discussion his/her chip is placed in the centre of the table. He/she may not speak again until all members of the team have placed their chips in the centre of the table. |
Purpose: Increase student interaction during discussions Suitable for all movements of Praxis |
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TITLE: TEAM MILLING |
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Description: Teams work in groups of 2, 3, or 4 Student in charge of the collection of materials obtains the information needed from the teacher. Each group must work out an interesting way to teach their information to another group. Once each group has completed the task, they find another group to teach their information to. This can be achieved with a minimum of fuss if an exchange pattern is put on the blackboard. Conclude in a way appropriate to the material. |
Purpose: Sharing and consolidating information Suitable for Praxis Movements 2, 3 and 4 |
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| TITLE: THOUGHT SHEETS | ||
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Description: Prepare materials -- a cartoon, newspaper story, quotations, or picture accompanied by a series of thought-provoking questions, or a few general questions, such as, what does it mean? What is the cartoon getting at? Students form groups of four. Each member takes on a different role. One person from each group collects a cartoon, newspaper clipping, quotation, or picture. The Recorder writes down group responses. When the time is up, groups report back to the class. Conclusion: Reporting back and whole class discussion. |
Purpose: Generative. Suitable for the Focusing Activity or Praxis Movements 2 and 3 |
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| TITLE: THINK/PAIR/SHARE | ||
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Description: 1. A problem or question is posed. 2. Students think alone about the question for a specified amount of time. 3. Students form pairs to discuss the question . 4. Students then share their answers/pair discussion with the whole class (Share Time). . |
Purpose: Generative, Reflective A structure which promotes thought and reflection. Suitable for Praxis Movements 1, 2, 3, 4, 5 |
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| TITLE: THREE STEP INTERVIEW | ||
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Description: This consists of three steps and works best in groups of four. In step 1 student are in pairs; one is the interviewer, the other the interviewee. In step 2 the students reverse roles. In step 3, students do a Roundrobin, each sharing with the team what they learnt in the interview. . |
Purpose: To share information and ideas. Suitable for Focusing Activity, Praxis Movements 1, 4 and 5 |
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| TITLE: TREASURE HUNT | ||
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Description: The teacher hides several messages from Jesus, related to text opened in classroom. Children are given instructions for participating in the treasure hunt, then search for the pieces of coloured paper with the messages from Jesus written on them. The children read aloud one or two of their messages which can then be decorated and displayed or pasted in their books . |
Purpose: To share the Good News with children. Suitable for Focusing Activity, Praxis Movements 1, 2, 3, 4 and 5 |
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U
V
| TITLE: VALUE LINES & SPLIT AND SLIDE | ||
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Description: The teacher lays tape or string on the floor and labels sections with answer choices. Children decide which choice is best for them and arrange themselves in the proper order on the line. The line then splits in the middle and students slide so that they are facing a person with a different opinion on the topic. Students can discuss reasons for answers with person opposite, make a graph of results and discover reasons for another point of view. |
Purpose: To encourage students to make choice, justify those choices and share those choices with others. Suitable for Focusing Activity, Praxis Movements 1, 2, 4 and 5 |
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| TITLE: VENN DIAGRAM | ||
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Description: The information is gathered and then placed within/without the intersecting circles as labeled.` |
Purpose: To gather information, compare and contrast the data and relate insights gained to the key question under consideration.
Suitable for Praxis Movements 2 and 4 |
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| TITLE: VIDEO OR MUSIC FEEDBACK | ||
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Description: Prepare a series of focus questions relating to the video or music. Students form small groups. Give each small group a different set of questions. Allow time for each group to work out its strategy; will someone (or all of them) take notes, etc. Call groups to central location to view/listen to the tape. Allow time for small group discussion (groups may wish to designate a speaker). Conclusion: Groups report back; teacher integrates points. |
Purpose: Simplify and motivate discussion after viewing a video or listening to a song
Suitable for the Focusing Activity or Praxis Movements 3 and 4 |
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W
| TITLE: WORD WEB (ENGLISH STRATEGY) | ||
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Description: In groups of 4, students are required to write as many words as they can that can be associated with a given topic. Each student uses a different coloured pencil/texta to write down their responses. A colour code is placed at the bottom of the chart. When this strategy is used a part of the Focusing Activity, it can be used to compare with a Word Web that is completed at the end of the unit of work. Groups can see a visual representation of their learning. |
Purpose: Generative, Analytical, Evalutive, Concept Development This strategy if great for identifying the cognitive style of students through their contributions. Suitable for Focusing Activity and Praxis Movements 1,3,5 |
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| TITLE: WHAT IDENTITY AM I? | ||
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Description: Write names or words on cards. Pin or tape one card on each student's back. Tell students: Towards the end, allow generous 'hint giving' to avoid embarrassment at not being able to figure out the answer. Conclude by moving to small groups for discussion of similarities, or some other follow-up strategy, e.g., group illustration. |
Purpose: Review knowledge Suitable for the Focusing Activity or Praxis Movement 3 |
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X
Y
| TITLE: Y - CHART | ||
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Description: Chart can be completed individually or in groups. Chart is divided into : Sounds Like- What can you hear happening? Looks Like - What can you see happening? Feels Like - How do you feel or how do you think it feels? |
Purpose: Analytical, reflective, responsive Provides a means by which students can respond to any given concept , situation or phenomena. Suitable for Praxis Movements 1,2,4. |
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| TITLE: YELLOW PAGES | ||
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Description: Brainstorm with the children all the possible skills, talents and areas of knowledge the class may have. Students then fill out an information sheet about themselves. The class Yellow Pages could be divided into 3 sections: 1. Areas of knowledge, Students write their names under any category where they see themselves as possible helpers. In some areas students may choose to work together as consultants. |
Purpose: To list children’s skills and talents and encourage others to turn to these people as resources. Suitable for Focusing Activity, Praxis Movements 1, 2, 4 and 5 |
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Follow