4 Houses
Life skill related:
Self-regulation
Methodology:
Guideline to develop focus group on topical issues
Subject:
History & geography.
Social & psychological sciences.
Age/Grade:
13/14 Middle school, first grade high school
Timing:
90 min
Materials/suggestions
Material needed: colors for every participant (one different color per participant in the same group) and a paperboard big enough to have 4 squares where 4 participants can draw together 4 houses.
Beware, give the rules to the participants and be sure that they understand how to act.
Take note of the words and actions used by participants, divide it in categories as:
Words/actions that valorize other members of the group
Words/actions that enlighten the task
Aggressive words/actions
Words/action of pull back/not collaboration
More important is the final feedback: make a circle and start to ask the participants this suggested question about the importance of collaboration and the impact of some free choices and action by the one that has more freedom than others.
Start from looking at the final product of every group, starting from the first square to the fourth. Remember to explain how it was done (the rules adopted in the description of the activity) and if the house is clear or a mess, and how much space every single house has, maybe a short description on how many commodities are available. Then start asking the participants that have more freedom and afterwards ask the same question to the other participants:
How was the exercise? Do you like it?
How were your feelings during the different stages of the activity?
Do you think that you could perform the activity in a different way in the different stages of the game
Do you think there is something that you can do better?
Was there something that has bothered you?
Why do you think we have done this activity?
After every participant has given an answer, the teacher and the educator can ask if the participants with more freedom want to add something, then discuss with the class if the activity can be related to other historical situations or in the classroom itself.
Don’t be judgmental, try just to note the fact, don’t use words such as right or wrong, bad, and so on. Try to focus on the participants on the results, tell them to not take it personally, but just for the sake to understand how to improve the life skills related or the learning of the subject.
Accordingly modify the follow-up with the life skills you want to focus on, or the needs you think are more important to the participants.
Facilitator Instructions
Explain the rules of the activity clearly to all participants. Ensure everyone understands what they need to do.
Observe and note the words and actions participants use. You can categorize them as:
Words/actions that support other group members
Words/actions that help complete the task
Aggressive words/actions
Words/actions that show withdrawal or lack of cooperation
Debriefing Session
After the activity, gather all participants in a circle for a discussion.
Review each group's final product, from the first to the fourth square.
Discuss how the activity was done, the rules followed, and whether the house drawings are clear or messy.
Talk about the space each house occupies and any features or amenities included.
Ask the participants, starting with those who had more freedom during the activity, the following questions:
How did you feel during the activity? Did you enjoy it?
What emotions did you experience at different stages?
Would you do anything differently if you did the activity again?
Is there something you think you could improve?
Was there anything that bothered or upset you?
Why do you think we did this activity?
Encourage all participants to share their thoughts.
Discuss as a group whether this activity relates to real-life situations, historical events, or classroom experiences.
Facilitation Tips
Stay neutral: Avoid judging participants' responses.
Focus on facts: Don't label actions as "right" or "wrong."
Encourage reflection: Help participants think about what they learned and how they can apply it.
Adapt the follow-up activities to focus on specific life skills or learning needs relevant to your group.
Description of the activity:
Make groups of max 4 participants.
The activity is ideal to promote self-regulation and when you want to develop critical thinking about historical situations and nowadays related conflicts and/or sustainability.
The next steps will be done for every group.
The goal of every participant is to draw a house in 4 different squares of the paperboard. There are 4 matches, every match will be executed in a single square of the paperboard. All rounds have different rules except for the order of play.
At the beginning choose the order of play. The order of the players is the same in the first and second match.
Match number 1: draw a house big whatever you want in the first square, in the space where there is a house the player of the turn cannot cross the drawings of the others houses. The first player has 30 seconds, the second 15, the third and fourth only 5 seconds.
Match number 2: divide the second square in 4 parts, every player can draw his/her own house, but with different time (again). The first player has 30 seconds, the second 15, the third and fourth only 5 seconds.
Match number 3: everyone at the same time draws a house, trying to make it bigger in the third square. Time limit 2 minutes.
Match number 4: draw a single house in collaboration with others, everyone needs to have a specific role and goal for the house. Decide before what the group wants to have in this house.
Time to decide and draw the house 10 minutes (but you can give them 5 minutes more if they want to)
At the end make a final feedback on the activity (see suggestion above) where you can start to talk about the specific topics you want to address or discuss with the participants.
Every square is a different stage of self-regulation
Materials Needed
One color (e.g., marker, crayon) for each participant; each person in the same group should have a different color.
One large sheet of paper (paperboard) per group, big enough to divide into 4 equal squares.
Group Formation
Form groups of up to 4 participants.
Activity Objective
Each participant will draw a house in one of the four squares on the paperboard. The activity consists of 4 rounds, each with different rules.
Activity Rounds
Round 1: Individual Drawing with Time Limits
In the first square, participants take turns drawing a house.
Order of play is decided at the beginning and remains the same for Rounds 1 and 2.
Time limits:
1st player: 30 seconds
2nd player: 15 seconds
3rd and 4th players: 5 seconds each
Players must not draw over the houses already drawn by others.
Round 2: Divided Square Drawing
Divide the second square into 4 equal parts.
Each participant draws their own house in their assigned part.
Time limits are the same as in Round 1.
Round 3: Simultaneous Drawing
In the third square, all participants draw at the same time.
Goal: Each person draws a house, trying to make it as big as possible.
Time limit: 2 minutes.
Round 4: Collaborative Drawing
In the fourth square, the group works together to draw one house.
Before starting, decide as a group what features the house should have.
Assign a specific role or part of the house to each participant.
Time limit: 10 minutes (can extend by 5 minutes if needed).
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Post-Activity Discussion
After completing all four rounds, gather the participants to discuss the activity. Focus on topics such as collaboration, decision-making, and how different rules affected the outcomes. Encourage everyone to share their thoughts and feelings about each round.
Learning Focus
Each square represents a different stage of self-regulation. This activity helps participants understand how rules, time constraints, and collaboration impact their work and interactions with others.