Mastrocola, Joseph

English

Illinois Mathematics and Science Academy: DigitalCommons@IMSA

 Illinois Mathematics and Science Academy Page 1 of 2 0BOne Minute Hot Seat PROGRAM DEVELOPER  1BPROGRAM LENGTH  2BDATE IMPLEMENTED 3BJoe Mastrocola  4BEstimated 30 – 60 minutes 5BActual 60 minutes  6B08/21/14 7BCURRICULUM AREAS  8BPROGRAM SUMMARY  Lifelong Learner  This program can work well as an icebreaker or a way for the wing to connect even more. Students take turns sitting in the hot seat. Then all the other students go around in a circle and ask that student questions for 1 minute. The goal is to get through as many questions as possible.  Identity  Ethical decision Making   Goal Setting and Planning  Time Management   Study Skills/Test Taking Strategies   Personal Wellness  9BPROGRAM SIZE  Positive Risk Taking  Relationships   3-10 students   31-40 students  Appreciation on Differences  11-20 students  41-50 students x Community Membership x 21-30 students  50+ students SSL:  C.6  displaying effective interpersonal communication skills [MCSLS-4.4, ILAoL-2] LEARNING OBJECTIVES (Audience, Behavior with action verb, Condition, Degree) Essential knowledge, concepts, skills, performances… Students will be able to develop communication skills by being put on the spot to both ask and answer interest-ing questions from their peers. MATERIALS Attach copies of materials designed/selected for student/instructional use PREPARATION / MANAGEMENT Chair, Timekeeper for 60 seconds (I used my laptop) No prep necessary other than determining the order INSTRUCTIONAL PROCEDURES INTRODUCTION (hook, focus, key question, motivation)   Explain the structure of the program to the students. Determine the order of question asking so that each person gets a turn and asking questions goes faster. BODY OF PROGRAM (Active, student engagement, learning, developing)  10BEach person in the wing is in the hot seat for one minute. When the clock starts, students go around in a circle and ask one question each to the person in the hot seat. The person in the hot seat tries to answer the questions as quickly as possible. Once the minute is up, that person rejoins the circle and the next person enters the hot seat. Repeat until everyone has been in the hot seat.  CLOSURE (summary, wrap-up)   There isn’t much wrap-up, other than asking students if they would like to do this again in the future. EXTENSIONS AND/OR RELATED ACTIVITIES List and describe  If doing it as an icebreaker, you could do other icebreakers as well.  SOURCES USED IN PREPARATION OF THIS LESSON PLAN List and describe Youtube.com (for the timer)   REFLECTION ON STUDENT LEARNING, ASSESSMENT & LESSON IMPLEMENTATION (What worked, didn’t work, will do differently  Illinois Mathematics and Science Academy Page 2 of 2 and next steps)  In the future it would probably work better with less people. It would be a really good opening activity for the sophomores because it helps them get to know each other both by their answers and what kinds of questions their fellow wing members ask. It also prepares them for all the weird and interesting questions they will likely be asked by other IMSA students over the next couple weeks.   

One Minute Hot Seat

https://digitalcommons.imsa.edu/cgi/viewcontent.cgi?article=1004&context=rl_cpg_3

One Minute Hot Seat

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Illinois Mathematics and Science Academy: DigitalCommons@IMSA