Activity 01
Blindfolded Artist
In pairs, one student (the 'Director') describes a simple drawing to their blindfolded partner (the 'Artist'), who tries to draw it based only on the verbal instructions. This activity highlights the need for precise language and active listening.
Identify the key features of clear and concise instructions that are easy to follow.
Facilitation TipEncourage Directors to use specific words for shapes, sizes, and positions, like 'draw a small circle in the top right corner'.
What to look forObserve students during the 'Blindfolded Artist' activity. Keep a checklist to note their use of precise language, sequencing words, and whether the listener asks clarifying questions.
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Activity 02
Classroom Treasure Hunt
Prepare a series of written clues, with each clue leading to the next. Students must read and follow each instruction accurately to find the 'treasure' (e.g., a box of sweets or a new book for the class library).
Explain why it is important to ask clarifying questions when you receive instructions that are unclear.
Facilitation TipMake the first clue easy to find and increase the complexity with each step to build momentum.
What to look forAsk students to write a clear, step-by-step guide on 'How to create and send an email' or 'How to properly wash your hands'. Assess the guide based on clarity, correct sequence, and use of imperative verbs.
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Activity 03
Recipe Relay
Provide groups with a simple, no-cook recipe like for bhel puri or fruit chaat. Students must read the instructions, gather the ingredients in the correct order, and prepare the snack, focusing on following the sequence correctly.
Evaluate a set of instructions for a simple task and suggest improvements for clarity and precision.
Facilitation TipBefore they start, have students read the recipe and ask clarifying questions about any unfamiliar terms or steps.
What to look forProvide students with a simple checklist to review their own written instructions. Criteria can include: 'Are the steps in logical order?', 'Does each step start with an action verb?', 'Are the instructions easy for a classmate to follow?'.
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Generate Complete Lesson→A few notes on teaching this unit
Begin with simple physical commands and build up to written instructions. Model the process by thinking aloud as you write instructions for a classroom task, like 'How to borrow a library book'. Use flowcharts to help students visualise the sequence of steps before they begin writing their own instructions.
By the end of this topic, your students will be able to confidently write step-by-step guides for their friends and follow complex directions without getting lost.
Watch Out for These Misconceptions
Instructions are just a list of things to do.
Good instructions are more than a list. They must be in the correct sequence, using words like 'first', 'next', and 'finally' to guide the user from start to finish.
If I know what I mean, the other person will automatically understand.
The person following instructions doesn't know what is in your mind. You must use clear, precise language and avoid vague words, assuming the listener knows nothing about the task.
Asking questions means I am not smart enough to understand.
Asking clarifying questions is a sign of a good listener. It shows you are paying attention and want to complete the task correctly, preventing mistakes before they happen.
Methods used in this brief