TEAM PUZZLE

Kathy Connelly Becky Martin

Professional School Counselor MSUM Intern 2002-2003

Hayfield High School Hayfield High School

Hayfield, Minnesota Hayfield, Minnesota

DESCRIPTION OF THE LESSON OR PROGRAM

Team Puzzle is a classroom guidance lesson developed by Becky Martin, MSUM Intern, to assist middle school students in developing cooperate problem solving skills when working within a group. The lesson is designed to be delivered within a 55 minute period, and was adapted from a Group Exercises for Enhancing Social Skills and Self Esteem (Khalsa, 1996) resource book.

Before the lesson, the Counselor will need to cut three 8” X 8” squares of construction paper (all the same color) into five smaller puzzle pieces for each group. The groups then receive all of these pieces in a single envelope.

Students are asked to form groups of four. Each group should be seated so they are facing each other. Groups should choose one member to be the observer. Explain that the observer’s job is to notice specific cooperate versus competitive behaviors, any conflicts that occur, and how they are resolved.

The Counselor should then distribute an even number of puzzle pieces among each of the three members in each group. Before starting, the Counselor reads the following rules:

1. Your task is to assemble three squares of equal size

2. There will be no talking, pointing, or other nonverbal communication between group

members.

3. If a player needs a puzzle piece to help complete his or her puzzle, it must be passed to him or

her. In order for this to happen, each group member needs to observe each other’s puzzles

and try to help complete each other’s puzzles without taking or asking each other for a puzzle

piece.

Give the groups time to assemble their puzzles. Float around the room to observe what is happening in each group. Once all groups have assembled their puzzles, lead a group discussion. Begin by asking the observer to share what he/she witnessed such as how well the group worked together, who shared puzzle parts and who did not, whether members concentrated on one partner’s puzzle or all three, cooperative versus competitive behaviors, and any conflicts that arose during the exercise and how they were resolved. Ask for feedback from group members about the experience and what they learned from the observer’s comments. Ask the group why they think they were asked to participate in such an activity. Ask for examples of situations when cooperative behaviors are going to be more important than competitive behaviors. Close the lesson by describing the importance of looking beyond one’s self for assistance in solving problems and making positive choices.

CONNECTIONS TO RELATED STANDARDS, COMPETENCIES AND DOMAINS

Team Puzzle directly relates to the Minnesota Graduation Standards Learning Area Eight: Decision Making. This lesson assists students in developing appropriate decision-making skills as they relate to team-building and cooperative group participation.

Team Puzzle fits within the Personal/Social Developmental Domain of the Minnesota School Counselor’s Model of Developmental Guidance and Counseling. The lesson directly relates to the outcome of developing skills in establishing and maintaining relationships. Students are challenged to improve their relational skills and enhance their communication skills while participating in an activity that is likely to utilize their conflict resolution skills.

REFERENCES AND RESOURCES

Khalsa, S. (1996). Team Puzzle. In Group Exercises for Enhancing Social Skills and Self-Esteem (pp. 75-76). Sarasota, FL: Professional Resource Exchange, Inc.

FOR FURTHER INFORMATION:

Becky Martin

MSUM Intern

Hayfield High School

Hayfield, MN 55940

Phone: 507-477-3235

Email: martibe@hayfield.k12.mn.us