5.4. Present tasks from a supporting approach

5.4. Present tasks from a supporting approach EXPLAIN THE PURPOSE OF THE ASSIGNMENT AND INDICATE THE SITUATION AS A LEARNING OPPORTUNITY

● Briefly explain the purpose of the assignment; ● Present the assignment as an opportunity to learn or to have fun, not as a task that needs to be performed; ● Emphasise that it is about being able to, not having to; it is about the process, not about the product; ● Use phrases like: o You don't have to perform, trying is just as good. o The result does not have to be a finished product, the intention is to allow you to experiment calmly. o Good or bad is not the point here.

EXPLAIN WHAT YOU REQUEST, IN PARTICULAR, OF THE PARTICIPANT

● Provide a concrete framework within which solutions can be sought, while at the same time you keep the possibility open for different solutions. For example, do not say: Get to know the space;but say: Walk around the room and make sure you pass by every corner of the room once. ● Give examples if necessary, but a maximum of one or two, otherwise you limit the options for original solutions from the group. For example, say: Make different geometric figures with your lump of clay, such as a cube or a cylinder. ● State the desired behaviourpositively and not in terms of what is not allowed or what is excluded. So,say:Make all kinds of geometric figures;instead of:Don't make obscure shapes. In this way,you prevent participants from becomingafraid to make mistakes.

GIVE A DEMONSTRATION

Give a brief demonstration of the type of result you want with the exercise. The demonstration must be good but above all a feasible example for all participants.

SUMMARISE THE EXPLANATION

Briefly repeat the instructions one more time. This makes it clear that participants do not always have to understand everything immediately.Use questionssuch as:Did I explain it clearly?

GIVE THE OPPORTUNITY TO ASK QUESTIONS

Do not treat this as just a formality, but really check that there are no more doubts.

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USE A BRIEF, INVITING, HUMOROUS STYLE

● Keep each part of the presentation of the exercise as short and simple as possible to avoid the impression that the exercise is complicated or unclear. ● Use an inviting tone: present the exercise or game as an opportunity to learn, emphasising the different possibilities of completing the assignment. ● With humour you can present yourself as someone who can put the whole thing into perspective and as someone who does not expect super performances. But do it in moderation to be taken seriously.

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