![]() This activity can be adapted for any context. Fortune teller template used for reflective thinking activity Transferability to different contexts Through discussion, most pairs should correctly identify which example is ‘adequate’, ‘good’ and ‘excellent’.įigure 1. I would suggest 3-4 rounds per example, to ensure all reflective writing examples are discussed.Īt the end of the activity, invite the class to share their thoughts and findings. When one round is complete, instruct students to swap player roles. What grade would you give your chosen reflective writing example?Įncourage students to discuss their answers and general thoughts, using the marking criteria to justify any comments/ grades, where applicable.Is there evidence of developing transferable skills?.Are there reflections on personal/professional development, which show personal insight into the learning journey?.Using the same language as the marking criteria, possible questions could be: The questions can either relate to the reflective writing examples or the student’s own work. ![]() Player 2 should then choose another number and player 1 opens that flap to reveal/ ask one of the hidden questions. Then, player 2 needs to pick a number and player 1 works the device back and forth that many times. For example, if player 2 picks BLUE, player 1 would spell out the colour ‘B-L-U-E’ while working the fortune teller back and forth four times for each letter. The person operating the fortune teller (player 1) should manipulate the device based on the choices of the other player (player 2). Also share instructions on how to operate the device and how to play.īefore the class, parts of the fortune teller should be labelled with colours, numbers and questions that serve as player options (see Figure 1 as an example). Share fortune teller templates (one per person) and give students instructions (written and visual) on how to fold/make it. How could others implement this idea?ĭivide students into pairs and give time for them to familiarise themselves with the marking criteria and to read the three reflective writing examples. This is vital for a learning space to appear as truly playful and for the activities to become meaningful (Nørgård et al., 2017). This feeling of excitement and human connection is an important part of encouraging a playful environment. As many of the students had encountered fortune tellers before, it also brought a sense of childhood nostalgia to the classroom. The explicit playful elements of the game helped achieve a psychological acceptance of play, or ‘lusory attitude’ (Suits, 2005). The purpose of the fortune tellers, and the accompanying game, was to support them in understanding the assessment marking criteria and applying it to various reflective writing examples. ![]() ![]() As part of their module assessment, students were required to write a reflective journal discussing their personal and academic development. Inspired by the use of origami fortune tellers as a module introduction or career development activity (Gillaspy, 2020), I incorporated them into a reflective thinking and writing class for Foundation Year Psychology students. It allows students to practise, apply and fully understand key concepts in this case reflective thinking and writing (Meyer & Land, 2006 Piaget, 1962). Though typically associated with children’s education, it is a powerful method to integrate in the transformative learning process, where prior thoughts, knowledge or ideas are challenged. The nature of play, with its core socially negotiated aspects, places itself within social constructivism, where knowledge develops as a result of social interaction and language use (Walsh, 2015). Playful learning has increased in popularity and is often used as a mechanism for improving engagement and motivation (Rivera & Garden, 2021). This idea will demonstrate how the device can aid active and playful reflection within higher education, specifically for Foundation Year Psychology students. Their use in children’s education has been recorded since the 1950s, mostly as a game or role-play prop (Opie & Opie, 1959). A paper fortune teller is a form of origami and was introduced to the English-speaking world in the book ‘Fun with paper folding’ (Murray & Rigney, 1928). ![]()
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