metaphor material...the serious play concept consists of the serious play method, supported by lego...

Dialogue

Metaphor

Expedition

Thought

BuildReflection Idea

Model

Imagination

LEGO and the LEGO logo are trademarks of The LEGO Group. Jr.FLL, the Jr.FLL logo, and Body Forward are jointly held trademarks of The United States Foundation for Inspiration and Recognition of Science and Technology (FIRST®) and The LEGO Group. © 2010 The LEGO Group and FIRST®.

Coach’s Guideto LEGO® SERIOUS PLAY™

processes in Jr. FLL™

LEGO and the LEGO logo are trademarks of The LEGO Group. Jr.FLL, the Jr.FLL logo, and Body Forward are jointly held trademarks of The United States Foundation for Inspiration and Recognition of Science and Technology (FIRST®) and The LEGO Group. © 2010 The LEGO Group and FIRST®.

Contents

What is LEGO® SERIOUS PLAYTM, and why use it for Jr.FLLTM?.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

The LEGO® SERIOUS PLAYTM concept and method .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Step-by-step process structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Rules for the participants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Code of conduct for facilitators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

The LEGO® SERIOUS PLAYTM building challenges for Jr.FLL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Coach preparation for LEGO® SERIOUS PLAYTM processes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Introducing the children to LEGO® SERIOUS PLAYTM . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Appendix 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Appendix 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

3LEGO and the LEGO logo are trademarks of The LEGO Group. Jr.FLL, the Jr.FLL logo, and Body Forward are jointly held trademarks of The United States Foundation for Inspiration and Recognition of Science and Technology (FIRST®) and The LEGO Group. © 2010 The LEGO Group and FIRST®.

What is LEGO® SERIOUS PLAYTM, and why use it for Jr.FLL?

LEGO® SERIOUS PLAYTM is a concept and a method that encourages reflection and dialogue. Led by a coach or facilitator, participants in the process – i.e. the children – use their imagination and creativity to reflect and to communicate their thoughts and ideas.

With the SERIOUS PLAY method, participants use LEGO bricks to build models that represent their thoughts and reflections, using metaphors and assigned meaning as a means of communicating the essence of their ideas.

The fact that participants make their otherwise intangible thoughts and ideas visible and tangible in 3-D LEGO models makes this method ideal for investigating topics from a personal perspective. The process provides a safe context in which to share thoughts and ideas, and encourages participants to use their creative thinking skills. It thus provides a well-defined method for investigating one’s own and others’ thoughts about different topics.

During the SERIOUS PLAY process, children gain a deeper understanding of each other’s thoughts and ideas, and cooperation and communication between them improve. Communication skills improve because understanding each other’s thoughts promotes respect and mutual understanding. The process requires participants to listen actively to each other, thereby creating an ideal context for constructive communication and cooperation. Many different learning styles are used when facilitating the SERIOUS PLAY method. Children have a variety of different ways to express their ideas and thoughts and share them within a group.

When using the SERIOUS PLAY method, children respond to the challenges appropriate to their own approximate level of development, and the method lets everyone feel that they are actively participating and contributing to the process, no matter what their level of development.

When the SERIOUS PLAY method is used with the Jr.FLL team, the children become more aware of their current resources as individuals and as a group, their vision for future Jr. FLL Challenge scenarios, and their role in making this vision become reality.


The LEGO® SERIOUS PLAYTM process is designed to help participants become better acquainted with the knowledge they already have for the subject area in question, and be better able to use each others’ knowledge and insights when working on the Jr. FLL Challenge together.

The SERIOUS PLAY method is led by a “facilitator”. In the Jr.FLL context, the coach of the Jr.FLL team is the facilitator. The SERIOUS PLAY facilitator plays a specific role in the process and must fulfill the task as a facilitator by following certain guidelines.

Where SERIOUS PLAY is used in the Jr.FLL context, you are introduced to it in a limited format. If you would like to use the method to its full extent in settings not connected to your role as a Jr.FLL team coach, you will need to join a one-day training course or purchase the LEGO SERIOUS PLAY Expedition. You can get more information about this at LEGO® Education North America http://www.lego.com/education.

The LEGO® SERIOUS PLAYTM concept and methodThe SERIOUS PLAY concept consists of the SERIOUS PLAY method, supported by LEGO bricks. The bricks are crucial because they are the means by which children make their thoughts and ideas visible and tangible in 3-D models. The bricks fulfill the learner’s need to construct something external to himself in order to learn about it. The bricks are not enough on their own, though. The method, i.e. the way in which the bricks are being used, is just as important. The method is essentially:

1. A step-by-step process structure2. A set of rules for the participants to follow3. A specific code of conduct for the facilitator

The SERIOUS PLAY method builds on the same values as the Jr.FLL Core Values (described in the Jr.FLL Coach’s Guide). The following statements from the Jr.FLL Core Values are particularly relevant to SERIOUS PLAY:

· “FIRST encourages young people to learn the value of teamwork and to respect everyone’s ideas and contributions to the team.”

· “Our coaches and mentors help us learn, but we find the answers ourselves.”

· “We are helpful, kind, and show respect when we work, play, and share. We call this gracious professionalism.”

· “The FIRST spirit encourages doing high-quality, well-informed work in a manner that leaves everyone feeling valued.”

Step-by-step process structureThe SERIOUS PLAY method always follows a certain process structure, with no exceptions, in order to allow everyone’s voice to be heard:

1. Building challenge: The facilitator presents a building challenge to the participants.2. Building phase: The participants build a model representing their answer to the building

challenge. The participants assign meaning to their own models while they build.3. Sharing phase: The participants talk about their model one at a time and listen to each other’s

stories. They share the meaning and story of their own models with each other.


Rules for the participantsThe rules for the participants are there to ensure the integrity of the method. The rules make a playing field characterized by respect, helpfulness and kindness towards each other. By teaching the children the rules, you ensure that they get the most out of the LEGO® SERIOUS PLAYTM processes.

1. When we use SERIOUS PLAY it is because we want to share our thoughts and ideas with each other.

2. Every time we use SERIOUS PLAY, you will be given a building challenge by the coach, and with your own LEGO bricks you build a model which will be your answer to the building challenge.

3. If you do not know what to build, just start putting bricks together while you keep thinking of the building challenge. This will inspire your ideas and thoughts about the building challenge. Think with your hands and fingers!

4. When building time is up, everybody describes what they have built – one by one, you all explain your thoughts by explaining what you have built.

5. Only the kid who has built the model can know what that particular model means. No one else may comment on the model or on how the person describes it.

6. When a model is being explained, the other participants watch and remain silent. Everyone focuses on the model and the person speaking, in order to listen and understand more.

7. Participants may ask questions about the model only to gain a better understanding of the thoughts being shared.

Code of conduct for facilitatorsJr.FLL is supported by a specific set of core values. One of these core values states that the role of the coach is to support the children in finding their own answers! This is particularly important when facilitating the SERIOUS PLAY process. The core value that everyone’s contribution to the work and to the team should be appreciated is also pivotal to the way the coach should act as the facilitator of SERIOUS PLAY processes.

The way the facilitator handles his/her tasks is crucial to the integrity of the method and what the children will gain from using this method.

The facilitator’s role and tasks during SERIOUS PLAY processes are:

• The facilitator is the driver of the SERIOUS PLAY process and reads the building challenges from the SERIOUS PLAY building challenge cards to the children; he/she times the building phase; and ensures that the rules of the method are being followed.

• The facilitator teaches the children the rules of participation in the SERIOUS PLAY processes (see above).

• The facilitator does not make suggestions as to what children could build, even if a kid does not know what to build.

• The facilitator tells the children to just start putting bricks together, even if they do not know what to build for their answer to the building challenge. Often while they build, they come to think of something useful for answering the posed building challenge.

Questionsaboutthemodelsmayfurtherpromptthechildtosharehis/herthoughtsaboutthebuildingchallengeandtheymaybeaskedtoexplainthemeaningofthebricksandelementstheyhaveusedthattheydidnotexplainwhenitwastheirturntoshare.Havingachildshareaboutallpiecesusedwillhelpthemtosharethesignificanceoftheirmodelandtheirthoughtsandideas.


• The facilitator helps participants share more about their models and their meaning assigned to them by asking questions – and never by interpreting the meaning of the models.

• By thanking each kid for sharing, the facilitator expresses appreciation for every contribution that the children make to the discussion through their stories about their models.

The LEGO® SERIOUS PLAYTM building challenges for Jr.FLLTM

There are 17 building challenges prepared for the LEGO® SERIOUS PLAYTM processes within the Jr.FLLTM context. These building challenges can be used throughout the entire period of time that the team is working on the Jr. FLL Challenge. The aim of the SERIOUS PLAY building challenges is to help the children work better together as a team and communicate with each other about their thoughts and ideas in a constructive way.

The SERIOUS PLAY building challenge cards are written for the coach (who takes the role of the facilitator) to read. Each challenge card has an “Introduction”, a building challenge (“Build”), a sharing phase description (“Share”), and a section called “Coach’s tip”.

• The introduction can be read out to the children in order for them to get an impression of the purpose of that particular building challenge.

• The building challenge is then read to the children. • They build for the assigned building time (the suggested time can be found on the task card)

– the facilitator times the building phase. • After the building time has run out, the sharing phase description is read out to the children,

and the children share their thoughts and ideas through their models, one at a time. • The “coach’s tip” section is only targeted at the coach in order to give him/her tips for handling

the role of the facilitator in the best way possible for each building challenge.

You do not have to use all the challenges described here, but they have been prepared as a sequence, with each building challenge being supported by the next.

It is necessary, however, that you use the building challenges designed for the first meeting before using any of the other challenges, as these challenges introduce the children to the method and sets the scene for them to use the method the right way.

Challenges for the team’s first meeting:At the very first meeting, the three building challenges under the heading, “Introduction to SERIOUS PLAY and to each other” should be used. These building challenges are aimed at getting the children acquainted with the use of the method, but they are also focused on allowing the children the chance to get to know each other and gain an understanding of how they will work as a team.

Challenges for the team’s second meeting:For the second meeting, four building challenges have been suggested. Three building challenges focus on building team spirit (under the heading “Team building”), and one building challenge focuses on brainstorming for the model building that the team has to do for The Jr. FLL Challenge (biomedical engineering).

Challenges for the team’s third meeting:The two building challenges given for the team’s third meeting are about the creation of the team’s name.

Challenges for the team’s fourth meeting:Under the heading “Sharing what you have learned” or “Sharing what you have learned on the field trip”, the two building challenges assigned to the fourth meeting help the children share what they have learned through their research on the Jr.FLL topic. In this way, they learn from each other and recap the information they have gathered about biomedical engineering.


Challenges for the team’s second last meeting:Preparing for the closure of the project, the purpose of the building challenge for the second last meeting that the team has is to let the children consider and share what they thought were the most important and interesting things they learned through their work on the “Body Forward” challenge.

Challenges for the team’s last meeting:For the last meeting, four building challenges have been prepared – two building challenges focusing on the children’s preparation for the presentation of their results, and two building challenges aimed at an evaluation of the challenge process.

Optional building challenge:One building challenge (called “Optimal warm up building challenge”) is optional and can be used if the coach thinks the team needs another team building experience or would enjoy that building challenge. This building challenge can be used whenever the coach thinks it would be appropriate.

Coach preparation for LEGO® SERIOUS PLAYTM processesThe following is a list of things to remember when preparing for the use of the LEGO® SERIOUS PLAYTM method at the meetings:

• Read this Coach’s Guide to SERIOUS PLAY processes in Jr.FLLTM. • Make sure there is one SERIOUS PLAY set of bricks for each kid. There are six individual

element sets included in the Jr.FLL Base kit. They should not share, and they should be given the exact same bricks for these challenges. When you receive your Jr.FLL Base kit it may be helpful to label each SERIOUS PLAY set for the children on your team. This will remain their set throughout the time the team is working on the challenge.

• Have a table ready that the children can all sit around – a table that is big enough to allow them space to build with their bricks, but not so big that they will have trouble hearing each other when sharing their stories about their models.

• Consider the time you will need to conduct these specific SERIOUS PLAY activities and all the other tasks you will need to get done in during your team meeting.

• Consider which of the photo materials from this guide you would like to use for when introducing SERIOUS PLAY to the children.

• Consider trying out some of the building challenges yourself before doing it with your team – just to get a feel for the process.

• Join or download the Webinar (accessed through the Web site: http://www.lego.com/education) on using SERIOUS PLAY for Jr.FLL Team Building and Challenge Preparation.

Introducing the children to SERIOUS PLAYAs it is very important that the children get a proper introduction to the SERIOUS PLAY method before you set them the first building challenge, the facilitator should present and explain the rules that are part of the method. The facilitator can also make the children’s understanding of the method clearer by using some or all of the exercises described in Appendix 1. In Appendix 2 you will find the photos used in the exercises in full size, in order for you to display the photos with a projector. You can also opt to print the photos.

When the children are introduced to the method, the coach should make it clear that the SERIOUS PLAY method is a special way of using the LEGO bricks. The bricks should be used to express thoughts and ideas – they should not necessarily show things as they really look in the real world around us. The exercises in Appendix 1 help explain this.

The coach should also give the children some rules for handling the bricks, i.e. they should not share between each other, they should not borrow from each other and they are each responsible for their own set of bricks.


The children should get acquainted with the rules (above) and their implications for their behaviour (e.g. that you are not allowed to comment on each other’s models, but that you can ask questions in order to get to know more about the builder’s thoughts and ideas).

The facilitator can use the following list to ensure that he/she is conveying the most important things to the participants when instructing them in the use of the method:

• We will be using this method to help us think, reflect and listen to each others’ thoughts and ideas.

• (Describe the materials) These are your LEGO® bricks for LEGO® SERIOUS PLAYTM. The bricks in this bag are only used for SERIOUS PLAY processes and they are used for expressing your thoughts and ideas in response to the building challenges I pose to you.

• Keep track of your own LEGO bricks. Do not borrow bricks from each other. And do not clean up before you are asked to do so!

• The process is a special way of using LEGO bricks: Use the LEGO bricks to build something that can express and describe what you are thinking. (Give participants examples of metaphoric LEGO models that can be used to give expression to thoughts. E.g. use exercises in Appendix 1.)

• Ask questions about each others’ models – but don’t comment!• (Explain the rules in detail – see above)

Have fun!


Appendix 1

Exercises for use in introduction:

Exercise 1: Show participants the above pictures of the same LEGO model with different interpretations written underneath. Ask the participants to explain how the model can represent each of the different interpretations.

Shy Lonely


Exercise 2: Show participants four pictures of different LEGO® models with the same interpretation. Ask participants to explain how the models symbolize the same thing even though they look very different.

.HappinessHappiness

HappinessHappiness


Exercise 3: Show participants different pictures of LEGO® models (without giving possible interpretations or “titles”). Ask them to explain what they think the different models mean or indicate. Ask participants to explain what it is about or on the model that makes them think or say the things they think or say about it.


Exercise 4:Show the participants three or four different photographs of LEGO® models and ask them to express the effect (feelings or mood) the individual model has on them personally. Remind the participants that there are no correct or incorrect interpretations of the models. What matters is the individual’s experience..


Appendix 2

Illustrations for use when introducing the children to LEGO® SERIOUS PLAYTM

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