This is an ice-breaker activity you can use early in a course to help students get to know each other in a low risk, fun way.
How to Do It: Students are given templates and instructions on how to build a simple paper airplane. Before making their plane, each student writes on their paper three things about themselves that they are willing to share. It's fun to encourage them to share creative or unexpected things.
They then send their plane off into the classroom, picking up others' planes and flying them. Don't be afraid to let pandemonium reign for a while! Then, have each student pick up a plane that is not their own. The goal, then, is for everyone to find the creator of the plane by introducing themselves to successive individuals, asking only questions pertaining to what's written on the plane. Once everyone has found their plane's creator, have students form a circle. The first person introduces the creator of their plane (their name and the 3 things). Then, that person introduces the creator of their plane, and so on until everyone has been introduced.
The advantages of using this particular activity are:
- It's fun! Student enjoy making something and flying their airplanes. There's always lots of laughter.
- On the first day of class students are often nervous. This ice breaker allows students to stand up and move around, helping with some of those first day jitters.
- If done thoughtfully, these kinds of activities can be really helpful for students who may feel out of place or uncertain that they belong in computing. And that there isn't any CS content involved can be a plus!
- It uses “low” risk types of interaction, starting with one-on-one conversations, allowing students to decide to share more or less, and using partner introductions.
- In a relatively short time, everyone--including the instructor--will get to know a bit about everyone in the class.
Make sure you allow for enough time to make the plane. Some students may not have experience making paper airplanes and you don't want them to feel awkward or left out. Circulate throughout the classroom, providing encouragement and help. Also, if you want to participate, make your paper airplane before class to free you up to offer help.
Be alert to students who may have dexterity or mobility limitations. Offer assistance but wait for the individual to affirmatively accept your offer before jumping in to help!
Because each individual is introduced at the end of the activity, this is ideally done in groups of less than 30. In large classes, consider doing it during a lab period.
You can change the question that students respond to but be careful. Aim for questions that are fun and don't create in-group/out-group or competition. Remember: Some of your students are nervous about being there and may feel like outsiders. This activity should be designed to allay their fears, not exacerbate them.
You can create a better classroom environment--and ultimately "inclusive student community"--by helping students get to know each other in a non-threatening way. What kind of ice breaker you use, however, matters. Aim for helping students find commonalities rather than fostering competition or divisions.
As a faculty member, consider participating! These kinds of "faculty-student interaction" make it easier for students to ask questions in class and in office hours.
Save the planes! Have everyone write the author's full name on the plane and collect them. Later, they can help you remember things about each individual and make further connections to them. You can also use the information about their interests and experiences in creating examples and assignments to use in class. This can help make things more relevant and meaningful to these particular students.