Report #5
FIPP Activity Report
Funded by the Basic Skills Initiative
Name Karen Amano-Tompkins
Date 12/09/09
FIPP Partner Bruce Peppard
Section #6212
Activity /Strategy Imaginary Obituary & Self-Affirmations
Category Classroom Expectations
Briefly describe the activity/strategy.
1. Introduction I conducted this activity in three parts: (1) Imaginary obituary
writing activity, week 2 of term; (2) self-affirmations introductions, week 3; and (3)
self-affirmations partner introductions and group affirmations, week 12.
2. Set up & Supplies Index cards and tape for parts 2 & 3. Chairs must be moved
into a circle and back for part 3.
3. Directions For part 1, students were asked to write in-class imaginary obituaries
of the term in the class (and in college, generally) that they wanted to have.
They were specifically instructed to write their obits in the past tense (e.g. "I got
an A," "I attended every class," "I did turned in every homework assignment,"
etc.). For part 2, building on a discussion of their obits and what kind of
personal qualities would be required to accomplish their goals, students wrote
affirmations on index cards and then moved around the room introducing
themselves to each other with their affirmations. Students were directed to tape
their cards to the inside of their notebooks (or some other visible spot).
4. Conclusion For part 3, students were directed to produce or recreate to their
affirmation cards. Students were paired randomly and asked to have a 5minute getting-to-know chat with their partners. Then students introduced their
partners to the class, along with an interesting item learned from their chats
and the partner's affirmation (e.g. "This is Kristina. She plays water polol. She
is organized, focused, and punctual."). The class, then, reaffirmed the
affirmation ("Yes, she is!"). After the introductions, half the class sat in a circle,
while the other half circulated, whispering their affirmations into each seated
student's ear ("You are an organized, focused, and punctual person").
What worked well? Most students enjoyed the activity. It was fruitful to encourage them
to give in to the silliness, rather than to play it with dead seriousness. Having the activity
span the length of the term seemed to lend it a sense of completeness.
What would you change? I would try to draw stronger, more specific connections between
the obits and the affirmations and, perhaps, try to incorporate small ways of using the
affirmations throughout the term.
Would you use the activity/strategy again? Why or why not? Yes, it provided welcome
relief from the drudgery of grammar, etc., and provided a forum to talk about our
individual capacities for change.
Please describe any student learning outcomes/changes that you observed after the
implementation of the activity/strategy. Several students said the activities had been
beneficial to them and had helped them stay focused on their goals. After each activity,
students were visibly friendlier, more cheerful, and warmer to each other.