Today's class started differently. Every morning, we would sign in on a sign in sheet but today, we were to individually instruct the next person what to do for the sign in sheet. The instructions were to sign in like we normally do, but to also write down an adjective of how we were currently feeling. We were not allowed to repeat an adjective that was already written though.
By the time the sign in sheet was complete, Jimmy saw that there had been three people who wrote down the same adjectives. Jimmy then proceeded to tell us that this was a communication exercise. It was similar to our previous exercise of "This is Who" and "This is a What." He then talked about Visual Communication, breaking down the words and explaining "Visual" and "Communication" separately by describing the written texts of "Visual" and "Communication."
The second part of class was another group exercise. We had previously been told to divide ourselves into two groups. Each group had to have the equal amount of males and females. The task proved to be fairly simple. I think the reason for this was that we had become used to reorganizing where we sit or having to put ourselves in groups.
After separating into two groups, Jimmy wrote on the black board some numbers in this sequence:
1
10
11
100
?
We were to figure out what the next number would be and discuss why, so that we could later explain our reasoning for our numbers.
Within our group, one of the students came up with a number, mostly because he had searched it on the internet. Of course, we were then told not to use the internet. The next number we came up, about four of us had chosen this number, it being 111. One of the four students explained to the group that the reasoning for this was because it was a pattern. From what numbers that were given to us, we saw that from "11", "1" another "1" was placed after 1 to become "11." And for 10, we saw the same pattern but with a "0." So from 10, it became 100. So it would be logical that the next number, "1" would be placed after the previous given "11," thus becoming 111.
We came to an agreement that the number would be 111. Jimmy then told us that he was going to choose one of us to explain our reasoning so that everyone in our group needed to be able to understand and explain it properly. Everyone in the group then looked at me, making a high assumption that Jimmy would choose me to explain. So the group then had me explain to them why our next numbers would be 111. I had explained it fairly simple, all who had seemed to understand. Jimmy later then came up to our group and asked me if I was ready to present. I don't know why but I kind of freaked out. Maybe I was intimidated. But I sunk into my chair and squeaked, "Um, no?"
I'm not sure what changed his mind but he moved around the table and asked two other students who were fairly quiet as well. A different student was chosen.
We had to prepare her to be able to explain the numbers to us. She struggled and didn't seem confident but eventually her words were enough to convince us that she was ready. When the time came to present our number and reasoning, some information was left out. The other team who had gone before us had seem to have presented their number well, explaining to us that it was a pyramid. Their visual representation was something like this:
/ 1| \
/ 1|0| \
/ 1|1| \
/ 1|0|0 \
/ 1|1|0 \
The pattern was that the number sequence in the middle would change from 0101 where the numbers on the left would remain all 1's and the numbers on the left would remain all 0's. It had seem to make sense to us at first. But it wasn't until Jimmy asked our team to figure out their next number that we realized that it was impossible to figure out.
Both teams had presented both numbers nicely visually. But the communication didn't work well. So what I took from Tuesday's class was the difference between Visual and Communication, as well as having fun with teamwork.
Adj:
congruent - agreeing
dreamy - unreal, daydreaming
illusory - imaginary
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