Suit Yourself
Suit Yourself
Embedded Files
Using suit yourself...
Promotes responsible decision-making
Provides perspective taking opportunity
Supports cognitive diversity
Implementation
Implementation
Overview
Students reflect and share takeaways from the experience or activity using playing card suits.
Randomly pass out a playing card to each participant. Each suit describes a category of responses:
• Hearts: Something from the heart. How did you feel? What did it mean to you?
• Clubs: Things that grew—new ideas, new thoughts, a new point of view.
• Diamonds: Gems that last forever. What are some of the gems of wisdom gathered from people or content?
• Spades: Used to dig in the garden. Generate conversation about planting new ideas or things participants dug up during class.
Give one minute of quiet time for each participant to jot down (or think about) their answer. Debrief using one of the following:
• Ask for one volunteer from each ‘suit’ to stand and share their response. Do not comment during the sharing.
• Ask participants to turn to a neighbor and share their response.
• Invite each participant to answer aloud to you as they walk out door or hand in their written response as an exit ticket.
Core Components
Used for evaluation and reflection
Norms such as...
Be a learner, not a knower
Be curious, not judgmental
Be observant, not dismissive
All participants are given an opportunity
Clear expectations are established
Proactive Implementation
Proactively implemented strategies such as Suit Yourself requires that from the beginning of the year or semester, you continously provide strategies for visually random grouping. This must be a culture within the room.
Responsive Implementation
Responsively implementing visual random grouping strategies typically stems from a need for improved interpersonal or relationship skills. Visibly random grouping helping foster a sense of community.
Bucket Fits
Bucket Fits
Connection
If the need is connection then using visual random grouping to not only work academically but on social emotional strategies as well can foster relationship building.
Skills Training
If the need is skill building then the students should practice a specific skill when they are in groups stemming from suit yourself.
Awareness
If the need is awareness then the students may ask questions relating to each other or themselves to share and deepen relationships.
Emotional Regulation
If the need is regulation then the student may use visibly random groups to remove the conflict caused by self selected groups.
Consider Factors Prior to Start
Student factors-
Gender, race, function, topography, family dynamics, interpersonal relationships
Contextual factors -
Resource availability, classroom instruction, physical space, time, technology
Intensifying or Fading During
Duration
Frequency
Feedback
Reinforcement
Goals
REMINDER
Make a note to document when you're starting this intervention.
After 10 consecutive school days of implementation, use collected data to determine the intervention's effectiveness.
Resource
Resource
Optimistic Closure Suit Yourself Source: Adapted from Playing with a Full Deck: 52 team Initiatives Using a Deck of Cards, by Michelle Cummings (2006),
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