Games – Build a model with roles

In this variation of ‘Build a Model’, we build a model together in roles.
The task

We build a model (a building set) together using building instructions. We each have our own role, and we switch along the way. The purpose of the activity is to provide a framework and structure – but we are also welcome to come up with ideas along the way for the activity.

Games – Build a Model We create a motivating environment for the children. 



Suggestion for introduction

We create a motivating environment for the children. 

For instance, we can say: “Today, we practice building together, and we try to use what we have already learned to reflect on the activity together. Maybe we learn something new today, like how to explain things well to others. The activity is about the three of us building a model together, while we have fixed roles. To begin with, we divide the roles between us. We also agree on when we switch roles during the activity. We must not break out of our roles, but we can help each other by pointing and asking. The three roles are:

The Reader: The only person who sees the building instructions. The reader explains which blocks to find and how to put them together. The other two must always ask clarifying questions to the Reader.

The Finder: Finds the blocks to be used based on the reader’s instructions.

The Builder: Puts the blocks that the finder has found together based on what the reader has said.”


The activity can be adapted to the framework of one lesson and varied according to the time available and the children’s prerequisites.


We can use small Lego sets that we are familiar with, or wooden blocks, plus-plus, magnetic tiles, paper, or something else – as long as we have preprinted instructions or a model that we can follow. Additionally, we have visual cards with roles (role cards).

During the activity

During the play session, the children encounter challenges and successes, where we can stop and help spot what is difficult or what is going well. We can do this in several ways:

Reflection routines 

When we get the opportunity to reflect together with the children on what challenges or discoveries arise along the way, we can use one or more reflection routines. It could be, for example, a learning metaphor with a social strategy that we practice, an emoji that describes the feeling we have right now, or a rating of how well we think the building is going. In this way, a reflection routine can help to show and put into words the experiences that the children have during the play session.

Facilitating questions

We can ask facilitating questions to the children along the way, as they naturally arise in the building process. In this way, we facilitate the play session so that we continue the play and at the same time learn something from it. For example: 

  • I see that you have stopped building. I wonder how we can continue from here? 
  • I see that you have encountered a challenge. Should we try to solve it together? 
  • Try to notice what you are doing right now. Do you think this is a collaborative strategy? 
Show and Tell

Finally, in the play session, we give a Show and Tell of our construction, so that we have the opportunity to share our experiences, reflections, and feelings about the construction process.

First, we talk about our model and the process of building it. During the Show and Tell, we can use reflection routines and reflective questions to support the discoveries that have been made. For example:

  • What went well? 
  • What was difficult?
  • Is there anything that you want to do differently the next time we build a model?
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