Category: Activities

Group Juggle Variations (RC & MGJ)

6/12/2020

My friend Don told me about a couple of Group Juggle variations he likes - one each from our friends, Ari Carol and Deb Kulcsar. (Here's one of my favorite variations I posted back in 2014: http://www.fundoing.com/blog/double-group-juggle. I think you'll like these next two options.

Remote Control (Ari Carol)
Have your group of 10 to 14 players set up a Group Juggle tossing pattern (Check out this super-slick way to set up a pattern quickly: http://www.fundoing.com/blog/group-juggle-setting-up).

Basically, to set up a pattern, everyone tosses and catches the (soft tossable) object in play one time - the first player to toss the object is the last player to catch it. (You are not permitted to toss the object to a person standing next to you.) Once the group has a good rhythm, pull out the 'Remote Control' (if you have an old one as a prop, that would be cool). Variety: Before going into RC mode, you could add one or two more objects.

As the group is tossing through their pattern, call out Remote Control buttons:

Stop - stops all tosses
Play - tossing in the 'forward' initial pattern
Reverse - objects tossed in the other direction
Mute - tossing still happens, but with no talking
Fast Forward - while tossing, the group walks (it's faster than standing) in a clockwise direction
What other buttons are on the RC?

I can envision a lot of good discussion topics surfacing: Resource management, communication, handling mistakes, asking for help, behaviors that were working or not working, multi-tasking - and how was that going?

MGJ (Multiple Group Juggle) (Deb Kulcsar via Eric Tedstrom)
When Deb has a larger group, 15 to 21 players, she divides them up into three small groups - each forming their own circle. Then, each group is assigned to create a group juggle tossing pattern (as detailed above). Each group is after mastery of the tossing craft with three tossable objects - smooth and confident actions (you and the group can decide what mastery will look like). And, of course, no drops. (NOTE: Each group will need three of the same kind of object (e.g., 3 tennis balls, 3 stuffed animals, 3 Thumballs. Each group must have a different looking set of objects.)

When the three groups have reached mastery, they are integrated together into one big circle. The objective: Each set of (three) objects must go through the tossing pattern of the group (the objects belong to) and through the tossing pattern of one other group - then, set down on the ground. Remember, objects may not be tossed to someone standing next to the tosser.

This is a timed activity and multiple rounds are expected to see if there can be process improvement. You can play it to where there is a stop-restart if an object is dropped or have the group figure out how they will manage the drops (e.g., an object drops it stays on the ground and 10 seconds is added to the overall time).

This one too, I see lots to talk about: Planning and practice, acceptance, patience, leadership, integrating ideas, success & failure, accomplishment (or not) and celebrating the wins!

Let us know how it goes! And, share, in the Comments, a favorite Group Juggle variation if you have one.

All the best,

Chris Cavert, Ed.D.

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Wacky 8-Count Challenge Videos (Guest Post)

5/28/2020

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SUB-TITLE CONTEST I was trying to come up with a catchy (and fitting) sub-title for this one like, 'You're Kidding Me!' or 'Mo Cardio' but couldn't decide. So, let's have a little contest. Check out the videos, get a little experience with any of the challenges (be careful!!), then leave your sub-title suggestion in the Comments. We'll keep submissions open until the end of June, 2020. Patrick gets to pick the winner. The winner will receive a FREE download of choice from the FUNdoing Store. Be careful out there. If you've been sitting around a lot lately, don't try all four challenges in one day!!

I so love it when we get a share! This one is from Patrick Chamberlain. Inspired by his colleague David Adlard and a couple of videos in the April Challenge Week FUNdoing Blog post (Six Count & Double Jump Six Count), Patrick made up his own challenge (well, four challenges actually). Super fun and 'Wacky' challenging! Thank You Patrick! You're amazing. (Be careful out there my friends!!)

Wacky 8-Count Challenge 1

Wacky 8-Count Challenge 2

Wacky 8-Count Challenge 3

Wacky 8-Count Challenge 4

Keep me posted!

Chris Cavert, Ed.D.

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Not In the (Playing) Cards

5/13/2020

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This is another activity for in-person team building while safely distancing. (Circle Around - the last FUNdoing blog post - is another safe distancing activity to consider.) Request: If you have an activity in mind that can be done while 'safe distancing' please let us know through the Comments so we can all be ready for the transition.

Set Up
Not In the Cards will probably play well with 8 to 12 participants (so far, this one is just an idea). Using a 50-foot activity rope (about that length), set down a square or circle (or whatever shape you want, really) and put out a game spots, one for each participant, around the outside of the shape - set the spots six feet apart from each other (or whatever your distancing LOPs require). (The Set Up above is for 12 participants.)

Setting out 48 Cards: In the picture above, I've set out 48 cards so there are a bunch overlapping - this could be a more challenging set up? An easier array (?) would be to not overlap any cards. Before laying down the cards, take out one card from each suit and set them aside - you'll need to do some prep with these four cards in a moment. If you plan to overlap, be sure to leave enough of each card showing so the rank and suit can be identified.

The other 4 Cards: The four cards you removed from the deck are needed for the second half of the challenge ahead. You need to come up with four mathematical formulas with these numbers that result in (the sums are) different numbers - keep these formulas with you during the activity. For example, say you pulled out a 3, 5, 8 & 10. One number you could use is 26 - if you add the four numbers together. Now, you need three other formulas with these same four numbers. Your others could be: 72, 13 & 10 (Challenge: Find the formulas I used to get these numbers?) (This part of the challenge was inspired by the activity, Get 20, from Playing with a Full Deck by Michelle Cummings.)

Before you can play, you'll need some paper and and markers (you could also use four small white boards and appropriate markers for these). If you have access to clip boards, grab four of those as well. Take four pieces of paper and the four 'sum' numbers you have figured (using the four cards you removed from the deck). Write one number on each piece of paper - a different number on each piece. (Using the example numbers above, one piece of paper will have the number 26, another piece will have 72, another 13, and the fourth piece of paper will have a 10.) Place theses papers nearby, separated from each other, along with a marker (recently sterilized) for each piece of paper. (Make sure you are following your safety protocols for using equipment/supples - if needed.)

Procedures for Play

Gather your group around to give them the directions. Be sure you are not too close to the cards/spots set up - you don't want the group to see the cards just yet.
Tell them there are two parts to the challenge. The first part is to identify the cards that are missing from the pool of cards. [Optional: You can tell them how many are missing, or you can leave this out - leaving this fact out can create other great things to discuss.]
While working to identify the missing cards, participants must be standing on their own game spot - the spots may not be moved and no one is allowed inside the rope shape.
When the group has identified all of the missing cards they can ask you for access to the four 'math problems' - this is the second part of the challenge.
Before accessing the math problems (the four pieces of paper and markers), the group (along with your guidance) will need to decide how they will safely retrieve and use the supplies as a group.
For the second challenge, the group will need to come up with a mathematical formula that will equal the number on each page, using the numbers on the cards that they determined are missing from the pool. (NOTE: The group might find others ways, than yours, to 'solve' for the number. This is okay. Keep your formulas handy in case you need to provide proof of a formula.)
When the group understands the two-part challenge, tell them, "When everyone is ready, you can go over to the activity set up and begin."

Facilitation Notes
To reiterate, this activity is still conceptual in nature - no play data yet. So, help me think through this. One of the main facilitated objectives for this activity is to see how the group manages to work through the challenges while safely distancing (based on what you have set up with the group about this). These are some of the questions I'm thinking I could ask a group about this experience:

Was 'everyone' ready before you went over to the game area? How did you know if everyone was ready?
Did any planning take place before you started or did you 'jump' right in? What are your thoughts about this?
What role or responsibility did you have for the first part of the challenge? Did anyone not have a role or responsibility? How did this happen? What are your thoughts about this situation?
What was your 'process' for discovering the missing cards? Or, was it something other than a process? How did it work out?
Did you discover all the missing cards? Did you discover too many missing cards? Not enough? Did you have a plan for 'checking' your findings? If so, how did the plan work out? If you did not have a plan, would you consider anything else the next time you are tasked to do something similar?
How did your 'safety' planning go before you obtained the math problems? What was good about it? What could have been better?
If you are willing to share, what is your take on the second part of the challenge - solving the math problems. What worked for you? What did not work for you?
Did you feel like you contributed to the process of solving the math problems? What part did you play? If you didn't feel you helped in any way, what prevented you from helping? Could you have done anything differently?
How successful were you as a group in solving the challenges - gold, silver or bronze medal? If you didn't get the gold, what was missing? The team that did win the gold, what did they do differently than you?
If you were to make a bumper sticker that said something about this experience, what would it say? (Remember, there is not a lot of room on a bumper sticker.)

Considerations

The size of the cards can change the experience.
(Reminder) The spacing of the cards can change the experience.
The size of the rope shape (and the shape) can change the experience.
The number of cards you remove from the deck can vary - maybe only three or maybe six. Maybe from only one or two suits?
Assigning participants to roles can influence dynamics. For example: Assign four 'quiet' people to have and write on the paper; Assign two leaders to 'lead' the first challenge, two different people for the safety transition and then two others for the second part of the challenge.

Let us know what you think. Let's make this one better together. Share in the Comments or send me (Chris) and email.

All the best!

Chris Cavert, Ed.D.

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Circle Around (Each Other)

4/30/2020

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(Editorial Note: This post will be periodically updated when new information is shared about this activity.)

I'm dividing my creative time in three ways at the moment. 1) Helping to (along with others), provide activity ideas for the immediate needs of the virtual team building spaces (check out the FUNdoing Resources page), 2) considering, adjusting and creating activities for when we go back to in-person groups that will be practicing safe distancing and, 3) chipping away at (what we'll now be calling) traditional team building activity resources (I do hope we get to hold hands again!!).

Circle Around is a conglomerate of a few different activities I use from time-to-time (I'm sure you'll recognize some similarities). This is intended to be a safe-spacing challenge. However, I have yet to try it. So, help me see any missing pieces to make this one work.

Here's what you need and the set-up I have in mind so far (graphic to the right). The distance between spots will be determined by your 'distancing' procedures in place (maybe dictated by your organization's LOPs). This explanation will be based on a group of 12 participants (I would play this with groups of 8 to 16). You will need 23 activity spots for a group of 12 (one spot for each participant - for the outside circle - and one more for each participant, minus one - for the inside circle). For 12-participants, that's 12 spots in the outside circle, 11 spots for the inside circle.

Before you can play, you'll need a way to assign everyone in your group a number - whatever you have up your sleeve to do this quickly, as well as following any 'contact' rules in place. My first thought is to use a pad of paper with numbers 1 to 12 written on the paper. Then, I'll walk around to each person (safely distancing) and show him/her what number he/she has - I would write the names next to each number on the paper - there is really no need to keep this a secret either. Everyone will be sharing numbers as soon as they start. Okay. We're ready to play.

Procedures (so far):

Reiterate any 'physical distancing' procedures (so they can make informed good choices).
Ask each participant to stand on one of the outside circle spots (of course there is no spot-sharing during this activity).
You, the facilitator, walk around the outside of the circle and assign a different number to each participant (of course, randomize the numbers you assign).
Present the challenge: Get people in order, 1 to 12, standing on the spots of the outside circle.
This is the key rule to make this an interesting challenge. Participants are allowed to 'move' to the closest, open, safely distanced spot - this should omit the option to move across the circle or just simply go line up in order. (Be sure to provide examples of this so there is clarity.)
(Optional Rule for clarity - thanks to Jed Buck) Move to the nearest open space 'adjacent' to the one you're standing on (share expectations of 'adjacent' if needed). [Another way to visualize this is, no leap-frogging other players.]
If someone is off his/her spot, he/she must be in motion (moving) to an open spot (no standing still off of a spot). [We might need to add a rule that prevents people from simply 'wandering around' until the best spot opens up - maybe there is a 'maximum number of steps they can take between spots' rule? Let me know what you think.]

I'm on the fence right now about timing this activity if we are physically distancing. I'm thinking (so far), there will still be a lot of good discussion points after simply completing this task (e.g., What choices did you encounter during the activity? What choices had to be made during the activity? What was influencing your choices?)

Let me know what you think. What are we missing? What else should we consider? Leave us a Comment.

Be Well! Be Kind! Be TOGETHER in whatever way you can!!

Chris Cavert, Ed.D.

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April Challenge Week (Experiential Learning)

4/13/2020

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5 Days, 5 Challenges - some you may know, others will be new. The theme is learning, teaching and then using our new-found skills and abilities in new situations. How will you challenge yourself? (Have FUN this week and don't forget, kindness goes a long way.)

Challenge #5: Overhand Cuff Links

This final challenge for the week is a tricky one (actually, tricky two). No magic involved, I promise. (I lost track of the source for this one - pretty sure I saw it online somewhere. Since I don't know the name for this challenge I could not re-find it. If you know a source please share. Thanks.) Challenge On!

Challenge #4: Double Jump Six Count

I have not seen a specific reference to this activity - someone taught it to me years ago at a conference. Thank You, Someone!

Challenge #3: Six Count

Six Count can be found in, Executive Marbles and Other Team Building Activities, by Sam Sikes (1998). Sam says, "This is a good, quick icebreaker that stretches people's minds and smile muscles." Six Count has become so much more since - it's about moving through the discomfort of challenge and failure. It's about sticking to it, even if it's not easy.

You can find Six-Count to Competence (what I called, Synchronized Six Count in the video) in, The More The Merrier. Here are some of the Discussion/Questions from the book: What were some of the strategies your group used to learn Six-Count? What made the activity difficult? How did you, as a group, overcome the difficulties? In what ways is Six-Count like other things you do?

Challenge #2: Pencil/Pen Turning

A write up for Pencil Turning (or, Pen Flip) can be found in, The More The Merrier, by Sikes, Evans & Cavert (2007). One Facilitator Note from the books says, "The wonderful thing about this activity is that both hands have to work together to accomplish the task." Discussion/Questions include: What makes this activity difficult? What helped the most to find a solution? How is this activity like our interactions with each other?

Challenge #1: Wiggle-Waggle (with a special cameo guest!)

The most recent description of Wiggle-Waggle is found in, FUNN 'N Games by Karl Rohnke, 2004. (I believe, Wiggle-Waggle made its first appearance in Rohnke's, FUNN Stuff, Vol. 3 1998). You'll see the original mode of play in the video (along with two additional ways to Waggle), but there are more versions of play in the book:

Digital Wiggle-Waggle - Big circle of players. Each player connects (e.g., point at one another) with another person across from him/her - essentially pairing up. "On the signal each person walks toward [his/her] partner and attempts a double (both hands) Wiggle-Waggle."
Blind Wiggle-Waggle - Pairs are divided in half, each half moves to one side or the other of the playing area - not too far apart. All players close their eyes (by choice). With bumpers up, partners move towards each other, communicating freely. When pairs meet, Wiggle-Waggle - eyes can open when successfully Waggled.
Electronic (Virtual) Wiggle-Waggle - "Call a friend on the phone [or ZOOM call them] and try to verbalize what needs to be done to reach a satisfying level of solo completion."

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The Colour Game (Face-to-Face or Virtual)

4/2/2020

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This super-puzzle (what I'm calling it) was sent to us by David Chambers (thanks David!!). There are 5 Games in this challenge, from less to more difficult. Here are the basics:

Groups of 5 to 8 participants per Game (Chris would go up to 12 in a group if they can stay engaged).
Multiple groups can play at the same time, each with their own puzzle clues (maybe some collaborative practice).
High School and older groups (or a well functioning middle school group - maybe the first two Games).
Players are handed clues for a Game and they must "figure out what they are expected to do."
Players are only allowed to verbally share their clues, never show or give them away.
Time-of-play can vary from 15 to 60 minutes.

Before diving into the detailed Instructions below, be sure to take a quick look at the different Game sheets - basically, the Clues and Answer sheets. The 'Introduction Colour Game' clues are a little different than the rest of the Games. It's all good - just part of the adventure.

Face-to-Face Colour Game:

instructions_colourgame_chambers.pdf
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Here are the 5 Colour Games (The Clues and Answers):

introductioncolourgame.pdf
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colourgame1_chambers.pdf
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colourgame2_chambers.pdf
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colourgame3_chambers.pdf
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ultimatecolourgame_chambers.pdf
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Virtual Application of the Colour Game

For the virtual application of The Colour Game, the Instructions are the same, you just need to prepare the Games for virtual distribution. You will need to 'image capture' the clues from the PDFs or snap a picture of them in small groups. Then, send (text or email) a small set of clues to each participant that will be playing.

If you plan to attempt more than one Game (maybe over several meetings), you can send a document with clues sets, to multiple Games, to each person - it will take a little more than 10 minutes to prepare for several Games, but the challenge and interaction can be well worth it.

For example, here are a number of image captures from the 'Introduction Colour Game' PDF. You can capture a pair of clues, three clues, four clues or five (even six if needed) - dividing them (capturing them) in such a way so that each participant receives a small set of clues:

Drop a set of clues into a quick email to each person joining the meeting and they will be ready to play. During virtual play, Simply say, "You all have clues to a Colour Game (name the Game if there are multiple sets). Your task is to figure out what you are expected to do." Then, you simply monitor the interaction and jump in with processing breaks from time-to-time to check in and explore the learnings and insights that are surfacing.

If you are daring enough, and know how to use Break Out rooms in ZOOM, for example, you can pre-arrange groups and distribute Game clues sets to each group. Then, when it's time, send them to their rooms to play - dropping into each room for a few minutes at a time. Half way through the set time, let's say, come back together as a large group so they can all share information and insights.

The Colour Games are not intended to be easy, so you may certainly encounter resistance and frustration - all good things to talk about. And, in the time they are given, a solution may not be found. The journey is the important part - what will they find along the way and how will they use what they find?

We would love to know how this goes for you - especially if you try this one virtually. Leave us a Comment!

Be well!

Chris & David

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Memory 100 (from Fletcher Raftery)

3/18/2020

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This activity showed up on a Facebook group from Fletcher Raftery. I asked her if she would share it with us - and here it is. Thanks so much Fletcher.

Looking for that perfect team building activity? Look no further! This activity can be facilitated almost anywhere, can be developed using minimal materials (a marker and stack of paper), can be facilitated with kids as well as adult/corporate groups and has some very high highs, and some super frustrating lows that really keep participants engaged.

Not to mention the debriefs! This activity truly has some of the most amazing and impactful debriefs that can be focused on siloed efforts that feed the overall team’s mission, awareness of others’ efforts/roles, asking for help, offering support, your locus of control, and mindset, to name a few.

The activity is called Memory, or “100” [Titled for this post, Memory 100]. It was originally developed as a modification to your classic Key Punch (Quicksilver, Rohnke & Butler) in an effort to leverage the mind and limit physical requirement. Read below for further instructions and have the most fun!

Materials:
When developing these materials, you essentially want a “deck” of 100 cards. Each card should be labeled with an individual number, 1-100. You want to write the number on 1 side of the card and leave the back side blank/unmarked. I’ve used paper, paper plates (shown above), and even had cards developed (shown below).

Set Up:
Depending on the challenge level you’re looking for, select a card to individual ratio. Typically, for a medium-high level of challenge, I put out cards on the tables with a 7:1 ratio; i.e. cards 1 to 70 for 10 participants. [An easier challenge would be a 4:1 ratio for example.]

To set up, place all cards face down on a large table or the floor. The cards should be randomized, and scattered around the table, without any overlapping.

Explanation:
1.Under each card is a number. There are X cards in total that are numbered individually, 1 through X . [X = the maximum number of cards you are using.]
2.The objective of the activity is the flip each card over sequentially, 1 to X .

Activity Rules:
1. The cards must be flipped sequentially, 1 to X .
2. If a card is flipped out of order (e.g., 1, 2, 3, 9), all cards must be flipped back, number side down.
3. Only one card can be flipped over at a time.
4. The cards must remain exactly where they are and cannot be moved. They must be flipped/reflipped in the same location.
5. Neither the cards nor table can be marked.
6. Everyone in the group must participate in some way.
7. For an additional challenge: You may not write, take notes or pictures.
8. For a little leeway: Include 1 or 2 Saving Points. These can be used throughout the activity, if the group unanimously decides that they’d like to save the cards at a certain point (prior to making a mistake). If a mistake is made after saving a 'point', the group only falls back to the last used Saving Point. For example, if the group flips up to 35 successfully and is not confident that they know where 36 is, they can Save at 35. If they flip the wrong card, they can leave 1 to 35 facing up.

I few thoughts from Chris (after conversing with Fletcher):

With the 7:1 ratio, you can (obviously) have 14 to 15 players - If I ("I" is Chris) would do this one with that many players, one of my Facilitated Objectives would be to practice staying engaged in a long-term task and understanding exactly what one's roles and responsibilities are.
Fetcher tells me this activity, using all 100 cards/numbers, can take up to (and even over) an hour. So, this is a 'grit' and 'stick to it' activity - and, what outcomes are you after with this sort of activity?
I tried this same activity recently with a group of six players and a set of 26 jumbo letter tiles (Jumbo Bananagrams) - A to Z. Played as described above. It was relatively easy, taking about 20 minutes. Players, after taking turns flipping over the letters in 'their area,' they were then able to flip the letters over in order. And, this might be a good progression into Memory 100 - what will carry over into the long game?
Another Number Cards Resource: I happen to have a card game on my shelf called "The Game" (thanks to Floyd for teaching me this one). Essentially, the deck is a set of numbers, 1 to 100 - perfect for Memory 100. (And a really fun group cooperative card game in it's own right. Up to five players.)

Be well my friend. Keep us posted.

Chris Cavert, Ed.D.

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Key Pad Express (Reprise) with Video

3/5/2020

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Key Pad/Punch Variations
Key Pad (a.k.a., Key Punch, Quicksilver, Rohnke & Butler, 1995) variations have popped up over the years at the FUNdoing Blog (lots of ways to meet the needs of your groups):

Ven Key Punch (two groups share some the same numbers)
Key Punch: The Overlap (two groups sharing the same space)
Table Top Key Punch (with a Rubber Chicken)
Thread the Needle: A Key Punch Variation (an object is passed through a hoop)

In the, Thread the Needle post, I shared a rare 'G.E.M.' (gameplay enhanced material) write up - that was almost four years ago. Then, recently, I found the 'lost' video footage of this one. So, I figured a Reprise was in order. (If you've been with me since 2016 - thanks for staying with it. I do hope you've been having FUN!)

Here's the super-detailed G.E.M. write up...

(Find the Video is below.)

keypadexpress.pdf
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Brief Overview
Set up an area with numbered spots (like the diagram) - it's nice to have about a 3 to 1 ratio (spots to players). (Don't forget, you can make inexpensive numbered spots using index cards!) NOTE: more spots in play takes more time to complete. Good constant movement for 8 to 10 players in a group. You'll need a (fun!) tossable object (there are rubber chickens and pigs in the video). This object is placed in, on or beside the bucket (facilitators choice), and the bucket is set just in front of the starting line. All players start from behind this line.

On 'Go' (time starts), one player picks up the object and runs to spot number 1. Other players run to other spots (this can be worked out during planning). The player on number 1 tosses the object to a player standing on spot number 2. This player then tosses to a player on spot number 3, and so on until the final number.

The player on the final number, after catching the object, can run it back and place it into the bucket - time stops. (Or maybe there is a faster way to get the object back to and into the bucket?) Then, the team(s) can analyze and plan for another round (or two) in order to improve on their time. (Multiple teams/groups can play at the same time. Competition or Cooperation?)

Again, all the finer details (including processing ideas), are found in the PDF above.

Let me know how this one goes for you. And, do you have a favorite Key Pad/Punch variation you would like to share? Leave us a Comment.

All the best,

Chris Cavert, Ed.D.

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Pangram Project (another Beta Test) with Video

2/5/2020

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Okay. First off, the video (below) is a weird one, but it's filled with good stuff - I promise!! So, I'm going to ask you to pretend you're listening to a Podcast - BTW - The OnTeamBuilding Podcast is launching soon....stay tuned - so this will be practice. I got to work with Kim's Crew recently for about 20 minutes (Kim's old Crew helped with some FUNdoing videos last year), but I did not have all the permission to film releases for this new group, so the focus of the video is only on hands and the box-top we worked with (seriously, if you are prone to seizures, don't watch the video - just listen).

Background: I'm collaborating (with a virtual friend - we have never met in person!) on an online course called, Team Building with Letter Tiles, that will include old favorites and new challenges (using large letter tiles). This Pangram Project is a new one I've been working on. In this version we used small (Bananagram) letter tiles and plan to go Jumbo (Bananagrams) when we work out the process.

Below is a partial transcript of my interaction with Kim's Middle School Crew. When you see the part that says, Video Starts Here - that's where the video starts (obvious, I know). The transcript before the start of the video was my discussion with the Crew before the activity. (I wanted to spare you some, pointing at the ground footage - I was basically recording myself through the wireless microphone that goes through my smartphone camera, then pointed my camera at the action.)

Nuff said. This is a long one, but I think there are good take-aways. Let me know your ideas about the activity.

Chris

Pangram Project Pre-Conversation Transcript (with Kim's middle school Crew)

Chris (C)
What is team building to you? What does team building mean to you? Obviously, team building is, team building, but what does that mean? You've done team building right? Maybe on your wilderness trips you did some team building things...

Student (S)
Working as a group...

S
Doing things together...

S
Figuring out problems together...

C
Doing things together. That's a key word. You could do things by yourself, but when you work as a team you figure out things together.

Let's play a little, then afterwards I'll ask how we were team building.

As with all activities I'll share with you, you are not required to take an active part. If you want to stand back and keep an eye on the team to see what we're doing you can share your observations about how we did as a team after the activity is over. And, if you want to take an active part at any time let us know and we'll get you involved.

This is how it works. There are 26 letters on top of this box, A through Z. If you want to play come up and step around closer to the box. If you want to just watch you can stay where you are. If you want to move closer up behind the group and watch, feel free to do that.

This is going to be a team project. It has three parts [and we actually added a fourth part - shown in the video]. Part 1 - everyone that chooses to be a part of this project has to have some letters. Your role and responsibility is to keep track of your letters.

For Part 1, you will need to figure out who has what letters. As a group, you're going to touch the letters in order, however you want to do that. Everyone that's in play should have at least one letter if not more than one. Whatever you think you can handle. Decide together who is taking and touching what letters.

(Video Starts Here)
Part 1 is touching the letters A through Z in order with everyone, in play, touching at least one of those letters. Whenever you are ready, you can begin Part 1.....

(Students choose and touch their letters and then put in one more round for practice)

[Introducing Part 2]
At any point in the project you can always practice. If someone says, "Can I practice a bit more," you can stop the group and set this up and practice.

So, here's Part 2 if you're ready, unless you need to practice?

This next Round (Part), you're going to flip your letter over - you touch it, then flip it over in order. In Part 2, here's what's going to happen. You're going to flip the tiles back over, in order, A to Z. So, if you need to practice before you flip the tiles over, get some more practice. When you're ready for Part 2 we're going to do the flip-over thing.

Does anyone need to practice one more time?

Kim (of Kim's Crew)
Do you feel confident with where your letters are by just looking at it - once you can't see the letters. What do you think?

(An orah of student consensus for moving on.)

Okay, going on to Part 2? Alright. Is it going to be okay to say fail? Because, if we make a mistake, some people call it failing.

Kim
First attempt in learning.

C
Is it going to be okay to make mistakes?

Students (Ss)
Yah...

C
What are we doing with mistake?

Ss
We're learning from them.

C
We're learning from them. Then we're moving on. Trying it over. Getting better.

Alright. So, this time, we're into Part 2 of the project. Part 3 is the final exam. We'll get to that in just a moment.

So, when you touch your letter (this time), touch it and then turn it over - in order.

(students turn over letters in order...all letters tiles are face down)

C
Okay. Are you ready? (I'm a little nervous) Are you ready to try?

Ss
Yes....

C
Okay, here we go...

(students turn over letters in order...without any mistakes)

C
Nicely done! Anyone a little nervous about turning over their letter?

Ss
Yes.....

C
Talking about team building. How...would you define what we're doing as team building?

S
We're remembering where we put it [our letters]...we're working together so we all can figure out where it is.

C
So, you are remembering your part.

S
Yah

C
Your role and responsibility, as part of a team. Right?

Anything else about team on this one?

Kim
Success as a whole?

C
Were you successful?

Ss
Yah

C
Even if you missed a couple, would you still be successful? That's still an 'A' probably.

Ss
Yah

C
Yah. You've got to define your success.

Kim (in the background)
We're helping each other out.

C
Anything else about being a team in this situation?

S (maybe picking up what Kim said?)
We're helping each other out if we forget where a letter is.

C
Yah. I think someone wasn't sure, and someone said, "no, maybe..." So we can help each other out. That's good too, right?

Are you ready for the Final Exam, or do you want to try this Round (Part) one more time?

Kim
I noticed a lot of focus in our group during that round. Do you think we're ready?

Ss
Yes...

C
Okay. Let's get ready for Round (Part) 3, you are going to turn your letters over in order, A to Z. We're going to get ready for the final exam. (students turn letters over, face down again)

C
Do you work on group projects in school?

Ss
Yah

C
What are important things for you about a group project? When you're in a group, what do you like to see happen in a group?

S
Everybody working together.

C
Everybody working together. And, what is one behavior, that when everybody's working together they're doing? What are the things you can see and hear?

S
Focused

C
Focused...on the project. Versus being sidetracked...

S
Yah

C
Anything else you would like to see and hear while working with a group?

S
Communication

C
Talking to each other?

S
Yes.

C
Is it, nicely talking to each other? Or yelling at each other, or...

S
Nicely

C
Nicely. So, calmly, nicely. Intonation is important to you.

Anything else about a project that you like to see when you're working together?

S
Everybody doing their part.

C
Everybody doing their part. Do you all have a part?

Ss
Yah

C
What is your part in this project?

S
"E, P, S"

C
E, P, S [this person's letters]. Oh, I like that. You all have your letters, right? And you feel confident about your part of the project?

Ss
Yes....

C
Is it going to be okay to make mistakes?

Ss
Yup, Yes, Yah...

C
Here's Part 3. Anybody know what a Pangram is? [A sentence that includes all the letters of the alphabet. The pangram challenge is to create the shortest, proper, sentence using all 26 letters.

(See Video. Setting up Part 3 - spell the words in a pangram.)

Part 3: Participants are required to spell the words of the Pangram - flipping letters over in the order of spelling the word in play.

Pangram we used: (31 Letters) The five boxing wizards jump quickly.

(Lots of good stuff in here...)

C (after successfully spelling all words in the first pangram presented)
Help me out with this. What do you think about this as a team building activity? What are some things [this activity] does to build a team? What does it help us practice?

S
We're communicating together.

C
Talking to each other. And, talking nicely to each other. You weren't yelling or making fun of anybody. That's a good quality.

S
We were focused.

C
Seemed to be very focused, especially on our part.

S
Right.

C
And then there are others able to focus on other people's part. It depends on the kind of learner [you are]. Anything else this helps to build a group of people?

Kim
I noticed there was no judgement. We were able to do our part. Sometimes when I'm working with High Schoolers, and they're working in a group, they are quick to judge on how somebody's doing something. But, I know that I was focused on other stuff, and I missed my letter, but nobody was, "come on Kim" giving me a hard time about that at all. Everybody was...

Teacher in the Crew
...supportive...

Kim
Kind and patient. Yah, supportive.

C
[There was a time when] you got stuck...what did a 'teacher' (Kim) do, as a role of a teacher, what did the teacher do to help you?

S
She said, "let's practice"...

C
Sometimes people have advice that can help you move forward. Sometimes you've just got to restart and go from the beginning. But that was a great way...to practice without even looking at the letters.

New: Part 4 (Spontaneous experiment with this.)
Players 'train' the person to their left what letters they have - so, everyone will then have a new letter or letters to remember.

Training occurred, then, with the limited time we had left, players flipped over the letters from A to Z without any mistakes - each person flipping over his/her new letter or letters.

[This was about 70% of the conversations that took place during the activity. Lots more in the video.]

4 Comments

What's the Quote Cards (Beta Testing) Print-N-Play

1/22/2020

8 Comments

[Be sure to get down to the examples at the bottom of this post - updated 3/19/20]

Testing out this activity - I could use your help!! I ran across a reference to the clip-art icon site TheNounProject.com and got hooked on the thousands of choices. (Thanks so much to the person who posted it on one of the Facebook groups I follow - sorry I didn't save the reference). So, I paid the unlimited license for the year ($40) to see how much use I can get from the site. What's the Quote, is the first thing that came in. Help me flush this out. Your downloadable print-n-play set is to the right.

whatsthequotecards_cavert.pdf
File Size:	518 kb
File Type:	pdf

Download File

Getting Started I just got back from FedEx with my set of cards. I printed them on sturdy glossy card stock ($2) and I made two other sets on regular copy paper (more about why below). I used the rotary cutter at FedEx to chop up my sets (I was there about an hour cutting up three sets of cards).

So far, I'm thinking I'll use the glossy set to re-use with different groups - we'll write the quotes on index cards or Post-Its. For the copy paper sets, I'm going to have participants simply write the quotes on the cards and do something with these depending on the context.

Thoughts So Far I will scatter the cards out on a table/floor so all the images are visible. I think a discussion about quotes and maybe some (of my favorite) examples might help spark the fires. Depending on the group and context, I'll direct them in one of the following:

General Directions - Look around through the pool of cards. Be open to the possible quotes that might come into your brain about any of the cards. When you get a strong feeling about one of the cards, one you can put your own original (or something close to another quote you might know) quote to, pick that one out of the pool, grab a pen and write your quote under the image on the card. Notice there is not a lot of room under the images, so try to craft your quote to fit within that space. Besides, short quotes are easier to remember. When everyone is finished, we can discuss our work. (If there is time, maybe while waiting for others to finish, players can make more than one quote card.)
Quote for Another - Think of someone in your life right now, it could be a friend, family member, teacher, (co-worker, retail shop owner, police officer...) with whom you would like to show gratitude or cheer them up. Then, look through the cards with this person in mind. Find an image that inspires an original quote from you that you would like to give this person. Grab the card, write your quote on it and pass it along the next time you see him/her.
Quote to Yourself - (Student Context) You will be looking for an image that inspires an original quote that you are going to save and then read on your graduation day. What do you want to say to yourself on that day? What image will inspire you? (With this one I would have envelopes to seal their image quote into and take home to store in a safe place until graduation.)

What else can we do with these? I would love to hear your ideas. Share in the Comments (or send me an email). We'll Beta for a couple months then I'll create an 'official' write-up to send out. (And, thanks for the help!!)

All the best,

Chris Cavert, Ed.D.

Update 3/29/20
Quote Card Examples