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Build Something Project

9/9/2021

Raise your hand if you are a team builder who uses 'build something' activities! Yes. Me too. PVC piping and connectors are my favorite building materials. Building something together as a group is a great way to open up discussions about 'project' work.

Recently, I got to do some team building with some 6th Graders during their first week of the new (2021) school year. One of the objectives was to explore how they worked together as a group and what they want to remember during the school year so they can be more successful together.

Cube Build
Years ago (with the blessing of, The Cube creator Earl LaBlanc) I developed The Expandable Cube. I took Earl's original hanging Cube creation (i.e., Floating Spider Web), added a few extra PVC connectors and ended up with 20 (so far) team building activities - everything fits into a yoga mat-sized bag. (You can find the The Expandable Cube Guidebook - building directions and activity instructions - at the FUNdoing Store.)

For my 6th grade group, I used 12 long tubes (1/2-inch by 24-inches), 12 short tubes (1/2-inch by 18-inches), 12 couplings (1/2-inch) and 12, 3-way corners (1/2-inch). All of these materials can be found at many of the big-box hardware stores in the States (the 1/2-inch 3-way corners can now be found with the PVC fittings in the plumbing section). NOTE: If you can't get your hands on PVC, use any other type of (larger) building materials you can get for this activity - the process should work the same.

Set Up
I laid down all the PVC materials on the ground in one big pile.

Directions
Part 1: First Attempt - We circled around the PVC materials for the directions. I told them, "in a moment, but not yet," they would be challenged to build a cube using all the PVC materials provided - nothing could be left out and nothing else could be used. But first, we needed to spend a little time confirming what a cube was. Done.

Before they began, I reminded them to be careful about moving the tubes around - "You don't want to hit anyone in the face with the PVC tubes!" Then, I told them to begin. NOTE: I also timed the attempt, but I did not tell them I was timing it. No time pressure, just build a cube.

As is the case with this activity (with just about every K-12 group I ever do this with), some collapse right to the ground to get building. Others hover over them grabbing what they can and share ideas and some float around the outside of the group watching the chaos - never getting their hands on any of the PVC.

Part 2: Mid-Brief 1 - The Cube is built and we all stand around it. (Sometimes the three-dimensional structure is not a cube, so I require it to be fixed before we move on.) For this brief, I simply ask:

When you do a group project for a class, what do you like to see happen from your group-mates?

I capture these desires on some paper so I can reference them. I ask, "How many of these things happened during the initial build of the cube?" Some, but typically, not all. Especially the one where "everyone takes on an equal share of the work." (This ALWAYS comes up.)

Part 3: Second Build - Now, I challenge the group to build the cube again and this time, "do your best, as a group, to include all the components of group work you like to see." Before they can begin, I ask them to take the cube apart so that all the pieces are disconnected. While they are doing this, they are free to plan their next build attempt.

Before they can start the second build I ask them to explain their plan to me. I compare their plan to the components of group work they developed. If something is missing we work together to incorporate it. When the plan aligns with the list, I tell them they can begin. NOTE: Again, I'm timing this attempt, but I don't tell them.

Part 4: Mid-Brief 2 - After the second build we talk about the group work components they developed and if they took place during the second build. More components usually occur, but some still need some nurturing. By this time, we've discussed, at some level, the group work components three times. This gives the group a nice list and some experience with the list that they can take with them into the school year.

Part 5: Third Build - I tell the group they have another chance to build the cube. This time it will be for a grade. I share the two times I have for them from the first and second builds and then ask them how fast they can build it this next time.

Now, with your best intuitive educated guess, you need to decide what grade you will give them for the time they propose. You might think the time is okay, but they could do better, so you say you'll give them a 'B' for that time. Now, as in most cases, groups want the 'A' so they propose another (lower) time. This is a nice chance to bring up the concept of negotiation and how it works. As the 'teacher' you are evaluating their work and setting some expectations for growth and excellence. Something to strive for. Then, of course, there can be re-negotiation. In the end, set a time the group will try to meet or exceed (or, fail to meet).

Before the third build, the cube is dismantled and the group must share it's plan with me so I can evaluate the group work components they are working towards. When all is ready, I say, "GO" and officially start and stop the time.

Depending on your desired outcomes, you may have time to let the group try another build if they did not get the grade they desired. Simply repeat Part 5 (and call it, Part 6). If they get the grade they were after, move to the Debrief.

Part 6: Final Debrief - When I get to this point with my group, we've had some good briefing time. So, I don't plan to spend too much time here. I simply ask, "If you can remember and use the group work components you came up with, during group projects this year, what are some of the outcomes you can predict?" NOTE: It's good to be realistic here as well. If no one points out any of the possible struggles that occur in group work, no matter how well they plan things out, be the voice of reason and ask them to consider what else could happen and what will they plan to do about the mishaps. And, be sure to write this stuff down and get it to their teacher (unless of course, you are their teacher!).

Let us know how this works out for you!! Leave a Comment below.

All the best,

Chris Cavert, Ed.D.

P.S. And to all the teachers out there, thank you for what you do. The world truly needs you!

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Obstacle Reflection Cards (Print-N-Play)

8/29/2021

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What if...embedded inside a problem were certain benefits. Benefits only for you. What would you do with this information? Ryan Holiday

I recently finished reading Ryan Holiday's, The Obstacle is the Way: The Timeless Art of Turning Trials into Triumphs. Holiday's books fit in with my morning reading routine - short focused chapters with thought provoking stories and ideas to ponder (on my 45-minute morning commute).

With particular books (like this one), I take 'notes and quotes' to remember. When I finish with a book (I've noted), I go back and read through my notes to anchor in the ideas a bit more.

As I was reading through the things I wanted to remember from Holiday I noticed I'd marked a lot of the text as quotes (with a capital Q). The things I mark in this way are transferred into my quotes folder to peruse for inspiration in moments of need. Right away I could see there were more marked quotes than I usually end up with from any one book. So, an idea came to me - and here we are: Obstacle Reflection Cards.

As team builders we help our groups, all the time, practice working through obstacles (problems) we give them so they can get better at doing it. Holiday shares that overcoming an obstacle is a discipline of three critical steps:

Perception
Action
Will

What a great process to share with our groups (and I love things in threes - easy to remember). The information on the cards I put together from the book can enhance the learning of this process. There are three types of cards (so far - we are in Beta Testing mode).

Critical Steps Cards
These cards are shown above in the header - Perception, Action & Will. I'm thinking, we can frontload a program with the idea of overcoming obstacles and what it takes to do so. Then, bring out the Steps cards. Go over each one and bring up examples/life stories of each. These three cards can also be brought out during a program when there seems to be an 'obstacle' preventing progress - "Which step are we involved with right now?" And, "What do we need to do in order to make some progress through this obstacle?" An easy check in.

Concept Cards

I found these three concepts in my notes - ones that stood out to me as driving reminders when faced with an obstacle. I envision using these cards when moments/emotions arise that connect to these concepts - talking about the concepts when the group is in an emotional moment of recognition. We can also spend a little time defining these concepts in the way the group interprets them. Then, how is the interpretation used during a program.

Quote Cards
The other 24 cards (three examples in the header above) are filled with quotes that have come from the sections in the book about each critical step in the obstacle-facing process. Here are some ideas I have for these cards:

Frontloading with all the quotes face up on the floor and having participants choose a quote that draws them in.
Frontloading again with quotes that fit a story in participant's lives.
Mid-Processing - take a break, scatter all the quotes down and ask, "What quotes do we need right now to help us move forward?"
(Once I know the quotes even better...) Pull out a quote that is directly connected to what is happening with the group. Stop them and ask, "Why did I pull this quote out for you to consider right now?"
At the end of an activity: "What words of wisdom did we follow? What words of wisdom did we miss?"
At the end of a program, set down the Critical Steps cards and challenge the group to place the Quotes Cards under the steps they pertain to. As this is happening, take little learning moments to point out some of the quotes and find out how the group connects them to their program.

Obstacle Reflection Cards

obstaclecards_set1_2021.pdf
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Keep me posted!

Chris Cavert, Ed.D.

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Micro Cup It Up Activities: Flip Flop Tower & Reverse Pyramid Build (with video)

8/13/2021

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If you've been following the fun for a while, you know I love team building with cups (in non-alcoholic ways). And, you might also know I'm the co-author of the book, Cup It Up: Team Building with Cups (with Barry Thompson). The book is available for immediate download or paperback version.

Recently I was organizing some pictures and video files and found some cup action using the smaller one-ounce cups (initially presented at NCCPS: The National Challenge Course Practitioners Symposium - a.k.a., the Un-Conference near Boulder Colorado).

Those of you who have been team building with cups for a while should be able to pick up the steps from the video. (As always, if you have any questions be sure to email me: chris@onteambuilding.com) Here are some finer details for each activity:

Flip-Flop Tower
All the details are HERE for the Macro Cup version - plays the same with the smaller cups!

Reverse Pyramid Build
You will find complete details for this one in the Cup It Up book (along with lots more cup activities). Here are the basics:

Pyramid Rule: Each horizontal level/row of cups has only one more cup than the level above it.
Start with one cup on the table (i.e., flat surface).
Only the cup(s) touching the table can be lifted.
Cups may only be added underneath the pyramid structure.
If a cup falls from the pyramid in any way, start over with one cup.
If you are not lifting the pyramid, only by the bottom row, you can use your index fingers (only) to touch the pyramid structure.

The Reverse Pyramid Build is one of my favorite cup activities. It has the tactile, visual and auditory connections that engage participants. It brings up great conversations about success and failure (when you fail you see it and you hear it) and small groups are active in planning and carrying out particular roles and responsibilities - some are more demanding than others. All good stuff to talk about.

Do let me know if you have questions! Email: chris@onteambuilding.com

Have FUN out there.

Chris Cavert, Ed.D.

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A New Way Through the Mountain Tops

7/30/2021

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I haven't posted a lot about Challenge Course elements (constructed structures) here at the FUNdoing blog since these types of activities not as accessible to most team builders. Recently however, I've found an engaging way to run Mountain Tops that I really want to get 'out there' in the world. (FYI: I'm working on a more portable Mountain Tops that I'll share as soon as I can get pictures.)

Image taken from, The Guide for Challenge Course Operations (2005) by Bob Ryan

I learned and known this activity as Mountain Tops. When searching for a reference the only one I could find (on my shelves) refers to this activity as Islands (source indicated under the image above). No matter the name, the traditional operation of the element is the same.

There are three platforms six to eight feet apart. Two, five to six foot boards are provided. A group of 10 to 12 participants is challenged to get from the first platform to the third platform without the boards or anyone in the group touching the ground. (This is the nutshell idea. There are a few more details.)

As you can see in the image above, a single board will not span the distance from one platform to the other. However, two boards together in an overlapped configuration with participants standing on enough of one end of each board can support someone moving across. (NOTE: At least one foot must be in contact with a board or platform at all times - i.e., no jumping.)

At first, there is some good group problem solving going on. But once the board configuration is solved, it's all about moving people - there is very little problem solving left (other than managing participants on platforms). Despite the access I've had to this element I've rarely used it over the years due to engagement levels...until recently. Hence, A New Way Through the Mountain Tops.

Mountain Tops 2.0 (we'll call it for now)

Set Up: Check out the picture up in the header. The first and third platform are 4 x 4 feet and six inches high. The middle platform is 3 x 3 feet, six inches high. There is one six foot board (2 x 6 inches) on the center platform. The other two boards are 5 feet long (2 x 6 inches). The platforms are seven feet apart.

Now, look closely to see the small white squares near the platforms. Those are Jumbo Bananagram letter tiles placed with the letters down (see the pictures below for a close up with letters up). There's lots more about these tiles below. (NOTE: There are also a few wooden, light brown, stumps near the right platform left over from a Zig Zag - those are not used with this element.) Each tile is placed three to four feet away from the platforms. You can use any type of letter tile you can get your hands on. The most accessible might be small paper plates with letters on them. And, if you can write the letters on the plates so participants can't see the numbers through the bottom of the plates, that would be optimal. (We want to provide a little mystery at the onset.)

Setting Out Letters - In the Big Picture (I don't share this with participants), the group will be tasked to discover and/or form three words using all the letters. So, when I set down the letters I mix up the first word letters around platforms two and three (counting from left to right). I mix up the second word letters around platforms one and three. And, the third word letters around platforms one and two. (This may become clearer as you read through to the end of this description. If not, send me an email and we'll talk.)

Objective: The group will be tasked to successfully complete three challenges with less than 10 fouls (or less depending on the overall objectives of the group).

Group: 9 to 12 participants is optimal (I've seen it done with up to 15 using the set up in the picture above.) I'd do this one with middle school ages on up.

Pre-Challenges: Before Challenge 1 is presented to the group, everyone will need some information to take with them. The 13 letters above will make up the words, Team Work Rules. If you have more than 13 participants, come up with three words that equal or exceed the number of participants you'll have. You can simply have a list of words that might be relevant to your program goals or words that make up a sentence - up to you.

Now, I don't tell the group about the words at this point. Before the first challenge I tell everyone: All of you need to be responsible for taking at least one word with you into the challenges. If needed, you can be responsible for two words, but no more than two. This process is essentially the first team building task they have to go through.

When the group tells me that everyone has her/his letter (or letters), I give them the first challenge. (NOTE: You can check in to make sure all the letters are assigned, or let the group move on without checking. Out the 15 attempts I observed recently, two groups went into the first challenge without all the letters being assigned. Good talking point here.) After all of my observations, I found that giving the group directions to the first challenge while everyone is still standing off to the side of the element provides space for some key planning they might consider. (For example, once they find out the first challenge, they strategically place people on platforms where they have the most success flipping over the tiles, And for some, being on a platform that has enough tiles to flip over - when someone has more than one tile to flip.)

Challenge 1
(During this brief, there is some information relevant to all the challenges - the bullets.) The following is an example of a possible script:

This activity involves three challenges.
You'll need to complete the first to move on to the second. Then, you need to complete the second challenge in order to move onto the third.
You will have 20 minutes to accomplish all three challenges. [NOTE: I found this to be a good time frame - they either accomplish all three tasks or they don't. Good talking points.]
For all three challenges you will be allowed a total of 10 fouls - after the 10th foul you will start over with the first challenge.
Fouls: 1) When a participant touches the ground - every three seconds touching the ground is a foul. The exception to a person touching the ground is when she/he is working with a tile. Slight ground touches are okay in this instance. 2) When a board touches the ground - every three seconds a board touches the ground is a foul. 3) When a board touches a tile. 4) When a tile is thrown or dropped to the ground after being picked up. 5) When a board is thrown - for obvious safety reasons. 6) When anyone is not in contact with a board or platform - essentially, no jumping.

The first challenge involves simply flipping over all the tiles you see on the ground near the platforms. Simply flip over and leave it where it in place. You may not begin to touch the tiles until everyone in your group is standing on top of a platform. Once everyone is standing on a platform all fouls are live until all three challenges are complete or your 20-minute time frame is up.

SAFETY NOTE: Please be mindful and avoid pinching any fingers or toes with the boards during the activity.

You may only flip over the number of tiles equal to the number of letters you are responsible for - if you are responsible for one letter, you flip over only one tile. Two letters, flip over two tiles. Are there any questions about the rules or your first challenge? [Answer questions here.]

If there are no more questions, your 20-minute time frame starts NOW!

What I've seen so far is most groups simply jump up on the platforms and get started - they are concerned about the time. In the two exceptions I mentioned above, the groups walked around the platforms, not touching anything, and assessed where people needed to be in order to flip over the right amount of tiles.

I'm also thinking that if there are some taller people in the group, move some tiles out away from the platforms even further. Will the group assess this ahead of time. If the distribution of the people does not line up with the tiles, challenge 1 will take longer to accomplish. (The 'prior planning prevents poor performance' discussion.)

The big Mountain Top change for me with Challenge 1 is that now everyone is actively engaged in either flipping a tile or helping the flipper. They also pick up the 'diving board' use of the boards which will lead to moving from platform to platform.

One final point. If there are participants responsible for more than one letter, and the group did not plan for this, some of them may need to move to a different platform to flip over another tile - hence, preparing them for Challenge 2. (If you don't want this to happen, create three words with the total number of letters equal to the number of people in the group.)

SAFETY NOTE: When people are moving across boards to different platforms, be sure to spot the crossing - it's very common for boards to slip or move down towards the ground. And, boards can break. So, you might choose to have groups reassess board placement before someone crosses - for safety reasons.

Processing Time Out: Once the first challenge is complete I stop the working time (the 20-minute clock). First I reiterate the number of fouls the group has remaining (since they will/should be aware of how many fouls they had during the attempt). Then, we spend a little time talking about what happened for them during challenge 1. Essentially, what worked, what didn't and what would you like to do better during challenge 2. (One of my favorite questions: What information/learnings did you share across platforms during the challenge?)

You can lead this processing time out while they are all standing on the platforms or bring them down off the platforms to another space. If you bring them down, let them know they must all return to the same platform before beginning challenge 2.

Challenge 2
After the processing time out, ask everyone to step back up onto the platform they ended with after challenge 1. Then give them challenge 2.

Your next challenge will be to retrieve the letter or letters you are responsible for - the letters you chose at the beginning of the activity. You may only touch a letter tile(s) you are responsible for. Meaning, you can't pick up someone else's letter and hand it to her/him. Do you have any questions? [Answer here.]

If there are no more questions, you have _____________ (time) remaining on your 20-minute timeframe. Time restarts now.

That's it. They are off to work on moving people from platform to platform. Now, some people might be on the platform they need to be on - less work for them. Others will need to travel.

As you can see in the picture above, it is perfectly okay to have a gap between the boards. Just be sure to spot anyone crossing. Also, if you are the only facilitator with the group, require that only one person may cross at a time so you are able to spot them. In most cases there are things/tasks to accomplish at each platform, so there is little waiting around if they are on top of 'things.'

Processing Time Out: Again, stop the working time and process a bit. Did they improve on something? Any major failures they learned from? What will be their main improvement focus for challenge 3? Whatever questions work for you, and them, to bring out some learnings. Then back to the final challenge.

Challenge 3
For this challenge there are some options. If the group is within 5-minutes of working time, give them the 'get-to-it' version:

For your final challenge, your letters make up a sentence - Team Work Rules. Well of course it does!! You are required to bring your letter(s) to the appropriate platform. TEAM will be at the first platform. WORK at the SECOND and Rules at the third. Again, you may not hand off or pass your letter(s) to someone else - you must take them to where they belong. Once you get to the appropriate platform you are allowed to place your letter on the ground in front of your platform in order to spell out the word your letter is part of. No foul will be given.

If there is more than 5-minutes left on the clock, give them another problem to solve:

This final challenge has two parts. The first part is to use all the letters within your group to create a sentence. Here's a hint. The sentence is made up of two words. However, within the two words, there are three words. And yes, you need to stay on the platforms while you work on solving the problem.

Now, you may need to give some hints along the way so it doesn't take too much of there time remaining - keep an eye on the clock. Once they have figured out the sentence, give then the second part of the challenge:

You are required to bring your letter(s) to the appropriate platform. TEAM will be at the first platform. WORK at the SECOND and Rules at the third. Again, you may not hand off or pass your letter(s) to someone else - you must take them to where they belong. Once you get to the appropriate platform you are allowed to place your letter on the ground in front of your platform in order to spell out the word your letter is part of.

Once they have completed the third challenge, bring them down off the platforms for some processing.

As you might have already figured out, if the group commits 10 fouls you can bring them down off the platforms and have them take a little mental (and possibly physical) break while you reset the activity. This is, of course, if you have the time for them to restart. You have the option to give them only the remaining time on the initial 20-minute time frame or give them a new 20 minutes. This will depend upon the overall time allowed for your program and the outcomes you are working on.

Processing:
There are lots of things to talk about for this one. Here are some things I've seen:

Describe your planning process for the first challenge. What went well right away? If so, how did your plans change during the challenge? If anything, what did you overlook during your initial planning time?
Describe any changes that took place in regards to planning for the second and third challenges. What influenced your planning for these challenges?
What do you remember about your communication between platforms throughout the challenges? What communication behaviors worked well? What communication behaviors didn't work so well?
What were your resources during the challenges? How did you utilize your resources? In what ways could your resources have been better utilized?
If you made mistakes (fouls) during the challenges, how did you go about fixing them? Did the same mistakes happen more than once? If so, why do you think this happened?
How was the workload distributed during the challenges - Evenly? How did you divide up the work? Unevenly? Why do you think this happened?
What did you learn from the challenges that you want to remember after this program?

If you try this New Way Through the Mountain Tops, please let us know how it went and what changes or additions you made. Leave a Comment below. Thanks.

All the best,

Chris Cavert, Ed.D.

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Blind Relay (a FUNdoing Share)

7/9/2021

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First and foremost, thanks to Chetan 'Bobby' Patil for the awesome share!!

Here's a really clever version of Obstacle (Mine) Field I've been waiting to share for over a year now (the face-to-face restrictions held me back).

The super-short video teaser will give you a quick view of the idea. Here is Bobby's full write up of the activity:

blindrelay_chetanpatil.pdf
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What I Like About This One

It has a way of 'unsighting' people without blindfolds or closing the eyes. (Bobby does share the idea of eyes closed if you want to go there.)
I like the role of the 'safety guide' - How will this person watch over/care for someone else? (Another way to also practice spotting.)
The goal setting is good and asking the group to set the time they need to achieve said goal.
The collaboration between other inside (and outside) players is genius. There is small group work that depends on cooperation (and planning) with others.
Of course, you have permission to adjust the activity in a way to best serve the needs of your group (i.e., if somethings missing, add it in).

Bobby and I would love to hear how this one goes for you! Leave us a Comment below.

All the best,

Chris Cavert, Ed.D.

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Quadistinctions (with Playing Cards & Chiji Cards)

6/18/2021

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In one of my recent FUNdoing Fridays emails I shared a link to a Free Experiential Learning Manual from RSVP Designs (free as in, give them your email free - but I like this group, fantastic tools for team building). I recommend the manual as a useful tool for training new team building staff.

As I often do during my activity searches, I took an image capture of an activity shared in the manual in order to explore the idea at a different time. They call it, Making Novel Connections - an exercise in creative thinking (I'm calling it Quadistinctions). When I went back to explore, playing cards and Chiji (Image) Cards jumped to the front of the line. Here are the first several pieces of information for the activity from RSVP:

Take a pack of assorted picture cards that is divisible by 4 - we suggest a pack of 32 to 48 cards.
Lay the cards out on the table and ask the learners to sort them into sets of 4. Each set of 4 must have something that connects all the cards (e.g., animals)
The task is easy to begin with but becomes more difficult as fewer cards remain. It may be necessary to break up existing sets in order to fit existing images into sets.
Insist that the group's members 'force' all cards into sets of 4.
You can share that finding novel connections is a key skill when it comes to creative thinking.

NOTE: There are some other educational points shared in the manual if you want to dive in deeper.

Okay. I love the simplicity of the exercise. It's a good one for small groups (and larger groups divided into smaller groups - How will the different groups approach the problem and will answers be the same or different, or both?). It's nice for quiet cognitive engagement and can certainly be considered problem solving.

Now, since a deck of Chiji Cards has 48 images, I was ready to try it out (my 'out'come is below). However, since more team builders have access to playing cards I thought I'd try them first. Here's my thinking/idea right now (help me sort it out):

Quadistinctions with Playing Cards
NOTE: This is a different approach to the challenge suggested by RSVP Designs.

Give each group (of 3 to 5 learners) a set of playing cards that include the Aces through the eights (put aside the nines through Kings).
Challenge the group to discover the 12 different 'distinct' groupings (all cards organized into sets of 4 cards meeting the distinction) on the Master List (below).
The distinctions for the groupings must be 'arguable' - groupings that are clear and obvious (you, as the facilitator may need to explain your expectations when necessary).
After forming the sets of 4 to make the distinction, groups may not use these formed sets as another distinction - may not name the formed sets more than one thing.
If a clear and obvious distinction is discovered by a group, one that is not on the list, it can be written onto the list and categorized as a 'creative discovery' - but will not count towards completing the challenge.
Be sure to set a time limit for the challenge (e.g., 20 minutes) or end it when one group finds all 12 distinctions.

As with any Beta testing, let me know how this works for you. And let me know if you have any questions about the distinctions I've come up with (some might not make sense or could be the same as another distinction). Here's the Master List (so far):

quadistinctions_playingcards.pdf
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Quadistinctions with Chiji Cards
Well, I gave myself 30 minutes for my first attempt with Chiji Cards following the RSVP Directions for Image Cards. I almost made it...I'll be making another attempt soon. Here's what I came up with creating 11 out of the possible 12 sets of 4...

I would be super-excited to find out about your success - with whatever deck of image cards you have available. (The next deck I'm going to try is Climer Cards.) Send your discovery to chris@onteambuilding.com Thank you in advance!!

Have fun out there my friend!

Chris Cavert, Ed.D.

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The Bank Robbery - A Who Done It? Challenge (Print-N-Play)

6/5/2021

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Here's another fun share from Karen Whittaker. (THANKS Karen!) She shared this one with me a while back as a Virtual problem solving challenge. Now that we are starting to meet face-to-face again with groups, I thought I'd get this to you ready to print, cut and play.

Karen developed this deductive challenge for up to 13 participants (there are 13 clue(s) cards to cut out). (Another good small group team building activity.) I also made another level of challenge for us. Karen numbered the clues cards. If read in order it's a little easier to follow the story/facts in chronological order. I took the numbers off the clue cards for another level of challenge - groups will need to sort out some of the chronological details. (So, there is a numbered version and an unnumbered version below.)

I'd say, this challenge is good for older middle school age and up. Again, for up to 13 participants. If you are working with larger groups, divide them up into smaller groups - each group getting a set of 13 clues cards. I wonder if they will collaborate?

NOTE: If you want to attempt to solve the crime, know that the Answer is on the final page of each PDF document.

bankrobbery_whodoneit_numbers_kwhittaker.pdf
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bankrobbery_whodoneit_nonumbers_kwhittaker.pdf
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If you try this one out, do let us know how it goes - we love feedback. Leave a Comment below.

All the best,

Chris Cavert, Ed.D.

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Number Flips (a Key Punch Variation)

5/20/2021

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Every team builder I know carries around a set of numbered spots (usually, at least, 24). I've seen the small 'livestock tag' version, the poly-spot versions (small & large), the yogurt lid (write-the-numbers-on-the-plastic) version and index card versions. There are so many activities you can do with numbered spots. The most famous of all is Key Punch (Rohnke, Silver Bullets).

Here are some versions of Key Punch I've posted here at the FUNdoing Blog:
Ven Key Punch
Key Punch: The Overlap
Key Pad Express (with Video)
Thread the Needle

Number Flips was created as a self-guided activity for groups of 6 to 12 participants. (Of course, it does not need to be self-guided.) I believe this one can also be done (with more hands-on facilitation and maybe taking out the 'unflip' part) with elementary age groups as long as they know their numbers. A great one for middle school age and older.

So far, here is what I'm getting from the activity: Planning practice, execution and adaptation of plans, adapting/adjusting to change, acceptance and working through mistakes, roles and responsibilities, process improvement.

All you need for each group you put into play is two 50-foot activity ropes, a set of (at least) 24 numbers and up to 12 game spots. I've attached the PDF download of preparation information and the self-guided directions below.

numberflips_2.0.pdf
File Size:	219 kb
File Type:	pdf

Download File

A Little Help: I just started using this activity with a handful of groups - I'm really finding it engaging. I could use some feedback, especially with the write up. If something is way too confusing, let me know. Leave a Comment below. Thanks!!

All the best,
Chris Cavert, Ed.D.

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Image Perspectives (a Chiji Cards Activity)

5/6/2021

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Image cards are truly one of the most versatile team building prop (in my opinion). My two favorite decks of images are Chiji Cards (above) and Climer Cards (both physical and virtual decks). And, one of my favorite projects to do with long-term groups (e.g., school-based classes that meet regularly), is to make our own set of image cards (digital resources and magazine cut-outs, laminated).

Recently, I was searching for resources for a curriculum development project. One of the curriculum's themes is 'Diversity' so, naturally, I picked up my copy of Diversity in Action: Using Adventure Activities to Explore Issues of Diversity with Middle School and High School Age Youth by Chappelle, Bigman & Hillyer (an amazing book!). Digging through the book I came across the activity, Human Camera (Rohnke, Silver Bullets). In the Diversity Skills section of the activity the authors state, "This activity lends itself well to discussions about how each of us perceives the world differently."

Based on the environmental context where the curriculum was going to be delivered (the school's indoor and outdoor spaces), I knew Human Camera was not going to be as 'rich' as it needed to be. How could I do something similar to make the point about perceiving the world differently? Image cards came to mind. Here's what I'm thinking (another Beta Test my friend!):

Image Perspectives

Set Up: Scatter out your set(s) of image cards, images up, on the floor or a few tables. When working with six or more participants, form small groups of three or four in a group. (This is a good activity for small groups of six or less.)

Frontload: (Using some of the language from Diversity in Action) "This activity lends itself well to discussions about how each of us perceives the world differently. People who look at the same 'image' often see it differently. Let's try out this idea."

Directions:

Sit together with your small group around in the program area. Give yourself a little space away from other groups so you can carry on a discussion without interrupting each other.
One person from your small group is invited to find an image from the pool of cards that is the backdrop for a story that happened in the person's life.
The image/card chooser returns to her/his group and shows the image.
First, each of the choosers group members is invited to share a story this image brings up for them - something from their lives. [In most cases, I'm guessing, something will come up for everyone. If someone needs to "Pass" it's okay.]
The person who choose the image/card will then tell the story about what the image means to her/him.
After this sharing, each small group is given the opportunity to discuss the similarities and differences between their stories. Their perspectives of the same image.
Then, someone else from the small group is invited to choose an image/card from the pool that tells a story for him/her.
The process continues for each participant within each small group. (If others are still working through their first turn, the groups done with their first turn can invite someone from their group to take another turn - pick a new image/card that tells another story.)

Group Processing (These two question are what I would like to explore with the whole group. Inspired by the Human Camera activity in Diversity in Action):

How do our different perspectives, or stories, about the things we see influence how we react to the world around us?
Please share some first hand examples of this idea?

Let me know if you try this one. How did it go? What did you change?

All the best,

Chris Cavert, Ed.D.

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Small Group Team Building: Mini FUNdoing Blog Index, Vol. 2

4/22/2021

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We're back with another collection of small group (2 to 8 participants) team building activities found within the FUNdoing Blog pages. For some context, check out the post:

Small Group Team Building: Mini FUNdoing BLog Index, Vol. 1

Small Group Activities: Mini-Index Volume #2

What's Missing? - A fun engaging communication activity using wooden pieces or cards from a Qwirkle table-top game. Super easy to lead and very adaptable to many difference sized groups. Plays well with 4 to 18 participants, middle school and older. (The least expensive way to play is picking up a deck of Qwirkle Rummy cards (less than $10). I've seen them at Walmart and Barnes & Noble. You can also pick them up through Mindware - link provided in the Blog post description.)

Baker's Dozen - All you need for this one is a standard deck of playing cards or any size. A small group (2 to 4) only needs one suit from the deck (13 cards) - multiple small groups can play at the same time. This one's a cognitive creativity-building sit down activity. Each small group is challenged to figure out the 13 different card 'orders' that are included on the Bakers Dozen Checklist the facilitator is holding (download at the Blog post). Good for upper middle school and older.

Hooper & Hooper Dooper (Revisted) - (Video included in Hooper Dooper) Each small group of 4 to 6 participants are challenged to "Hit" a beachball through a Hula-Hoop as many times as possible within a given time limit. Lots of potential for creative exploration. Self-Directed instructions are provided (download) if you want to hand off the directions and let the group(s) go. Good for middle school age and older - fine motor skills are beneficial.

Balloon Frantic Too (with Video) - A small group of 4 to 6 players are challenges to keep six inflated balloons aloft as long as possible (you'll also need some game spots). Lots of room for process improvement and reliance on team mates. I would do this one with older elementary and above. This is a good one to explore the idea of, "When is it your best?" Or, "When are your efforts good enough?"

Riddle Me This 1 & Riddle Me This 2 - Two sets of Riddles to help you and your group explore asking good questions, listening for the data and extending upon the Riddle content in order to get to know each other a little better. A nice quite-time sit down activity. Good with middle school and older.

Story Line Processing with Chiji Cards - Use any type of image cards for this one. (Chiji Cards are my favorite.) Reflect back through a program day in order to create a picture timeline of the experience. Groups of 2 to 8 with one deck/set of image cards works well with older middle school and above. (There is also a link in this post to a Dixit Cards version of this one for older groups - pictures are a bit more complex.)

We do hope these serve you well. Future FUNdoing Blog post activities that work well with small groups can be accessed quickly by going to Categories (down the right side of the Blog page) and clicking small group activities.

All the best,

Chris Cavert, Ed.D.

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Build Something Project

Obstacle Reflection Cards (Print-N-Play)

Micro Cup It Up Activities: Flip Flop Tower & Reverse Pyramid Build (with video)

A New Way Through the Mountain Tops

Blind Relay (a FUNdoing Share)

Quadistinctions (with Playing Cards & Chiji Cards)

The Bank Robbery - A Who Done It? Challenge (Print-N-Play)

Number Flips (a Key Punch Variation)

Image Perspectives (a Chiji Cards Activity)

Small Group Team Building: Mini FUNdoing Blog Index, Vol. 2

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