Chris Cavert, Ed.D.
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!!)
Keep me posted!
Chris Cavert, Ed.D.
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:
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):
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!)
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.
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.
Pangram Project Pre-Conversation Transcript (with Kim's middle school Crew)
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...
Working as a group...
Doing things together...
Figuring out problems together...
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.
First attempt in learning.
Is it going to be okay to make mistakes?
What are we doing with mistake?
We're learning from them.
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)
Okay. Are you ready? (I'm a little nervous) Are you ready to try?
Okay, here we go...
(students turn over letters in order...without any mistakes)
Nicely done! Anyone a little nervous about turning over their letter?
Talking about team building. How...would you define what we're doing as team building?
We're remembering where we put it [our letters]...we're working together so we all can figure out where it is.
So, you are remembering your part.
Your role and responsibility, as part of a team. Right?
Anything else about team on this one?
Success as a whole?
Were you successful?
Even if you missed a couple, would you still be successful? That's still an 'A' probably.
Yah. You've got to define your success.
Kim (in the background)
We're helping each other out.
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.
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?
I noticed a lot of focus in our group during that round. Do you think we're ready?
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)
Do you work on group projects in school?
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?
Everybody working together.
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?
Focused...on the project. Versus being sidetracked...
Anything else you would like to see and hear while working with a group?
Talking to each other?
Is it, nicely talking to each other? Or yelling at each other, or...
Nicely. So, calmly, nicely. Intonation is important to you.
Anything else about a project that you like to see when you're working together?
Everybody doing their part.
Everybody doing their part. Do you all have a part?
What is your part in this project?
"E, P, S"
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?
Is it going to be okay to make mistakes?
Yup, Yes, Yah...
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?
We're communicating together.
Talking to each other. And, talking nicely to each other. You weren't yelling or making fun of anybody. That's a good quality.
We were focused.
Seemed to be very focused, especially on our part.
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?
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
Kind and patient. Yah, supportive.
[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?
She said, "let's practice"...
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.]
This episode of Tools for Team Builders: Card Groupings explains how to get groups of up to 52, and, specifically a group of 60, into different sized groups quickly.
What do You Need: You'll need one standard deck of playing cards for 30 to 52 participants (if the group size is under 30, I use other methods for getting into different sized groups - like Back-to-Back or People to People). If you have 53 to 104 participants in your group, you'll need two decks of playing cards - the two decks need to have different back logos or colored patters. (If you are working with more that 104 participants, another way of creating groups might be better - like, a predetermined list of players in a group or handing out colored bandanas randomly as people join in your program.)
Before starting this one, you need to prep the cards (this is covered in the video, but I thought I'd include it here since I already had this written!). All the Aces will be at the top of the deck (no matter how many decks you use) then, all the twos, then three, then fours, fives and so on - the Kings will be at the bottom of the deck.
When you're set to distribute, call the players in near you and then deal out one card to each person in the group. This might take a little time, minute or two, but it's a nice way to say, "Hi" to everyone in your group. (By looking at the cards you have left over, you can determine how many people are in the group and how many smaller groupings you want to make.)
Card Terminology Be sure to teach everyone the language you are going to use for the groupings. As noted in the video:
The Blind Shuffle: Once everyone has a card, ask them to exchange cards with others until you say, "Stop!" (Let them exchange cards for about 15 seconds.) After you have called the stop, let them know how the groupings will play out. Here's how it works. You are going to share a grouping of cards (examples below). Everyone does their best to arrange themselves into the grouping. If someone cannot find a grouping, he/she can find you and you will help him/her get into a group (depending on how many cards were dealt, you might simply place players from the remainder into other groups near by - this is also explained a bit more in the video).
Activity Idea, Grouping Commonalities: When everyone is in the specified group you directed, the task is to find as many things in common with each other as possible. After each grouping gets together, they will have three minutes to discover how many things they have in common - a nice way just to get people talking and learning a little bit about each other (e.g., all have a bike, all like peperoni pizza, all have pets). After three minutes, the facilitator calls for a blind shuffle, calls a "STOP", checks to see if everyone has one card, then calls a new grouping.
One Deck of Cards for about 50 Players (in video):
Two Decks of Cards for about 60 Players (in video):
[First take out the clubs of both decks. Then, Take out the Jacks, Queens & Kings of the remaining Hearts, Diamonds and Spades - this leaves you with 60 cards]
Two Decks of Cards for about 100 players (bonus - not in video):
Let us know what other sorts of activities you like to do when moving through groupings of different sizes. Share it in the Comments - Thanks.
All the best,
Chris Cavert, Ed.D.
We're making Bull Rings! It's a super-fun prop used for team building activities both easy and challenging. First you'll find out about the basic construction and then I add my favorite construction adaptation. I've used the Bull Ring activity, in one way or another, with 5th graders (10 years old) and older. Each Bull Ring, in my opinion, works well with 3 to 8 participants. Indoors or Outdoors. And, working with more than one group at a time is just fine. Actually, I prefer it in order to bring up behaviors and conversations about cooperation and cross-group planning and interactions.
Below you'll find some brief activity ideas and links to other Bull Ring videos.
I first learned about the Bull Ring from my friend Jim Cain (FUN Resources from Jim) and then read more about it in Teamwork & Teamplay by Cain and Jolliff. Here are four 'challenges' (summaries) presented in the book:
VIDEO LINKS to the BULL RING in Action
Bull Ring: Hole in the Wall (a.k.a., Bull Ring Hooped) - Take a Bull Ring through a Hula-Hoop
Pick Um Bull Ring - Use a Rubber Band/Bungie Cord-type Bull Ring
Focus Ring Team Building Game - (from Tom Heck) I love the dialogue in this Bull Ring video. And, notice the stand/tower you can make with PVC - all different sizes can be made.
Team Building Game: Bull Ring - Check out the PVC stand for multiple groups. They don't show it in the video, but after some team practice on their own - moving a Bull Ring/Ball from a start to finish, have all groups end at the multiple-stand together. Each group placing their ball on the stand at the same time. Lots of group cooperation.
Bull Ring Team Building - Use your favorite search engine to search this term for more videos.
Have FUN out there my friends!
Chris Cavert, Ed.D.
Lots of Tops is a version of Immobile Chopsticks (a FUNdoing Blog post) and an activity found in the book, 50 Ways to Use Your Noodle, by Cavert & Sikes (tons of fun with noodles!). In the original Immobile Chopsticks there is one destination for the tennis balls. In Lots of Tops there are LOTS of destinations.
NEEDS: For each group of 6 to 12 participants, you'll need 12 to 15 tennis balls, 12 to 15 towers and one game noodle for each person in the group. (A game noodle is half of a long foam pool noodle toy - easily cut with a bread knife.) The towers you see in the video are thread spools picked up from a textile factory that does sewing (often discarded or recycled). Towers can also be plastic cups, open end down (like in the Immobile Chopsticks blog post), paper towel or toilet paper rolls, sections of 1 inch PVC pipe, aluminum cans, rolled paper - anything that can support a tennis ball. The more towers you use the longer the challenge. (To make it easier for younger groups, use plastic cups and set them down open end up - the tennis ball is dropped, carefully, into the cup.)
SET UP: Place the towers for each group in a straight line, about three or four feet apart. Place all the tennis balls (equal to the number of towers) on the floor/ground about 12 feet from the start of the line. (If I have hula-hoops around, I put the tennis balls in a hula-hoop set on the ground 12 feet from the first tower.)
OBJECTIVE: Cap all the towers with a tennis ball.
FACILITATION: I love all the possible ways Lots of Tops can be facilitated. My favorite way is to give all the groups in play at least two chances at topping the towers. So, when this is timed, a second chance will give a group the opportunity to find ways to achieve a better time.
I've also lead this one as a 'completion' activity as well. Once the towers are capped, the group(s) can talk about how they achieved the task, what 'problems' they encountered and how they got past them, and then talk about what they want to keep doing as they work together in the future.
With multiple groups I like to have a 'group time' so when one group is done capping their tops, what do they do? These are just a few ways to present Lots of Tops.
LEARNINGS: Here are some topics I can discuss with this one:
Let us know how this one plays for you. If you have another version of Lots of Tops, please share in the Comments! Have FUN out there my friends.
Chris Cavert, Ed.D.
I recently learned this sequenced pair of activities from my good friend Rohan. We were training together out in California - it's so educational for me to get to see other amazing facilitators at work. I learn so much from them. Down a bit in this post I share how Rohan specifically facilitates Lift Off. First, let's explore the activity, Willow in the Wind.
Willow in the Wind
Early on in my team builder career, I took a number of Project Adventure workshops. Part of their trainings always included "Trust" sequencing. Willow in the Wind, a "trust-pass exercise" was used "as a warm-up activity for the more dramatic falling sequence of The Trust Fall" (Cowstails & Cobras II, Rohnke, 1989). Willow in the Wind is now more than just a precursor to Trust Falls. I use it a lot when practicing spotting for wired low-element events or providing a "trust building" or low-to-the-ground "risk taking" activity. I've seen some incredible break-throughs during Willow in the Wind. Okay. So how does it work?
Going to my shelves, the earliest write up I could find is in the, More New Games book (1981) from the New Games Foundation. For historical purposes, I want to share their original description :
We form a small circle of about eight players standing shoulder to shoulder and facing the center of the circle with hands held at chest height, plans forward [will a bend at the elbows for flexing and extending]. Each of us should have one foot slightly behind the other for good balance [and a little bend in the knees]. We've just transformed ourselves into a summer breeze, and now all we need is a volunteer to be the willow. [I love this last line - ever been transformed into a summer breeze?]
The willow stands in the center of the circle with her feet together, her arms crossed over her chest, and her eyes closed [closing eyes is, of course, optional]. Keeping her feet stationary and her body straight but relaxed, she lets herself go, swaying from side to side, forward and back. Those of us in the circle support her with gentle pushes of our palms and provide summer-breeze sound effects. [Oh, I love this too - I'm adding the sound effects into my Willow in the Wind!] We should make sure that there are at least two people supporting the willow at all times [I like to say, "four hands on the willow at all times"], and that our gentle breeze does not become a howling hurricane.
In turn, each of us gets to be the willow in the wind, swaying to and fro, caressed by the breeze. This is a trust game. The player who is the willow gets the opportunity to trust the other players completely, and those of us who are the breeze get to feel the trust the willow has placed in us.
Such an elegant description - it makes me want to get a group together and try it right now! Along with the handful of additions, the description above is pretty much how I set up Willow in the Wind. Then, my role, walking around the outside of the circle, is to keep eyes and ears on the group to make sure they are being a gentle, supportive breeze. That's Willow in the Wind.
This is done not to insure the positive participation of that person, but to provide a firm base of the swaying 'willow.' The central person initiates movement from side to side [forward and back] and is consistently and compassionately [gentle breeze] redirected by the sitting catchers. It is important that the catchers keep their hands up in anticipation of the [willow's] body unexpectedly heading in their direction.
DO NOT LEAD THIS ACTIVITY - this is my advise to you: Making an educated guess here, the reason I have never seen this done in the wild is that it's up there on the risk scale (standing spots do not lessen the experience, so why not stand) - facilitators discovered this early on. The sitting circle of players all need amazing core strength and their heads are now under a fall potential, which is not the best practice. I share this one to give you some historical perspective and a means to consider some particular safety issues we are aware of in the field - if an inherent risk can be mitigated, why not? And, there are some low elements still used today where craniums are under fall potential. These are among the program choices we make.
Willow in the Wind & Lift Off
When facilitating this paired sequence, Rohan instructs each group in play to have a lead. This lead will be directing the steps of the process. The center participant will be facing the lead standing in the circle (you will see this in the video). When going through spotting commands, the lead checks each step and signals the spotters to respond. For example, when the willow (center participant) asks, "Spotters Ready?" the lead looks around the circle, checks readiness, then counts down, "3, 2, 1" and all respond, "READY!" [I really like how this lead brings unity to the process.] Then, when the willow says, "Falling!" the lead looks around for readiness one more time, then instructs the willow to, "Fall on." The willow will then be gently guided around the circle for about a minute, then the lead instructs the group to center the willow in place.
Now for the Lift Off. It's very important, during the introduction of this paired sequence, to let everyone know there will be a great deal of pressure placed on the upper body/shoulders of the one being lifted. So, if anyone is concerned about injury to this part of their body, they should not be lifted. And, when being lifted, they want to be lowered, they simply say, "Bring me down." On to the lift.
The lead will first ask the willow if s/he wants to be lifted. If yes, the lead asked the spotters to put hands on the willow. Hands are placed on the arms and upper back, under the shoulder blades of the willow. The lead then instructs the spotters to press, "In, In, In, In" until the lead feels like there is equal pressure around the willow (you don't want the willow to be pushed off to one side). The lead then says, "Up, Up, Up, Up" instructing the spotters to push up on the willow to the hight of the shortest person's reach. Finally, at maximum height, the lead says, "Down, Down, Down, Down" until the willow's feet are safely back on the ground. This "In, Up, Down" sequence is done smoothly without pause. Before the spotters "let loose" of the willow, the lead checks in to make sure s/he is stable. Then, high fives all around. This process is slow and steady with loud and clear communication.
Rotate other willows into the circle and change leads so there is an opportunity for participants to experience the different roles in the process. As facilitators, it is our role (job) to be mindful of the needs of our group - and the individuals within the group. Everyone is an important part of the process, even if they are not lifted.
Let me know how the gentle breezes and flights go for you! Leave a Comment so we can learn together.
Chris Cavert, Ed.D.
P.S. Thanks again Rohan! It was great learning from you my friend.
*Programming Note from Chris: Below you have access to three videos related to the Human Knot. Here is the order of difficulty I give to these activities: Knot My Problem, Coiled Rope, Human Knot. You will need to decide which one (or two) you use with your group based on their readiness to play - i.e., how close they will feel comfortable getting next to each other.
I learned this variation of Human Knot (rope version) years ago from my good friend, Mike Spiller (HERE's a video of the original set up for Human Knot - no rope - if you don't know about this one). Historical Reference: The earliest documentation of "Knots" that I know of is in, The New Games Book, 1976.
The full write up of Coiled Rope is included in my book, Portable Teambuilding Activities: Games, Initiatives and Team Challenges for Any Space. (Find it HERE). It's actually part of a 'Trilogy' activity with 5-Point Star and Shooting Star.
I tie a single fisherman's knot with the two ends making a big rope circle, then I coil the rope with about a 24-inch diameter. Players reach across the rope coil to grab a bight from the other side of the coil in which they are standing.
Note: The video included below will show you the start of the activity and progress through to some of the untangling. We did this one after the, Knot My Problem video shoot (below) and had to cut this one short due to lightning in the area. You'll get the idea though!
The set up for this version is much simpler and you can get more people involved with one rope since you don't have that 'leaning in' reach included with Coiled Rope (above). As noted above, I think this is the easiest one-rope variation of Human Knot.
Have fun out there my friends! Keep me posted.
Chris Cavert, Ed.D.
Back in 2015, I posted HOOPER - a variation of the activity 60 in 60 (found in, The More The Merrier by Sikes, Evans & Cavert). Recently I found some video footage of Hooper and updated the self-directed handout (download below), so I thought I'd 'revisit' this fun activity with a new post.
I've played this one with middle school age groups and older. So far, 12 groups in play is the most I've tried this with.
I love using this activity when there are lots of groups in play. We have great conversations about:
Here is the handout:
Let me know how it goes for you!
All the best,
Chris Cavert, Ed.D.
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Dr. Chris Cavert is an internationally known author, speaker, and trainer in the area of adventure-based activity programming and its relation to community and pro-social behavior development.
This blog is a space for hands-on programable fun - energetic activities and ideas that can be used as a means to bring people together; activities and ideas we as educators can add to our social development curriculums.