Blog Posts

April Challenge Week (Experiential Learning)

4/13/2020

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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Microphone Introductions

2/19/2020

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Here's another share from our fellow team builder, Neil Mercer. (We've been in touch lately about revisions to his On Board/Low Cost Flight activity he sent us a while back. I think there should be an update on this one soon. Stay tuned. It's a good one.)

Neil is giving us his version of Microphone Introductions. He's not sure where it's from (Neil, not one of mine), so a big thanks to the originator! (If you know who it is, or where it is written, please let me - Chris - know so I can update this post.)

[A Side Note: I am so grateful for activity contributions to FUNdoing! (Thanks Neil) I get to learn new things and it saves me a fair amount of time - I can spend this extra time working out new things or finding new ideas. Do YOU have an activity you can share with us funsters? Even if it's an IDEA - let's work it into something together. You can start with me - Chris - then we can put some version of your activity out to the group (on FUNdoing) and then we can refine it together into something FUN-tastic. Let's get started.... Okay, back to it.]

Microphone Introduction from Neil

What You Need: [I - Chris - will add my take on this in these brackets]

A length of rope long enough for the whole group to stand around. [I'm going to try this with 8 to 14 players]
Introduction Prompt slips of paper [My name for them - Neil calls them 'subjects.' The prompts are found in the downloadable PDF below.]
A small bag or hat to hold the slips of paper.
A circle of humans.

Method:

Tie a knot at the end of the rope [I'd say a quadruple stopper knot.] This will be the microphone. [I'm going to have the rope nested in the center of the circle with the mic/knot off to the side of the pile.]
Invite the players to stand in a circle around the pile of rope.
Pass the bag/hat around the circle and ask each person to take out one slip of paper - the person can read it but not show it to anyone.
Let everyone know that they will be introducing themselves to the group in the way the prompt, on the slip of paper, suggests. [I will give everyone one opportunity to choose another slip of paper, but they are then 'locked' into the second choice - so, it's a gamble. And, of course, there is Challenge-by-Choice.]
Each player will introduce her- himself - sharing her/his name and something they enjoy doing when they have free time. [In the download I have some other suggestions about the intro as well.]
Someone is asked to start. This person is given the microphone/knot. After the introduction, the group is challenged to figure out what the prompt was - maybe 3 or 4 guesses at most before the reveal (if needed).
The microphone is passed to the left or right for the next introduction and continues the same way from there. The rope/microphone cord is held up by all the players who have introduced themselves as the mic gets passed around. [In the end the group will be holding the rope up off the ground in a circle. We can then go into an activity that requires a rope - maybe Blind Shapes or 5-Pointed Star or....]

Here are a few of the Prompts from the download so you get the idea (you are introducing yourself as if, but don't reveal what the prompt is):

You just won the lottery.
In a French accent.
You are super tired.
You are a whale.
Everyone is very far away.
While tap dancing.

microphoneintro_prompts_neilmercer.pdf
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This one seems like a lot of fun (and laughs - with, not at). Let us know how it goes. 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.]

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

1/22/2020

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

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? Cards, is the first thing that came in. Your downloadable print-n-play set is to the right - face-to-face and online play.

whatsthequotecards_cavert.pdf
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whatsthequotecards_onlineversion_cavert.pdf
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*Use the Online version when you want to share some of the cards during virtual programming. (As shown in THIS VIDEO)

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

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Tools for Team Builders: Card Groupings (video)

1/9/2020

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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:

There is the BACK, the logo or colored pattern
There is the FACE, the side with numbers, letters and shapes (suits)
The RANK, this is the value of the card - Aces, 2s, 3s, 4...10s, Jacks, Queens, Kings
The SUITS, Clubs, Spades, Hearts & Diamonds
Finally, there are two COLORS, red & black

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.

Examples
One Deck of Cards for about 50 Players (in video):

Pairs - Like Rank & Same Color
Groups of 4 - Like Rank
Groups of 6 or 7 - Like Suit, Evens and Odds
Groups of 12 to 13 - Like Suits
Groups of 25 or 26 - Like Colors

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]

Pairs - Same Rank, Same Suit
Groups of 3 - Same Rank, Same Back
Groups of 5 - Same Suit, Same Back, Odds and Evens
Groups of 6 - Same Rank
Groups of 10 - Same Suit, Same Back
Groups of 12 - Two Ranks get together, Aces and 2s, 3s and 4a, 5s and 6s and so on.
Groups of 15 - Same Color, Odds and Evens
Groups of 30 - Same Color

Two Decks of Cards for about 100 players (bonus - not in video):

Pairs - Same Rank, Same Suit
Groups of 4 - Same Rank, Same Back
Groups of 6 or 7 - Same Suit, Same Back, Odds and Evens
Groups of 8 - Same Rank
Groups of 12 or 13 - Same Suit, Same Back
Groups of 16 or 17 - Two Ranks together, AND you'll need to distribute the players with the Kings to other groups.
Groups of 26 - Same Suit

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.

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Pipeline (a.k.a., Channels) Obstacles

11/20/2019

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If you've been following the FUN for a while, you know Pipeline (a.k.a., Channels) is one of my go-to team building activities - I use this activity in so many ways. I've posted some Pipeline considerations in the past:

Pipeline: Variation
Immobile Chopsticks (w/video) - Pipeline using foam noodles.
Bridges & Traits (A Pipeline Enhancement)
The Channels Project: Creating with (new) Bloom's

Looking through my collection of 'Blog Post Ideas' recently, I found some Pipeline Obstacles I've used in the past - fun ways to make transporting a round object a little more interesting. So, place these challenges along the path from Point A to B - let the group know your expectations of each challenge. When I program this one, any object drop results in a restart.

Passing Through: Find something the object has to roll through - like an opening in a chair (see picture), a hanging tire on a ropes course, a window, a hair scrunchy, a mailbox slot, a hole cut in a cardboard box (maybe there is a hole in two sides of a larger box and channels have to be used inside the box to get the object through the second hole!), the handle of a purse...what else?

The Ice Pond: This is a laminated blue sheet of paper with a little 'Ice Pond' graphic. This paper is placed on the ground. When a group gets to it, one player (or two) must pick it up, another player, with the object, rolls it onto the pond, another player 'catches' the object at the other end of the pond. After success, the pond is placed back on the ground - the group travels on to the next challenge.

The Rabbit Hole: In the picture, the group is using a Deck Ring, but any circular object can work. Cut a plastic water bottle into a ring shape, how about a small cardboard ring or a plastic cup with the bottom cut out. The challenge is to DROP the object down onto the next channel through the Ring. The wider the Ring the harder the challenge.

Drop It In: Use ending containers with different sized openings and different sized bases. Smaller bases are less stable and more challenging to keep upright - unless the group solves for this problem. Container openings just big enough to accept the size of the round object will be more challenging than large openings - of course, unless the group solves for this challenge (see picture). When I play, if the container falls a restart is enforced.

What are your favorite obstacles? Share in the Comments below.

All the best,

Chris Cavert, Ed.D.

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Pressure Cooker 2.0

11/7/2019

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Our team building friend, Neil Mercer (the creative power behind the post On Board) recently shared with me a newer version of Pressure Cooker. The first version he shared with me is included in the book, Portable Teambuilding Activities. It's an activity you can do with those numbered spots you have for Ven Key Punch, Key Punch: The Overlap, or Thread the Needle.

In the initial version of Pressure Cooker, Neil simply gave his group 20 minutes and a maximum of three tries to produce their best time through the numbers. He noted that planning is not very productive during this challenge - there is some, but it's not very intentional. In this 2.0 version, he divides the time and restricts the boundary area for more driven results. I really like "the things to look for" (and focus) he uses with this one. Lots of good discussion points to bring up during processing. Thanks Neil!!

Set Up: You need numbered spots and a long activity rope. (If you don't have rope, use cones to mark off a square boundary.) You can set up with numbered spots from 12 to 24 with more or less space between numbers inside the circle boundary area. The activity calls for one number per player (the larger the number of players the longer the activity). The more space you have between numbers the easier the activity. Lots of good adjustments to make depending on the challenge you want to present.

Pressure Cooker 2.0 (from Neil Mercer)
Before you is an invisible maze of numbers. The way through it is to follow the numbers on the discs scattered inside the perimeter.

This task is split into two sections of 10 minutes.
The first 10 minutes is dedicated to planning and practice.
The second 10 minutes is what we call “Money Time!” … execution.

The first ten minutes (the planning & practice time):

There is an identical number of discs as there are team members – ideally 12-16 people.
The Objective: Each person must pass and touch all the numbers in ascending order and the team must complete the task as quickly as possible.
Only once all team members have entered the perimeter and stood upon a disc can the action begin.
Every team member touches every number in ascending order and returns to their original number. For example, I start on number 8. I touch, in order, numbers 9,10,11,12,1,2,3… and return to number 8 (in a group of 12 of course!)
Only once all team members have returned to their original number may the whole team exit the perimeter.
Time starts when the first person enters the perimeter (circle) and stops when the last person exits (the circle).

The second ten minutes (or three attempts):

The group has 10 minutes or 3 attempts, whatever comes first.
If anyone touches the circle boundary or exits the circle during an attempt, an extra 5 seconds are added to their final time.
The moment anyone enters the circle in this second stage (this has to be made very clear) an attempt will begin, time starts, whether the group is ready or not.
Here, the facilitator must tell everyone to get moving and begin the attempt. Even if they are not ready.
Time starts when the first person enters the perimeter and stops when the last person exits.

Things to look out for (and talk about):

Generally, [Neil has seen] most of the planning take place inside the circle, there is no real vision of the spread of the numbers.
The first chance to really look at the spread is under pressure in the execution stage.
Do we blindly follow another team member or learn our own route?
Do we as a team operate “mechanically/mathematically” all touching their number at the same time and waiting for all to catch up, or “organically” by feeling how we are all moving together without stopping or waiting?
How come someone stepped into the perimeter before we were ready?
Who goes along with the action even though he/she does not know the plan? Why does this happen? [Chris added this one - he sees this all the time.]

I can't wait to give this new version a try!

All the best my friends. Keep us posted.

Chris Cavert, Ed.D.

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April Challenge Week (Experiential Learning)

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

Memory 100 (from Fletcher Raftery)

Key Pad Express (Reprise) with Video

Microphone Introductions

Pangram Project (another Beta Test) with Video

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

Tools for Team Builders: Card Groupings (video)

Pipeline (a.k.a., Channels) Obstacles

Pressure Cooker 2.0

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