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Small Group Team Building: Mini FUNdoing Blog Index, Vol. 3

10/21/2021

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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. (Some Context: I'm going back through the FUNdoing archives looking for good small group activities, since I receive lots of requests for them. I added a blog 'Category' recently so I'm adding current posts to it. For past small-group activity posts, it's easier to create these mini-indexes.)

Here are the previous collections:

Small Group Team Building: Mini FUNdoing Blog Index, Vol. 1
Small Group Team Building: Mini FUNdoing Blog Index, Vol. 2

Small Group Activities: Mini-Index Volume #3
Tube Switch - (Video Included) This is a fun one for all ages involving lots of cooperation. The first iteration (1.0) was made with (clean) toilet paper rolls and index cards (super-low cost). The 2.0 version you'll go to (link above), was made (by a fellow team builder) using PVC tubing and foam squares (some cost involved). Great for process improvement, helping behaviors and roles and responsibilities exploration.

Table Top Key Punch - There are so many fun versions of Key Punch. This one I learned from my friends at Group Dynamix. It was used with adults groups to avoid the stress of lowering the body close to the ground (mitigating possible 'challenging out' from adults with physical limitations). And, it involves a rubber chicken! (Who can pass up the chance to play with a rubber chicken?) Don't have a chicken? You can use any wand-type prop (e.g., wooden spoon, a pen, Harry Potter wand, etc.) for this one. Good for classroom team building with desks occupying the space. And it's easy to make number spots with index cards. 

Triplets - (Print-N-Play) Puzzles Anyone! I love using brain puzzles with my groups - more often than not I'm splitting up my big group into smaller ones for puzzles. It's a great way to engage the puzzle-solving minds (the less physical members can contribute out in front). The link provided takes you to the second set of print-n-play Triplets. In the post there is a link to the first set. After printing out the puzzle's cards they are easy to take with you everywhere and be ready to play at any time (great for spur-of-the-moment team building and purposeful time-filling). 

Name Letter Opener - This is a favorite of mine to open up conversations about diversity, integration and simply being part of the fabric of a group - we all contribute to the whole. You only need index cards and markers to play. Participants make small letter cards of the letters in their name and use them to create a 'scrabble-like' puzzle. If I'm only playing with one small group, I have each person make a letter card for all the letters in the first and last names. (Like Triplets (above), another brain puzzle activity for those who like playing around with words.) 

Consensus Line Up - You'll need a deck of standard playing cards and some image cards - Chiji Cards or Climer cards are my go-tos. I'd say late middle school and older for this one. There is some abstract thinking involved when using the image cards. It's a really simple idea with lots of room for conversations and consensus building. There are three sets of cards to line up. The first is meant to be relatively easy - not a lot of discussion. The next sets are each more complex, often requiring more conversation. 

Statistical Treasure Hunt - (Print-N-Play) In this one, small groups use a tally sheet to determine a group score of life experiences and details. It's a fun interactive way to get individuals to find out some of the commonalities they have with others in their group. There are two print-n-play versions to download. Once you see the idea, it's also easy to create your own Hunt with items more relevant to your group. 
If you have favorite small group team building activities, please send them my way and I'll share them with the group. 

All the best, 

Chris Cavert, Ed.D. 
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Collaboration with Picture Word Circle Puzzles (Reprise) Print-N-Play

9/30/2021

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Back in December of 2016 I shared the first set of Picture Word Circle Puzzles (PWCP) and noted that I had yet to try them with a group. (You can find links to more information about Circle Puzzles at the 2016 post.) Fast forward almost 5 years now and I can tell you, this particular set of PWCP is one of my go-tos when I'm working with a group on collaborative behaviors. I've used this one with 8th graders on up. 

When I first started using PWCP, I felt the need to show my groups how Word Circle Puzzles (WCP) worked (the first iteration of Circle Puzzles). We would play out one or two WCP as a big group, then I would divide the larger group into smaller groups of three or four participants to solve this picture puzzle. Recently, I've chosen to skip the WCP introduction, adding a little more challenge to the cognitive aspect of the task - struggling a bit with the big 'picture' so to speak. 

Set Up and Play
Each group working around a table (or a group of desks) is ideal, but they can all work the cards around on the floor or ground if you don't have the table/desks option. 

First you'll need to print out the PWCP (find the PDF download below). Each small group of three or four participants will need a puzzle (this puzzle includes 16 picture cards). NOTE: I laminate my puzzle cards for long term use. The card set also includes eight Help Cards.

Choosing the number of Help Cards to put in play will determine the level of challenge. If you put 12 Help Cards in play the puzzle will be pretty easy to solve - if the group collaborates by sharing information and not 'waisting' the Help. Putting 10 Help Cards in play is a little more challenging, groups have to make more educated guesses (ideally together,) and they can still collaborate without using Help Cards. Putting eight Help Cards in play makes it a pretty difficult challenge, but the puzzle can be solved if all the small groups work together by sharing information and strategically using Help Cards. 

An Example of Play: Let's say you have 24 participants. You divide them into six groups of four and direct each group to move into an area away from other groups (separating the groups with some distance - when possible - is purposefully done so it's a bit more challenging to see and share information - look up 'activation energy' for some psychological connection.) You give each group the Picture Word Circle Puzzle saying:

"I'm now going to give each group a puzzle to solve. Each puzzle has a set of pictures. Your objective is to first name each picture using one word. Then, figure out how to connect each word, picture card, with another word, picture card, so that all the picture card words form one circle of connections. For example....." (If needed, you'll want to do a little research on Word Circle Puzzles in order to explain how to describe the process - intro info to Word Circle Puzzles is HERE. BTW: There are TONS of FREE Word Circle Puzzles at the FUNdoing Blog - use the Search feature - put in Word Circle Puzzles - to find them.) 

You've decided to use 10 Help Cards - five of each kind (see the header picture above for the two kinds). You distribute two Help Cards to four groups and one Help card to the remaining two groups (the distribution of resources is not always 'fair'). Explain that the groups can use the Help Cards to ask you the question on each card at any time during the challenge.

Be sure to provide time for the groups to ask you confirming and clarifying questions before getting started. Be careful not to solve any problems for them at the onset. You can use my favorite response when appropriate, "I'll leave that up to the group to decide." If they ask the 'Golden Question' right off the bat, they're ahead of the game: "Can the small groups work together on this?" I respond, "That is not against any of the rules." 

Be sure to set a time limit for the task to add a little pressure. I believe it can be solved in five minutes or less if all groups work together and share resources. However, I've yet to see this occur. Giving them 20 minutes is a good length of time to pull out a lot of learnings. 

A Nudge
Solving this Picture Word Circle Puzzle is very difficult without 'Help' or sharing ideas with other groups. I'm still fascinated by the resistance of the participants to use their resources in order to move ahead. The resistance to working together with others is fairly common in team building activities when there is a perceived notion of competition - we see it all the time.

This leads me to a tool I use as an educator whenever the groups are still struggling after 15 minutes of working on the task and have yet to share ideas with any of the other groups. I take a countdown 'time-break' to get their attention. I ask a few questions about how it's going, what's working, what isn't. Then, I start up the time again and share, "You are all working on the same puzzle." Sometimes this turns on lightbulbs, other times it doesn't.

Processing
As always, be observant of behaviors and make note of the questions related to the groups' behaviors. Here are some that always seem to surface for me:
  • What were the resources available to you during the task? 
  • How well did you utilize the resources you knew about? 
  • How long did it take you to utilize your resources? 
  • What prevented you from using your resources? 
  • Once you heard you were working on the same puzzle, what, if anything, changed? 
  • What advice do you hear about on a regular basis? Who gives you this advice? What influences your decision to follow, or not follow, someone's advice? 
  • What resources in your life are useful to you right now? Which ones are you not using? What resources might you be overlooking? 

Extension
Here's something I'd like to try in the near future. After the groups have gone through an enlightening processing session over this first Picture Word Circle Puzzle (??!!), I want to give them another attempt. I'll set up the same task, in the same way, with a different Picture Puzzle. Will they use their recently acquired information/knowledge to successfully complete the task in less time? (Want to try it? You can find the Picture Word Circle Puzzles Kit, with six more Picture Puzzles at the FUNdoing Store. Let us know how it goes.) 

Here's The First-Ever Picture Word Circle Puzzle:
picturewordcirclepuzzle_set1.pdf
File Size: 6000 kb
File Type: pdf
Download File
All the best! 

Chris Cavert, Ed.D. 
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Build Something Project

9/9/2021

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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. 
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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
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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
File Size: 1099 kb
File Type: pdf
Download File
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). 
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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.) 
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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.)
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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. 
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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.)
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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 was. 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. 
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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. 
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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 their 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

2 Comments

 
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
File Size: 317 kb
File Type: pdf
Download File
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. 
2 Comments

Quadistinctions (with Playing Cards & Chiji Cards)

6/18/2021

0 Comments

 
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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
File Size: 29 kb
File Type: pdf
Download File
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...
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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. 
0 Comments

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

6/5/2021

0 Comments

 
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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
File Size: 70 kb
File Type: pdf
Download File
bankrobbery_whodoneit_nonumbers_kwhittaker.pdf
File Size: 68 kb
File Type: pdf
Download File
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.
0 Comments

Number Flips (a Key Punch Variation)

5/20/2021

0 Comments

 
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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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    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.

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