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Quotes in Pieces (Print-N-Play) (TCC Experience)

10/8/2026

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I found this idea at the Trainer's Warehouse WorkSMART Blog shared by Vikas Chandwani. I'm going to use this activity to open up some conversations about thinkable concepts. To get us started I made sets of quote pieces on Courage, Bravery, and Risk (print-n-plays below). 

The general idea from Vikas is to take a few quotes, type them up, print them out, and then cut out each individual word. Randomly distribute the words to your group and have them work together to build the quotes in play. 

Here are the quotes I found at goodreads.com/quotes for each of the concepts: 

On Courage (19 words/pieces)
Courage is found in unlikely places.  J.R.R. Tolkien (Lord of the Rings)
Without fear there cannot be courage.  Christopher Paolini (Eragon)
Feel the fear and do it anyway.  Susan Jeffers (Feel the Fear and Do It Anyway)

​On Bravery (20 words/pieces)
Bravery hides in amazing places.  Kiera Cass (The One)
Being brave is not as easy as it looks.  Simone Elkeles (New Beginnings Quotes)
There is no freedom without bravery.  Ben Carson (One Nation)

On Risk (25 words/pieces)
Life is either a daring adventure or nothing at all.  Helen Keller (Let Us Have Faith)
If there’s no risk, there’s no reward.  Christy Raedeke  (The Daykeeper’s Grimoire)
Risk is the price you pay for opportunity.  Tom Selleck (You Never Know: A Memoir)

For each of the three concepts above I have a print-n-play (below) with word cards for each quote. Here's how we can use them: 
  • Prepare enough quotes in pieces for your group. Each concept will include a set of word/pieces cards (Courage has 19, Bravery has 20, and Risk has 25). Place each set into an envelope for easy distribution. You can prepare sets of the same concept or prepare all the concept sets and distribute them randomly. 
  • Divide your large group into 'conversation groups' of 3 to 4 people. Have the groups sit together at a table or on the floor (if appropriate). Have the groups far enough away from each other so that one conversation does not disturb another conversation. 
  • Give each group an envelope of quotes in pieces. Ask them not to look inside the envelope until instructed to do so. 
  • Tell the groups they each have an envelope of word cards that make up three different quotes about a particular topic (concept). Do not tell them the topics they are exploring (this is determined later). Their first task will be to do their best to discover and put together the three quotes using all the words in their envelope. All groups will have 10 minutes for this initial task. 
  • After putting together the three quotes, or when 10 minutes have gone by, each group will decide what topic (concept) the quotes highlight and then have a conversation over how that topic shows up in their lives. Note: It doesn't matter what topic they determine from their quotes – whatever is decided is what they will conversate about. 
  • After a total of 15 minutes (e.g., 10-minutes for putting together the quotes and 5-minutes for a conversation about the topic), stop the conversations and bring all the groups together to share some of the highlights they experienced during the task. What did they find memorable? What surprised them? What are they still wondering? You may also choose to read the quotes and their authors once everyone is together. 
  • Optional: You may choose to tell your group the word cards have structural cues to help them get started. The first word of a quote is capitalized and the last word has a period after it. Or let them discover this for themselves. 
  • Provide some time for questions and answers before letting everyone take out all the cards in their envelope to get started. 

Figuring out the quotes can be rather challenging for some groups. The spirit of this experience is to get the small groups talking – engaging in conversation. What quotes do they build with the words they have? The (or 'a') topic (concept) will be revealed, again, is doesn't matter what they come up with. Then the conversations grows from there. 

For me, Quotes in Pieces is a sit down conversation experience. It is one of many I'm including in The Conversation Curriculum project I'm working on (TCC Experience). Recently I've been including conversation experiences in my programs to build deeper connections between participants and practice conversation skills.  

​Quotes in Pieces Print-n-Plays
Download Note: You will see a preview first before you click to download. 
quotepieces_deck1_courage.pdf
File Size: 230 kb
File Type: pdf
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quotepieces_deck2_bravery.pdf
File Size: 215 kb
File Type: pdf
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quotepieces_deck3_risk.pdf
File Size: 214 kb
File Type: pdf
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Please let us know how this experience works for you. Leave us a Comment below.

All the best, 

Chris Cavert, Ed.D.  
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Obstacle Reflection Cards (Print-N-Play) Edited Repost

9/3/2026

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I'm currently working on a project that involves conversations (learning about and practicing conversation), and I'm adding an experience with Obstacle Reflection Cards. Six years ago (almost to the day) I shared the Cards here on the FUNdoing blog, including ways to use them. Over the past six years I've lost count of how many interesting conversations I've had about some of the quotes I pulled from Ryan Holiday's book, The Obstacle is the Way. 

Consider the conversations we can have with the three quotes above. They are part of the critical steps to overcoming an obstacle: Perception, Action and Will. "I decide how something will affect me." Many of us talk about choice during our programs. "Failure is an asset..." This is a wonderful frame for embracing mistakes and learning from them. And "Nothing can ever prevent us from trying," other than ourselves. These Reflection Cards have given me access to some great thinking and powerful learning moments with my groups. 

Why a Repost? 

Well, it's been six years and I wanted to get this one back out in front of new readers, and the long-time readers, to see if I can (re)kindle some interest. I edited the instructions a bit to clear up some points. And I added eight more cards to get us up to 32 quotes from Holiday's book.

The Obstacle is the Way: The Timeless Art of Turing Trails Into Triumph, is an insightful read. There are three Parts, the three critical steps to facing an obstacle: Perception, Action and Will. Each part includes short chapters, 10- to 15-minute reads, mostly about characters in history who have exemplified a step along the way. I made my way through the book by reading a chapter every day to give me a little bit to think about. It has been one of the most impactful books I've ever read. I hope I've given you enough information in the instructions for the Cards. And if you want an even better understanding of the critical steps and the quotes, definitely read the book.

Here's the updated version, will instructions, of the Obstacle Reflection Cards: 
obstaclereflectioncards_2.0_2026.pdf
File Size: 1520 kb
File Type: pdf
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Download Note: You will get a preview of the PDF before you choose to download. 
Let us know how these work for you! Leave a Comment below. 

All the best, 

Chris Cavert, Ed.D.
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Line Um Up: 52 by 4 (Self-Directed Print-N-Play)

8/20/2026

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Gemini AI Generated Image
I use 'self-directed' activities regularly. My idea of self-directed is that I hand the group gear and an instruction sheet, and then let them figure out how to complete the task. I am always in the area observing and available to answer questions. 

This type of activity works well with a larger group divided into smaller teams. In most cases I design them as a 'process improvement' task. Groups figure out how to work through and complete the task – the score or time becomes the baseline. Then, groups can make additional attempts to better their score or time within the overall time allotted to the activity. Then, in some cases, groups have a set of reflection questions (included with the instructions) they work through. Or the facilitator can bring all the groups back together and debrief the experience as one big group.
Here's a version of 52 by 4, called Line Um Up. When I don't have enough room for groups to make a complete square with the deck of playing cards (see 52 by 4 Team Sheet), I use this, four lines next to each other version. 

​Line Um Up
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Gemini AI Generated Image
Needs & Numbers: 1 Deck of Playing Cards (I like the Training Wheels Jumbo Deck) for each group of 3 to 6 participants. (Be sure all the playing card decks have been shuffled up well before distributing.) Each group will also need a timing device (e.g., provide a stop watch or let someone use their smart phone). You'll also need one 'Line Um Up Instructions' sheet and a pen for each group.

The one-page self-directed instructions and the one-page post-activity reflection questions are included in the PDF download below. Decide before printing if you will have the group reflect on their own with the questions, or if you will be leading the reflection with the whole groups. Then, print accordingly. 

Process: Once small groups are formed, provide a working area for each one. Have someone from each group obtain the gear they need for the task and bring it back to their group. Let everyone know they 20 minutes of working time to attempt as many line ups as they can for their best recorded time.
lineumup_selfdirected_fundoingcom.pdf
File Size: 688 kb
File Type: pdf
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NOTE: You will receive a print preview before choosing to download the PDF. 
Here are the instructions printed on the sheet (informative pictures are included on the download): 

The Objective: Starting from a single shuffled deck of 52 cards, line up the cards by suit, from Ace to King in side-by-side lines (like the picture included).

Preparation: One single deck of playing cards is thoroughly shuffled and placed in the center of the working area, rank side down.

Here are the rules:
1) Shuffle the full deck of cards before each attempt.
2) Assign someone to time each attempt.
3) When the timer calls “GO!” time starts and the cards may be picked up.
4) Every member of the group (including the timer) must place down at least one card in each line.
5) Each line of 13 cards must be the same suit of cards and resemble the layout found in the picture. (Replicate the picture to the best of your ability.)
6) When the four lines resemble the picture, the timer will stop the time. Record your times below. Then, shuffle and reset the deck of cards for another attempt until the time budget has expired.
7) Your facilitator will inform you of the time budget.
During the groups' work, mingle around and observe what people are doing and saying. Keep notes on some of the things you want to discuss during the debrief with the group. Be available to answer questions – avoiding solving problems. Keep everyone informed on the time remaining for the task. 

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

All the best, 

Chris Cavert, Ed.D. 
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Connection Kit 2026

8/7/2026

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Hello fellow educators. The excitement is in the air. It's that time again. Young minds and hearts will be a little nervous, but you'll be ready to help them make those connections with each other so they can support and encourage the good work that will happen in this new year. 

Here's a collection of connection activities from FUNdoing. Please share this resource with your colleagues and any other educators you know. The more connections we can make, the better! 

Download Note: Links heading to PDF Downloads will always have a preview first before you choose to download it to your computer. 
Name Games Revisited Here's a post to get the brain reengaged with how we go about sharing AND learning names. There are a few of my quick-and-easy favorites and some consideration to 'practicing' names so we actually learn them. 
Icebreaker Cards – Three sets of print-n-play question cards I collected over the years. They have been a FUN favorite! DECK 1, DECK 2, DECK 3. (Go to the DECK 3 link for instructions leading us through 'Levels of Engagement.')

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Phraseology Cards, Set 2 We have more common phrases to explore like, "Read between the lines," and "Take it with a grain of salt," in this print-n-play interactive pair and share activity. Of course it pairs well with Set 1. Then, use the phrase cards to create new phrases we can learn with. Here are a some favorites from Set 1: 
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Story Cards have been a fan favorite for a couple of years now. One of the benefits is you can use the cards over and over again because there are so many stories we can tell and talk about. 
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Fantastic Stories Speaking of stories. This engaging all-class mingle and find activity is a great one to mix everyone around the room. This one brings up some good energy and fun. Everyone gets a handout, a pen and off they go! 
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Figuratively Speaking Conversation Cards I have really enjoyed these mini-metaphor cards, using them as conversation starters. There's a deeper thinking invitation and the interpretations of the metaphors are endless. This might not be a Day 1 connection activity, but certainly worth diving into after the students have gotten to know each other a little more. 
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Here's an interactive mingler that was included in one of the May 2026 FUNdoing Fridays emails. I thought it was worth the reminder. 

Find Your People I was looking for the activity by this name that includes a variety of small wooden shapes. Participants each get a shape (they cannot look at). By tactile exploration (not looking), participants can describe their shape to others with the ultimate goal of finding others with the same shape – ending up in smaller groups, each group with their own unique shape.
However, here's another activity that came up, by the same name, we can use as a get-to-know-you:
  1. Give every team member a blank index card and a pen.
  2. Ask participants to write down 3 to 5 obscure, unique, or surprising facts about themselves. Examples: "I’ve traveled to 15 different countries," "I have a collection of vintage cameras," or "I once baked a 3-tier wedding cake."
  3. The facilitator collects and shuffles the index cards.
  4. The cards are randomly handed out. Each person must now mingle and ask questions of their teammates to match the facts on their card to the correct person.

Mark Collard of Playmeo get the credit for this one. Check out his 17-min video on activities to lead with index cards. 
Thank you for what you do for our young folks out there!! 

Have fun. And be sure to join in when you can!

All the best, 

Chris Cavert, Ed.D. 
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BOOM! Partner Clap Game

7/31/2026

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​Here’s a challenging partner activity from the book Springboard: Quick, Creative Activities to Launch Learning by Campbell, Hill & Jacobson (2009). Find your copy at DoingWorks.com

Springboard is a book filled with easy-to-lead activities designed for traditional classroom settings to socially engage students and highlight concepts like trust, connection and leadership – opening the door to group discussions.

From the Introduction: Using activities in the classroom can create a lesser-known, but equally important, byproduct that is integral to the success of all students: a sense of community.
 
Creatively get your group into pairs. Have all the pairs stand or sit facing each other.

Say: This activity is called “BOOM!” The goal of this activity is to synchronize with your partner. There are four simple motions that you need to learn. Let's practice each one together. [Show the motions and have the group practice with you.] Both Thumbs Up, Both Thumbs Down, Both Thumbs to the Left, Both Thumbs to the Right. Got it?

Okay, if you're not already doing so face your partner. Starting slowly, clap once and then move your thumbs into one of the four positions. Clap again and choose a different thumb motion. Repeat this pattern slowly: Clap – thumbs – Clap – thumbs, keep it going, nice and slow… [Do this for about 30 seconds.]

Now let's stop for the final directions. Having figured out the Clap thumbs rhythm, you and your partner are ready for the added challenge. As you and your partner engage in that rhythm, Clap – thumbs – Clap – thumbs, look for the times when both of you make the same thumb motion, for example, you both move your thumbs to the left. When you make the same thumb motion, instead of making a new thumb motion after the next clap, you point at each other with both index fingers, and say “Boom.” Then continue the game as usual, Clap – thumbs – Clap – thumbs.

For instance, it might look like this:
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Activity notes: At first, participants may be tempted to match their partner's motions. It's important to point out that the goal of this activity is actually not explicitly matching or not matching. The goal is to develop a rhythm and pay close enough attention to your partner and yourself that the partnership can keep the rhythm going without making a mistake.
 
Ask participants whether they paid more attention to themselves or to their partners. Was it hard to keep track of both yourself and your partner at the same time? How does the idea of focus relate? Observe how long it takes before the participants really catch on. This is a great opportunity to talk about learning curves for individuals as well as teams. And after making a mistake, how do we recover? 

Have fun out there!

Chris Cavert, Ed.D. 
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Re-Build It (with Cups)

7/9/2026

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AI Generated Image
Here's a Cup activity thought I had tucked away in my "Ideas" folder. It's a 'less-to-more' challenging progression with lots of action and designated time for planning before each challenge. So, there will be lots of talking point options. 

I like it for groups of 5 or 6 participants, and a group does not move to the next level of challenge until they are ready – which they determine by consensus. 

​Needs & Numbers: You'll need 12 plastic cups for each group of 5 or 6 participants. I will use this activity with up to 48 people – keeping the groups close enough together so I can walk around and observe. (Multiple groups can play at the same time.) We do like the square bottom cups from Solo – the cup of choice for the activities in Cup It Up: Team Building with Cups (Cavert & Thompson). Ebook download at the FUNdoing Store).

You will also need one Re-Build It Instructions sheet and a pen for each group and a flat building surface for each group. I share some surface options below with some tactical reasoning – less-to-more challenging. Solid surfaces like desktops, tabletops or tile/wood floors are better than carpet which has some 'give' to it, making taller towers more difficult to stand. 
Here are some possible building surfaces and their considerations: 
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Use a solid ground-level surface or solid floor. 

Some groups will have an easier time than others working from the floor. And players can be all around the cups. 
Working off of a small stool will keep players off the ground and still have room to build a 12-Cup tower.

Players can move all around the cup tower.
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Small tables with a group at each end. 

Players can be around the tower but now there is the risk of bumping the table, disrupting both groups. This is another factor to consider when sharing a resource. 
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Two groups at Rounds where they will need to navigate less space around the cup tower and risk bumping the table – disrupting both groups. Then there can be four groups using a long conference table (AI Image). At each corner there will be some good access around each cup tower, but now a bump of the table will disrupt four working groups. Building surface choices all come with their own consequences. And good things to talk about. 
Process: Creatively divide your big group into smaller groups of 5 or 6 participants and invite them to stand near their own building surface (see ideas below). If the gear for each group is not already placed at the designated building surfaces, have someone from each group pick up a stack of 12 cups, the Re-Build It Instructions handout, and a pen for their group. 

When all the groups have their gear, give everyone time to read the Re-Build It Instructions (below) – one person from each group reads the Instructions and the Rules out loud to their group. After it appears all groups have heard the directions, get everyone's attention for some questions and answers.

Re-Build It Instructions (as provided on the downloadable Handout below)

There will be 7 Re-Build Challenge opportunities during the activity. Each Challenge Round will consist of a 3-minute planning and practice period and a 1-minute Re-Building period. Cups may be touched during the planning and practice period. 

Before each 1-minute Re-Building period the single-row cup tower needed for the next Re-Build must be standing on its own (no one touching it) on the group's building surface before time starts. Cups in this starting tower may not be nested inside of each other. 
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Rules: 
  1. When "GO!" is called, and time starts, the standing tower cups may be touched. (Extra cups are off to the side.)  
  2. Each person in a group must place at least one cup into the Re-Build. No one can place a second cup into the Re-Build until everyone has placed their first cup. 
  3. The Re-Build must consist of each starting tower cup reorientated 180 degrees. For example, if the first cup at the bottom is positioned with the open end down, this first cup in the Re-Build must be placed open end up. The remaining cups are then placed accordingly. 
  4. Cups may not be nested inside of each other during the Re-Build. 
  5. A successful attempt is made when the single-row of cups Re-Build is standing on its own at the end of the 1-minute building period.
  6. After a successful Re-Build the group can move to the next Re-Build Challenge. 
Re-Build Challenges:
Challenge 1: Re-Build a 6-Cup Tower
Challenge 2: Re-Build a 7-Cup Tower
Challenge 3: Re-Build an 8-Cup Tower
Challenge 4: Re-Build a 9-Cup Tower
Challenge 5: Re-Build a 10-Cup Tower
Challenge 6: Re-Build an 11-Cup Tower
​Challenge 7: Re-Build a 12-Cup Tower
rebuildit_instruction_handout.pdf
File Size: 323 kb
File Type: pdf
Download File
After Questions and Answers have been processed, give the groups their first time-budget cycle. Tell them, "You now have 3 minutes to plan and practice Challenge 1. Re-Build a 6-Cup Tower. I will remind you, with enough time, to get your 6-Cup tower set up before the 1-minute time starts for the Re-Build."

Then, start the 3-minute time window for planning and practice. Provide the time remaining every 30 seconds – "90 seconds." "60 seconds." "30 seconds. You should consider setting up your 6-Cup tower so you are ready for the start of the Re-Build." 

IMPORTANT! As soon as the 3-minute planning and practice time is up, start the Re-Build time. You will give groups a countdown with 10 seconds remaining in the planning and practice time: "10, 9, 8, 7, 6, 5, 4, 3, 2, 1. Start your Re-Build!" Then provide time checks every 15 seconds ending with a 10 second countdown.

After the first Re-Build Challenge, check in with everyone to gauge understanding. If there are groups who were unable to end with a standing 6-Cup tower, they will attempt 6 cups again. Those with a 6-Cup tower standing will add another cup to their resources and prepare for a 7-Cup Re-Build. Yes. Someone in the group will need to manage two cups – following Rule 2. As the Challenges progress, more people in the group will need to manage more than one cup. 

After every Round, check for understanding before starting the time budget cycle.  
Facilitator Notes:
  • Consider the Rules carefully. Be sure, referencing the 'Rules' to a group, you are helping the groups understand the Challenges. And be open to creative solutions to a problem. For example, is knocking over the initial standing tower against the Rules? As long as the cups get Re-Built with each cup in the alternate orientation (the key is the bottom cup being turned), then knocking down may not be a bad idea (but we let them figure this out). 
  • Of course, manage time as you see fit. You might want to take more time to discuss moments in between Challenges. It's about the learning opportunities – take them when they present themselves. 
  • You could take the time to share "best practices" between groups. Each group is working through the same problems. What would helping each other do for the community? The tide rises all boats. 
Possible Talking Points:
  • What were some of the decisions you had to make during the planning sessions? 
  • How did you use the time during your planning and practice sessions? Is/was there a different way you could have used your time? 
  • How did the 'time budget' influence the way you interacted during the planning and Re-Build challenges? How does 'time' in your life influence the way you interact with others during day-to-day experiences? In what ways would you like to change your interactions no matter the time? 
  • Were you clear about the role you had for each Re-Build Challenge? When was your role clear to you? Did you choose your role, or did someone choose it for you? How did you feel about your role? Did you question your role? Did you want to question your role? 
  • What was against you during the challenges? What did you do to manage the things against you? How did you 'handle' the things against you? 
  • If your tower fell, what was your reaction? Then, what was your ACTION? 
  • How did your group react to someone from another group causing your tower to fall? What are some good ways to handle a situation like this? 
  • How did you feel about redoing a failed challenge? What behaviors did you notice in your group when you were faced with redoing a challenge? What other behavioral options were there? How do you define a 'redo?'
  • What was it like for you to place more than one cup into the Re-Build? Did you 'volunteer' to manage more than one cup, or were you forced? Expected? What prevented you from sharing your concern for managing more than one cup? How did being forced to manage more than one cup influence the way you participated in the Re-Build? What would you like to see change about a situation like this? 
  • Once you placed your cup, or cups, what did you do? Were you helpful? In what ways? 
We're in Beta Testing mode, so please let me know if you have ideas that will make this experience more meaningful! 

All the best, 

Chris Cavert, Ed.D. 
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Trackball Challenge: Suitable for Groups of 24 to 80 Participants (Self-Directed)

6/26/2026

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I recently worked with a group of 72 adults who were a part a student support department at a University. Their mission statement included: "To support students from pre-college through graduate education." One of their desired outcomes for the professional development day was to explore the concept of 'support.' During my planning process I came up with Trackball as a way to experience and discuss support. Let me walk you through my process...

Set Up:
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I used 5-foot lengths of rope (tied into circles) for the Pods and golf balls for the participants. You could also use Hula Hoops for the Pods and Tennis Balls for participants – really, anything that rolls. Maybe there are different 'kinds' of participants you want to talk about. They can be represented by marbles, golf balls, and tennis balls – maybe even a few softballs. 
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I used a collapsible grocery basket for the Realm of Their Future. I like the portability of this container. You can use a bucket or box as well. I used to use another rope circle for the destination point for materials, but the orbs often bounced out of the circle (of course another problem to solve). I'm purposefully increasing the odds of success using a container with walls. 
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Needs & Numbers: As for the set up, use the same gear (and Set Up) for 24 all the way up to 80 participants. (With the time allowed, it will not be about getting ALL the participants into the Realm of Their Future. It will be about how many they can get there in the time they have.) 

You'll also need one 'Track' for each person in play. Any 'Pipeline' prop you have will work. I used the colorful 'Gutter Ball' kit from Training Wheels (see the Track picture in the heading). You can even use foam pool noodles cut into 18-inch sections. 

Each initial 'team' within the 'group' will need a copy of the Trackball Self-Guided Instructions. I also like to provide a clipboard and a pen for each team if I'm going to have them self-reflect using the guide on the back of the Instructions. 
trackball_selfguided_instructions.pdf
File Size: 451 kb
File Type: pdf
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This PDF will show you a Preview before you click to download.
Process: Divide your group (of 24 to 80 participants) into smaller 'teams' of 6 to 10 people. With my group of 72 I handed out playing cards at the beginning of the program so I could get them into a variety of group sizes during our training. (Check out THIS VIDEO/Blog post on Card Groupings.) 

After I divided them into teams (using cards – 8 or 9 on a team), I asked everyone to send me one person from their team to pick up the gear they needed. They picked up a Track for each person on their team (including themselves), one Self-Guided Instruction Sheet, a clipboard and a pen. 

Before we started, I got everyone's attention using my trusty cowbell. I told them this:

"You now have what you need to begin the next adventure. Have someone on your team read out load the Instructions for the task. Wave your hands around for me to see if you have something I can clarify for you.

For your Time Budget, you have 10 minutes to plan and practice your approach and then 20 minutes to work your plan moving participants to the Realm of Their Future. Please keep in mind, you are one service provider divided into teams to meet the Objective. 

When your Time Budget is up, you will spend some time exploring the ways you supported the participants, and each other, during the experience. Your 10 minutes of planning and practice starts now. I'll let you know when to begin the official movement of participants to the Realm of Their Future. Go ahead and share the Instructions with each other and let me know if I can clarify anything for you."
Facilitation Notes: At the conclusion of my instructions, I let the teams work out their process. I walked around making myself available for questions and clarifications. I also kept an eye on Instructions violations – clarifying the expectations. 

BIG NOTE: Many people started to plan and practice without a clear understanding of the Instructions. (This was a great talking point after the activity.) 

Here are several things I needed to clarify right away: 
  • Each person can only use and touch one track.
  • 'Participants' can only be touched by the tracks (many were confused about how to get participants out of their Pod – a problem to solve).
  • They are "one service provider" divided into teams, not competing against each other. In other words, they are ONE GROUP working towards the Objective. 
After starting in smaller teams here's what was suggested. In the end they moved 11 participants in 20 minutes and felt good (as they shared) about this ALL-Group bonding experience. 
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Reflection: After the Time Budget was up, I asked them to rejoin their original teams and discuss the question regarding 'support' that was found on the back of their self-guided Instructions. After about 6 minutes I asked teams to share out the supportive behaviors they noticed. Together there were over 15 supportive behaviors they shared. Then I asked this group, "What are some of the supportive behaviors you saw here would you like to see more of in this group?" This opened some awareness to what they can work on as they moved forward together. 

Here is the Post-Activity Reflection Question and 15-point spaces to document observations that was printed on the back of the Instructions sheet: 
supportive_postactivityreflection.pdf
File Size: 25 kb
File Type: pdf
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This PDF will show you a Preview before you click to download.
I have found over time with larger groups, the self-guide Reflection gives more people an opportunity to share their thoughts. And, when they all write down what was shared, I can collect this data, type it up, and send it to the group for future reference. It's a nice value-added to a program. 

Let me your thoughts about this one. Leave us a Comment or send me an email. I'd love to know how it works out or how it can be improved. 

All the best, 

Chris Cavert, Ed.D. 
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Word Circle Puzzles and 'Collaborative What's Missing' Variation: May 2026 (Print-N-Play)

5/29/2026

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It's been a while since I've posted new Word Circle Puzzles. So here you go:

Note: You'll get a preview of the PDF before you click to download.
fdblog_wcp_setd_may26.pdf
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If you are new to Word Circle Puzzles, a cognitive team building activity, pick up the 'Word Circle Puzzles Starter Kit' (immediate download) at the FUNdoing Store. The Kit includes comprehensive information about the puzzles, lots of print-n-play puzzles, and 12 different ways to use them with your groups.

You can also find the 'WCP Expansion Pack' and Volume 1 of the advanced 'Picture Word Circle Puzzles'. (Go to this FUNdoing Post to find out my favorite way to use Picture Word Circle Puzzles – including one FREE puzzle.) 

Here's a quick overview, using the 'Collaborative What's Missing' variation:

Needs & Numbers: One Word Circle Puzzle for every 3 to 4 participants. (There are a few different ways to use WCP with groups, detailed in the Starter Kit. Multiple small groups in play at the same time in one way.) You will also need 1 'Help Card' for each group (included in the print-n-play) and some index card and markers. 

Set Up: Have one word circle puzzle ready for each group you intend to form (e.g., 20 people in your group, you plan to form groups of four – so you need five puzzles and five Help Cards). Use the same puzzle for each group. NOTE: The longer the puzzle, the more time is usually takes. 

Then, from each puzzle, take out one word card – take out a different word from each puzzle. 

After forming groups and assigning each a spot to work on their puzzle, hand each group a puzzle, one Help Card, one blank index card and a marker. 

Activity Objective: Connect all the word cards provided and then determine what one word is missing to complete the puzzle so all the word cards form a circle. 

​Here's an example of a 6 Word Circle Puzzle:
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Each word of a puzzle is connected to the 'next' word in the circle – reading clockwise, or moving to the right. The process can be explained like this: Each word in a puzzle has it's own definition. When combined with another word the two words together have a different definition. The puzzle above includes the words or phrases manpower, power plant, plant food, food chain, chain mail, and mailman. 

​Process: After sharing the Activity Objective (above), provide a solved  example of a puzzle – use the one 6 word puzzle above, writing the words on index cards and laying them out in correct order (with some help from the group), so they get the destination they are heading. 

Then explain their task is to initially put all the words they have in correct order – this could forming a circle of words or simply setting the word cards down in a straight line. Then, they will need to determine what word can be used to connect the two ends together. They use the blank index card and marker to write their word and place it in the sequence. 

Help Cards: Each group has one Help Card (if there are only three groups in play, give each group two Help Cards). They can be used by a group to ask you a question. Frame it in this way:

"You'll notice you have a Help Card. You can use it to ask me a question about your puzzle. Now, keep this in mind. You can ask me a question, but I am not obligated to answer it. For example, if you ask me, 'What is the missing word in our puzzle?' I will choose not to answer this question because it solves the objective – too easy. Questions that help you along your journey I'm more prone to answer." 

Getting to Work: Clarify any questions the groups have about the Activity Objective or the rules. The main rule is that all word cards must be used. Then, let them get to work. 

Play until the first group discovers their missing word. Then, give all other groups one extra minute to discover their missing word. After that last minute, bring everyone together for a Reflection session (see, Possible Reflection Questions below). 

Facilitated Objective: This version of Word Circle Puzzles (Collaborative What's Missing) has, at least, two built in opportunities for collaboration. The first are Help Cards. If the groups come together and agree on what to ask the facilitator, they don't 'waste' questions. Most groups don't collaborate and end up asking facilitators the same questions. The second is discovering missing words. If they come to realize they are working on the same puzzle, other groups will have the missing word a group is looking for. 

Fact: The puzzle does not even need to be solved. Each group just needs to find their missing word. When all groups have all the same words, the Activity Objective has been met. 

Facilitator Note: Don't tell the groups the name of this activity. Using the word 'collaborative' can solve a key problem for them – we want them to figure it out, or talk about it during the reflection. 

Possible Reflection Questions: 
  • What was the most challenging part of this puzzle for you? 
  • How many Help Cards did you have? How many Help Card were available to the entire group?
  • How did you use the Help Cards? Is there another way you could have used your help cards? 
  • Did you realize each group was working on the same puzzle? When did you realize you were all working on the same puzzle – how did you find out? 
  • Was collaboration against the rules? What was your objective? In what way could collaboration have helped you meet your objective? 
  • What are some reasons for not collaborating with others? What are some of the benefits of collaborating with others? 

Use the Search feature (above) – type in: 'Word Circle Puzzles'. You'll find TONS of puzzles inside the FUNdoing Blog and several presentation variations. 

Don't forget, EVERYTHING you need to know about Word Circle Puzzles, and lots of puzzles sets, can be found in the WCP Starter Kit.  

Have FUN out there!! 

Chris Cavert, Ed.D. 
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Tipping Towers (video)

5/14/2026

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Note from Chris: This video is over 6 minutes. I kept in more content in this one so you could listen to the verbal communication of this team in action. They made the journey look easy with a good dose of task focus and thoughtful communication. 

I've been a fan of the 3D Bull Ring Tube. However, I've also been wanting to figure out how to get the people on the bottom strings of the tube more engaged – the strings at the top of the traditional version do more of the work. 

This new design hit me recently. The 'top' strings are places just below the center of the 10-inch tube (1.5-inch diameter tube). Now, the bottom strings need to provide the leverage for the ball to stay on top of the tube.  

The Objective: Get the tennis ball, that starts out on top of the 'Wide' tower, on top of the 'Narrow' tower (1-inch tube with couplings at each end). 

Needs & Numbers: One set of Tipping Towers (two towers per set) plays well with 6 to 12 participants. (You can find the three-pack set at Training Wheels, enough strings for 36 people.)  

Process: Set down the Wide Tower (with the strings spread out away from the tower) on the floor about 12 feet from the Narrow tower that is set standing on the floor. 

Rules:​
  • All strings must be held at the knot located at the end of each string.
  • Once the Wide Tower is off the ground, strings may not touch the ground until after the ball is successfully placed on top of the Narrow Tower.
  • For safety reasons, strings may not be wrapped or folder around anything.
  • The ball may only be touched by the Wide Tower and the Narrow Tower.
  • Towers may not be touched by participants in any way.
  • If the ball falls off either Tower, a restart is required.  

 
Possible Reflection Questions:
  • What was your first impression of the activity after hearing about it? Did your impression change after starting? It what way? How is this like meeting new people?
  • Let’s think about and discuss the activity in three parts. 1) Describe what you remember about starting the challenge – picking the Wide Tower up off the ground. What worked well, what didn’t? 2) Describe the portion of the challenge where you were moving the Wide Tower towards the Narrow Tower. What worked well for you and what didn’t? 3) Describe the final part of the challenge – placing the Wide Tower down over the Narrow Tower. What worked well for you as a team and what didn’t?
  • What emotions surfaced for you during the challenge? How did these emotions influence the way you participated in the experience?
  • In your opinion, what is the best thing you did as a team during the challenge?
  • In your opinion, what is one thing you believe your team can do better when it comes to working together?

With a simple change, the next level of challenge is achieved. It's been fun to watch and valuable to learn from. 

So far we've tried it starting at floor level and tabletop level. The tabletop start and finish seem to be easier – the standing and squatting start and end from the floor involve more dynamic movements which have dislodged the ball more frequently. 

I hope you get the opportunity to try it out.

All the best,

Chris Cavert, Ed.D.   
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Tabletop Blind Mouse Maze

4/27/2026

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My friend West and I led a workshop that included this tabletop mouse maze. It was super exciting with rich takeaways (see the Reflection Questions below). We used 6-foot round tables and divided the surface in quarters using blue painters tape (easier to remove at the end). Each quarter included a zig-zag maze (outlined with blue tape), three 'cat' stickers, two victor mouse traps, and an oversized yellow die – the cheese. 
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Below is a close up of the Traps and Cheese. We were working with adults so we chose to place the loaded mousetraps close to the cheese. The traps can be placed further away to reduce some stress if needed. We use oversized foam dice (because we had them) for the prize. The elevation made the perch higher than the traps to mitigate some of the perceived and actual risk. If you don't have the dice you could cut up some 1.5- x 1.5-inch dowel rods or or pvc for perches. The cat stickers we found at a craft store (e.g., Michael's) and the soft mice at a pet store.  
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The Objective: Slide the mouse through the maze unsighted, avoiding the walls, cats and traps and place it on top of the cheese in the center of the table. 

Each quarter of the table was used by a pair. One person was sighted, one person had their eyes closed. The person with their eyes closed was guided by their partner through the maze, avoiding the walls (blue tape) and the cats (stickers). The mouse is slid along the table until it reaches the entrance to the traps area. Then, using detailed verbal communication, the sighted partner directs their blind partner to pick up and put the mouse on top of the cheese. 

If the mouse were to fall into the trap area, without setting off a trap, the sighted partner can continue to provide directions for the safe removal of the mouse by their unsighted partner. And ultimately make a successful perch of the mouse onto the cheese. 

After a maze trip, partners talk to each other about the experience, sharing what went well and what could have made the experience better. Then, partners switch roles. 

TRAP WARNING: Yes, loaded mousetraps provide a heightened level of risk - use this activity with groups that exhibit good verbal communication skills. If you know how to use mousetrap activities within a teambuilding program, you could do a warm up experiences like the Mousetrap Trust Sequence (see the book Raptor, by Sam Sikes). 

Possible Reflection Questions:
  • What were some of the concerns you and your partner had with the maze before the mouse started moving? What did you discuss and address about the concerns before starting? 
  • What was important about the plan you had with your partner before starting? What were some of the specifics you included in your plan? Why were these specifics important? 
  • What were the hazards you needed to plan for? What hazards in your day-to-day life do you need to plan for? 
  • What concerns did you have about the loaded mouse traps? How did you address your concerns? What sort of traps are you around in your day-to-day lives? What are some of the ways you address these traps? 
  • If a trap was set off during the experience, how did it influence your future actions? 
  • How was trust related to this experience? What behaviors did your partner exhibit to build trust? What behaviors did you experience that did not build trust? 
  • What lessons can we take away from this experience? 

I hope you have the opportunity to try this one. We spent about 30 minutes with it the first time we tried. It was about 10 minutes with the frontload, 20 minutes for the activity (moving the mouse), and about 10 to ask questions about learnings. 

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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