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Every Other Group Juggle

5/24/2023

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(About an 8-minute read.) 
Problem Solving. It's one of the most common concepts we practice (experience) when team building. Typically, after the connection activities (e.g., Ice Breakers), we dive into Problem Solving activities. Then we dial in on how our groups problem solve together - which leads to concepts like Leadership, Communication, Trust, and Planning (among so many others).
 
Part of the problem solving process is actually recognizing problems. I often observe in wonder as groups continue bumping into the same problem (a problem I see) without resolution. Some would say they have not been able to 'name' it and then work to get through it (or around it). And this is often the essence of team building, to figure this stuff out together.
 
After some recent reflection about identifying problems (especially working with middle school ages) I came up with an idea to encourage some problem identification. Every Other Group Juggle has become one of my tools. It's easy to set up and most groups have the skills to experience some level of success to keep them motivated to continue getting better.
Every Other Group Juggle
 
Activity Objective: Complete three tossing rounds in a row without any drops.
 
Needs & Numbers: Plays well (so far) with 12 to 24 people, middle school ages and older. And an odd number of participants adds a little more challenge (so, you can jump in on an even group to make it odd). You'll need a safe tossable item for every two people, plus one extra (when numbers are odd). I like to use the 'stress' (squishy) tossables. Tennis balls work well too. (I found plastic 'pit ball' tossables don't travel well in the wind - another problem to solve if needed.)
 
Process: The set up for this one is like traditional Group Juggle (Rohnke, Silver Bullets - the link is to a video with the basic idea and a toss-n-run version I really like). Circle up your group. Use one tossable to create a tossing pattern (nice underhand tosses). Everyone catches and tosses one time. The last person tosses to the first person who started the pattern. And tosses cannot be made to someone to a person's immediate left or right. NOTE: If you are new to Group Juggle, setting up this tossing pattern can take a while. (If you want to learn a fast way to set up the pattern, for the sake of time, see Group Juggle Set Up)


Once the tossing pattern has been created and practiced several times (until everyone remembers who they toss to), give every other person a tossable. If you are working with an odd number of people, the last person will also receive a tossable - essentially, three people in a row will have a tossable. Then I inform group members that they must remain in this circle configuration - people may not rearrange themselves - for the duration of the challenge.
 
Here's where I introduce some 'anticipatory' problem solving. I tell my group every person with a tossable will be tossing to the same person they tossed to when creating the pattern. I will be calling, "1 ,2, 3, Toss. On the word toss, all tossables must be tossed. The goal is to catch all the tossables in play - that means zero drops. Ultimately, making three tosses in a row without any drops."


But before this happens, I ask everyone to point to the person they are tossing to. I ask if they see any potential problems ahead. (The one that is always foreseen: Some people will have to toss AND catch during the round.) Once they identify a potential problem (or problems), I ask them what they want to do about it. This is where some planning, and even some practice, can strengthen the odds of zero drops. (NOTE: It usually takes a few rounds to figure this out, but since they cannot rearrange themselves, for the best odds, tossable objects are moved to players who will not have to toss and then catch in the same round. If there is an odd number of people a group can get down to only two people who will need to toss and catch. So, who will be willing to take the risk?)

If the group determines that the 'odd' number of people is a problem, find out what they want to do about it. You could offer to step in, or step out of the group to make it even. 
 
It is clear that I am encouraging some problem solving before problems occur - the anticipated problem may not even happen. But I see it as a skill set that could be used as a planning tool. It's a way to 'future forecast' so to speak. And I also challenge my groups to try out a plan sooner than later so they can collect some data on how it worked. They don't need to solve all the problems before they try something.
 
When the group is ready and willing to try out their plan, we go for it to see how it worked - was there any drops. If so, we focus on identifying one or two problems they can work on and make a plan that can lead to better results. Then try again. I encourage my groups to identify one, maybe two, problems. Work to solve them and then, when needed, identify the next problem to solve - continuing this process until they achieve the goal of the task.


When they do succeed - zero drops - they can make another tossing attempt towards their three no-drop rounds. If a drop occurs on the next attempt, I encourage them to identify the problem(s), plan a way to solve it/them and go again. The overall idea is to identify what problem they have and plan out a strategy to solve it - one problem at a time.
 
(If you would like to teach a clean step-by-step process to problem solving, there is the A, B, C, D, E method: A - agree on the problem you want to solve; B - brainstorm ideas to solve it; C - choose one of the ideas; D - do the idea, collect data; E - evaluate what was done, did the problem get solved. If not, choose another idea to try, do it and evaluate again. Go through this process until the problem is solved.)
Have FUN out there! 

Chris Cavert, Ed.D. 

Other Group Juggle Posts at FUNdoing
Group Juggle Set Up (2012)
Double Group Juggle (2014)
Zig Zag Group Juggle Variation (2015)
Group Juggle Variations (2020)

P.S. The header above is my first AI generated graphic. Prompt: 18 young people standing in a circle with every other person holding up a ball, standing in the grass with trees in the background. 
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Alphabet Soup (with Crowd Words)

5/11/2023

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(About an 8-minute read.)
I learned this activity from Chris Ortiz & Jim Grout many years ago at a conference workshop and I recently found their handout buried in one of my files (I haven't seen this one turn up in any books so I thought I'd share it). And since adding Crowd Words (26 of the 140+ letter tiles shown above) to my favorite props, I've been pulling out all the 'Letter Tile' activities I know. (Here's another one with Crowd Words: 26 Word Builder)

(Those of you in the know - I've run across another activity with this name but I couldn't find it in any of my books. My memory tells me in involves those foam puzzle squares for kids where you can remove the letters, numbers and animals from the inside of the square. Ringing any bells? Is it a Project Adventure activity? Let me know if you know. Thanks.) 
Alphabet Soup (from Chris & Jim's Handout with some slight editing)

The goal for each team of 3 to 5 players, is to spell as many words as possible in two minutes. 

Words must be spelled out in their entirety on the ground using the letter tiles in order to count for points. (Chris Cavert: In other words, letter tiles must be moved into a line that spells out the word to be scored - you can't just shout out words without moving the tiles into place.)

Teams may brainstorm words for as long as they want before performing the task. (Chris Cavert: During the brainstorming session words may not be written down - it's a verbal storming only.) 

Needs & Numbers: You'll need one Alphabet set (26 letters), one Rule Card (PDF download below), a few sheets of paper, (a clipboard if you have some), and a pen for each group of 3 to 5 players. 

RULES:
1. Teams are challenged to spell out - using the letter tiles - as many different words as possible in two minutes. 
2. Teams may only use one set of 26 letter tiles - A to Z. 
3. Words may not be repeated and must be spelled out in their entirety to be counted. NOTE: Words can only be used once in their singular or plural form (e.g., Plate or Plates - both cannot be listed). 
4. Words spelled out with the letter tiles must be written on paper to be counted in the end.

SCORING:
10 Points are earned for each word spelled (minimum of 5 letters).
20 Bonus Points are earned for each word longer than 8 letters. 
30 Bonus Points are earned for each word longer than 10 letters. 
Printable of the Rule Card
alphabetsoup_rulecard.pdf
File Size: 278 kb
File Type: pdf
Download File

When I use Alphabet Soup, I create the small teams and then give each one a set of 26 letters (which you could make yourself, of course), pen and paper along with one Rules Card (PDF above) and then give them four minutes to plan before the first timed round. I tell them nothing can be written down during the planing phase. Then I start the four minute timer. 

During the planning phase Teams can ask me questions, which I may or may not answer depending on the question - I avoid solving any 'problems' for them. When the four minutes expires I get their attention and ask for any final questions. Then I give them the "GO!" for the two-minute scoring round. 

During the two-minute scoring round(s) I observe how they 'play the game' - are teams following the rules. I'm looking for things we can talk about after the timed round. When the two minute scoring round is over I ask each team to score themselves based on the point values listed on the Rules Card. Before asking some questions about the overall 'Planning & Playing' process I wait until everyone is done with their math (this could take a minute) and then I ask groups to share out their scores. 


Here are some questions I tend to ask: 
  • ​What strategies did you come up with during your planning session? 
  • Which strategies worked for you during the timed round? Which strategies did not and why? 
  • On a scale of 1 to 5, 5 being 100%, how well did you follow the Rules? 
  • If you didn't score a 5, what rules were difficult to follow? 
  • What is your opinion about rules? What if we didn't have any rules - what would that be like? 
  • How was your score? Good? Not so good? Excellent? Could have been better?
  • How are you feeling about your score in comparison to other groups?
  • In what ways does it matter to you about the 'scores' of other groups? [We can go a lot deeper down this rabbit hole if it aligns with group objectives - lots to explore here.]
NOTE About SCORING - There is a little nuance to the scoring. If it doesn't come up (if no questions are asked about it - if someone does ask for clarification, I give it), I wait until after the last 'Planning & Playing' process to bring it up. The 20 & 30 'BONUS' points are added to the base score of 10 points for the minimum five-letter word. If groups did not catch this there can be some powerful emotions. 'Clarity' is the topic of discussion on this - "We can miss out on things if we're not clear." And when some groups get the scoring details and do/did not share the information, we can discuss this dynamic as well. (They might think other groups knew or they might not have shared because they want to win. More good things to talk about.) 

After the first 'Planning & Playing' process (when there is time and energy for it), I give the groups three minutes to plan before going into another scoring round. After the second round I give them two minutes to plan before the third and final round. I also inform the groups that words may not be reused across scoring rounds. 

There is A LOT to dive into with Alphabet Soup - "Simply Deep" I'm calling it. Do you have other Simply Deep activities. Let us know in the Comments! 

All the best, 

Chris Cavert, Ed.D. 
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Bright - Blurry - Blind (An Information Awareness Activity Using Image Cards Shared by Mike Cardus)

4/27/2023

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(Chiji Image Cards)

(About a 12-minute read)
I was on a 'links-adventure' (a.k.a., rabbit hole) and wound up at an activity from Mike Cardus (an Organizational Development consultant who focuses on a group "progress-focussed process" to help his clients find solutions to their most pressing challenges). Mike is an experiential educator and innovative creator. Over the years I've collected some of Mike's activities to meet the needs of my own groups. Mike - BIG Thank You! for what you do! (Check out Mike's Resources page.) 

Bright - Blurry - Blind is what I call an 'Information Awareness' activity. It involves Image Cards, prompting questions, reflection and discovery.

QUICK NOTES:
  • Mike's description includes the example of facilitating within a corporate setting with specific 'departments' working through this process. After the description I include some commentary about using this one with other types of groups. 
  • Why use Image Cards? Why not just discuss, document and share what's Bright, Blurry and Blind? The brain fires up for some people when they see things. Visuals remind us. We also get to focus on the 'card' when bringing up a thought - "the card reminds me of..." is a reflection away from self which can be more comfortable for some. It's like asking, "Find a useful quote." without providing context versus "Find a useful quote about friendship." Visual images give us some context. 

​Here is Mike's most recent approach: 
Bright - Blurry - Blind
An initiative that highlights the value of cooperation rather than competition.

​Group Size:
5 - 500; participants are asked to work in their existing work teams, i.e., Accounting is together on one team, Human Resources is together on another team, Sales, and so on.

Time Required:
60-120 minutes, depending on group size and the momentum of the discussions.

Materials:
  • Flip chart paper - at least two sheets per functional work group
  • A variety of magic markers
  • Metaphor Cards; cards with images on them with no ultimate meaning. These cards allow participants to discuss and determine the team BRIGHT - BLURRY - BLIND areas.
Goals:
  • Providing an opportunity for the work teams and participants to think and speak about concerns and give accolades to each other creates a powerful learning environment.
  • By illuminating topics within departments and the organization, work teams can brainstorm and strengthen their connection with each other.
  • Facilitating an overall "one team" atmosphere and empowering the participants to share successful information and techniques that may have never been shared in an open forum.

Briefing: (A sample script)
We all know a number of our work teams' and organization's ideas and issues seem obvious to us, not anyone else. Together, it is important to create a culture of transparent and open communication of needs and requirements for our teams and individuals to be their most effective. I ask that one representative from each team come and gather a small stack of metaphor cards, two pieces of flip chart paper, and some markers, then return to their team.

The metaphor cards are general images that will aid your team in clarifying the areas that will be discussed. Metaphor cards have no right or wrong, good or bad, positive or negative meaning. Their meaning will be what you and your team attach to them.

I will ask each work team to choose three metaphor cards with various meanings. Each team must agree on the three cards to use and what each card will symbolize for them. Here's what you'll be looking for in the cards:
One Card will represent BRIGHT - Bright is an issue or topic out in the open, clearly evident to the team about the organization. Bright is common knowledge; everyone knows this is an area of concern for the work team and the organization.

The second card representing BLURRY - Blurry is known and not spoken about enough, a subject that should become Brighter. Blurry is the undercurrent water cooler talk, the area the work team feels insecure about, and its status within the organization. Blurry is a topic or issue; if made brighter, much of the "Gossip" would cease, and questions would be answered.

The third card represents what they feel is BLIND - Blind is not known, missing from the system, or that the work team feels kept from them. Blind issues or topics are ones that the team feels they are the only ones who struggle with, and no other work teams are aware of. When the Blind problems and questions became Brighter, the organization would become transparent and create a paradigm shift towards trust and excellence.


The work teams are then asked to go ahead and choose the three metaphor cards (one for BRIGHT, one for BLURRY, and one for BLIND), write these on flip chart paper and then present the BRIGHT - BLURRY - BLIND to the entire organization and work teams that are present for the activity. [Note from Chris: I'm thinking, I'll have each group stick their cards on the flip chart paper with (light-stick) painters tape and then write out (next to the card), what it represents. It adds a colorful visual to the presentation.]
​Processing:
BRIGHT - BLURRY - BLIND is an initiative that can stir up powerful emotions and discussions. Use this process with a group that is willing to explore and grow - tell them up front what's about to take place to see if they want to go down this road. Be open and prepared for criticizing and touching on topics that create conflict. This initiative's ending can make some real growth and increase trust within the organization.
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After each team has had the chance to present their BRIGHT - BLURRY - BLIND charts, ask them to hang them on the walls. Give participants approximately 15-30 minutes (more time if necessary) to walk around and view the other teams flip chart papers; allow time for some disorderly speaking and questions and answers sessions.
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Following the unstructured viewing, call the participants back into their work teams. Ask them to gather their flip chart papers so they can reference them during the discussion. 

Some possible processing questions:

• How were the metaphor cards chosen for the BRIGHT, the BLURRY, and the BLIND?
• How effective was the group's communication process?
• In what ways were disagreements settled?
• What was the easy part? What made it easy?
• What was the challenging part? What challenges were faced?
• Are there any common themes that we noticed amongst all the departments?
• What BLURRY topics can we discuss right now to make BRIGHT?
• Any surprises that were found amongst teams with the BLIND areas?
• Are the areas BRIGHT to one team BRIGHT to all or other teams?
• What are the causes of BRIGHT BLURRY BLIND topics within organizations?
• How can we as a team minimize the BLIND areas?
• What are you going to do with this information?
Follow Through​
End the day by creating a team of individuals responsible for addressing and developing a system to enhance organizational transparency and communication. The team can use the information gathered as starting points.

DO NOT LET THIS INFORMATION GO UNUSED! Lead this team-building activity and do nothing. You will create a more hostile and subversive environment than before you began.

Variations:
  • Try the activity without the metaphor cards; use plastic animals (sharks, camels, pigs, donkeys), Fruit (real or plastic), or no props ask the questions.
  • Have the participants paint the BRIGHT BLURRY BLIND on canvases using acrylic or latex paints. Then hang the artwork in the lobby, classroom, or office space.
Other Kinds of Groups (from Chris)
After reading this activity I made the assumption that the best scenario would be dividing into 'work teams' that have at least two people in them - everyone will have some support when presenting information. (In other words, I would not facilitate this activity without organizing small teams of some sort.) 

My thinking deviates a bit from Mike's intention on the 'Blind' step since it represents an "issue or topic" that only the specific team struggles with. But I think, overall, we can still keep the spirit of the activity. Here is one way I would set it up: 
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(Climer Cards - my Chiji and Climer Cards are always with me.)
Many organizations, especially non-profit ones, include people who wear multiple hats - they are part of many different 'departments'. Let's say there are nine full time employees who oversee programs populated by seasonal staff (e.g., camps). I would divide the full timers into three groups of three and give them each a set of image cards. (I would make every effort to create small groups that felt comfortable working together during this activity. This effort may involve speaking to the top admin person to find out what groupings could work.) 

I'd set up the activity just like Mike describes (above) with one adjustment to the 'Blind' information. I would simply ask each small group to choose an image that represents something they think their administration team is blind to - something they are not looking at or are hesitant to address. Then the groups would work through the process. 

​For example, one group comes up with the three cards above. They attach these cards (with light painters tape) to a piece of flip chart paper. Next to the cards they write: 
  • We have too many 'open' projects going on in our organization without enough time or resources to get them done. People are counting on these projects to get done - if they don't get it effects our programming and in turn, our clients. 
  • The 'communication' across our organization is not always clear. This creates stress across staff lines. Missed or misunderstood information effects our programming and clients. 
  • There are some things we do together that work out very well (the center area of the Ven). However, many of us are in siloed 'bubbles' which limits the resources we can share with each other (which goes back to communication). How can we make the center of the Ven bigger? 

These flip charts get posted around the room and the process continues (as described above).

Within the spirit of Mike's activity there is the underlying realization that not everything can be addressed at one time. However, using this Bright - Blurry - Blind process can provide data for a list concerns that can be translated into goals for teams to work on and work through together. 
Keep doing the good work out there! It's not always easy, but together we can get it done.

Chris Cavert, Ed.D. 

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Up Stream (a.k.a., What's Missing?)

4/13/2023

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(About a 10-minute read. NOTE from Chris: Heads Up, this activity is in the FUNdoing Beta Testing stage. We're looking for feedback. Please let us know if this makes sense. If it doesn't, where are the confusing parts? Leave your thoughts in the comments.)
My friend Trevor and I presented together at the 2023 ACCT Conference (The Association for Challenge Course Technology). Our workshop? AHH...That Fresh Game Smell! (Thanks to our friend Matthew for the workshop title.) When we arrived in Portland, Trevor and I dropped into a local game store. One of the purchases was Happy Salmon (from Exploding Kittens). Long story short, we came up with a game to present at our workshop using some of the Happy cards. (A heart-felt apology to the FUN Followers out there who cannot get their hands on the game!) It's a variation of 'What's Missing?' using Qwirkle game pieces or Qwirkle Rummy cards.
In the box you'll find a whole bunch of cards with 'connection' words on them: High Five, Happy Salmon and Fish Bump. The picture above includes one 'set' of these connection cards - there are three of these sets in the box. (There are also a whole bunch of 'Switch It Up' cards - you won't need these for this activity - but you'll need them to play the actual Happy Salmon game which is loads of fun). Also, notice in the set of cards there are eight different shapes and eight different colors - the connection words, shapes and colors make up this one set. Now for some math! 
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Trevor and I prepared the cards for a large group. We didn't know how many people were going to attend our workshop, so we planned for splitting up the big group into smaller groups of eight to ten people in each. We laid out all three sets on our planning table like the one pictured above, then we picked up the first four rows (12 cards) - this was a sub-set of cards to be used by one small group. The last four rows (12 cards) was the second sub-set of cards for another group. We did the same with the other two (full) sets giving us six sub-sets of cards for six groups of eight to ten people. (So, we love a large groups, but we were hoping for less than 61 attendees.) 

One last thing we did with each sub-set of 12 cards. We took out two cards - each card had completely different characteristics. For example, one would have a 'Happy Salmon' that was a 'Blue' 'Circle' card, the other was a 'Fish Bump' that was a 'Green' 'Triangle.' These difference make the activity a bit more challenging (we think). The best thing to do (we discovered) is to then put these two 'missing' cards in a small envelop, then place the other 10 cards on top of the envelope and rubber band the cards and envelop together so you have a little pack for each group of eight to ten players. 
Here's another way to prep the cards if you want to work with one group of up to 22 players (I'm imagining this would be super challenging). Let's say you have 11 to 13 players. Use the first five rows of a card set (like the ones to the right), take out two completely different cards (say the High Five Yellow Five-Pointed Star and the Light Blue Fish Bump Circle), stick them in an envelope - you're ready for 11 to 13 players. 
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Let's keep going. If you have 14 to 16 players, use six rows. 17 to 19 players, use seven rows. And finally, 20 to 22 players all eight rows. Of course, you've figure out, you could then have three groups of up to 22 players going at once. 
How Do We Play Up Stream?

Once you've sorted out the cards you'll be using, get your group together. Here's a sample introduction:

"This envelope [show them the envelop] contains two cards from a set of cards. Here are the other cards from the set [hold up the small deck of cards that go with the envelope]. In a moment I'm going to deal out the cards you'll be working with. On the face of these cards you'll notice some fish performing some handshake-type connections - there are three of these connections. Each of you will receive one card, some of you will receive two. Once you get your card, or cards, you will not be allowed to show anyone what's on the face of your card - you can't show your fish. Once I start dealing out the cards, you will not be able to verbally communicate with each other or write anything down or take a picture of what's on the face of your card. If you are willing to work with two cards please raise your hand when I ask for volunteers. When you receive your card, or cards, you will notice there is a color around the border of the card and a small shape in two of the card's corners. Your challenge will be to determine the fish handshake-type connection, the color and the shape of each card in the envelope - again, without talking."

Ask for questions from the group. Be sure not to solve an of the problems they most likely will encounter. I also think it's fair to explain what a 'set' is. My usual examples: A deck of cards - it has equal patterns of suits and ranks. A chess set has two colors, each color has the same number and types of pieces - if you take two pieces from a chess set and looked at the remaining pieces, you will be able to determine what's missing. Same idea with the 'fish' cards.

Based on what the group knows, before you deal out the cards, give them some time to formulate some process ideas before switching off their voices. When ready, deal out the cards and turn them loose to work it out. 

When your group (or a group, if you're working with more than one) believes they know what's on their 'missing' cards, they are allowed to speak and 'show-and-tell' you their answer. Then, hand the envelope to one of the players to open up and reveal. 
Here's the interesting factor of this challenge (full transparency), Trevor and I did not notice until the day of our workshop that the 'color' of each card is shown on the back of each card. AND, we didn't notice this until after we played, the shape of each card is also on the back (see right). This was brought up after play by one of the groups, and some of the groups never discovered these facts. We thought the activity was a bust.
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However, after experiencing the play and talking about this with the groups, there was a major lesson that surfaced. If you are not fully aware of the resources you possess, you may end up doing more work than you need to be doing.

Some of our initial groups really struggled with the task, taking twice as long as some of the other groups who discovered the colors and shapes on the back. (And one of the interesting discussions we had was about why those groups did not share this information, non-verbally, with other groups.) So, we think there is value in this fishy challenge. (And it's really super-fun and peaceful to watch all the pantomiming - a great video opportunity.) 


If you take a dive into this one, please let us know how it goes! Leave us a Comment below. 

All the best, 

Chris Cavert, Ed.D. 
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Team Tower Turning (with Videos)

3/26/2023

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(About a 10 minute read.)
A friend and fellow team builder, Linda Williams, recently showed me her version of Team Waterwheel (from the book, Cup It Up: Team Building with Cups which Linda edited). She adapted Waterwheel for a training with over 300 people. Her design purpose was to work on the concepts of 'planning' and 'task implementation' with participants from a world-wide organization. I've used it now over a dozen times and I really like the versatility and outcomes. 

Linda provides a set of directions (PDF download below) for each Tower Turning team that includes general info and some goal setting (Tower Height Goal and a Building Quality goal - which is the number of 'collapses' the team will allow themselves along the way), and Team Tower Build Operational Procedures. There is also a Team Tower Turning Reflection Questions handout for you - a variety of questions to choose from to bring out the learnings from the experience (these Reflection Questions could also be given to each group to work through on their own during the designated reflection time). 
Team Tower Turning Participant-Directed Handout
teamtowerturning_2023.pdf
File Size: 81 kb
File Type: pdf
Download File

Large Group Facilitation: When Linda worked with the group of 300, the participants were seating at round tables. All the building supplies and instructional handouts were preset at each table. During her introduction to the activity she used slides to emphasize the main points (some of her slides at the right) - one of the slides had an embedded video of the 'turning' process. My largest 'turning' group so far has been 72. I didn't use technology, just verbalized the instructions and showed them an example of how to start and how the turn is done. 
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Here are the basics of the activity to supplement the handout: 
​
Needs & Numbers:
You'll need 12 plastic cups and 15 - 4 by 6 inch index cards for each group of four to six participants. 

Time: This one can take up to 40 minutes depending on the amount of time available for the reflection phase. Breakdown: 5 min. to introduce, 10 min. of 'required' planning time to read through the 'Operational Procedures' and set Goals, 12 min. of building time, and at least 10 (to 20) min. of reflection time. 


Note to Facilitator: It is important to include enough time to debrief the activity with your participants. See the sample Reflection Questions in the handout to consider including in your after-activity discussion. Feel free to modify or add questions that will best suit your participants and the desired outcomes of your session.

Group Reflection: Read through the Reflection Questions in the handout to see the learning possibilities in the activity. 

Why I Like Tower Turning: 
  • ​Easy to find and use props (and there is so much more you can do with CUPS!)
  • Self-Directed instructions provide more decision-making and problem-solving for a group.
  • There is a clear picture of success and failure - when the tower falls, the group has the opportunity to identify and then solve the falling problems. 
  • It can be scaled to almost any size group (if you have the cups and a way to project your voice).
  • When I want to go deeper, I have groups take about 5 to 10 minutes to identify the attributes of a good working team and write these findings on the index cards (you'll need some markers). And then we can use this attribute 'data' to consolidate a take-away list of behaviors the whole group wants to focus on after their team building program. 

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

All the best, 

Chris Cavert, Ed.D. 
P.S. Tools for Team Builders Bonus Video: Tube Turning
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Fast Ball to Innovation

3/16/2023

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(About a 12-minute read.)
After circling up 12 to 18 people, each standing on their own game spot, and handing a safe tossable to one of the group members, I share four simple rules to Fast Ball:
  1. Every person in the group must toss AND catch the object at least once.
  2. Tosses can be made to anyone other than to yourself, and the player to your left and to your right. 
  3. After tossing the object you must occupy the spot of the person you tossed it to.
  4. No two or more people can occupy the same spot. 
Simple. Right? Not usually. 
If you've been following the FUN for a while (even recently at the OnTeamBuilding blog), you've seen Fast Ball before. I posted the adventure back in October of 2017 connected to an inquiry I received from a friend and fellow team builder related to participants feeling "tricked" by their facilitator during Fast Ball. Go through the OnTeamBuilding link above to find out my three approaches to tricky activities. I wanted to keep the activity here at the FUNdoing blog and revisit it with a deeper dive. 

If all you need is the activity you've got it - give it a try. It's a 'tricky' one. If you're up for growing some dendrites, grab a beverage and join me for the dive. 
All About Fast Ball 
I use Fast Ball with groups of 12 to 18 participants (adults) who are interested in exploring creativity and innovation. Mental Models, assumptions and Phantom Rules become a part of the conversations as well. Groups will form a particular way to 'do' the activity based on how they define one of the Rules, then must redefine (a method of innovation) the rule in order to be successful. 


Fast Ball has turned out to be an interesting discovery. At first the solution seems to be quite straightforward. However, its simplicity “is an outward semblance that misrepresents” (disguises) the true nature of the activity.

Let's look at more specifics about setting up the activity. 

Activity Objective: Move a safe tossable object (e.g., tennis ball) to each person in the group as quickly as possible.

Facilitated Objectives (Concepts you can practice and talk about): Innovation, Creativity, Mental Models, Phantom Rules (false beliefs), Cooperation, Communication, Brainstorming, Problem Solving, Critical Thinking, Goal Setting, Failing Forward (trial & error).

Needs & Numbers: One timing device and one safe tossable object is needed for a group of 12 to 18 participants. If game spots are available, have one for each player. (This one can be done without spots.)

Time: 15 to 30+ minutes (depending on the level of commitment)

Procedure
Circle up your group of players for directions. (Note: A circle formation is not required for the activity, but don’t reveal this fact - let your group discover this.)

 
Explain that everyone is standing on their 'spot.' If physical game spots are not being used, simply tell everyone, “where you are standing when you catch the tossable object is your spot”—and say no more. (Note: This “spot” concept is an important factor for this activity.)

Once participants are standing on their spots, hand the object to someone in the group. Inform the group that this will be a timed activity. The time starts when the first toss is made and stops when everyone is standing in the spot of the player each participant tossed the object to (e.g., if you toss to Peter, you need to end up standing on the spot Peter was standing on when he caught the object).


Safety: I have not observed any physical safety issues during this activity as the solution does not require fast movements. However, I have seen some groups get really frustrated. Be sure to monitor the communication so that you can step in (to facilitate) if emotional safety is being compromised.


Facilitation: Some groups may have a few questions before they get started. Most can be answered by referring back to the rules. When asked, “Do we have to stay in a circle formation?”  I will respond with a question, "Will you be breaking one of the rules if you're not in a circle?" Sometimes I'll make a small card with the rules on it and hand it to my group after explaining them. Then I can refer them to the card, "Check your rules." (The visual resource is also a nice way to connect with the 'visual' learners.)

Sometimes when I hand the tossable to someone in the group, it's a random choice; other times, I choose a person who might benefit from a leadership experience. However, this does not guarantee this person will assume a leadership role.

Spoiler Alert! (If you want to try this one first, do not read on.) You might be asking, “What’s the big deal? Seems like a pretty easy task.” Here’s the rub—if players choose to move to the spot (Rule 3) of the players to which they have tossed immediately after their toss, the activity will not end; it becomes a perpetual loop.

Think about it. No spot can be occupied by more than one player (Rule 4), so movement would have to be continuous. Now, look at Rule 3. It says, “After tossing…” but it does not specify precisely when after tossing. So, the solution, following the rules (as far as I have determined to this point), all tosses should be made first AND THEN everyone moves to their designated spot - time stops! Hmmmm. Tricky? Or simply a 'problem' to solve? (If you think about it even more, all problems are tricky - that's why they're problems.)  
Observations/Questions (Behaviors to look for, then talk about)
  • What was your initial reaction to the activity after it was presented? Did this reaction change over time? Why?
  • How were you limited during this activity? Who gave you those limits? (Note: Limits other than the rules for the activity could be considered “phantom rules.” Who set these rules?)
  • Think back to any of the planning sessions you had, what did they sound like? Look like? How were ideas shared during the planning session(s)? How could the planning session(s) have been more effective?
  • What were some of the challenges you encountered during the activity? What were some of the surprises you encountered? Describe what happened within the group when the challenges and surprises were encountered.
  • Did anyone foresee the solution to this challenge? If so, why was this foresight not shared (or heard)? And if it was heard, why was it not considered?
  • Did anyone feel “tricked” at any time during the activity? Explain how you believe you were tricked? Where do you think this feeling comes from? How might this feeling help you? How might this feeling hinder you?
  • Are we able to foresee the outcomes of all that we plan? (Of course not.) What are some behaviors you would like to consider keeping when unforeseeable instances occur? And, what behaviors would you like to avoid during such instances?
Variations: 
  • Hand everyone a spot. After the directions are given, have the group decide what configuration they want to make. A circle is still a possibility but not a requirement. I have seen two lines facing each other, which avoids possible complications of rule two as tosses are made across to the other line. A scattered formation is also interesting—no one is directly to the right or left if set up with this in mind.
  • Fastball can also be a good group goal-setting activity. There have been instances where I impose a goal of a very low time to (hopefully) get the participants to make a shift in thinking.
We'd love to hear how this goes for you. Leave a Comment below. 

All the best, 

Chris Cavert, Ed.D. 
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Snowball Pick-N-Choose (with Video)

3/2/2023

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(About a 7-minute read.)
'Pick and Choose' was one of my go-to's when I was getting started in the adventure education world. I first discovered it in the 1984 edition of Silver Bullets, by Karl Rohnke (it was the first 'Adventure Games' book I encountered in 1990). Over the years it solidified in one of my mental models that we always use buckets and tennis balls (cause that's how I learned it). Here is the Silver Bullets picture that's imprinted in my mind:
Picture
To make a relatively long story short (and you know I love long stories), I ran into a variation of Pick and Choose involving marbles and tape. I made the jump to 'paper snowballs' after an 'Ask' podcast I did with Michelle Cummings (Episode 57: Team Building with Paper) and a new mental model was born - Snowball Pick-N-Choose.  
Snowball Pick-N-Choose

Set Up: The picture below is the set up in the video (above). This is a good configuration for a group of up to 10 players. IMPORTANT NOTE: I used a combination of targets - hula hoops and masking tape - in order to demonstrate options. If I'm traveling light and playing inside, I'll just bring paper, masking tape, and an activity rope. The hoops are great if you have them on site or if you're okay traveling with them. 
Picture
If you have a larger group of 11 to 14 players, add another Snowball receptacle behind the line and more Snowballs - about 3 Snowballs for every player in the group (e.g., 12 players 36 Snowballs divided between the two receptacles). Then your first target row will have four targets, the second row will have three targets and the third row will have two targets.

Distancing: The first row of targets is about 8-feet from the throwing line, the second row is about 13-feet from the line, the third row is about 18-feet from the line. NOTE: Paper Snowballs do not go very far when thrown. An 18-foot distance to the highest points is doable, but not easy. 

​Scoring: You can choose any combination of scores for your targets. My first row is worth 15 points, my second row is 30 points, and the third row is 50 points (I want to make the farthest target(s) enticing). I put little point markers (index cards) at each distance but it's not necessary.  
Objective: Score as many points as possible in 90-seconds. (Karl's original version is 2-minutes, which can be a good cardio workout if needed.)

Play: 
  • The configuration of the equipment may not be changed. Only the Snowballs can be moved (by being thrown). 
  • A team will require at least two roles to be covered during play - Throwers and Retrievers. (Other roles can be created if needed.) 
  • Throwers must stay behind the throwing line and only the Snowballs (paper) can be thrown. 
  • ​Throwers can only take Snowballs from the receptacles behind the throwing line. 
  • There is no limit to the number of Throwers. 
  • Retrievers can move anywhere - near the targets and behind the throwing line - around the playing area to pick up Snowballs. 
  • Retrievers may not 'influence' Snowballs into the targets.
  • There is no limit to the number of Retrievers. 
Allow time for your group to plan and practice before each attempt. Be sure they understand and follow the rules. You can keep and call the time. And I like to record, in big numbers on flip chart paper, the scores of each round. Three or four rounds work well to notice some change in a groups process. 

Why I like This One
  • The rules are super-simple. 
  • To be successful a group must realize they need a lot more retrievers than throwers (but everyone wants to be a thrower to get points). How do they go about letting go of the glory for the good of the group or goal? 
  • Its high energy in short bursts. Does/Can everyone give their all in that short burst?
  • 'Problems' are easy to identify (there aren't that many) and solve - if people are willing to do the hard work (running around).
  • Hard work is involved. What else is hard work for people? What can be good about hard work? How do we want to handle hard work together? What's possible when we work on something together that is difficult? 

Wonderings
  • Will a group uncrumple the Snowballs (paper) and make paper airplanes to fly into the distant targets? 
  • Will a group uncrumple the Snowballs (paper), tear them in half and double their throwable Snowballs? Will a half-Snowball make it to the farthest target? 

Have fun out there my friend! 

Chris Cavert, Ed.D. 
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Word Circle Puzzles: Self-Guided

2/15/2023

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Picture

(About a 7-minute read, but then there's a little work to be done.) 
If you're a Word Circle Puzzler, you'll pick up on this 'self-guided' version quickly. If you are new to Word Circle Puzzles I suggest you, at least, jump over to the Silent Word Circle Puzzles: Variation FUNdoing Blog post to pick up the basics.

(If you get hooked and want to explore, work through the links below. You could also pick up the Print-n-Play Word Circle Puzzles Starter Kit at the FUNdoing store with 18 ready to print puzzles, 12 ways to use the puzzles during team building programs and detailed directions about everything Word Circles.) 

Self-Guided Word Circles
I like to use this self-guided process with large groups (and it can be done with one small group as well). For example, say I have 118 participants. I ask them to get into groups of 9 or 10 people - no more, no less. Then I ask that every group send me one person to pick up their supplies "for the next activity." 

Supplies: One Word Circle Puzzles kit for each small group (or grouplet). Each kit contains at least three Word Circle Puzzles sets and the self-guided directions sheet (PDF download below). So far I've used a small plastic bag to contain the puzzles sets and directions.
wcpuzzles_selfguidedhandout.pdf
File Size: 129 kb
File Type: pdf
Download File

After the supply pick up, each person returns to their group. Someone in the group opens the kit, removes and reads the directions to their group and the adventure begins.
​
WC Puzzlers, that's all the info you need to carry on as long as you have some numbered puzzles ready to go. 
Need Puzzles? 
​If you are new to Word Circle Puzzles I'm going to set you up with everything you need. Use the links below to access lots of free puzzles from previous FUNdoing Blog posts. When you get to the puzzles you'll need to make the sets. The easiest way to make your sets is to pick up some index cards (any size will work) in a variety of colors. Using a marker of your choice write out one puzzle per color and put the 'number' (of words in the puzzle) down in the bottom right corner. (Imagine the example in the header above is made with index cards.) Put three or four puzzles (of different lengths and colored index cards), into small zip lock bags and your kits are ready. 

Answer Cards You will also need to make an answer card for each circle puzzle set. When groups believe they have the answer to a puzzle they will come to you for the answer card (as noted in the Directions handout). 


If you have a bit more time to invest you can create a digital document of Word Circle Puzzles and then print, laminate and use over and over. (The Circle Puzzles Starter kit - mentioned above - has sets ready to print.) 

There's a little leg-work up front, but then you're set to play for years and years!


Word Circle Puzzles on the FUNdoing Blog
Word Circle Puzzles: January 2013 (Need to figure out the Answers)

Word Circle Puzzles: June 2013 (What's Missing version)
Word Circle Puzzles: December 2013 (Answers Provided)
Word Circle Puzzles: June 2014 (Answers Provided)
Word Circle Puzzles: December 2014 (Answers Provided)
Word Circle Puzzles: July 2015 (Answers Provided)
Word Circle Puzzles: February 2016 (Answers Provided)
Word Circle Puzzles: January 2017 (Answers Provided)
Word Circle Puzzles: April 2019 (Answers Provided)

Advanced Circle Puzzles
Picture Word Circle Puzzles - Collaboration (Answer Provided in the Download)
ICON Circle Puzzle 1 (Answer Provided in Download)
ICON Circle Puzzle 2 (Answer Provided in Download)

Please reach out to me if you have questions.
Have FUN out there. Keep me posted! 

Chris Cavert, Ed.D. 

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Paper Transporter (with Video)

2/1/2023

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This is a long one. Prepare a nice beverage and dive in. Build some dendrites! (About a 15 minute read.)
If you've been following the FUN for a while, you know I love the activity 'Pipeline' (called Half Pipe in FUNN STUFF, Vol. 2, Karl Rohnke, 1996) and all its variants I've bumped into or created (Pipeline: Variations, Bridges & Traits, Immobile Chopsticks [video] and Materials Move). One of the props I've suggested using over the years is paper - each person rolls up a piece of 8.5 by 11-inch paper (either orientation) and you have a tube (or channel) to roll the marble (or other Orby shape) through.

Recently I developed this idea to target the concepts of creativity and change. (If you would like more of the backstory, and my developmental thinking about this activity, I've included it at the bottom of the post. Let's just get right to it....)

Objective: Explore the concepts of creative problem solving and innovation.

​
Preparation: I like to have about seven or eight people in a group. This allows for more active participation. So, if you have a larger group divide them into smaller groups. (I would lead this activity with up to 12 small groups of seven or eight participants.)
You'll need one 8.5 x 11-inch piece of paper for each person (and have some extras just in case) and one small Orb (about 1-inch in diameter), like a marble or small rubber 'bouncy' ball for each small group. NOTE: Using the small rubber balls is a bit more challenging because it sticks to some of the paper transporters, like a cone.
Picture
You'll also need one copy of the Paper Transporter (PT) Directions for each group. (Your download of the PT Directions is near the end of this post and a quick view is just below).
 
Time: This one can take about 20 to 30 minutes (depending on the depth of processing).

​
Process:
  • Once small groups are formed, ask each group to send up one person to pick up the activity supplies. (It's okay to let the waiting groups talk amongst themselves during this time - maybe ask them a question to answer during the supplies pick up. For example, "Tell each other something you’re looking forward to in the future.")
  • Wait to make sure there is a person from each group standing in front of you.
  • Hand each person a copy of the Paper Transporter Directions, one of the small Orbs and a stack of papers (enough so each person within a small group gets one piece of paper).
 
NOTE: Take a minute right now to read the Directions you (the facilitator) will be providing. (Read it here or print out a copy - PDF download below.)
Picture
  • Before sending people back to their small groups, tell them, 1) to read the Directions for the activity to the group (or someone else in the group can read the directions, 2) then, begin planning and practicing for the first timed round, 3) and, you will call for their attention before the first timed round - all groups will engage in the 60-second timed round at the same time.  
  • Ask and answer any questions before they go back to their groups.
Facilitation Notes 1:
  • During the planning and practice phase before each timed attempt, be sure to wander around among the groups so you can answer questions and clarify anything you see that does not match up with the directions. (NOTE: If you are working with more than four small groups, it is a great advantage to have one or two co-facilitators to help manage questions and confusion. (Suggestion: 1 facilitator to 4 groups is a good ratio.)
  • During each of the three timed rounds, continue to walk around the groups looking for behaviors that will be good to reflect upon after each round (e.g., are they following the rules).
  • Be sure you (the facilitator) have your timing device ready for each timed attempt (e.g., Smart Phone).
  • Get the groups' attention and let them know you are about ready to time an attempt. (I get their attention with my trusty Cow Bell - it saves the vocal cords.)​
  • Ask if anyone has and final questions before they start.
Here is a possible script before the first timed attempt:
  • Just a reminder - your goal as a group, is to get as many points as possible in 60-seconds by following the rules you have been given. When I say GO! the time will start. When I say STOP! please stop counting score.
  • If you are in possession of the Orb, hold it up so I can see your group is ready. [Look around, be sure every group has an arm up.]
  • Okay. On your mark. Get set. GO! [Start timing]
  • Give time checks every 15 seconds, then a 10, 9, 8...countdown to "STOP!"
  • How did you do? Raise your hands up if you got at least 20 points, keep them up if you got at least 25...[keep going by 5 or 10s until you get a high score].
  • We can see what's possible based on each group's skills and abilities at this time. 
  • I'd like to invite you to make a second attempt at this one, with the objective to produce a better, or higher, score, following the same rules. But first, let's do some planning and practice.
  • During this next planning and practice round, each person in your group must change the way their paper transporter is configured - basically, everyone must make a different transporter.
  • [See Facilitation Notes 2 for an option here...]
  • You'll have about 2 minutes to plan and practice for the next timed round. Be sure to change your paper transporter and also identifying something that was slowing you down during the first timed attempt (a.k.a., a problem) and see if you can fix it.
  • Alright, your 2 minutes starts now...[Start the time. Keep an eye on the time and allow for a little more if needed].
Facilitation Notes 2:
​Before I inform the groups about the impending planning and practice session, I encourage everyone to really think about how they can "change" their Paper Transporter. I ask them to go beyond, "just bending over a corner" of their paper. "Go for innovation. Really change it. Try something you might not even believe will work - why not. We're just experimenting, looking for the possibilities." 
Let them know you are ready to time their second attempt:
  • If you are in possession of the Orb, hold it up so I can see your group is ready.
  • Okay. You are all after a higher score. On your mark. Get set. GO! [Start timing]
  • Give time checks every 15 seconds, then a 10, 9, 8...countdown to "STOP!"
  • How did you do? Raise your hands up if you got at least 50 points, keep them up if you got at least 60...[keep going by 5 or 10s until you get a high score].
Before the final timed attempt, I do a quick 'mid-reflection' for a couple of reasons. I'm hoping that a purposeful pause may get them to consider how they want to approach the final attempt and I want to give everyone a little time to talk to each other about 'change' - something I plan to bring up in the final reflection. Here's what I ask everyone to discuss: 

Did your paper transporter changes help or hinder the success of your group's score? [Give them about 2 minutes to talk...] When it feels right to transition, move them into the final timed attempt...

  • We're now going to move into the final timed attempt. During this next planning and practice session, each of you is required to change the way your paper transporter is configured - basically, everyone must make a new transporter that is different from your previous transporters.
  • Take the next 2 minutes to plan and practice. Take some of the time to identifying another problem that is slowing you down. Decide on and practice a solution to fix it before the next timed attempt. The goal is the same, try to get a higher score, following the same rules.
  • Alright, your 2 minutes starts now... [start the clock]
Let everyone know you are about ready to time them...
  • Here we go. This is your final attempt.
  • On your mark. Get set. GO! [start timing]
  • Give time checks every 15 seconds, then a 10, 9, 8,...countdown to "STOP!"
  • How did you do? Raise your hands up if you got at least 30 points, keep them up if you got at least 35 points...[keep going by 5s or 10s until you get a high score].
 
CONTEXT: I led Paper Transporter three different times in one day (three different groups), with college Freshman (more about the backstory below). So the following closure is tailored as such. For a general view, substitute 'college success' with 'life'.

Possible Reflection:
I'd like to invite you to consider this... 

The scores you all achieved were based on your skills & abilities, motivation, and time constraints. Getting through college is going to be the same. Problem-solving skills play a big part in college success.


Consider this - you were asked to change your paper transporter twice during this last activity. What does change have to do with problem-solving during college?
 
Provide a maximum of 5 minutes for this discussion. Be sure to mingle around through your groups and even chime in on some of their discussion when appropriate. 

After the discussion I like to ask for people to shout out some of the insights they shared or heard about what change has to do with problem-solving. 

As you've noticed, I ended with one final question for the final processing session (and there was the other question they talked about before the third timed attempt). This is one way to explore some learning after an activity. This format works well for me when I'm facilitating larger groups. I like to focus in on one concept at a time, let the groups talk for a bit, have some quick sharing of ideas for everyone to hear, then jump right back into another activity. It makes for a good flow with a lot of people. Let me know how this one goes for you. 

Here is the Paper Transporter Directions Handout
papertransporter_directions_2.0.pdf
File Size: 90 kb
File Type: pdf
Download File

Be well my friend! Keep me posted. 

Chris Cavert, Ed.D.

Backstory & Activity Thinking (If you want a little more about my thinking on this one.) 
I was hired to lead a teambuilding/connection program with a large group (up to 120 at one time) of college freshman. One of the objectives was to tie in ideas about college success. In my experience teaching college freshman (and teaching classes on college success), creative problem-solving is right near the top of a college success skills set. 

My thinking then moved to "I've got 120 people divided into groups of about 10 - what resources can I provide that would lead to some creative thinking for each person in the group." It came down to paper - I love using paper as a team building prop. (Check out the 'Ask Michelle & Chris About Teambuilding' podcast Episode #57: Teambuilding with Paper.) 

I remembered the idea I've had about using paper as a 'channel' for pipeline. "What if I let them make their own transportation device. Then, what if they had to change their device three different times? In this way I could force a little creativity and maybe even some innovative thinking," I said to myself. 

The activity formed around the idea that a group would move an Orb around a circle of players with their 'Paper Transporters.' Then it became the question of what type of Orb? After a little testing (wiffle golf ball, a mid-sized marble, a small marble and a small rubber ball), I went with the small rubber ball because it actually was a bit more challenging to move with some of the different paper configurations - it stuck a little bit to the paper. 

So, I had my plan...on to the initial test. 

Footnote: 
More than one person will tell you throughout your career as a team builder, that you should always play-test a new activity with a group of friends or colleagues. I believe the advice is based on the fear of a flop - one might want to know if something is going to work before using it. I certainly do this when I can, when I have a group to play-test with.

When I don't get the chance to test something new, I make my best prediction and give it a try with the next best group. Sometimes I'll even say, "I've honestly never tried this one before, are you up for seeing how it goes?" Every time I've asked, my groups are very open to trying it out and then providing honest feedback over the outcome. It's all about the experience - and there is ALWAYS (again, ALWAYS) something to talk about. 

DON'T FEAR THE FLOP! (And be sure you have other amazing activities you know will work.)
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Number Shuffle (for any Weather)

1/19/2023

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Picture

Since March of 2016 I've posted and used several versions of this simple-to-lead problem-solving activity I love to do at the beginning of a program. (If you want a deep dive into all the versions and why I use them, you'll find links below.) Recently I was planning for a program and was just about to pass on using Name Card Return (one of the versions) because there was snow on the ground (some people use the ground as a resource - the index cards would get wet) and I wasn't going to have access to a table to make the Name Cards.
Before I could move on with my programming thoughts a familiar question showed up for me: What else could I use in the snowy tundra instead of index cards? Easy answer. Vinyl numbered spots (commonly known as livestock tags - see the picture to the right). I pulled out my sets and chose one where the numbers didn't show through the back. I was ready to try Numbers Shuffle for the first time.
Picture
Preparations
Stack your numbered spots (vinyl in damp weather or paper index cards on dry days) in numerical order with number one on the top so you are ready to use the numbers you need. You will also want a timing device of some sort, like a hand-held stopwatch or a stopwatch located on your Smartphone.


Directions
  • Circle up your group and quickly count how many participants you have.
  • Grab the numbered spots you need equal to the number of participants (keep the extras off to the side - if there are late arrivals, you can easily give them numbers so they can play).
  • Give half the stack to the person standing on your left and the other half to the person on your right - tell both people to, "Take one and pass the rest to the person next to you." (It's okay if participants see the number on the spot. And you will not need a number.)
  • When everyone has a number ask them all to line up into a new circle in numerical order with the number one person standing to your left and the highest number to your right.
  • When the new circle is formed, present the challenge something like this:
​First and foremost, don't forget this original number you are holding - this is your number. You are this number. Got it? Okay.
 
In a moment but not yet, I'm going to ask you to shuffle all the numbers in the group. To shuffle you will first hold your numbered spot with the number facing towards the ground so as you are exchanging the spots no one can see the numbers. You'll keep shuffling until you hear me say, GO!. At that time, I will start my stopwatch.


After you hear that magic word, GO!, you will first look at the number you are holding, second, get this number back to the person it belongs to while at the same time be on the lookout for your number, then third, once you have your number reform your numerically ordered circle in relation to where I'm standing - number one is to my left then around sequentially to the highest number to my right. When the numerically ordered circle is reformed, I will stop the time. Do you have any questions about the challenge? [Answer questions here.] Okay, listen for that magic word - you may begin the shuffle.

​
Give the shuffle a good 30 to 45 seconds before you shout the magic word. (I like to move around during the shuffle to end up in a different spot from where we first started. I do this every round.)
 
After stopping the time - when the circle has reformed - check for accuracy. Have everyone hold her/his number up so everyone can see if they are in order. If there is a mistake the time will be declared invalid.
 
Typically, I give my groups three or four attempts to see how fast they can complete the challenge. Before each attempt I either give my groups unlimited planning time (this can be good or not so good) during all-day programs or I limit the time (e.g., 3 minutes to plan) when I'm facilitating shorted programs.
Why I like This Activity
This one is easy explain, participants will not need to listen to me for very long. There isn't a lot of waiting to play and each attempt takes less than 90 seconds. Participants are mixing and mingling around talking to each other and they pretty much have to help one another in order to get the numbered spots in the hands of the right people. Then, I always play until there is some notable improvement so we can talk about identifying problems, solving problems and team improvement - and what we 'did' to improve.
 
Number Shuffle or any of the other versions have been a good way for me to start off a program day. Groups can see what is possible and are ready for more.


Links to the Other Versions
Name Card Scramble (The idea that started it all.)
Name Card Return (Part 1 of a What? & Why? three-part series - super deep dive.)
Values Shuffle (A version I tried with a group working on norming.)

Have fun out there! Let us know how it goes. 

Chris Cavert, Ed.D. 

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    Blog Author

    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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