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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
File Size: 259 kb
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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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Bullring Monkeys (Video)

2/12/2026

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I learned this activity from my friend Chris Ortiz may years ago. Recently, I got to play it again during a workshop he led at ACCT. It’s one of those ‘simple’ but not easy tasks. Groups do not travel so they don’t need a lot of room. And it’s a nice ‘tabletop’ activity when working with participants seated at Rounds.

Here’s what I like about it:
  • Barrel of Monkeys! Who doesn’t get excited about hooking those monkeys?! So, there's good energy throughout the experience. 
  • Each person has some autonomy through their string – how much will they use it.
  • This can be a small group (e.g., 3 people) or larger group (e.g., five groups of 8 people) activity. 
  • Leadership behaviors emerge as the group navigates what monkey to go for and how to position themselves to get that monkey. 
  • There are opportunities for goal setting – both process-oriented and product-oriented. And does the group set goals? What are the benefits? Drawbacks?  
  • Success and failure are obvious – losing monkeys (progress) helps to refocus on the task.
  • Communication behaviors surface. How do group members talk to each other? Are ideas suggested? Forced? Held back?
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I like Chris’s micro ring apparatus. It’s made with (what I’m guessing is) a small brass ring about 1-inch in diameter. (Any traditional Bullring apparatus will work for this activity. See this FUNdoing Post with video, to learn how to make your own Bullring.) He used cotton string about an 1/8-inch in diameter – it has a good feel to it – with an overhand knot tied at the ends. Each string is about 8-feet long and then girthed to the ring, making eight 4-foot strands to hold. Group size can range from 3 to 8 people. 

Leading Bullring Monkeys

There are a variety of ways to lead this activity depending on group outcomes. Chris’s workshop was about exploring some of the different ways a facilitator might influence a group’s experience. After using Bullring Monkeys we discussed, with Chris, some facilitator impact. (Maybe I can get Chris to share more about his work and pass it on to you. I’ll keep you posted.)

Here’s what we were instructed to do:
  • Each person in a group is invited to hold the end of one of the strings of the bullring apparatus at the knot. If there are extras, some people can hold two strings.
  • When the strings are pulled tight, hook one of the monkeys from your pile onto the ring of your apparatus.
  • When ready, pick up the monkeys.

We played for about 10-minutes before we stopped to discuss facilitator influences.
Prop Notes: 'Barrel of Monkeys' is easy to find in the States. Typically, there are 12 Monkeys in the Barrel (from Hasbro). I like to give each group a big pile of 16 to 20 monkeys, it just looks better.

I've seen creative configurations with paper clips that can be linked up. And I've used 'Chain Repair Lap Links' (below) with a bullring. When linked together, the strand can get very heavy! A great discussion point about what happens when we 'pick up' too many things and how we manage them. 
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Have fun out there! Why Not?!

Chris Cavert, Ed.D. 
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Acrosstown Connections

1/29/2026

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As an initial introduction to problem solving, I often use the activity, Across:

Create a nice big circle of (12 to 30) players with everyone standing on a game spot. The objective is for each player to go “across” the circle and stand on a different. The activity will be timed, so the group wants to be quick and SAFE. Let the group attempt several rounds with planning time between each round to see how fast (safely) they can make it. The biggest challenge most groups face is deciding upon, “What is ACROSS?” (Crossing the diameter or is it something else other than ‘next to’?) But we don't tell them about this, we hope they make the discovery. 

There it is. That’s it. First and foremost, I’m observing safety behaviors and pausing to clarify expectations. (As often as I can, I like to play something, so we have examples of behaviors to build expectations/norms around.) There is problem solving, pre-activity and post-activity and maybe some mid-activity. The group will need to communicate for understanding – what does that look like and sound like. Participation will be important when a product oriented goal (time) is expected. With a ‘basic’ activity like this, we can observe our groups and start norming together.

Buried in a pile of notes, I found this extension to Across: Acrosstown Connections. I’m going to guess this was an idea I had to make ‘Across’ more challenging. When I use Across again, I can add Acrosstown later into a program to discuss adaptability, complex thinking tasks and community dynamics. Here's the idea: 

Acrosstown Connections

The Objective: Everyone is required to move to a new place across the circle while never losing connection to a spot anchor.
 
Needs & Numbers:
  • One game spot for each person in the group.
  • If hand-to-hand connections need to be avoided, provide a bandana or short buddy rope to hold onto for each participant.
  • Play with 12 to 30 participants.

Time: 15 to 20 minutes.

Set Up:
  • Form a circle of games spots. Provide about three feet of space between spots. Setting out the spots can be done prior to the groups arrival or have the participants help to create the circle.

Instructions:
  • Have each participant stand, with both feet, on a game spot.
  • Game spots in this activity may not be moved.
  • The objective of the challenge is to have everyone relocate to a new spot (destination) across the circle from where they start (origin).
  • The expectation is for each person to choose a destination spot that is across the diameter – a straight line passing from side to side through (close to) the center of the circle – from where they are standing. (The word ‘across’ is not defined by the group in this activity. This expectation is set by the facilitator.)
  • During the challenge each person is only allowed to touch their origin game spot and their destination game spot.
  • When moving, participants need to be anchored to a spot. (Think of a lifeline emanating from a spaceship.) This is done by creating a chain of participants connected together. Connections can be holding hands or holding bandanas (or ropes) between the people in the chain. One person is standing on their origin spots (the anchor) while others link together to ultimately move another person to their destination spot.
  • If the anchor person of a chain loses contact with their origin spot, or a link in the chain is broken, the challenge attempt is a failure. A full group restart is required.
  • At this basic level, this activity is a ‘completion’ experience. There are no time constraints. (See the Variation for a more challenging version.) 
 
Variation:
  • Changing Ships (Advanced Challenge) Each game spot is a ship in space docked at a space port. Run the challenge as described above with one change. If any participant is not on their origin ship or destination ship, they must have their eyes closed. Because it’s really dark in space. 
Let us know how this plays out for you. Leave us a Comment! 

All the best, 

Chris Cavert, Ed.D. 
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Phraseology Cards, Set 2 (Print-N-Play)

1/15/2026

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First and Foremost, Happy New Year! I hope your 2026 adventures are memorable. 

Back in 2019 Phraseology Cards were introduced. I use them regualrly to spark thinking, meaning, and creativey. And I've heard from other team builders who love them just as much as I do. If you are new to Phraseology Cards please head over to the ORIGINAL POST for the main details about leading the activity and to download Set 1. (FYI: The original download, and the download included here, are almost the same – other than the phrases themselves.)

You can now use either Set, or combine the two for additional talking points. Here's what I share in this second download: 

Using Both Sets Together When setting up the activity and counting out your card/phrase needs, include an equal number of phrases from both Sets – with the understanding that each Set of cards is a different color (e.g., Set 1 is yellow, Set 2 is green). During ‘phrasing’ ask participants to only pair up with card colors that are the same (‘sameness’). Share meanings when matches are found. Then, during Re-Phrasing, ask participants to pair up with a different colored card and share meanings when discovered. One talking point can be about diversity – stepping out of sameness can be beneficial, providing opportunities that are not possible if we don’t. 

​Your new Set:

Phraseology Cards, Set 2 (Thers is a preview first before you choose to download.)
phraseologycards_set2.pdf
File Size: 516 kb
File Type: pdf
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Please let us know how this second Set influences your Phraseology Experience. Leave us a Comment. 

All the best, 

Chris Cavert, Ed.D. 
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The Best of 2025

12/25/2025

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It's time again for the reveal of the FUNdoing Blog posts that have garnered the most views in 2025. Here are the top 3 and another one (recently posted) I'm really excited about exploring more in 2026.

Relationship & Trust Building Cards (Print-N-Play) This post (and resource) was overwhelmingly the most viewed. Facilitators shared with me that the activity was easy to lead and it quickly revealed trusting behavior preferences within the group – opening the door to important conversations. 

Human Square I didn't get any feedback on this one other than the view count. Like me, I will guess, we like this one  because it's a great no-prop activity, easy to lead with groups of 12 to 30 people. And it has a variety of learning opportunities. Groups, among other concepts, can work on communication behaviors, leadership skills, and trust building. 

Figuratively Speaking Conversation Cards (Print-N-Play) It's no surprise another print-n-play made the list (accessible resources are FUNdoing favorites). I used my set of cards all year – I just kept picking cards that landed on thoughts I needed to focus on in the moment. (This was my top pick, most used activity, of the year.)

Grouplets RPS I'm giving this activity the 'most potential' award of the year. I posted it in November, so it doesn't have much traction yet, but I think it will pick up. For a while now I've been exploring the metaphor of 'How we play the game?'. It helps groups move into the connection (discussion) of how we play the game of 'life'. I've been a part of some very interesting discussions on the topic and I want to keep using the idea with different activities like this one as well. 
Thank you for joining the FUNdoing adventures in 2025. As I still do, I'm looking forward to more...

All the best, 

Chris Cavert, Ed.D. 
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Order Puzzles (with Playing Cards)

12/11/2025

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Recently I was rewriting the instructions to 'Order Puzzle' – a small group activity I included in the Activity Manual for the POSSIBLESbag Teambuilding Kit, when I had this idea. Before I share the new idea, let me give you a recap. Order Puzzle is one of those "low risk people practice" activities I talked about in the House Puzzle of String post. Participants ease into problem-solving with a less people, so they get the feel for the process. 

Order Puzzle

Needs & Numbers: 1 standard deck of (52) playing cards for up to 12 participants. More than 12? Use more decks. From a group management perspective, I use this activity with up to 24 participants if I'm on my own. 

Time: 15-20 minutes

Set Up: First you need to create three 'puzzle sets' (of 16 cards) from a standard deck of playing cards. Take out the four 10s (not needed), then create your sets:
  • Puzzle Set 1: 2s, 3s, 4s, 5s;
  • Puzzle Set 2: 6s, 7s, 8s, 9s;
  • Puzzle Set 3: Aces, Js, Qs, Ks.

Then divide your group into smaller groups of 2 to 4 participants. (Again, If you have more then 12 people in your group you just need more playing cards to make more sets.)
Process: Give each small group a Puzzle Set (16 cards), a place to lay out their puzzle, and the following challenge:

Using all 16 cards in your set, create a 4 by 4 grid of cards, showing face up, where no row or column of the grid has the same suit in it or the same rank in it (face value).

For your reference, the picture shows one solution using Puzzle Set 3. 
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Clarify any questions about the directions. (You can, or may need to, lay out a 4 by 4 grid for a visual – you can use the visual to clarify what's expected in the rows and columns as well.) Then let the groups start. Mingle around to answer questions (without solving problems) and check answers. When one group solves the puzzle, give the remaining groups (if there are any) 60 seconds to solve the puzzle or get as far as they can.

Here are the questions I included in the recent update of the activity:
  • What was difficult about this activity for you?
  • What strategies did you and your team come up with to be successful?
  • Describe the behaviors you saw and heard within your group during the challenge? Which behaviors did you like? Which behaviors would you have changed?
  • On a scale of 1 to 5, how did your group do at listening to each other? A 1 is not very well and 5 is really well. If you didn’t give your group a 5, what would they need to do to raise their score one point?
  • How many of you had an idea to share about solving the puzzle? How did you communicate your ideas to others? Were all your ideas listened to during the challenge? What could have been better about your idea sharing process?
  • What feelings surfaced for you during the challenge? How did these feelings influence the way you participated?
(Thanks to Michelle Cummings and Training Wheels for letting me share.)

Again, this short, small group, low-risk activity is about people practice – fewer people working on a task is less complex than a larger group task. There's more opportunity to share verbally and participate physically and 'problem solving' usually takes less time. There's 'more' direct experience for each person. 
Order Puzzles

Okay. Here's my new idea. There will still be a level of autonomy for each group with the possible opportunity to collaborate between groups (but we don't tell them about the collaboration part – we hope it becomes obvious [or necessary?]). 

Needs & Numbers: You will be grouping three smaller groups together (2 to 4 people in a smaller group) – let's call this grouping a 'pod'. Each pod needs a deck of cards with the four 10s removed. I think I could manage three pods at once. (?) So, up to 36 participants. 
Set Up: Find a nice area for each pod to play (the diagram to the right is a pod) – each small group in a pod needs a flat(ish) surface to build their puzzle. Position each small group in a pod as points of a triangle – small groups are at least 5 feet from the card pool and each other. Then give each pod their (shuffled) deck of cards (with 10s removed). Each group is asked to spread out their cards in the middle area of their triangle – this will be the 'card pool'.
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I've been thinking about three options for the card pool set up. Here's my favorite at this time. Ask each group to divide their deck of cards in half – this can be their best guesstimate or they can count out the top 24 cards. Then, one pile will be spread out in the pool face up and the other pile will be spread out face down. The two piles can be mixed around together or stay separated. (My thinking: The face cards will be the first to get picked up, then the 'blind' pile will be picked up – or maybe not. More below.) The other two options: All cards spread out face up or all cards spread out face down. Each set up will have its own dynamics – you choose. 

Process: When all the pods are set up, explain that the goal for each pod is to have each small group build an Order Puzzle (as described above - a 4 by 4 grid with nothing identical in the rows and columns). To be successful, a pod will have three completed Order Puzzles. (Maybe we have an extra Puzzle Set of cards to demonstrate what the grid looks like and note the expectations of the rows and columns?) 

When the challenge begins, in turn, someone from each small group can go to the pod's card pool, pick up one card, and bring it back to their group. The small group then decides where to place the card within the grid. Then, a different person is sent to the card pool for another card to bring back. Each person within a small group must take a first turn before taking a second turn. Then take a second turn before anyone takes a third turn and so on.  

Share these rules without any more details:
  • A card taken from the card pool may not be returned to the card pool.
  • A small group within a pod may not pick up another card from the pool until the one they have is placed in a puzzle – cards are either in the pool or in a puzzle. 
(This is where, I'm imagining, there will need to be some collaboration between groups, as they build their puzzles. But we don't tell them this. When they ask if they can work with other groups, answer: "It's not against the rules.")

I'm guessing right now that this 'new idea' won't take too much longer than the original process (15-20 minutes), that is, if the pods figure out they can collaborate. The dynamic of sharing resources is what interests me. The inverse is also possible. It might take longer than I imagine. The final pieces (cards) of all the puzzles in a pod might take a lot of verbal communication to sort out what everyone needs. Depending on my programming windows, I might set a time limit on the work and the discuss what it took to get as far as they did. 

Explore this question along with the others above:
  • What did it take from you to reach your pod's goal? (There is a lot to dissect with this question. Stick with it for deeper take aways.)

Consideration: Since all three small groups have access to all of the cards (and are not restricted to four ranks), the need for collaboration might not exist. Let's find out.

Please let us know what you discover (I will too). Leave us a Comment below. 

Here's to the wonder of it all!! 

Chris Cavert, Ed.D. 
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52 by 4: Team Sheet for Large Groups with Playing Cards (Print-N-Play)

11/27/2025

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I'm often asked about 'team building' activities for larger groups. Facilitators, from what I have encountered, ease into large group work with connection activities (e.g., pair-and-shares, handshakes, and small group discussions) and then work their way into more complex problem-solving tasks. But, what kinds of tasks and how do we process these large group experiences? 

Sam Sikes, Faith Evans and I wrote a book (The More The Merrier) about the complexities of the large group experience – how to prepare, activities that work (over 100), and how to process for useful take-aways. I want to share a team building activity from the book we call a Team Sheet.

When working with large groups aimed at outcomes related to group dynamics, problem-solving and specific concepts like effective communication and leadership, we form smaller groups of various sizes and give all the groups the same task. (There is also the 'rotate to different stations' method). One of the logistical considerations with this approach is timing – what happens when some groups finish before others? Team Sheets are one solution to this concern. 
You will get a printable 'preview' of this document before you choose to download it.
52by4_tmtmteamsheet_cavert.pdf
File Size: 476 kb
File Type: pdf
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The 'Team Sheet' given to the participants is the last two pages of this document printed back-to-back.
Team Sheet Logistics

Here's the snapshot of how it works (there are more specifics in the book). In 52 by 4 the large group is creatively divided into teams of four or five people. Each team chooses a 'representative' that will attend a quick training about the activity. Then the facilitator announces a 'group discussion' question each team will discuss while the representative is at the training. The representatives are then invited to the training with the facilitator as the teams start discussing the question. With the representatives, the facilitator provides a quick overview of the expectations detailed in the Team Sheet, answers questions, and then provides the representatives with all the materials they need to bring back to their teams and the time-budget for the team sheet activity. (This should take about four minutes.)

Discussion Questions: Connection types of questions can be asked for teams to discuss or a question related to a Team Sheet focused concept can be used to frontload the participant-centered reflection after the activity. In 52 by 4, Planning and Leadership are the two focused concepts. Other Team Sheet concepts include Challenge, Integrity, Success, Perception, Risk, Change and others. (There are eight more Team Sheets in the book.) 

Team Sheet Play 

Once the representatives return to their teams, the allotted time-budget starts. For 52 by 4 the time budget is typically 15 minutes. This means all groups have a 15-minute window to learn, plan, practice (optional), and perform the task. As you can see in the (bottom half of the) Team Sheet above, there is data space for seven attempts at the task (and teams can make more attempts if there is still time left in the budget). The idea is for the groups to work out 'problems' through each attempt in order to complete the task as quickly as possible. 

The facilitators role during this time is to mingle around throughout the groups and answer clarifying questions – without solving problems. 

When the time-budget expires, direct the group to turn over their Team Sheet and discuss the processing questions. You can limit their discussion to one of the two concepts or both. The 52 by 4 concepts are 'planning' and 'leadership'.

Provide a time-budget for this processing experience as well – 10 to 15 minutes for one concept and up to 20 minutes if you want them to work through the questions for both. Say something like, "You have about 15 minutes to discuss the leadership questions before we come back together as a whole group to share some insights." (If all teams are still dialed into their discussions, give them more time.)   

During this participant-centered processing session, mingle around the groups. Drop in to listen to some of the discussions with a few groups to pick up some connections/learnings you can bring up during the 10-minute all-group session where participants share some main insights from their experiences. 

Team Sheets Summary Overview
  • The larger group is divided into smaller groups (5 minutes).
  • Groups choose a representative to attend training (1 min). 
  • Groups are provide with a discussion question (1 minute). 
  • Representatives are invited to join the facilitator for a quick training while groups discuss the question provided (4 minutes). 
  • Representatives return to their groups and begin working on the task (15 minutes). 
  • Groups are invited to work through the processing questions on the back of the Team Sheet (10 to 20 minutes). 
  • The whole group gathers back together to share some overall insights. (10 minutes). 

Team Sheets, in my experience, have been a great way for me to team build with larger groups giving everyone the opportunity to plan, problem-solve, and work together on a task and process the learnings. I don't get to hear all the discussions, but each team gets to form their own take-aways. 

Let me know if you have questions. Leave a Comment below.

All the best, 

Chris Cavert, Ed.D.

P.S. Paper Transporter is another activity presented like Team Sheets (video included).
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Grouplets RPS

11/14/2025

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Quick NOTE from Chris: This is a very parenthetical post – bear with me!

For years I’ve been interested in the idea of, “knowing what games you’re in,” “knowing what games you want to play,” and “understanding the rules” of the games and deciding how you want to play. This metaphorical idea comes from thought leaders like Simon Sinek, Seth Godin, and James P. Carse, who noted, “A finite game is played for the purpose of winning, an infinite game for the purpose of continuing to play.” (This quote is spot on to a possible outcome of Grouplets RPS.)

One of my favorite activities to explore the behaviors related to the question, “How did you play the game?” is Ubuntu (or Spot It) Steal. Participants learn the rules, play the game, and explore the question. We reflect on the behaviors experienced and observed, and dive into why particular choices were made. In short, the purpose is to share preferences and some reasoning behind them. (Do we keep our preferences right where they are, or maybe think about trying on something different? Kolb, ‘Abstract Conceptualisation’.)

Recently, I formulated an idea (meaning, the idea emerged in my brain and I thought about it until it took hold of my curiosity and then I played it out in my head until some structure occurred). Now I can use some help exploring (playing) the idea (game).

It’s a version of Rock, Paper, Scissors with a group of 20 to 40 people. (So far my thinking tells me we won’t get the dynamics with less people and the reflection might get watered down with more than 40. Exploration might prove otherwise.) 
You can certainly play this without props (participants track points on their brain score card), but I’m thinking a score card or tokens (e.g., plastic chips, pennies, or beads) - you’ll need a lot of tokens, but I think the ‘reward’ aspect will be significant for some, even if it’s marking a score card. (With a score card you don’t need a pen. If everyone is given an index card, they will make a small tear in the card - along one side of the card - to indicate a win. Write on the card during quiet self-reflection after the game(s) and then share thoughts with the group. Option: Make 'tick' marks on a white board to keep score.
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RPS Groups: Let’s Play

First we need to explore prior knowledge - does everyone know how to play RPS. (It amazes me to this day how many people know how to play RPS. I just wonder why?) Training and practice is needed if there are some people who’ve never played. Then, whether or not training occurred, play a few RPS rounds with everyone as a good warm up. The idea is to get everyone ‘on the same page’ (know the rules of the game) about the RPS expectations. Then, before the official experience, how will we know (confirm) everyone is on the same page? For example, do a few RPS calls simultaneously with everyone as you watch (check) for understanding.

NOTE: The Rock, the Paper, and the Scissors are the only signs allowed in this game. (You may or may not add this information into the instructions. In either case, there will be some things to talk about.)

We’ve confirmed. We’re confident everyone knows. (Can we ever be sure?) Let’s play the game (anyway).

When a player is ready to ‘face off’ with a partner (or a grouplet, more on this in a moment), they raise up a hand. This is an invitation to play.
Two things can happen when single players face off:
  • When player wins they get a point - they collect a token or mark their score card. No consequence for the losing player, other than ‘losing’ which could lead to something. (Thinking: The losing player would have to give back a token - what dynamic would this create?)
  • When a pair of single players ‘tie’ - they show the same sign - they form a ‘grouplet’. They are now a team and stay together.
As grouplets begin to form, two types of ‘players’ emerge - the single player and the grouplet player - gouplets are considered a single organism. A single player can play against another single player or a grouplet (everyone in the grouplet is holding up a hand to invite another ‘player’ to play) and visa versa. In other words, a grouplet can accept a challenge from a single player or another grouplet.

IMPORTANT: Before a grouplet invites or accepts an invitation to play, the people in the grouplet get together and agree on the sign they will use for their next game - everyone in the grouplet must show the same sign (think Giants, Wizards & Elves).
Four things can happen when a grouplet is in play:
  • When a grouplet plays a single player and wins, nothing happens. Both the grouplet and the single player go off to play another game. (Each person in the grouplet gets a point.)
  • When a grouplet plays a single player or another grouplet and ties – both showing the same sign – they merge, becoming a new grouplet. (No points awarded.) 
  • When a grouplet plays a single player or another grouplet and loses, that grouplet is dissolved – all the players from the losing grouplet become single players again. (Each 'winner' gets a point.)
  • If someone in a grouplet shows a different sign then the rest of the grouplet, that grouplet is dissolved – nothing happens to the single player or grouplet they are playing. (No points awarded.) 

These are the basics we have (right now).
“How Does It End?” 

A Grouplet RPS game is played for 8.5 minutes, or when there are no more invitations to play. 

(I’m envisioning grouplets, in some cases, will continue to play until they all end up on the same team. In other cases, individuals or grouplets will stop inviting people to play – hold a hand up – because they don’t want to lose or break up a group. Another case might be that two or three grouplets form and then stop inviting games so they no longer stress about losing – breaking up. It might be an all-group consensus to stop the game, feeling satisfied with their current status.) ​

I will program time for two games of Grouplet RPS. I want to explore how the second games is played after processing the first game. Will participants play the game differently after some insight? 
Possible Reflection Questions:
  • What was your original mindset going into the game – in other words, what was your self-talk, the conversation you were having with yourself when starting? Did this mindset change over time? Why? Or why not?
  • What was your mindset going into the second game? Why did you choose this mindset to play?
  • Think about the behaviors that surfaced for you – the things you did and said – as you chose the way to play the game? Share one of these behaviors that stand out to you?
  • What behaviors did you notice about others in the game? Which ones did you like? Which ones did you dislike? How did these behaviors influence the way you played your game?
  • How did collecting points influence the way you played the game?
  • After you ‘tied’ with a single person or a grouplet what feelings or ‘self-talk’ surfaced in your head? For example, did you feel excited to join the person or group, or were you bummed you  lost – didn’t get a point?
  • After you beat a person or group what feelings or ‘self-talk’ surfaced in your head?
  • Did any of you add another sign to the game? What was your reasoning for adding the sign? How did adding a sign change the game for you? For others?
  • Did anyone think about adding another sign to the game? Why did you choose not to?
  • Was it against the ‘rules’ to add another sign? What are your thoughts about this related to everyday life? How do we add rules in life? How do we change rules in life? How do we question rules in life? What stops us from doing these things?
  • Did anyone ask the person or grouplet you were about to play what sign they were going to show? Why did you ask? Why didn’t you ask? Was it against the rules to ask?
  • Let’s summarise together the different ways we played the game – what are the possible ways to play? How does this concept – ways of playing – relate to our everyday lives?
  • Did anyone choose NOT to invite anyone to play? What was your reasoning for playing the game in this way?
  • How do we learn about the rules of the ‘games’ we want to play in life?
  • What are some of the ‘games’ we are playing right now in our lives? (Using a positive lens.) What are some important reasons for understanding how someone is ‘playing a game’?
  • What do you think will stick with you the longest after playing this game?
This could be something?! Let us know what you find out. Leave a Comment below. 

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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