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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.
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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.)
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  • 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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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.
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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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State of Mind (Perception) Cards (Print-N-Play)

1/4/2023

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(NOTE from Chris: Sorry for the long gap in posting - back with you now for more fun and excitement!)
During some recent research for a program on my radar, I pulled down some of my favorite books from years gone by just to see what I've been missing. It wasn't long before I was thumbing through, "99 of the best Experiential Corporate Games," from Sikes, Evans & Priest (2000). I found a little Post It note reading: "Make a set of these cards!" So, it took me about 20 years, but better late than never. 


Over those 20 years we've all been exposed to the concepts of Emotional Intelligence and Emotional Literacy. I posses a few sets of cards with "feelings" and "emotions" words that I've used a lot. Helping people explore the wide range of feelings we encounter on a day-to-day basis has been a rewarding undertaking. When I ran into the "Perception Cards" (as they are called in the book), I like the subtle re-framing of the chart of words (included in the book). The "Intent" of the written activity is to raise "awareness about people's different states of mind." Using "states of mind" expands into other ways of being in the moment. You will certainly notice some feeling words in the group, and then so much more. 
APPLICATIONS
Since I just made up the set of cards (your Print-N-Play set is below), I haven't used them yet. But now I'm ready. Here are a few ways I'm thinking about applying the cards: 
  • Frontload: When a group arrives I can scatter the cards around on a table and get participants to pick a "state" they are in at the moment. It's worth some time to check in with what some people might need by way of support if they choose one of the 'low energy' states. "How can I, or we, help you as we get started today - what do you need? 
  • Mid-Program: I can see using these state cards as a way to check in with groups during (take a break during) an activity that is not going so well in order to voice some of our states of being (concerns). "What is showing up for each of us and what do we need in order to move forward?"
  • Processing: After an activity, find out what states showed up for people. "What states of mind did you notice in yourself during the activity? Were they helpful? Unhelpful? What did you do with these states?"
  • Closing a Program: Exploring with a group the states of mind that are most helpful to them and the one's that 'slow them down' could be fruitful. And discussing ways the group can check-in with each other about current states and ways of moving forward. "How do you provide space for people to share their state of mind? How could this be beneficial?"
Let us know how you use these cards in your programs!! Add to the Comments section!
perceptioncards_99experientialcorporategames.pdf
File Size: 216 kb
File Type: pdf
Download File
All the best, 
Chris Cavert, Ed.D. 
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Values Shuffle

5/13/2022

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Back in 2016 I wrote about Name Card Scramble - an index card activity I'd been doing for a while with college students. In 2017 I added more specific details in a What? and Why? series called, Name Card Return (Part 1, Part 2, Part 3). This activity, over the years, has helped me with leanring names, introduce challenge by choice and get participants warmed up for the team building activities in their program. 

After some consideration about specific situation, I tried something new. With the groups that knew each other well, a name card activity was not very challenging. So during a recent program I asked each person to create a card with a value on it - something each person brought to their particular group. To help with their consideration I scattered around the tables some Value Cards (print-n-play). (They were not required to choose one of these values specifically, they were provided as a resource if needed.) 

After everyone created a card we gathered in a big circle to see (look at) what everyone chose. Then, I led them through the Name Card Return (Part 1) process. Over the number of rounds we played, it was fun to hear the value-related stories about some of the participants. We also spent some of the discussion time talking about how these same values would help them throughout their program. 

During the program I brought out the cards as a processing tool to see how the values were holding up for them - what values were clear to see and which ones could be better utilized. (NOTE: When I initially considered using value words instead of names, I didn't think about using the cards throughout the program - the realization occurred during the program. Lesson: build it and see what it does and be open to what else it can do.)

Keep me posted! 

Chris Cavert, Ed.D. 
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QWERTY (a.k.a. Hunt and Peck)

4/15/2022

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If you've been following the FUN for a while, you know I like using letter tiles for team building activities (see 26 Word Builder and Pangram Project for just two FUNdoing Blog examples). Recently one of my colleagues introduced me to what she calls, QWERTY. She learned it at a conference from my friends Matthew Broda and Trevor Dunlap (you may recognize the names from the last FUNdoing Blog post Onezies to Fivezies). 

​A few years ago, Matt and Trevor introduced the world to CrowdWords: Do A Lot with A Little (see this Mini Reflective Puzzle post for more about CrowdWords. The letter tiles in the picture above are CrowdWords - about 4 by 4 inches). Basically, CrowdWords is a set of large letter tiles and the "Do A Lot with A Little" activity guide gives us 27 different ways to use the tiles - super-fun stuff. (Get more details and your set of CrowdWords at Training Wheels. This tool is a bit of an investment, but worth it due to all the activities you can program with the cards. And the lamination is heavy-duty, so your letter cards will last a lifetime.) 

A Quick Note: I like the title 'QWERTY' - it rolls off the tongue nicely. It's actually the name of a keyboard type, signified by the first six letters on the left of the top line of letters on the keyboard. Did you know there was more than one type of keyboard? It was news to me just a couple of weeks ago. Anyway. Matt and Trevor call it, "Hunt and Peck" in their CrowdWords activity guide, in case you want a trackable reference. 

QWERTY
Context and Set Up: My introduction to QWERTY involved a group of 11 participants. We used three rectangular tables: One in the center of the area - the Letter Pool - and two others for the Keyboard Tables about 12 feet from the center table (see below). 
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If you are working with more participants (say up to 20), use two tables in the middle of the area, side-by-side, for the Letter Pool and add two more tables at 12 o'clock and 6 o'clock. (The first two tables above are at 3 o'clock and 9 o'clock in the diagram above, just as a reference - but you knew that.) The set of CrowdWords has four complete American Alphabets, so four groups is the limit. (Unless of course you make your own alphabet sets, then more teams are possible. And you also have figured out you can use any alphabet of choice depending on your context.)

​The letter pool looks something like the picture below - have the letters spread out a bit more for Part 1 and then push the extra letters together into the middle of the table(s) for Part 2 - you won't need them anymore.
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Part 1: 
  • Divide your group into teams of four to five participants. 
  • Ask each team in play to create a typing-style keyboard of their choice - any type is fine as long as everyone on the team agrees to it.
  • Give all teams no more than 8.5 minutes to create their keyboards using the 26 letters they need, found in the Letter Pool (remember, a CrowdWords set only has four complete American alphabets).
  • Restrict the use of any outside resource to reference a keyboard - they must create their keyboard from group memory. (NOTE: This part was interesting for me to watch. Pretty much everyone uses a keyboard on a daily basis, but it's difficult to recall where the letters are positioned. Note above, the QWERTY keyboard in the header picture has two errors. But it's the keyboard one team used during my first encounter with QWERTY.)​
  • Reflection: After all the keyboards have been created (within 8.5 minutes), hold a short discussion about their experience recalling keyboard information and how this might be related to recalling other information in their lives. 
  • NOTE: At this point, do not verify the accuracy of the keyboards - the ones created will be the ones used in Part 2.  
Pre-Part 2 Note: In my first experience watching my colleague lead this activity, we spent some time at the beginning of the program asking participants what they believed was an important characteristic of a high quality team (the group was a newly formed team). Each of the participants shared one characteristic - my colleague was taking notes. She used these quality team words in part two of QWERTY. (A very nice tie-in and some additional connection to previous information.) Here are some of the words on the list, from shortest to longest words:
  • Fun
  • Trust
  • Respect
  • Competence 
  • Collaboration
  • Communication
You can also have words pre-chosen that you plan to use for QWERTY. In this case, you can create your index cards ahead of time for the verifyers. I know you're thinking to use words that are related to the group's goals in some way. Great minds!!
Part 2:
  • Preparing for Part 2, have all the teams gather around the Letter Pool table and push all the letters towards the center of the table(s) so they are out of the way. 
  • Each team in play is asked to stand with their backs to their keyboard, each person placing both of his/her hands on the table in front of them. 
  • (My colleague said,) "Remember those words you came up with to describe a quality team, well, now we are going to spell out some of those words using our keyboards." 
  • When a word is called, each team sends one person at a time to 'tap' one letter key on their keyboard. When one person returns to the table and places both of his/her hands back on the table, the next person can go, and so on, until all the letters of the word are tapped out in order. Verbal communication within teams is not limited in any way. 
  • The team whose last person returns to the team table first and places both hands on it, wins a point for his/her team. (Yes, this can be a respectfully competitive activity, so be mindful of how and when you use this one.)
  • (Something I'm adding) Before each new word, one member of each team will be designated to verify the spelling of a word tapped out by another team. This 'verifyer' is sent over to another team's keyboard, standing out of the way, to watch as the letters are tapped. If an incorrect letter is tapped, the verifyer calls "foul" and the tapper must tap the correct letter before returning to his/her table. (NOTE: I'm thinking of writing out words on index cards for the verifyer to relieve some spelling pressure.) 
  • Play out five or six words before calling this one done. (NOTE: playing an odd number of rounds will end up with a 'winner.' Playing an even number of rounds could end in a tie. Just saying.) 
  • Process the experience in relation to the goals of your group. (I'm going with: Roles and Responsibilities; Helping out the team; Making mistakes and fixing them; Competition - how do we compete?; Winning and Not Winning - what does if do for a team?
The "Something I'm adding" part above is in relation to verification. The game I observed moved very fast and errors were made, but not recognized. Since there were two facilitators, we each watched a keyboard. Then, at the end we gave a thumbs up or down to indicate a correct or incorrect spelling of the word. If you are the only facilitator is will be difficult to verify correct spelling (quality assurance). So, a verifyer from another team is my initial solution to this aspect of the game. 

Overall, I really liked watching the interaction of the groups and how they helped each other play the game. The adults I observed were very respectful which made the game fun for everyone - so it appeared to me. So, be mindful about the groups you use this one with. Competition can change the atmosphere and might undermine the "team" work you are doing. 
Variations: 
  • (From Matt and Trevor) After a few Rounds/Words, the group needs to rotate the letter cards in a manner so that no two consecutive letters are in the same orientation before the next words are given. (How do we manage 'difference?')
  • What about a number keyboard, 1 to 24 (using the number sets from your Key Punch activity) and some mathematical symbols. Each team can create whatever keyboard they think will be of use to them. Then, shout out a number for teams to 'solve?'
Let us know how it goes. Leave a Comment and if you can, send us a picture of another kind of keyboard. 

All the best, 

Chris Cavert, Ed.D. 
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Onezies to Fivezies (Macro Tenzi) with Video

3/22/2022

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Speaking of FUN! I have been having so much of it learning how to use some the "board and table-top" games on my shelves in new ways, from the new book, Teambuilding from the Toy Aisle by my friends Matt, Michelle and Trevor!

And recently I attended a fun-tastic ACCT workshop presented by Matt, Michelle and Trevor. We spent 90-minutes playing some of the gems from the book (don't get me started on "Dude!"). 

I grabbed some video (below) of the Macro Tenzi game that was super-fun to watch (don't know Tenzi? HERE are some videos.)
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Onezies to Fivezies (A Competitive Game)
NOTE: For this game you'll need some dice - 10 dice for every group of 4 to 5 people. I loved the large foam dice used during the workshop. However, you'll find, after a quick search, the large foam dice are an investment. You can certainly go with smaller dice. How about this. HERE'S a free die template so you can make your own using card stock. (If this one is no longer there/free, I'm sure there is another one out there on the web.)

Numbers: I plan to play this one with 12 to 50 participants (3 to 10 teams), middle school age and older. (If elementary ages are ready for 'friendly' competition, go for it.) It can take a while to get to the winning team. The game is full of surprise wins - the underdog is never out of the race!

In Teambuilding from the Toy Aisle, the trio calls this one, "Onezies, Twozies, Thumbsies, Singsies." I'm simplifying it a bit. Here's my take - just Onezies to Fivezies:
  • Divide your group up into smaller teams of four or five players.
  • Provide each team with 10 dice. (The dice do not need to be all the same color, but it does help when dice roll astray.) 
  • First Round: When you say, "GO!" all teams begin rolling their dice. Every team is going for 'Ones' in this Round. When a one is rolled it is set off to the side. Non-ones are picked up by anyone on the team and rolled again. When all the dice of one team are ones, they yell, "Onezies!" All rolling stops. If there is a verifiable tie, declare the tied teams winners of the Round. 
  • Next Round: On this next Round, the winning team(s) from the first Round will be rolling for twos - or, Twozies. All the other teams are still rolling for ones - or their Onezies. Teams don't move up a number until they win at the subsequent number. 
  • The Next Rounds After That: I think you get the idea. Comebacks are possible. The journey can be long. Teams don't advance to the next number until they complete the number they are on. When a team calls, "Fivezies" the game is over.
  • Optional Challenge: Change up the way all teams must roll during the Round: Rolls must be tossed from above the hips; Rolls must be tossed from above the shoulders; Rolls must be done with only one hand - the other hand covers one eye; Rolls can only be made with fingers - press your thumbs into your palms... 

"Rematch" they call!! If you've got the time....

Processing Ideas
(Even though this is a competitive game, there can be lots to talk about - if it's part of the plan.) Here are some concepts to consider:
  • Planning and Strategies (what worked and didn't work)
  • Respectful Play (any sabotaging)
  • Team Camaraderie (how did teammates treat each other)
  • Skills and Abilities (was everyone all in, or just partly in)
  • Winning and Losing (how do we manage with the feelings of each)
  • Underdogging (did you hang in there every Round of give up/in)​
The video below was the First Round at the ACCT Conference Workshop. Tons of Thanks to the players and presenters. So much energy. So much FUN!

Keep me posted!

Chris Cavert, Ed.D.  
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Materials Move (A Pipeline Variation) a.k.a. Seven Minutes!

3/10/2022

2 Comments

 
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Pipeline! As many of you know, it's one of my all-time go-to activities - so many ways to play. HERE'S my favorite variation using pool noodles (with video).

Quick Bit of History (for those who want some): As far as I can go back through my bookshelves, it was written up as 'Half Pipe' in Karl Rohnke's FUNN STUFF, Volume 2 in 1996. Karl gives credit for this 'move-a-marble-from-point-A-to-point-B-using-PVC-piping' activity to Larry Brown who shared it with Karl around 1981. (Cutting the PVC tubing in half appears to be Karl's idea?) When Karl bumped into Larry in the mid-90s, he shared with Karl that he added a version with different sized marbles "to represent different kinds of metaphorical problems at home or in the workplace." Materials Move plays off of Larry's idea (and I didn't even know it!). 

Quick Prop Note: Cutting PVC tubing in half is not for everyone (this usually involves a table saw with a fine-tooth blade, steady hands and a brave soul - and, if you do this, wear a mask to prevent breathing in PVC dust. Apparently this dust is not good for you!). There are lots of vendors that will sell you 'half-pipes' - Training Wheels has a marvelous colorful set. You can also use the full PVC tubes (not cut in half). The big-box hardware stores sell 10-foot lengths of PVC tubing you can cut up with a PVC cutter (it looks like a pair of scissors). Options: You can use pool noodles as shown in my favorite variation above. I've also used paper towel and toilet paper rolls as 'marble-tubes' and spent time with groups personalizing the tubes with colorful markers. And, check out the corner molding in THIS 'Bridges and Traits' version (scroll to the bottom of the post). All you need is a handsaw to cut the molding. 
Materials Move
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The set up (above) for this one involves four buckets. (I'm a big fan of buckets!!) Other containers, of course, can work as well. There is a center 'Destination' bucket and three 'Warehouse' buckets. Each Warehouse bucket contains three different kinds of material. (See right.) When I came up with this variation I had small bouncy balls, medium sized plastic (hollow light-weight) golf balls and tennis balls on hand. So, that's what I used. 

NOTE: Of course you can use other resources you have on hand like marbles, real golf balls, pool balls or baseballs. What I like about the light-weight plastic golf balls is that they are very susceptible to wind - the wind can blow them right off the tracks! A problem to solve.
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Place each of the three Warehouse buckets about 40-feet from the Destination bucket. Put three of each kind of material in each Warehouse bucket. This particular set up is for the 'Seven Minutes' challenge. (NOTE: I believe this challenge can be completed within 7-minutes with 12 to 30 participants. However, the five groups (of 20 to 30) I've tried this with so far have yet to make it in seven minutes - a couple were very close. So, am I setting my groups up for failure? I don't believe I am - I know there is a group out there that will get it. The points we've been exploring (see below) have been worth the struggle and failure.)

You will also need one 'half-pipe' (channel, gutter, tube) for each person in your group. 
The Story: You are a team tasked to move supplies to a nearby village. However, you will only have a small window of time to complete the task due to recent conflict in the area. In the three Warehouses you have at your disposal [show each object] there is food (smallest-sized object), water (medium-sized object) and medical supplies (largest object). To ensure the wellbeing of the village inhabitance, you need to get seven of each supply (food, water, medical supplies) to the village (bucket) in seven minutes. You each have one resource to use to help transport the supplies. Your instructor [this is you, the facilitator] will show you how to use this resource with the different supplies. Good luck. And may the force be with you! [Or something of that nature.]
After the story, I share the 'rules':
  • Each person can use one and only one of the resources - the half-pipe. Each person must keep this resource in his/her possession at all times and may not touch anyone else's resource. 
  • When moving the food (smallest object), it can only travel down the 'inside' of the resource. (See first picture.) [Note: At this time I do not limit how many food items can be in a half-pipe at one time. It does not seem to matter in relation to the outcome, yet.]
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  • When moving the water (medium object) it must travel on the outside of two resources. (See second picture.) Remember, you can only touch the one resource you were assigned. [Note: Again, at this time, I have not specified how many 'waters' can be on any one resource at a time. This factor has not influencing the outcome, yet. However, when a group finally 'gets it' I think it will matter.]
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  • When moving the medical supplies (the largest objects), they must be 'lifted' and carried, not rolled, using at least two resources. (See the third picture.) 
  • Supplies from the warehouse can be picked up by a person in the group and placed into or onto the first resource(s) available near the warehouse. 
  • If at any point in time during transit a supply container drops to the ground or it is touched by a participant during transit, it must be returned to the nearest warehouse for decontamination and repair before it can be transported again.
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  • To limit transportation damage, if you are moving supplies your feet must be stationary - you may not move your feet if you are in contact with supplies. If a foot moves, all supplies in contact with the person who has moved must be returned to the nearest warehouse for damage assessment before it can be transported again. 
After the story and rules, I tell my group they have seven minutes to plan and practice their process for moving the supplies - this is their skills-development training. I watch and check with my group to make sure they understand the objective, the rules and how to use their resources. Basically, will they be playing by the 'rules' (or 'procedures' in place). 

So far with every group I've observed (5 groups so far) during this planning and practice time, they've divided into three groups, each working on how to move one of the different supplies - 'skill specialty' is not a bad approach, but it has its limits, so they've found. One group, I recall, actually did decide that everyone should practice moving each of the different supplies, but not everyone took the time to do so. (In the end, practicing with each supply - using best practice ideas -  would have been beneficial.) 

After the planning and practice, I prepped everyone for the 'seven-minute' move. I ask for any last questions, reiterated some of the rules (e.g., "you can only touch your resource") and then said, "GO!", starting the timer. I then monitor the rules for compliance. (Or, let them hold themselves accountable if you want to focus on this objective.) After seven minutes I said, "Stop!"
Here's why I like Materials Move: 
  • Groups realized they did not use their 'practice' time well. They spent far too much time talking and not enough time 'doing' in order to get data on their skill development. 
  • Moving the water (on the backs of the resources) is the most challenging task - it takes the longest time to get to the village. This was not identified by any of the groups during planning and practice. Reallocating group members to this task, they discovered, would have been helpful. 
  • Groups also determined, after the attempt, that learning 'best practices' from other small groups would have helped them integrate and help other groups still working on moving a particular supply. For example, the food was the easiest/fastest to move. Integrating into another group's process took valuable time - group members, the food-movers, had to learn how to help the other groups. 
  • Groups determined, too late, that they allocated more personnel than they needed at first for their supply movement. In other words, if people were waiting for any length of time to move a supply (e.g., moving the food), they actually could have been more help with another group (e.g., moving the water). 
  • (My Favorite Insight) Some people in all the groups I've been with admitted they avoided the most difficult task (moving the water) because there was more failure involved - working with another person to move the water took more coordination and often resulted in more drops and restarts. This brings up the idea of 'doing the hard work first' so it will be less stressful (in most cases) towards the end of task when the easier things remain.
Let us know how this one works for you and if you change up anything to reach other outcomes. I'll add any new information I discover and let you know when I get that group that can get it done in seven minutes. 

All the best, 

Chris Cavert, Ed.D. 
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Floor Safe (Venn Key Punch Reprise) with Video

2/20/2022

4 Comments

 
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At the recent Association for Challenge Course Technology conference I attended a fun and informative activity workshop, "A Fresh Perspective on Three Favorites" led by KC Ray (thanks KC, so much fun!!). One of the three favorites was Key Punch (Rohnke, Quicksilver). KC shared the Venn Key Punch setup I learned a while back from a fellow facilitator. (HERE is the original FUNdoing post.)

KC's (purposefully subtle) directions revealed an additional "fresh perspective" involving an added problem-solving opportunity. Here's the take-away I'm calling, the Floor Safe Challenge: 
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Set Up: The picture above is from the original Venn Key Punch post. Each rope circle (above) includes 30 numbered spots. (If I remember correctly, I think each rope in the picture above was 25-feet long. KC indicates the ropes - seen in the video below - are each 30-feet.) I suggest, in this particular write-up, using 24 numbered spots in each rope circle due to the timed challenge. Here are some set up considerations:
  • There will be numbers 1 through 24 in each rope circle. In the overlapping 'eyeball' section of the two circles, the numbers inside are shared by both circles/groups. 
  • The numbers in the eyeball are not sequential. For example, if I use four numbers, I'll put down a 3, 9, 15 & 21. Avoid putting the number 1 in the eyeball. The more numbers in the eyeball, the more coordination between the two groups in play. 
  • The size/diameter of each rope circle in play will determine the level of challenge (based on this write-up). The smaller the rope circles, the easier the challenge. NOTE: In the video below, the groups are able to reach all the numbers (if they wanted to), by leaning into each circles and touching the numbers. If the circles are bigger participants may need to step into them to get to the numbers. Hence, taking more time to complete the task/challenge. 
The Story (if you want one): In front of you, and the rest of your salvage team, is a giant floor safe filled with unimaginable riches. An identical safe was discovered recently half way around the world by your main competitor. They figured out the steps to unlock the safe. One of their team members, disappointed in the cut s/he was going to get, contacted you and offered your team the instructions for double what s/he was going to get. Shortly after you agreed to the terms and encrypted email was sent to you with the instructions to open the safe. [This is where you give the group the Floor Safe Instructions sheet - PDF Download below.] 

You also just found out that your main competitor knows you discovered this identical floor safe. Some of their team are on their way to crack the safe - which means you will only get half of the riches inside since you discovered the safe. Your competitor will get the other half for opening it. They will be arriving to this site in 30 minutes. Will you get all the riches of just half? 
Floor Safe Instructions (This is the information included in the PDF Download (below) that you will hand to the group(s) - handing out multiple copies of the instructions will make the challenge a bit easier.)
  • You have 30 seconds for each attempt at opening the safe. If you fail to open the safe in 30 seconds you will need to wait 60 seconds before the next attempt - the safe seems to be resetting itself. 
  • The two woven ropes around the numbered keys and the numbered keys themselves may not be moved - the safe locks itself down when the ropes or numbers are moved.
  • All the numbered keys inside both keypads must be touched in sequential order starting with the number ones. 
  • Numbered keys must be touched by hand or foot (it doesn't seem to matter) and each numbered key may only be touched once. 
  • The two numbered keypads appear to be weight sensitive. Only one person can touch the surface inside each keypad at a time. In other words, it's okay for two people to be touching inside the keypads - one person in each pad. 
floorsafeinstructions_vennkeypunch.pdf
File Size: 59 kb
File Type: pdf
Download File
Facilitation Notes:
  • Your role during the challenge is to let the group know whether they opened the safe, or not, in 30 seconds. This is all you can say: "Yes, you did it!" Or, "No, the safe is still locked." 
  • So, this means you are watching for "Instruction" violations. You do not share your violation findings with the group. You wait for the group to finish or until 30 seconds have passed. Then, you share one of the two responses above. 
  • Some of the basic Instructions are easy for the group to catch (or see), like more than one person touching inside a key pad, or the ropes or number keys being moved. The tricky bit involves the number keys inside the 'eye' (overlapping rope sections) which is the "fresh perspective" I picked up from KC. There is an Instruction that states, "...each number key may only be touched once." More often than not, (I'm going to presume) the groups working each keypad will each touch the numbers inside the eye - violating the "once" rule. 
  • When you respond to the group, "No, the safe is still locked," there is nothing more you can say. The group is left to figure out what they (think they) did wrong and fix their plan during the 60 seconds they have to wait before the next safe cracking attempt. (You can be the one to time the 60 seconds.) 
Processing Thoughts: 
  • ​Lots of planning will go (or should go) into this challenge. How was this planning process for each person? Who was involved? Who was not involved? How did this 'sit' with everyone?  
  • What roles and responsibilities were taken on, or given, to participants during the different attempts? What influenced any changes in roles and responsibilities during the challenge? 
  • At any point during the challenge were you 'stuck?' What did being stuck look and sound like to you? If you were able to get un-stuck, what did this take? 
  • What emotions surfaced for you during the challenge? How did you manage these emotions? How did the emotions influence the challenge? 
  • What information do you want to remember from this challenge? 

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

All the best, 

Chris Cavert, Ed.D. 
4 Comments

The A-Files (Vol. 3)

2/10/2022

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I run across short activity snippets in my files (both paper and digital) all the time - activity ideas I jotted down containing brief information about something I thought would be useful and/or fun to try. I always say to myself, "Chris, you need to do something with this." Okay, so here is me doing something with these. (Volume 1: HERE, Volume 2: HERE)
Shark Tank (This is a version of Mine/Obstacle Field I picked up at an International Physical Education Conference. Sorry to say, I did not document the speakers name, I was watching from afar while in the convention center. But, after a little resource research I would bet the presenter was a FlagHouse rep based on the gear he was using).

At the time my mental model with Mine Field (I, personally, don't use 'Mine' any more, but it is the traditional vernacular), was that everything inside the Field was something negative. Another "A-Ha" moment and so simple. (And, I liked the frontload/metaphor of a shark tank instead of mines.)

The 'tank' (a large square rope shape on the floor) was full of game spots, stars and SHARKS. (HERE is the FlagHouse link to the set of spots used. FlagHouse also sells just the Sharks.) Here is what I wrote in my notes: A blindfolded person [who is guided by someone outside the tank] is given 3 Oxygens before heading into the tank. Step on a shark, lose one oxygen. Step on a star, gain one oxygen. Step on the other stuff? [You can decide what you will for, "the other stuff."] NOTE: Of course, if you can't invest in the FlagHouse spots, you can designate a certain obstacle in the Field as a shark and another certain obstacle as an oxygen. And have lots of other "stuff" in the Field. 

The one extension/rule option I'm thinking about right now is that when a 'star' (could be any type of spot/object in the Field) is touched, it goes away. So, how will the group as a whole manage the 'positive' resources? Another idea: What if sharks can move? Or be added? (The facilitator can move or add them during the action.)
Pipeline Prop

Here's another quick note I had on my phone (inspired by a Facebook quote by J.K.). Use 'Twisting Balloons' (those balloons used to make balloon animals and other fun shapes) as a super-portable prop for Pipeline.  (HERE is the Amazon link associated with the picture.) 
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Adventures: Blowing up these little skinny balloons is not as easy as you might think - could be the most challenging adventure of all. Once blown up keep them straight for the pipeline activity. You'll need 6 to 12 marbles as well - easy to carry around. (HERE is a video of Immobile Chopsticks - the macro version of this idea using noodles.) Then, use the inflated twisting balloons to build 'The Tallest Tower.' Twist and turn the balloons together as a team to build a tall structure. "We are all a part of the bigger picture." (Clean Up: If popped before discarded, be sure only those with rubber gloves clean up the fragments.) ​
What You Say (without props) 

This was an idea that came to me a while ago, but have yet to try - I think it should work. First, check out THIS FUNdoing POST from 2018 to get the basic idea using playing cards (and yes, this is still my all-time favorite Ice Breaker) and then come back to this no-prop variation.

When participants pair up, there are two ways you can have them play. 1) Each person holds up fingers - 1 to 5 fingers - indicating how many 'things about themselves' they are willing to share about themselves with her/his partner.  Or, 2) The number of fingers held up - 1 to 5 - is how many things the person wants her/his partner to share about her-/himself. Depending on the version, it comes down to asking yourself to do something or asking someone else to do something. 'Something' interesting to explore. (Example: You give yourself one thing to share, but you 'make' someone share five things.) After each person shares the numbered information, each person then (virtually) takes her/his partner's number and goes off to find someone else to share with. (If you try this one, please share your results. I'd love to collect some data on this idea.)
Be well my friend. Keep me posted. 

Chris Cavert, Ed.D. 
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Image Changing (with ZOOM or Image Cards)

1/27/2022

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I tried this communication activity for the first time using the ZOOM Book pages (I do love ZOOM Book variations: ZOOM: On the Spot, ReZOOM the Order). NOTE: We're not talking ZOOM virtual meeting software. (Don't know about the ZOOM book team builder - GO HERE for the basics.)

This one can also be done (I'm imagining - since I haven't tried it yet) with any deck of image cards (e.g., Chiji Cards or Climer Cards). I've included the Frontloading for image cards after the ZOOM Book pages version. 

I wanted a fairly quick activity to present to an adult group of 25 that could help me observe their initial behaviors around leadership and how the group communicated with each other - who was doing the talking and who wasn't. Another program objective (from the group) was to address how they handled change. Something the group members would be experience throughout their jobs. The long story short, we tried Image Changing. 

Programming Note: Right now, I'm thinking this one, for the complexity desired, will work with 20 to 30 participants (there are 30 good usable pages in the ZOOM Book). I also believe we can go as young as 5th graders - I think they could do it if there are a few leaders in the group. 

Directions Using ZOOM Book Pages 
  • Prepare a sequence of ZOOM Book pages equal to the number of people in the group - each person will need a ZOOM Book page.
  • Shuffle up the pages. TIP: Wait until the last minute with your group to be sure you have the correct number of pages before you shuffle them up.
  • Deal out one page to each person with the image side down. Ask everyone not to look at the image on the page s/he is holding until instructed to do so. 
  • Tell your group this activity will be played out in a number of different rounds. There will be quiet-shuffling rounds and talk-solving rounds.
  • The Objective: Solve the challenge within the time limit of a talk-solving round. 
  • Tell the group: "The pages you have in your hands go into a particular sequential order. Your challenge is to put these pages into that order with each person in the group holding on to one page."
  • During a talk-solving round, participants can only look at the images on the pages of everyone else in the group - they may not look at the image on their own page. 
  • Start out with a quiet-shuffle round. No one is allowed to speak during the quiet-shuffle round.
  • Ask everyone to move among the group and exchange their image page with five different people - still, no one looking at any of the image sides. After exchanging with five different people a person is required to stop moving. 
  • It is okay to exchange more than five times. However, a person should stop moving after s/he has exchanged five times. 
  • When everyone has stopped moving (they should not be in a circle if they followed the directions), the group will move into a talk-solving round. 
  • When you say, "GO!" (you start your timer), the pages can then be held up so others can see the image sides. (Remember, a person may not look at her/his page image.) 
  • A challenging talk-solving round is 60-seconds long. However, you can go longer (e.g., 90-seconds) if you believe it will benefit the group. (I'm thinking maybe younger groups get a bit more time.)
  • When the talk-solving round time is up, call, "Pages down." This means participants are required to again hold their pages with the image facing down towards the ground/floor.
  • At this time, you can call, "Quietly exchange your page with five different people and then stop moving."
  • When moving stops, you can go right to, "GO!" to start another talk-solving round. ​
  • This rotation between quiet-shuffling and talk-solving rounds continues until the challenge is solved.
  • When someone in the group states something like, "We got it!" during a talk-solving round, stop the time and check their result. If they got it, game over. Process the experience.
  • If they don't have it, start the time back up and say, "Not yet." Have them continue their work. 
Using Image Cards
Preparation: When I end up trying Image Changing with image cards, I will pick out the images that are a bit easier to name versus the more esoteric cards - I think you'll know what I mean when you look at the image cards you have. A logical sequence will be alphabetical by the name of the image - if they choose this sequence. Have enough cards so each person in the group receives one. 

​Frontload
  • "The cards in your hands can be arranged in a logical sequential order - there will be a beginning and an end to the order. Your challenge is to find and then circle up in that order during a talk-solving round."

​NOTE: This Frontload leaves it open for some creative sequencing. As noted above, alphabetical order is one possible sequence - which might be tricky with all the changing going on. What other possible sequences are there for the group to discover? 

All the remaining directions above stay the same (I imagine?!). 
What I Like About This One
  • It is ever-changing. What were the reactions to these changes? 
  • How is time spent? Taking time to help everyone understand what is going on (being on the same page) versus always trying to be 'solving' is a great skill to practice. (Taking a breath.)
  • Leadership must emerge, as well as followership. Too many leaders might slow success. 
  • Listening is vital to understand ones 'place' in the solution. 
  • Helping and the willingness to accept help is necessary. 
  • Sharing detailed information IS NOT always necessary. It might slow you down when you need to go fast.
Let us know in the Comments how this one goes. Especially if you try the image card version (we need some data). 

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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