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Rope Shape Challenges

9/15/2023

Identify Quick Challenge: 1 Pentagram, 2 Heptagrams, 1 Octagram, and 1 Nonagram.

I participated (and learned) Blind Polygon in 1991 at a Project Adventure training. We all donned blindfolds before our facilitator dropped a big pile of rope (tied at the ends) somewhere in the field of play. Our first task together was to find the rope (I don't remember out strategy). Once we found it the facilitator called out (two-dimensional) geometric shapes we were challenged to form - still blindfolded (e.g., rectangle, square, equilateral triangle). To this day I remember how focused I was at listening for someone to tell me what to do. It was, and still is, a great experience to open conversations about detailed communication, listening and leadership. (NOTE: A new preference to 'unsight' participants is to simply ask them to close their eyes. This adds to conversations about integrity, trust, and choice.)

In the mid-90s I participated in a workshop lead by Sam Sikes, author of Feeding the Zircon Gorilla and Other Team Building Activities (Sam and I have since written books together). At that workshop I learned 5-Pointed Star (pentagram). Groups of five to eight players are given a long activity rope (e.g., 50 feet) tied at the ends. The group starts in a circle formation holding the ropes in both hands - the circle of rope opened as large as possible. The task (challenge) is to form two-dimensional 5-pointed star (see diagram) without anyone completely letting go of the rope - a participant's hand(s) can slide along the rope.

It's a great cognitive challenge, bringing to the forefront participants who live more in their logical brain. (Over the years I added 'Shooting Start' after a group solved the puzzle - "How fast can you make the 5-pointed star?" Increased risk, clear roles and responsibilities, and competitive (lower the time). NOTE: To date I've clocked groups at under five seconds.

All that being said (and you know I love diving into "all that"), I'm now playing with other gram-shapes. The first new one I tried was this heptagram (at right). It has a wonderfully simple solution, just like the pentagram: From a (rope) circle the group moves to a figure eight, then folds over the figure eight and pulls the five points (pentagram). Look at the diagram of the heptagram and discover how you can 'unfold' the lines into a figure eight. (Pull down the top point or vertex.) The main difference will be the need for seven vertex's. So, play with a group of seven to nine participants.

The only other one I've tried is another version of a heptagram. This one took longer to solve and with all the crossing intersections our 50-foot rope shape got pretty small (tighter fit between players). When I try this one again, I'm going to go with a 100-foot rope (two 50-footers tied together). I'm guessing it will change the communication dynamics a bit?

While researching geometric shape names I came across a couple more I want to try. How about this octagram (right)? Again, with more vertex's, I'll use a longer rope (e.g., 75 to 100 feet). Thinking through - we'll need at least eight, no more than 10 participants. NOTE: When there are more people than vertex's the 'non-point' players find a place along a line to hold the rope. They need to understand their role and responsibility just like everyone else.

And then there's one I found I'm really excited to try - specifically when I have three groups working on the challenge. The Nonagram (I'm thinking of calling this the "No-Way-Nagram"). Each group has a 50-foot rope with nine to 12 participants. After giving the challenge (and a diagram of the nonagram), I'll let them work on it. Then, maybe 10 to 15 minutes in, I might drop some suggestions about collaborating with other groups. How they interpret collaboration is up to them.

Before reading on, can you see a super-easy solution (and maybe the only one), for the three groups to create the nonagram? (Pause for dramatic suspense....) Each group creates one triangle and then the three groups overlap the triangles. No-Way-Nagram!

Let me know what you think and tell me how it goes when you try these challenges! (I'm now working on the idea of three-dimensional rope shapes??)

All the best,

Chris Cavert, Ed.D

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Number Cards (Print-N-Play)

9/2/2023

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I use playing cards a lot, from forming groups to engaging team building experiences. When I use them during trainings with team builders I always say, "If you don't want to, or can't, use playing cards, make a set of number cards." It was about time for me to support the cause - of saving time for busy educators.

So, here are some Number Cards (Set 1), ready to print and use with a group of up to 48 people. (My plan is to add more sets to use with larger groups.) I printed my first set (above) on card stock paper so it's not easy to see through the back (unless we hold cards up to the light). A paper cutter makes quick work of chopping out the numbers.

numbercards_set1.pdf
File Size:	783 kb
File Type:	pdf

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Below are a handful of activities here at the FUNdoing Blog suitable for using Number Cards:

Flip and Find (with Video)
Quad-Team Flip & Find
Pressure Play Too
Box Cards

Have FUN out there my friend!

Chris Cavert, Ed.D.

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Quad-Team Flip & Find (with Playing Cards)

8/19/2023

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Back in 2019 I posted Flip and Find (with a video) - a fast-action playing card activity for a single group or multiple teams. It can be played competitively (against other teams) or each group/team works independently to improve their own process for success. The activity promotes group engagement even when someone is not physically flipping cards - one person is active while others are paying attention to the cards in order to be more successful together.

Recently an idea to macro-size Flip & Find came to mind and I just had the opportunity to try it out. Here's what I'm going to run with at this point:

Needs & Numbers: One activity rope (about 50 feet long) and a deck of playing cards for every four 'teams' you create. I believe it will play well with eight to 16 participants - divided into teams. Multiple groups/card circles (of four small teams) can be in play at the same time.

Set Up: Make a big circle with the activity rope and scatter out all 52 cards, face down, inside the circle (like the diagram above). NOTE: Be sure you have a complete set of 52 playing cards. (You can set this one up with some cards missing, but it should be done with a programmable purpose in mind - and then be ready to process the dynamics.)

Process: (for one card circle) Divide the group (participants) into four teams - it's okay if the teams are not equal (e.g., with 15 participants, there will be three teams of four and one team of three). Each team is assigned a different suit from the deck - the group can self-assign or the facilitator can assign suits.

Objective: Turn over all suits in ascending order by rank - Ace to King.

When the group (the four teams) is ready to begin, they can each send one person from their team into the circle of cards (Rule 1: Up to four people can be in the circle at one time). Each person that enters the circle can flip over one and only one card (Rule 2). If the card they flipped IS the next card in their sequence it is kept rank-side up. If the card IS NOT the next in the sequence it is turn back down - or rank-side down (Rule 3: Cards may not be moved to a different spot in the circle.) In either case, after the card is set the person exits the circle. The next person from the suit team can enter the circle.

When any of the Rules are broken, the activity is reset - cards are shuffled and re-scattered in the circle - for another attempt.

Quick Example: The first card every team is looking for is their Ace. A player can only leave a card rank-side up if it is their suit. When a team player finds their Ace, it is left 'Ace-up' and now the next player starts looking for the two of their suit. (NOTE: We don't explicitly say this - the hope is they figure this out - flipped cards can be seen by every team. So looking out for cards of their suit flipped over by other teams is an advantage.) Then, when a team's two is found, they're after the three and so on until their King is found and flipped. The ultimate question then applies: When you're done, are you done? (We hope they figure this out as well - when a team is done flipping, they can continue to play/flip in order to reveal cards needed by other teams. All Rules still apply after a team completes their suit.)

During play, team players can stand anywhere outside the circle before it is their turn to enter. Players have no restrictions on what they can communicate to other players (hopefully staying within positives lines of communication).

When all cards have been flipped up in order, the task is complete.

Observations/Questions:

Did any of you, at some point, believe you were competing with other teams to be the first to turn over all their cards? How did competing influence your behavior?
When you came to realize you were not competing, what behaviors changed or appeared? How did this influence your participation?
Identify the 'helping' behaviors that took place during the activity?
What is your opinion about 'helping?' What are some of the pros and cons of helping?
What were the successes you experienced as a group during the task?
What are some of the ways you contributed to the successful completion of the task?
What are some of the things you could have done as a 'group' to be even more successful?

Learnings from my initial attempt:

I like this version as a 'completion' activity versus a timed activity (and, it can be done as a timed, process improvement activity). I think taking away the pressure of time will increase cooperative interactions.
Forming teams and assigning suites is an easier way to present this one. During my first real attempt I did not form teams and it was very confusing for the group. Essentially, they were not at a stage in their development where they planned together. They pretty much just jumped right in without a plan. (If you are working with an outcome related to "prior planning prevents poor performance" then don't form teams or assign suits.)

Reasons I Like This One:

Collaborating for success is very apparent - either before the end of the task and even more so after the task.
It's another activity that can emphasize helping behaviors - exploring what 'helping' looks like within a group. This is especially true when teams realize they can help others after they are done.

What else do we want to integrate with Quad-Team Flip & Find? Leave us a Comment.

All the best,

Chris Cavert, Ed.D.

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Tarp Tossing (3 Challenges)

7/7/2023

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Tossing stuff with tarps, sheets and towels has been a fun team building activity for a long time. (My favorite memory: Karl Rohnke getting a group to tarp toss over 100 corks in the air - check out Raining Corks.)

I finally got some video of my go-to Tarp Tossing sequence. It's part of a 2-hour curriculum I wrote focusing on cooperation. (Cooperation processing ideas below.)

Needs & Numbers: I use 6 by 8-foot medium duty plastic tarps - a good price range and they hold up well. If you can afford it, get the heavy duty plastic tarps or canvas drop cloths. (SAFETY WARNING: Be careful around the metal grommets found on most plastic tarps - don't let fingers get into the holes. I like to roll/fold up the edges a couple times [2 rolls only] to cover the grommets - this also provides for a better grip on the tarp.)

You'll also need a safe tossable object. I use a slightly deflated playground-type ball (those dollar store inflatable ones work well). I deflate them enough so if the catch is missed the ball does not go (roll or bounce) very far from the group.

Tossing works well with 4 to 8 players per tarp, middle school ages and older. (NOTE: When I worked with elementary ages the parachute was my go-to prop for tossing stuff together.)

Challenges
Here are the three Phases/Challenges I like to present (and if you are near basketball hoops, there is another challenge):

Phase 1: Toss Up - Each group/tarp in play is challenged to toss up their object approximately ten feet into the air and then catch it in their tarp. You (the facilitator) can be the judge of height or hold each group accountable for 'height validation' - was it high enough or not? After some practice, try the 2-minute challenge: How many catches can each group get in the two minutes? (Maybe, each group sets a goal prior to the attempt. How about a second attempt to improve on the score?) BONUS Challenge: If you have a basketball court at your disposal, try to 'Toss Up' into the basket.

Phase 2: This challenge needs at least two tarp groups. Start out with one tossable for every two groups. After getting practice with 'Toss Up' (above), the two groups will toss back-and-forth to each other. The tossable must go at least 10-feet high, ultimately being caught by the tarp group that did not toss the tossable. After some problem solving and practice, try the 2-minute challenge: How many catches in two minutes? (Maybe a second round after some first-round problem solving to improve the score.) NOTE: If you need to form a group of three, position the tarp groups in a triangle formation. BONUS Challenge: Give each tarp group a tossable and challenge pairs (or a group of three) to toss and catch simultaneously.

Phase 3: When there is time (and still some Tarp Tossing energy), present this single group challenge. Tarp groups are tasked to 1) toss up their object, 2) turn their tarp over 180 degrees, and 3) catch their object in their tarp. This challenge takes a bit more time to work out the 'problems' that arise and get "on the same page." The 2-minute challenge for this one: How many catches 'in a row' can be made? That's, toss-turn-catch.

During this third Phase, I have the groups discuss, plan and practice for a while in order to build competencies. Then, we take some time for each group to share how they are approaching the challenge - one tarp group at a time shows everyone else. Then, groups get back to practicing. This part is brought up later in the processing session to see if groups had any influence on another group's process. What is the 'best' way? Is there a best way? What factors influence the best way? Who won?

After a bit more practice we move into the 2-minute challenge - catches in a row. Again, I always like to provide a process improvement opportunity after the first attempt.

Processing Tarp Tossing focusing on Cooperation

This is the first question I like to ask:

How do you all define cooperation?

We put everyone's ideas together to form the group's understanding of cooperation. (Basically, cooperating to define cooperation.)

As an example, I asked ChatGPT (AI) to provide "a short definition of cooperation."

Response:

Cooperation refers to the act of individuals, groups, or entities working together towards a common goal or objective. It involves collaboration, mutual assistance, and joint efforts to achieve outcomes that benefit all participants involved. Cooperation often entails sharing resources, information, skills, or responsibilities to maximize efficiency and effectiveness. It is characterized by the willingness to compromise, communicate, and coordinate actions for the greater good, fostering harmony and positive interdependence among participants.

Many of the concepts I've bolded above are brought up by group members forming their definition. I then pick a few of the concepts to explore depending on the overall outcomes the group is working towards:

What did "working together" look and sound like for you in your group? What did you enjoy about working together with your group? How could you be better at working together?
What 'common goals' did you work on together during the challenges? What goals were imposted by someone else and which ones were generated by you? Which goals did you reach or exceed? How do you feel about your successes and your failures to achieve the goals? What is difficult about setting goals? How do goals help us?
Think back on how you 'communicated' with each other - what are your thoughts about the way your group communicated? What went well? What could be better? Share examples of the ways you would like others to communicate with you. What barriers prevent good communication? How can we eliminate these barriers?
What is the 'greater good' for you all right now? What does this mean to you? Why is it important to you?
What does 'positive interdependence' look like to you right now? What is important about this concept?

Tarp Tossing is easy to set up, fun to experience and rich with take-aways. The cooperation focus is simply one direction you can take the discussion.

Let us know where it takes you!

All the best,

Chris Cavert, Ed.D.

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Stepping Words (Stepping Stones Variation)

6/8/2023

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(About a 5-minute read and a 3-minute video.)

(Important Note from Chris: I really wanted to get this idea out into the wild so we can experiment and refine the rules - so lets develop it together. Please leave your ideas in the Comments. Thanks!)

Here's a little twist on the classic, Stepping Stones (Karl Rohnke, The Bottomless Bag 1991 and then in Quicksilver 1995). Below is the first (1991) write-up from Karl (exactly as written - only 1/3 of a page):

Divide your group into smaller groups of five. Each group is given 4 rubber (plastic) gym markers and asked to physically cross the width of a basketball court as quickly (timed) as possible. Allow 2-3 minutes of planning time before the start.

Rules (1991):

Only the markers can be stepped on.
No one may touch the gym spots with their heels - ball of the foot only.
If someone inadvertently touches the floor, he/she must also return to the start, and anyone touching them must also return.

Considerations:

Try to emphasize efficiency and group cooperation in your debriefing.
Try different combinations of gym sports and group sizes.

[A very physically demanding challenge when the floor cannot be touched by the heel.]

In 1995, Karl noted, "This seemingly simple activity is fast becoming one of my favorites." In this updated description of Stepping Stones he included some choices for "Stuff You'll Need" like 12-inch square "rug pads" [carpet squares], "rubber deck spots" (from the Project Adventure Store), or "(12) 18-inch lengths of 4-inch by 4-inch lumber." Here's a picture from Quicksilver using the 4 by 4s [today, some consider the 4 by 4s too risky - 'rolling' potential]:

Rules (1995):

Anyone touching the ground between the boundaries must return to the start.
Stepping stones must be touched at all times while in-between the boundaries - if a stepping stone is untouched "even for an instant" it is removed from play.
Stepping stones may only move in the forward direction [eliminating the "rescue" of players required to return to the beginning after a touch]. Or, use this Rule: Stepping stones can only completely cross the boundary area one time.
Boundaries: "Generally, it makes sense to set the boundaries far enough apart so that the group will need to recycle some of their props in order to cross the gap."

[There is a full page description in Quicksilver of Karl's "fun way" to frame Stepping Stones using intergalactic travel starting from planet "Lrak-Dna-Evets" (a little word play here you might recognize if you've followed Karl's work).]

Stepping Words

I used Stepping Stones a lot over the years. My go-to prop was 12-inch long 2-inch by 6-inch boards - starting out with one board per person. As boards were lost (untouched), the challenge for the group increased. It is a good, easy-to-lead challenge. [NOTE: We can put letters on these boards as well, but we might need some other Rules?]

Recently I was asked to make some larger Stepping Stones to make it a little easier for some of our camper groups to accomplish the task (the 4 by 4s we have can limit success). Once we cut the 16-inch by 16-inch by 1/2-inch particle board, I took some time to think about adding another (less physical) 'problem' to solve as a variation. The 'board tiles' got me to think 'word tiles' and Stepping Words emerged. Here is the original set of 12 board-tiles:

After some figuring, these 12 letters can get us 17 letters. The 'I' can be a lower case 'L'. The 'U' can be a 'C' and a lower case 'n'. The 'W' can be an 'M'. and the 'P' can be a lower case 'd' (when thinking 'out-of-the-box' as we like to encourage).

I stenciled the letters and then outlined them with a permanent marker to make them stand out a bit more. Then I had a colleague build us a tile-holder for easy storage.

So, let's Play!

Rules (2023):
I led Stepping Words during our recent camp staff training for the first time with two groups and here are the Rules we plan to use/try over the summer with our campers:

Boundary Area: 50-feet across from Start to Finish (we're using lengths of webbing as the banks of our Lava River).
Spell words to move across the 'Lava River' (we have a "Prehistoric" Theme at camp this year - hence the Lava).
Words can be 2 to 5 letters long. [We didn't limit length at first and it was too easy to cross using longer words - not enough interaction.]
Words must be placed alternating between "UP" and "CROSS" directions - UP words go towards the Finish line and CROSS words go parallel to the finish line.
As letters are placed, they must be stepped on to keep from floating away (being taken away). We will give our campers a '1-second' grace period to step on a board-tile.
If a player places a board-tile they are 'bound' to this tile. Example: If I place the 'W' tile, I am now responsible for the 'W' - I keep possession of this tile throughout the journey. [NOTE: I'm not sure how this Rule will play out - we're going to try it.]
Players can be bound to two tiles as long as they are touching them in some way.
Once a word is in place - fully spelled - and players are stepping on all letters, the word can be disassembled so letters can be used in other words during travel.
No jumping from tile to tile - one foot on a tile at all times between the boundary lines.
If a player touches the Lava (ground) they must return to the Starting shore for 'first aide' before beginning again. Remember: Returning players can only enter the boundary area onto a word of 2 to 5 letters.

Ready? Go!

Let us know what you think. One of my goals for this version of Stepping Stone is to make it more interactive. Let's see how it works.

All the best,

Chris Cavert, Ed.D.

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Every Other Group Juggle

5/24/2023

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(About an 8-minute read.)

Problem Solving. It's one of the most common concepts we practice (experience) when team building. Typically, after the connection activities (e.g., Ice Breakers), we dive into Problem Solving activities. Then we dial in on how our groups problem solve together - which leads to concepts like Leadership, Communication, Trust, and Planning (among so many others).

Part of the problem solving process is actually recognizing problems. I often observe in wonder as groups continue bumping into the same problem (a problem I see) without resolution. Some would say they have not been able to 'name' it and then work to get through it (or around it). And this is often the essence of team building, to figure this stuff out together.

After some recent reflection about identifying problems (especially working with middle school ages) I came up with an idea to encourage some problem identification. Every Other Group Juggle has become one of my tools. It's easy to set up and most groups have the skills to experience some level of success to keep them motivated to continue getting better.

Every Other Group Juggle

Activity Objective: Complete three tossing rounds in a row without any drops.

Needs & Numbers: Plays well (so far) with 12 to 24 people, middle school ages and older. And an odd number of participants adds a little more challenge (so, you can jump in on an even group to make it odd). You'll need a safe tossable item for every two people, plus one extra (when numbers are odd). I like to use the 'stress' (squishy) tossables. Tennis balls work well too. (I found plastic 'pit ball' tossables don't travel well in the wind - another problem to solve if needed.)

Process: The set up for this one is like traditional Group Juggle (Rohnke, Silver Bullets - the link is to a video with the basic idea and a toss-n-run version I really like). Circle up your group. Use one tossable to create a tossing pattern (nice underhand tosses). Everyone catches and tosses one time. The last person tosses to the first person who started the pattern. And tosses cannot be made to someone to a person's immediate left or right. NOTE: If you are new to Group Juggle, setting up this tossing pattern can take a while. (If you want to learn a fast way to set up the pattern, for the sake of time, see Group Juggle Set Up)

Once the tossing pattern has been created and practiced several times (until everyone remembers who they toss to), give every other person a tossable. If you are working with an odd number of people, the last person will also receive a tossable - essentially, three people in a row will have a tossable. Then I inform group members that they must remain in this circle configuration - people may not rearrange themselves - for the duration of the challenge.

Here's where I introduce some 'anticipatory' problem solving. I tell my group every person with a tossable will be tossing to the same person they tossed to when creating the pattern. I will be calling, "1 ,2, 3, Toss. On the word toss, all tossables must be tossed. The goal is to catch all the tossables in play - that means zero drops. Ultimately, making three tosses in a row without any drops."

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

If the group determines that the 'odd' number of people is a problem, find out what they want to do about it. You could offer to step in, or step out of the group to make it even.

It is clear that I am encouraging some problem solving before problems occur - the anticipated problem may not even happen. But I see it as a skill set that could be used as a planning tool. It's a way to 'future forecast' so to speak. And I also challenge my groups to try out a plan sooner than later so they can collect some data on how it worked. They don't need to solve all the problems before they try something.

When the group is ready and willing to try out their plan, we go for it to see how it worked - was there any drops. If so, we focus on identifying one or two problems they can work on and make a plan that can lead to better results. Then try again. I encourage my groups to identify one, maybe two, problems. Work to solve them and then, when needed, identify the next problem to solve - continuing this process until they achieve the goal of the task.

When they do succeed - zero drops - they can make another tossing attempt towards their three no-drop rounds. If a drop occurs on the next attempt, I encourage them to identify the problem(s), plan a way to solve it/them and go again. The overall idea is to identify what problem they have and plan out a strategy to solve it - one problem at a time.

(If you would like to teach a clean step-by-step process to problem solving, there is the A, B, C, D, E method: A - agree on the problem you want to solve; B - brainstorm ideas to solve it; C - choose one of the ideas; D - do the idea, collect data; E - evaluate what was done, did the problem get solved. If not, choose another idea to try, do it and evaluate again. Go through this process until the problem is solved.)

Have FUN out there!

Chris Cavert, Ed.D.

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

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

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Alphabet Soup (with Crowd Words)

5/11/2023

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(About an 8-minute read.)

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

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

Alphabet Soup (from Chris & Jim's Handout with some slight editing)

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

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

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

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

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

SCORING:
10 Points are earned for each word spelled (minimum of 5 letters).
20 Bonus Points are earned for each word longer than 8 letters.
30 Bonus Points are earned for each word longer than 10 letters.

Printable of the Rule Card

alphabetsoup_rulecard.pdf
File Size:	278 kb
File Type:	pdf

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

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

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

Here are some questions I tend to ask:

What strategies did you come up with during your planning session?
Which strategies worked for you during the timed round? Which strategies did not and why?
On a scale of 1 to 5, 5 being 100%, how well did you follow the Rules?
If you didn't score a 5, what rules were difficult to follow?
What is your opinion about rules? What if we didn't have any rules - what would that be like?
How was your score? Good? Not so good? Excellent? Could have been better?
How are you feeling about your score in comparison to other groups?
In what ways does it matter to you about the 'scores' of other groups? [We can go a lot deeper down this rabbit hole if it aligns with group objectives - lots to explore here.]

NOTE About SCORING - There is a little nuance to the scoring. If it doesn't come up (if no questions are asked about it - if someone does ask for clarification, I give it), I wait until after the last 'Planning & Playing' process to bring it up. The 20 & 30 'BONUS' points are added to the base score of 10 points for the minimum five-letter word. If groups did not catch this there can be some powerful emotions. 'Clarity' is the topic of discussion on this - "We can miss out on things if we're not clear." And when some groups get the scoring details and do/did not share the information, we can discuss this dynamic as well. (They might think other groups knew or they might not have shared because they want to win. More good things to talk about.)

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

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

All the best,

Chris Cavert, Ed.D.

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Bright - Blurry - Blind (An Information Awareness Activity Using Image Cards Shared by Mike Cardus)

4/27/2023

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(Chiji Image Cards)

(About a 12-minute read)

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

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

QUICK NOTES:

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

Here is Mike's most recent approach:

Bright - Blurry - Blind
An initiative that highlights the value of cooperation rather than competition.

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

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

Materials:

Flip chart paper - at least two sheets per functional work group
A variety of magic markers
Metaphor Cards; cards with images on them with no ultimate meaning. These cards allow participants to discuss and determine the team BRIGHT - BLURRY - BLIND areas.

Goals:

Providing an opportunity for the work teams and participants to think and speak about concerns and give accolades to each other creates a powerful learning environment.
By illuminating topics within departments and the organization, work teams can brainstorm and strengthen their connection with each other.
Facilitating an overall "one team" atmosphere and empowering the participants to share successful information and techniques that may have never been shared in an open forum.

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

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

I will ask each work team to choose three metaphor cards with various meanings. Each team must agree on the three cards to use and what each card will symbolize for them. Here's what you'll be looking for in the cards:

One Card will represent BRIGHT - Bright is an issue or topic out in the open, clearly evident to the team about the organization. Bright is common knowledge; everyone knows this is an area of concern for the work team and the organization.

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

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

The work teams are then asked to go ahead and choose the three metaphor cards (one for BRIGHT, one for BLURRY, and one for BLIND), write these on flip chart paper and then present the BRIGHT - BLURRY - BLIND to the entire organization and work teams that are present for the activity. [Note from Chris: I'm thinking, I'll have each group stick their cards on the flip chart paper with (light-stick) painters tape and then write out (next to the card), what it represents. It adds a colorful visual to the presentation.]

Processing:
BRIGHT - BLURRY - BLIND is an initiative that can stir up powerful emotions and discussions. Use this process with a group that is willing to explore and grow - tell them up front what's about to take place to see if they want to go down this road. Be open and prepared for criticizing and touching on topics that create conflict. This initiative's ending can make some real growth and increase trust within the organization.

After each team has had the chance to present their BRIGHT - BLURRY - BLIND charts, ask them to hang them on the walls. Give participants approximately 15-30 minutes (more time if necessary) to walk around and view the other teams flip chart papers; allow time for some disorderly speaking and questions and answers sessions.

Following the unstructured viewing, call the participants back into their work teams. Ask them to gather their flip chart papers so they can reference them during the discussion.

Some possible processing questions:
• How were the metaphor cards chosen for the BRIGHT, the BLURRY, and the BLIND?
• How effective was the group's communication process?
• In what ways were disagreements settled?
• What was the easy part? What made it easy?
• What was the challenging part? What challenges were faced?
• Are there any common themes that we noticed amongst all the departments?
• What BLURRY topics can we discuss right now to make BRIGHT?
• Any surprises that were found amongst teams with the BLIND areas?
• Are the areas BRIGHT to one team BRIGHT to all or other teams?
• What are the causes of BRIGHT BLURRY BLIND topics within organizations?
• How can we as a team minimize the BLIND areas?
• What are you going to do with this information?

Follow Through
End the day by creating a team of individuals responsible for addressing and developing a system to enhance organizational transparency and communication. The team can use the information gathered as starting points.

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

Variations:

Try the activity without the metaphor cards; use plastic animals (sharks, camels, pigs, donkeys), Fruit (real or plastic), or no props ask the questions.
Have the participants paint the BRIGHT BLURRY BLIND on canvases using acrylic or latex paints. Then hang the artwork in the lobby, classroom, or office space.

Other Kinds of Groups (from Chris)
After reading this activity I made the assumption that the best scenario would be dividing into 'work teams' that have at least two people in them - everyone will have some support when presenting information. (In other words, I would not facilitate this activity without organizing small teams of some sort.)

My thinking deviates a bit from Mike's intention on the 'Blind' step since it represents an "issue or topic" that only the specific team struggles with. But I think, overall, we can still keep the spirit of the activity. Here is one way I would set it up:

(Climer Cards - my Chiji and Climer Cards are always with me.)

Many organizations, especially non-profit ones, include people who wear multiple hats - they are part of many different 'departments'. Let's say there are nine full time employees who oversee programs populated by seasonal staff (e.g., camps). I would divide the full timers into three groups of three and give them each a set of image cards. (I would make every effort to create small groups that felt comfortable working together during this activity. This effort may involve speaking to the top admin person to find out what groupings could work.)

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

For example, one group comes up with the three cards above. They attach these cards (with light painters tape) to a piece of flip chart paper. Next to the cards they write:

We have too many 'open' projects going on in our organization without enough time or resources to get them done. People are counting on these projects to get done - if they don't get it effects our programming and in turn, our clients.
The 'communication' across our organization is not always clear. This creates stress across staff lines. Missed or misunderstood information effects our programming and clients.
There are some things we do together that work out very well (the center area of the Ven). However, many of us are in siloed 'bubbles' which limits the resources we can share with each other (which goes back to communication). How can we make the center of the Ven bigger?

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

Within the spirit of Mike's activity there is the underlying realization that not everything can be addressed at one time. However, using this Bright - Blurry - Blind process can provide data for a list concerns that can be translated into goals for teams to work on and work through together.

Keep doing the good work out there! It's not always easy, but together we can get it done.

Chris Cavert, Ed.D.

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

4/13/2023

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(About a 10-minute read. NOTE from Chris: Heads Up, this activity is in the FUNdoing Beta Testing stage. We're looking for feedback. Please let us know if this makes sense. If it doesn't, where are the confusing parts? Leave your thoughts in the comments.)

My friend Trevor and I presented together at the 2023 ACCT Conference (The Association for Challenge Course Technology). Our workshop? AHH...That Fresh Game Smell! (Thanks to our friend Matthew for the workshop title.) When we arrived in Portland, Trevor and I dropped into a local game store. One of the purchases was Happy Salmon (from Exploding Kittens). Long story short, we came up with a game to present at our workshop using some of the Happy cards. (A heart-felt apology to the FUN Followers out there who cannot get their hands on the game!) It's a variation of 'What's Missing?' using Qwirkle game pieces or Qwirkle Rummy cards.

In the box you'll find a whole bunch of cards with 'connection' words on them: High Five, Happy Salmon and Fish Bump. The picture above includes one 'set' of these connection cards - there are three of these sets in the box. (There are also a whole bunch of 'Switch It Up' cards - you won't need these for this activity - but you'll need them to play the actual Happy Salmon game which is loads of fun). Also, notice in the set of cards there are eight different shapes and eight different colors - the connection words, shapes and colors make up this one set. Now for some math!

Trevor and I prepared the cards for a large group. We didn't know how many people were going to attend our workshop, so we planned for splitting up the big group into smaller groups of eight to ten people in each. We laid out all three sets on our planning table like the one pictured above, then we picked up the first four rows (12 cards) - this was a sub-set of cards to be used by one small group. The last four rows (12 cards) was the second sub-set of cards for another group. We did the same with the other two (full) sets giving us six sub-sets of cards for six groups of eight to ten people. (So, we love a large groups, but we were hoping for less than 61 attendees.)

One last thing we did with each sub-set of 12 cards. We took out two cards - each card had completely different characteristics. For example, one would have a 'Happy Salmon' that was a 'Blue' 'Circle' card, the other was a 'Fish Bump' that was a 'Green' 'Triangle.' These difference make the activity a bit more challenging (we think). The best thing to do (we discovered) is to then put these two 'missing' cards in a small envelop, then place the other 10 cards on top of the envelope and rubber band the cards and envelop together so you have a little pack for each group of eight to ten players.

Here's another way to prep the cards if you want to work with one group of up to 22 players (I'm imagining this would be super challenging). Let's say you have 11 to 13 players. Use the first five rows of a card set (like the ones to the right), take out two completely different cards (say the High Five Yellow Five-Pointed Star and the Light Blue Fish Bump Circle), stick them in an envelope - you're ready for 11 to 13 players.

Let's keep going. If you have 14 to 16 players, use six rows. 17 to 19 players, use seven rows. And finally, 20 to 22 players all eight rows. Of course, you've figure out, you could then have three groups of up to 22 players going at once.

How Do We Play Up Stream?

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

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

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

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

When your group (or a group, if you're working with more than one) believes they know what's on their 'missing' cards, they are allowed to speak and 'show-and-tell' you their answer. Then, hand the envelope to one of the players to open up and reveal.

Here's the interesting factor of this challenge (full transparency), Trevor and I did not notice until the day of our workshop that the 'color' of each card is shown on the back of each card. AND, we didn't notice this until after we played, the shape of each card is also on the back (see right). This was brought up after play by one of the groups, and some of the groups never discovered these facts. We thought the activity was a bust.

However, after experiencing the play and talking about this with the groups, there was a major lesson that surfaced. If you are not fully aware of the resources you possess, you may end up doing more work than you need to be doing.

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

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

All the best,

Chris Cavert, Ed.D.

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Team Tower Turning (with Videos)

3/26/2023

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(About a 10 minute read.)

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

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

Team Tower Turning Participant-Directed Handout

teamtowerturning_2023.pdf
File Size:	81 kb
File Type:	pdf

Download File

Large Group Facilitation: When Linda worked with the group of 300, the participants were seating at round tables. All the building supplies and instructional handouts were preset at each table. During her introduction to the activity she used slides to emphasize the main points (some of her slides at the right) - one of the slides had an embedded video of the 'turning' process. My largest 'turning' group so far has been 72. I didn't use technology, just verbalized the instructions and showed them an example of how to start and how the turn is done.

Here are the basics of the activity to supplement the handout:

Needs & Numbers: You'll need 12 plastic cups and 15 - 4 by 6 inch index cards for each group of four to six participants.

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

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

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

Why I Like Tower Turning:

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

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

All the best,

Chris Cavert, Ed.D.

P.S. Tools for Team Builders Bonus Video: Tube Turning

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Rope Shape Challenges

Number Cards (Print-N-Play)

Quad-Team Flip & Find (with Playing Cards)

Tarp Tossing (3 Challenges)

Stepping Words (Stepping Stones Variation)

Every Other Group Juggle

Alphabet Soup (with Crowd Words)

Bright - Blurry - Blind (An Information Awareness Activity Using Image Cards Shared by Mike Cardus)

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

Team Tower Turning (with Videos)

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