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Tipping Towers (video)

5/14/2026

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

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

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

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

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

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

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

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

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

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

I hope you get the opportunity to try it out.

All the best,

Chris Cavert, Ed.D.   
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Tabletop Blind Mouse Maze

4/27/2026

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

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

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

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

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

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

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

All the best, 

Chris Cavert, Ed.D. 
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Bullring Monkeys (Video)

2/12/2026

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

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

Leading Bullring Monkeys

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

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

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

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

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

1/15/2026

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

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

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

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

​Your new Set:

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

All the best, 

Chris Cavert, Ed.D. 
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Tools for Team Builders: Making a Hole Tarp (video)

4/27/2025

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I learned the Hole Tarp activity from my friend Tom Heck, probably about 10 years ago. In the last three weeks I saw the Hole Tarp several times during some of my activity hunting boughts (and then realized I never got this one to the FUNdoing Blog). So it's still alive and well. HERE'S a retro video from Tom. In his video you'll see some white tape near each hole. His challenge for the group was to get them to roll the tennis ball across each piece of tape without the ball falling off the tarp. 

As you'll see in the video (below), I use lines of different lengths to cross. I have also developed a nice progression with the Hole Tarp (below) to account for the skills and abilities of each group in play. Each Hole Tarp can accommodate 6 to 8 participants. When you have more than 8 people in your group, be sure to have more Hole Tarps on hand. Each group is then free to work their way through the different challenge levels at their own pace. I like to see how many Levels each group can make it through in 15 minutes. (I hope to have a video of some groups in action soon.) 

Here is a quick summary of the challenge Levels:
  • Main Rule: The ball many not be touched while it's on the tarp.
  • Level 1: Cross as many lines as possible before the ball falls off the tarp. When all five lines are crossed, move to the next Level. 
  • Level 2: Circumnavigate each hole. This means, the ball must travel around each hole crossing the hole's line twice. When all five lines have been crossed, move to the next Level.
  • Level 3: Circumnavigate each hole ON BOTH SIDES of the tarp. After going around all five holes on side one, get the ball to side two, without touching it, and go around all side two holes. 
  • Level 4: Circumnavigate as many holes as possible. Go around the five holes on side one. Get the ball to side two and go around all five holes. Then, go back to side one and circle the five holes there. Then, back to side two, and so on. 

I'll do a full write up of other aspects of the Hole Tarp (like using two tennis balls) once I catch some groups in action. Until then, fill in the blanks as to what makes sense for the challenge Levels. 

And, you can reach out to me if you have questions.

Editorial Note: Shooting video by oneself is a bit tricky. Forgive the 'interesting' moments and absorb the intent. Thanks. 

Have fun out there!

Chris Cavert, Ed.D.  

P.S. A big thanks to Training Wheels for letting me film at the warehouse!
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Word Building, Ltd. (CrowdWords)

4/10/2025

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In 2015 I posted Word Building with Jumbo Letter Tiles. It was a more portable version of Word Building using 3.5 inch noodle chips (with letters written on them). I'm going to share with you (below), the next iteration of Word Building – using 'limited' (Ltd) resources. I recommend you take a little journey back in time and read the original post to get the big picture. This limited edition might be clearer with the additional information.

Needs & Numbers: 
  • You'll need a letter set. The prepped and ready large tile version of choice (for me) is CrowdWords (developed by Trevor Dunlap and Matthew Broda – their activity guide includes 26 ways to use the larger letter tile set). 
  • In this 'limited' version it might be faster to make your own letter set, based on the 'concept' words you have chosen, using index cards or small paper plates. See the original Word Building post for details. (Be sure the letters don't show though the paper product you are using. A light highlighter color works well.) 
  • Use a 50-foot activity rope or four cones to outline the 'letter pool' – a rope circle or cones at the corners of a square. 
  • One spot marker (hula hoop or carpet square) for each team. If inside, you could tape out a small square as a 'spot' for each team.
  • Flip chart paper (on a stand if you have one), tape and some colorful markers. 
  • This one plays well with 12 to 30 participants (you will be dividing into groups of 2 or 3 people). 
  • ​And a timing device. 

Set Up: The preparation for the game is a little more focused (additional time is needed to prepare). Choose a concept you want to work on and discuss (reflect upon) based on an objective a group is working towards. It could be teamwork, leadership, trust, collaboration, community, etc. For example, I asked an AI engine to give me 15 five-letter words related to behaviors of a cooperative community – the bonus included a little information on how the word fit – 'Blend' - harmonizing differences into unity.

Then, I picked 10 of them for the 'word list' I'm going to use with a group of 30 participants: 
  • Build
  • Reach
  • Share
  • Trust
  • Model
  • Value
  • Adapt
  • Align
  • Offer
  • Blend
In preparation for the activity, I'll write all of these words on one piece of flip chart paper. 

Once I have all the words, I'll need a letter tile for each letter in each word – I need 50 tiles to make all the words. With this particular list I would make my own tiles since there might not be enough 'Es' or 'As' in a set of CrowdWords(?). Then, here's the other time requirement. I want to include at least 15 to 20 extra letter tiles that ARE NOT in any of these words. So, I will make a couple of 'Js', a couple of 'Ks', and a few 'Ys', a couple 'Qs', 'Ws', 'Xs', and 'Zs'.

NOTE: If you are going to be working with less than 30 participants, you might not need as many words. Think of how many groups of three you will be making (and maybe there are one or two groups of two), and be sure to have a word for each team. For example, if you have a group of 16, you'll have four teams of three and two teams of two. You need six five-letter words.
Almost ready! Now that you have your letter set, place down your rope circle (or coned square) and place all the tiles, letter-side down, inside the shape of choice. This is the 'letter pool.' (See the header picture above.) Somewhere near the letter pool display the list of words your going to use with your group. Place down a spot marker for each team around the letter pool. Each spot should be about 5-feet from the pool. Now you're ready. 

Let's Play Word Building
When your group arrives, creatively divide them into small 'teams' of three (and some twos if needed). Invite each team to locate one of the spot markers and stand by it. They are ready for the rules. The rules for this limited version are just about the same as the original – just some minor additions. Your going to frontload the game this way:

"You are all on a small team. During this game, each team is required to gather enough letters to make one of the five-letter words on this chart." [Point out the chart.] "These words are related to some of the behaviors that take place within a cooperative community."

When you have purposefully planned time for this, discuss some of the words on the list – "How are these words related to a cooperative community?" You are priming the group with information about community behaviors. Some they might use during the activity, some they may not. Like this: Prime-Experience-Reflect. "What behaviors showed up for you and how were they helpful," for example. 

Then continue: "This is a timed event. Your group, all the teams, is challenged to complete the task as quickly, and safely, as possible. Time will start when the first person enters the letter pool in front of you. Time stops when every team has created a five-letter word. Here are the rules of play:"

RULES of PLAY
  • Only one player from each team can enter into the letter pool at a time (e.g., if there are 10 teams, up to 10 people can be inside the letter pool).
  • After entering the pool a player is only allowed to pick up one letter tile. 
  • If a player chooses to take this tile from the circle, no one in the 'group' may look at the letter until it is flipped over onto the teams spot marker.
  • All players on each team must take turns going into the letter pool - meaning, all players from a team must go into the pool once before someone can go in a second time and so forth. 
  • If a team decides to keep the letter taken from the pool it is placed down on their spot marker and must be touching the spot or be touching a letter that's touching the spot.
  • If a team decides NOT to keep a letter it is brought back into the letter pool and placed letter-side down inside the pool. In other words, if a letter is not wanted it goes back into the pool – letter-side down. This mean a letter tile may not be given to another team.  
  • Each team may have up to six letter tiles at their spot - when the seventh letter tile is brought to a team's spot one must be taken back to the pool on the next player's turn and placed letter-side down before picking up another tile.
  • When all teams have spelled out a five-letter word at their spot, the time stops.
Here's what I like about this variation:
  • My educated guess is (I haven't tried this version yet), many groups will not have the foresight to assign each 'team' a different word from the list at the start. They do not yet know there are just enough of the right letters to make all the words. To discover this fact, they will have to fail, identify the problem, and solve for it before the next attempt. NOTE: I predict I will get this question at some point: "Do we all need to build a different word?" I will answer (repeating the directions), "Every team will need to build a word from this list." (I do not want to solve a problem I'd like them to solve.)
  • There are resources that will not be needed to complete the task. What will they do with them? How will they discover they are not needed? What will they do with them? Will they be 'in the way' or will they put them somewhere so they they won't repeat work that is unnecessary? 
  • When will they discover that helping each other, within the rules, is essential to getting 'better.' Who will discover this and how will it be accepted by others? 
  • Will the participants focus more on the task, and getting faster, or will there just as much focus on the process and the people within the process – listening to and taking care of each other's needs. 

I'm guessing three or four games will shift the mental models needed and move groups to a faster time and acceptable interaction – process improvement. Check out the original post for some additional reflection questions I like to use with this activity. 

Let me know what you discover and if you find any other useful additions (or omissions). 

Thank you for what you do out there!! 

Chris Cavert, Ed.D. 
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Figuratively Speaking Conversation Cards (Print-N-Play)

1/10/2025

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During my continuous effort to understand how language is used to create meaning, I have run into a significant number of lists with two-word quotes or “phrases.” It became apparent that some of these phrases did not have a true literal meaning, they are used in a figurative context – an understanding of the phrase can take on slightly different meanings depending on the perception of the person using it. I’ve collected some of these figurative phrases (below) and put them on small cards to use as conversation starters in small and large group settings. The phrases can even be used as a way for one person to contemplate what shows up for them after drawing a card from the deck and reflecting on the phrases meaning and significant in the moment.

​Activity Objective: Participants share the meanings of the phrases they hold during conversations with others in the group.
 
Facilitated Objective: Learn more about the ways peers, within a group, think about ideas and explore the use of figurative language.
 
Needs & Numbers: Print and cut out the 36 phrase cards below on light colored paper of your choice. For long-term use I suggest you laminated the cards. This set of 36 cards works well with one-on-one conversations and up to 36 participants in small group conversations.
 
Time: 15 to 20 minutes at any time during a program – longer if you plan for more ‘conversation’ practice.
 
Set-Up: On a table or open floor space, spread the cards out, phrase side up or phrase side down (for some mystery). When setting them out phrase side up, be sure all the phrases are visible for reading.

​Procedure: These cards are simply prompts to short, or long, conversations – What does a phrase mean to the person holding it?
  • Initially, get a card to each person in the group. Cards can be scattered out on top of a table (as described above), or you can have a few people in the group deal out the cards to everyone.
  • Explain that these cards have a ‘figurative’ meaning (you might go into a bit more explanation if needed). Have participants take a moment to quietly reflect on the meaning of their phrase and how this meaning might be significant to them in their lives.
  • When ready, ask everyone to form groups of two or three people – encourage the group to be inviting and meet new people.
  • Let them know they will be sharing their thoughts about the phrases they are holding within this small group, and they will have about three minutes together to engage in short conversations about their thinking.
  • Remind everyone to stay curious and ask questions related to what others are saying to keep the conversation going.
  • At the end of the three minutes, ask the group to ‘shuffle’ their cards. Meaning, walk around and exchange cards with others mingling throughout the area.
  • When you say, “STOP” everyone should have a new card/phrase to reflect upon and talk about after getting into new groups of two or three people.
  • Provide time for several rounds as a way to put more new faces together.

NOTE: You’ll notice some blank cards included below for figurative phrases you’d like to add to your set.
Here is your Figuratively Speaking set of cards: 
figuratively_speaking_2025_cavert.pdf
File Size: 779 kb
File Type: pdf
Download File
NOTE: Clicking on the document link gets you to a preview – it does not automatically download. You can print yourself a master copy from the preview. If you want to save a copy to your computer, click the download icon at the top right of the preview page. 

Please let us know how these conversation starters work for you. Leave us a Comment below. 

Have fun!

Chris Cavert, Ed.D. 
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3D Object Line Ups

11/29/2024

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One of the things I love about being a team building facilitator is that I'm surrounded by toys. When I look around at the toys (i.e., tools), I'm prone to get ideas for new ways of using them. 

The other day I looked over at a shelf with a clear container of tossable items perched upon it. For whatever reason (the creative spirits get credit for sure), the idea of a 3D Object Line Up popped into my head. 

Historically, I've done lots of 'Line Up' activities. A couple involve Chiji Cards (or any other image cards). They are written up as Chiji Line Up and Biggest to Smallest in The Chiji Guidebook, Cavert & Simpson (2010). The Basics: In the Chiji Line Up activity, everyone from a group of 10 to 40 people pick a Chiji (image) Card and then they work together to line up alphabetically by the name of the image on the card - a name given to the image by the holder of the card. In Biggest to Smallest the group line up involves ordering by the 'real-world size' of the image on the cards - to be determined by the card holder or the group, depending on how the group wants to work together. There are other subtle details to the purpose of the activities, but you get the idea. 

When I saw the tossables on my shelf the two-dimensional image card line up activities made me think of trying them in 3D. The other thought that came to mind was programming one of the 3D line ups with other activities that involve the tossables. 

For example. The last FUNdoing Blog post, 'Toss-A-Name Game with PTP' could be done before a 3D Line Up. Work the active Toss-A-Name activity until you've added as many items as the group can manage. Process through the activity and then move to one of the 3D Line Ups, a more cognitive process, and then talk about how the group managed to organize themselves – what skills did they need to accomplish the task.

​Let's run you through the 3D Line Ups...
3D Object Line Up: Alphabetical Order

Activity Objective: As quickly and efficiently as possible, line up in alphabetical order based on the names of the objects. 

​Needs & Numbers: You'll want a bunch of different, safe, tossable items – at least one for every person in your group (most of the items in the picture above I will use – I will not use the Ricochet balls, they are a solid item we don't want to get hit in the face with). You will also need a timing device. 

From my experience with using image cards, this activity will work well with 10 to 24 participants, for about 15 to 20 minutes. 

NOTE: As I explained above, I will most likely use one of the 3D Line Ups after I've done an activity using the safe tossables – most of the gear is already in the groups possession so the 'gear-transition' is faster. 

Process: Before you can provide the information for this Line Up, everyone will need a safe tossable item. Determine a fun, fast way to get items to everyone. (My soul needs to ask you not to hand out one item at a time as you walk around a circled group of players. Make it fun and fast.) 

You can all be simply standing around in a small clump – participants DO NOT need to be standing in a circle formation to absorb the directions. When everyone is ready to listen, simply provide the Objective, then field questions about the task. Answer the ones that will not solve any of the 'problems' for the group. 

OBJECTIVE: "Line up, in a circle formation alphabetically by the names of the items you are all holding – a circle can be defined as a curved line. 

After sharing the Objective, you'll (most likely) get some questions about your expectations. For example, "What is the name of this object?" My response to this one is, "That's up to you." Remember, the idea here is to avoid solving 'problems' for the group. Let the group members identify and solve the problems they encounter. 

NOTE: I use this type of activity (2D or 3D) to get my participants to make choices (either independently or as a group), get people talking to each other, and solve a given task (as team building tasks go, this one, in my opinion, is a low complexity experience). 

When they are ready, let them move around to work out the Line Up. 

After the group has completed the task (standing in a circle formation alphabetically by the name of the objects), congratulate their efforts, then tell them this: 

"Now that we've practiced lining up, let's add a little challenge. When you're ready, mingle around and exchange objects with others in the group. Keep doing this until I tell you to stop – then, stop exchanging objects and stop moving. After stopping you will not be allowed to move until I say, GO!" 

NOTE: The language is important – especially, "When you're ready..." I'll get back to this. 

Now, start the group exchanging objects. (During this time, participants are making quiet connections with each other – subtle, and important.) Stop the group after about 30 seconds – everyone should be holding one object – and then provide this information: 

Remember, you are not allowed to move until I say, GO! When you're ready, you're going to line up again. This time, I'll be timing how long it takes you to get into alphabetical order by the name of the object you're holding. I'll start the time when you tell me you're ready and stop the time when you're your in alphabetical order. Are you ready? [There answer will determine your response. For example, if they say "Yes" then you say "GO!" starting the time.]

Let's get back to "When you're ready..." By saying this, I'm inviting the group (without telling them) to take some time and talk to each other – to identify one or more problems, make a plan to solve a problem, then "We're ready" to start the clock and work their plan. 

The main problems to solve, as a group, is naming the objects and then, taking time ("We're not ready yet!") to agree to and learn the names of the objects. If the names of objects change after the exchanges, getting into alpha-order can take more time. If the group is working with knowns, the time can be faster. This is just one example of what a group can do to lower their time – there are other ways, as well, to shave off time. 

HOW MANY ROUNDS TO PLAY? 

The answer to this question will depend on the kind of work you're doing with a group. The introduction Round and two more might be enough to see some improvement where the group can benefit from solving one, or more, of the problems they face. The processing will focus on what it takes to solve a problem together. 

When I can take the time to go deeper, I've used up to six Rounds to reach some 'Breakthroughs.' When I'm going for Breakthrough I give the group a time goal – "Under 30 seconds." Between each Round, problems are identified, planned for and followed, to lower the time. Based on the 'rules' above, I've seen a group solve the task in a little over 18 seconds. (Hint: All the planning can be done before the group says they're ready. And remember, once you say "Stop" to halt the exchange of objects, the group may not move until you say "Go!" – so all the planning is done in the place where each person has stopped.) 

The major key for any group is for them to discover what is preventing them from getting a faster time – they need to uncover the 'phantom rules' they are operating with in order to change the process. 

Here's the other Line Up: 

3D Object Line Up: Biggest to Smallest

For this Line Up, only the Objective changes. "Line up in a circle arranging yourselves by the real-world size of the objects you are all holding, from Biggest to Smallest."

Depending on the objects you are using, their sizes may not be a 'literal' representation of the item. For example, notice the Nose and the Eye Ball in the picture above. The sizes of these objects are bigger than their real-world counterpart. Other objects will take some conversations to determine where they fit. Like the Cat above. It could be actual size, larger, or even smaller. This is where the group can benefit from deciding together. 
Please let us know how this one works out and if you have any adaptations. 

All the best, 

Chris Cavert, Ed.D. 
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Rope Script 2.0 (Part 1)

5/24/2024

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This 'Wonder' is made with five buddy ropes.
I've been revisiting my collection of activity books lately for some lost nuggets of fun and came across Rope Script in Bottomless Baggie (Rohnke, 1991, p. 45). It was a short (description) share from Karl, crediting the activity to Mark Murray.

Basically, Mark had some time before lunch one day, so he asked his seven participants (a small therapeutic group) to keep their blindfolds on (used in the previous activity) and attempt to spell out (in cursive) a seven letter words with an activity rope they had on hand. [No length of the activity rope mentioned. My typical activity ropes are 50 feet long – I'm sure this length would be fine, or a little shorter?] I can see the fun in this. There will be some planning and choosing, then lots of crawling around and finally the reveal. 

Rope Script 2.0
Here is one way I want to present Rope Script in the future. (I'll share another way to Process/Debrief with Rope Script in Part 2 next time.) 

I don't use unsighted activities much anymore. Typically, I like to practice communication behaviors in sighted ways (more realistic of everyday behaviors). And I do a lot with 5 foot 'buddy ropes' so I can use a prop I have and vary the length of the overall rope by tying buddy ropes together. (The length variation comes into play with the different words we'll want our groups to spell and the size of the groups we form).

For years I used Parachute Cord buddy ropes, five feet long. However, I changed to 1/4-inch buddy ropes (five feet long), from Atwood Rope. The thicker rope is better for knot tying (learning) and it has a nice feel to it for activities like the Handcuffs Puzzle and Objectable Human Knot.

​Needs and Numbers: Each group of four or five participants will need one buddy rope for each person plus one. For example, a group of four will need five buddy ropes, a group of five will need six. We'll also need one timing device.

I believe this activity can be done with 5 to 30 participants – divided into the smaller groups. (With 20 to 30, processing discussions can take place within each small group, then popcorn out with the whole group some of the significant things mentioned in the small groups.)  

Part 1: After groups are formed teach everyone how to tie a square knot (below). Each person will have a buddy rope and use it to tie the ends of their rope into a square knot. Here's how I remember it: Right over left, twist. Left over right, twist. (Head to YouTube, I'm sure you'll find a video that shows you how if you haven't experienced this knot yet.)
Picture
During Part 1 there is some social risk and mental model disclosure ("I don't want others to see that I can't do this." "I'm bad at knots." "I'm good at knots."), and opportunities for participants to help each other learn. Some people will catch on quickly, others will take a little longer to tie and 'see' the knot correctly. This is community-building at work:
  • How are we helping each other?
  • How are we talking to each other? (What is our tone?)
  • Who is willing to accept help?
  • Who wants to get it on their own?
  • Who is willing (and able) to teach others the knot?
  • Does everyone need to know how to tie the knot or does our group only need one or two people to know how?
There is a lot to explore here. Be sure to process some of the dynamics that happen in this Part before moving on. 
Part 2: Now it's time to start spelling. We'll begin with three-letter words and work our way up to five- or six-letter words. 

Three-Letter Words: Ask each group to tie three of their buddy ropes together using the square knot they learned – ending in a line of rope about 15-feet long (not a circle of rope). Set the extra buddy ropes off to the side. We'll need them for the longer words.

Then, say something like this: "We're ready for the spelling challenge. Using only the three ropes you just tied together, you have 60 seconds to spell out on the ground, in cursive, a three letter word. Ready? Go!" 

The abruptness is part of the challenge – the biggest one might be, "WHAT WORD ARE WE SPELLING?" Answer: "You decide." 

When time is up, go around and check out the work. See if you can read each group's word and give them a little feedback along the way.  

​Then jump right back to it: "Okay. A different three letter word. 60 seconds. GO!" 

When time is up, have a discussion about the dynamics of the two spellings and what they can learn from them. Also ask, "What do you want to do a little better during the four-letter word attempts coming up?" I also might ask: "What letters did you find tricky to manage with the rope?" This can be seen as a little advice to other groups, without calling it advice. Will anyone pick up on the help? 

Four-Letter Words: Ask each group to have someone tie another 5-foot rope to the end of the three-buddyrope-length rope they just used. Now, everyone has a four-length rope to work with.

When everyone is ready, same as above: "Spell a four-letter word, RATED G, in 60 seconds. GO!" 

Follow the same process as in the three-letter word round. Two attempts, one right after the other. After two words, encourage a discussion about each groups dynamics. What's working? What's not working – what can be better for each group? Be sure the sharing takes place with the whole group so everyone is hearing what others are discovering. Again, I will ask: "Did anyone find any other tricky letters you had to work out?" (Advice giving.)

Five- or Six-Letter Words: (Final Round) Ask each group to tie in the remaining ropes in their possession (e.g., groups of four will have a five-length rope).

When everyone is ready, there is a little change: "Okay. This time, you have 90 seconds to spell a five- or six-letter word. Ready? GO!" 

Again. Same process. Two 90-second attempts. The idea here is that each group is figuring out how to work productively together (or not).
  • What roles and responsibilities do the group members take on – accepting with clarity or by default and how did everything work out over time?
  • Was there some success? How did it happen?
  • Was there failure? How did this happen.
  • Who was all in and why?
  • Who was not in and why?
  • What's important to remember from this experience as we move on to the next adventure? 
When you try this one, let us know how it works out. My guess – this will be about a 25 to 30-minute activity focusing more on the discussions (processing) than the actual action (cognitive-heavy activity).

​Leave us a Comment with what works and any improvements. Thanks!!

All the best, 

Chris Cavert, Ed.D.
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Double-Sided Word/Picture Circle Puzzle (Print-N-Play Share)

3/1/2024

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Picture
Here's a quick share from my friends Jon and Brandon. Thanks Guys!

They created this combo-circle puzzle to use during their table top teambuilding programs. There is a 13-word circle puzzle on one side of the cards (along with a direction card), and a 14-picture circle puzzle on the other side. Jon told me they designed the puzzle this way to manage the 'solving time' issue. (If you don't know about Circles Puzzles, there are links below to get you started.)

When working with a lot of table groups, I, for one, have told groups to call me over to check their puzzle solution and then I would give them another puzzle. Often times groups are waiting for me to check their puzzle so they can play again. To solve this wait, Jon and Brandon hand out this one puzzle, and when a group agrees to the solution of the word circle puzzle they simply turn over the cards and work on the picture word circle puzzle. 

I was so excited about this new mental model I didn't ask Jon any questions (maybe he'll tell us more in the Comments). So, I'm guessing there will be some questions about the picture word circles, but walking around answering questions will go a lot faster than checking a puzzle answer. And, when I use this version, I will play until one table solves the picture puzzle, give everyone else 60 seconds to try and finish before I stop playing (or, I would stop playing when the allotted time was up – say, 20 minutes?

Here are some questions for you (and Jon and Brandon). Would you check the word circle puzzle before table groups move on to the picture circle puzzle? Is it necessary in relation to the purpose of the activity? What is the purpose of the activity? What can groups learn from it? What about giving hints? Would you give groups hints and will they keep the hints to themselves?

Don't know about Word Circle Puzzles and Picture Word Circle Puzzles? Check THIS post and THIS post. And, use the 'Search' feature on this page – type in Word Circle Puzzles to find lots of FREEbies.

Here's the PDF. Print the file 'double-sided' then cut and laminate for long-lasting fun. 
word_picture_circles_jonbrandon.pdf
File Size: 3049 kb
File Type: pdf
Download File
Answers? We're going to give you a couple weeks to work on puzzles. I'll bet you can figure them out!

Have fun out there! 

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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