分类: Large Group Activity

52 by 4: Team Sheet for Large Groups with Playing Cards (Print-N-Play)

11/27/2025

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

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

When working with large groups aimed at outcomes related to group dynamics, problem-solving and specific concepts like effective communication and leadership, we form smaller groups of various sizes and give all the groups the same task. (There is also the 'rotate to different stations' method). One of the logistical considerations with this approach is timing – what happens when some groups finish before others? Team Sheets are one solution to this concern.

You will get a printable 'preview' of this document before you choose to download it.

52by4_tmtmteamsheet_cavert.pdf
File Size:	476 kb
File Type:	pdf

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The 'Team Sheet' given to the participants is the last two pages of this document printed back-to-back.

Team Sheet Logistics

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

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

Team Sheet Play

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

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

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

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

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

Team Sheets Summary Overview

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

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

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

All the best,

Chris Cavert, Ed.D.

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

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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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Aga Zumba Zumba - Action Song (Video)

10/24/2024

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I'm back after an amazing journey in India. There is so much to 'unpack' (figuratively and literally). I thought this video would be a fun way to start sharing some of my learnings.

My friend Agyat (salmon-colored shirt on the right) led an early-morning 'Play for Peace' session at the 2024 AEE Asia Pacific Regional Conference in Pune India. (Learn more about the amazing work of Play for Peace – "From conflict to compassion." – HERE and more about AEE Conferences HERE.)

When I use them, I include Action Songs at the beginning of a program as a way to frontload some of the experiences ahead. Here are some examples:

In most cases, the Song will be a 'first-time' experience for everyone. They will be learning something new together.
Mistakes will be made along the way. Then there will be an opportunity to practice to get better if we are motivated to do so.
There is some safe social risk-taking, but most people are more focused on their own actions instead of noticing others.
Not everyone will be good at everything right away, more work will need to be done.
Spontaneous laughter and celebration occur even during something challenging.
(And, I can program Songs for small and larger groups.)

After a Song, we'll briefly explore some of the concepts (practice) and behaviors (laughter) they experienced during the Song. It's a simple thought-provoking exercise to prepare them for what's ahead.

Please let us know if you have a visual source for other Action Songs so we can build our collection together. Leave a trail for us in the Comment. Thank you!!

All the best,

Chris Cavert, Ed.D.

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Adventure Slips (for Unofficial Starts) Print-N-Play

5/10/2024

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I was catching up on some of Chad Littlefield's videos (a 'must-tab' YouTube channel) when I was reminded of the 'unofficial start' tool (Chad credited to Mark Collard). [NOTE: Priya Parker, the author of 'The Art of Gathering' calls it a "Threshold Moment."]

I had a program coming up with a large group and this quick reminder of the tool inspired me to create an Unofficial Start related to my program plan theme – 'Adventures.' (My program plan involved taking the group on some adventures as a way to make connections with their colleagues, old and new. One of the thoughts I shared with them was, "Some people see particular situations they face as problems. Other people see their situations as adventures.")

I ended up with the idea of Adventure Slips – 12 voluntary adventures I could hand out as I connected with participants as they came into the room. Here are a few:

This Is Voluntary In the spirit of adventure, find someone you don’t know, introduce yourself, and: Discover a book you have both read and what you took away from it.
This Is Voluntary In the spirit of adventure, find someone you don’t know, introduce yourself, and: Play 10 games of Rock, Paper, Scissors and see how many ‘matches’ you can get!
This Is Voluntary In the spirit of adventure, find someone you don’t know, introduce yourself, and: Make up a handshake only the two of you will know.

(These are included, with nine others, on the PDF download below. NOTE: The handout says, "Soft Start Adventure Slips" – the term I've used for Unofficial Start.)

Soft Start Adventure Slips

adventureslipes_document_cavert.pdf
File Size:	38 kb
File Type:	pdf

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Process: I created the Adventure Slips document, took it to my local print shop, put the Adventure Slips on 13 sheets of bright green paper (I was expecting up to 150 participants), and settled in to cut out all the Slips (I am a frequent user of the rotary cutter at the print shop - big jobs go pretty fast once you establish a rhythm.)

After all the Slips were cut, I folded them in half and placed them into an envelope ready to travel. On the morning of the event, I put all the folded Slips into a little basket I made with one of the gear bags I brought with me – I rolled down the top of the bag to make a more rigid basket to carry:

When there was a 'critical mass' of people in the room (about 30 I think), I started wandering around the crowd with my Adventure Slips basket in hand. [NOTE: I didn't want to 'pounce' on people right away. I thought letting them settle a bit into the space would be a better idea.]

Reflecting on the experience, I realized I did gravitate to the people who made eye contact with me in the beginning and then did branch out to others I thought might be less inclined to meet me and interact (personal assumption). Some people ended up seeking me out after experiencing an 'adventure' with someone in the room. [NOTE: Full transparency – this type of impromptu interaction is a high yellow comfort zone experience for me. My brain goes to "I don't want to intrude." And I know, in the grand scheme, this 'Unofficial' mingling connection with participants is a good thing.]

Here's was my pitch: "Hello, my name is Chris. I will be your facilitator this morning. It's nice to meet you...........I'm handing out Adventures – completely voluntary – if you would like to jump in and interact with some of your colleagues before we get started. Again, completely voluntary. You are not required to go on the Adventure."

Most of the people I met took an Adventure. (I'm guessing many of them did it just to be nice, since I offered.) There were a few that said, "No thank you." I have to admit, it did tip me off balance for a second – a physiological reaction to rejection I suppose – but I moved past it quickly (reminding myself this was okay) and found someone else to meet.

Now, I can't say how many people attempted the adventures, I was busy meeting others in the room. But I can say it was fun connecting with the crowd for sure. Most were receptive to my greeting and some even asked me inquisitive questions so we could have a little conversation. Overall, it was fun for me to (make myself) interact in an unofficial capacity. (And, the client did see me "working the crowd" – I've made the assumption that this was a positive thing in their eyes.)

If I were to do this again, I might take some time to ask a question or two about the Adventures, like, "If you tried your Adventure, what struck you about it?" Or, "If you didn't try your Adventure, what prevented you from doing so?" and "What learning could be pulled from the invitation to Adventure?"

What other 'Unofficial Starts' do you like using? Share with us in the Comments.

All the best,

Chris Cavert, Ed.D.

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Word Circle Puzzles: Self-Guided

2/15/2023

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(About a 7-minute read, but then there's a little work to be done.)

If you're a Word Circle Puzzler, you'll pick up on this 'self-guided' version quickly. If you are new to Word Circle Puzzles I suggest you, at least, jump over to the Silent Word Circle Puzzles: Variation FUNdoing Blog post to pick up the basics.

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

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

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

wcpuzzles_selfguidedhandout.pdf
File Size:	129 kb
File Type:	pdf

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After the supply pick up, each person returns to their group. Someone in the group opens the kit, removes and reads the directions to their group and the adventure begins.

WC Puzzlers, that's all the info you need to carry on as long as you have some numbered puzzles ready to go.

Need Puzzles?
If you are new to Word Circle Puzzles I'm going to set you up with everything you need. Use the links below to access lots of free puzzles from previous FUNdoing Blog posts. When you get to the puzzles you'll need to make the sets. The easiest way to make your sets is to pick up some index cards (any size will work) in a variety of colors. Using a marker of your choice write out one puzzle per color and put the 'number' (of words in the puzzle) down in the bottom right corner. (Imagine the example in the header above is made with index cards.) Put three or four puzzles (of different lengths and colored index cards), into small zip lock bags and your kits are ready.

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

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

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

Word Circle Puzzles on the FUNdoing Blog
Word Circle Puzzles: January 2013 (Need to figure out the Answers)
Word Circle Puzzles: June 2013 (What's Missing version)
Word Circle Puzzles: December 2013 (Answers Provided)
Word Circle Puzzles: June 2014 (Answers Provided)
Word Circle Puzzles: December 2014 (Answers Provided)
Word Circle Puzzles: July 2015 (Answers Provided)
Word Circle Puzzles: February 2016 (Answers Provided)
Word Circle Puzzles: January 2017 (Answers Provided)
Word Circle Puzzles: April 2019 (Answers Provided)

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

Please reach out to me if you have questions.

Have FUN out there. Keep me posted!

Chris Cavert, Ed.D.

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Paper Transporter (with Video)

2/1/2023

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This is a long one. Prepare a nice beverage and dive in. Build some dendrites! (About a 15 minute read.)

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

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

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

Preparation: I like to have about seven or eight people in a group. This allows for more active participation. So, if you have a larger group divide them into smaller groups. (I would lead this activity with up to 12 small groups of seven or eight participants.)

You'll need one 8.5 x 11-inch piece of paper for each person (and have some extras just in case) and one small Orb (about 1-inch in diameter), like a marble or small rubber 'bouncy' ball for each small group. NOTE: Using the small rubber balls is a bit more challenging because it sticks to some of the paper transporters, like a cone.

You'll also need one copy of the Paper Transporter (PT) Directions for each group. (Your download of the PT Directions is near the end of this post and a quick view is just below).

Time: This one can take about 20 to 30 minutes (depending on the depth of processing).

Process:

Once small groups are formed, ask each group to send up one person to pick up the activity supplies. (It's okay to let the waiting groups talk amongst themselves during this time - maybe ask them a question to answer during the supplies pick up. For example, "Tell each other something you’re looking forward to in the future.")
Wait to make sure there is a person from each group standing in front of you.
Hand each person a copy of the Paper Transporter Directions, one of the small Orbs and a stack of papers (enough so each person within a small group gets one piece of paper).

NOTE: Take a minute right now to read the Directions you (the facilitator) will be providing. (Read it here or print out a copy - PDF download below.)

Before sending people back to their small groups, tell them, 1) to read the Directions for the activity to the group (or someone else in the group can read the directions, 2) then, begin planning and practicing for the first timed round, 3) and, you will call for their attention before the first timed round - all groups will engage in the 60-second timed round at the same time.
Ask and answer any questions before they go back to their groups.

Facilitation Notes 1:

During the planning and practice phase before each timed attempt, be sure to wander around among the groups so you can answer questions and clarify anything you see that does not match up with the directions. (NOTE: If you are working with more than four small groups, it is a great advantage to have one or two co-facilitators to help manage questions and confusion. (Suggestion: 1 facilitator to 4 groups is a good ratio.)
During each of the three timed rounds, continue to walk around the groups looking for behaviors that will be good to reflect upon after each round (e.g., are they following the rules).
Be sure you (the facilitator) have your timing device ready for each timed attempt (e.g., Smart Phone).
Get the groups' attention and let them know you are about ready to time an attempt. (I get their attention with my trusty Cow Bell - it saves the vocal cords.)
Ask if anyone has and final questions before they start.

Here is a possible script before the first timed attempt:

Just a reminder - your goal as a group, is to get as many points as possible in 60-seconds by following the rules you have been given. When I say GO! the time will start. When I say STOP! please stop counting score.
If you are in possession of the Orb, hold it up so I can see your group is ready. [Look around, be sure every group has an arm up.]
Okay. On your mark. Get set. GO! [Start timing]
Give time checks every 15 seconds, then a 10, 9, 8...countdown to "STOP!"
How did you do? Raise your hands up if you got at least 20 points, keep them up if you got at least 25...[keep going by 5 or 10s until you get a high score].
We can see what's possible based on each group's skills and abilities at this time.
I'd like to invite you to make a second attempt at this one, with the objective to produce a better, or higher, score, following the same rules. But first, let's do some planning and practice.
During this next planning and practice round, each person in your group must change the way their paper transporter is configured - basically, everyone must make a different transporter.
[See Facilitation Notes 2 for an option here...]
You'll have about 2 minutes to plan and practice for the next timed round. Be sure to change your paper transporter and also identifying something that was slowing you down during the first timed attempt (a.k.a., a problem) and see if you can fix it.
Alright, your 2 minutes starts now...[Start the time. Keep an eye on the time and allow for a little more if needed].

Facilitation Notes 2:
Before I inform the groups about the impending planning and practice session, I encourage everyone to really think about how they can "change" their Paper Transporter. I ask them to go beyond, "just bending over a corner" of their paper. "Go for innovation. Really change it. Try something you might not even believe will work - why not. We're just experimenting, looking for the possibilities."

Let them know you are ready to time their second attempt:

If you are in possession of the Orb, hold it up so I can see your group is ready.
Okay. You are all after a higher score. On your mark. Get set. GO! [Start timing]
Give time checks every 15 seconds, then a 10, 9, 8...countdown to "STOP!"
How did you do? Raise your hands up if you got at least 50 points, keep them up if you got at least 60...[keep going by 5 or 10s until you get a high score].

Before the final timed attempt, I do a quick 'mid-reflection' for a couple of reasons. I'm hoping that a purposeful pause may get them to consider how they want to approach the final attempt and I want to give everyone a little time to talk to each other about 'change' - something I plan to bring up in the final reflection. Here's what I ask everyone to discuss:

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

We're now going to move into the final timed attempt. During this next planning and practice session, each of you is required to change the way your paper transporter is configured - basically, everyone must make a new transporter that is different from your previous transporters.
Take the next 2 minutes to plan and practice. Take some of the time to identifying another problem that is slowing you down. Decide on and practice a solution to fix it before the next timed attempt. The goal is the same, try to get a higher score, following the same rules.
Alright, your 2 minutes starts now... [start the clock]

Let everyone know you are about ready to time them...

Here we go. This is your final attempt.
On your mark. Get set. GO! [start timing]
Give time checks every 15 seconds, then a 10, 9, 8,...countdown to "STOP!"
How did you do? Raise your hands up if you got at least 30 points, keep them up if you got at least 35 points...[keep going by 5s or 10s until you get a high score].

CONTEXT: I led Paper Transporter three different times in one day (three different groups), with college Freshman (more about the backstory below). So the following closure is tailored as such. For a general view, substitute 'college success' with 'life'.

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

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

Consider this - you were asked to change your paper transporter twice during this last activity. What does change have to do with problem-solving during college?

Provide a maximum of 5 minutes for this discussion. Be sure to mingle around through your groups and even chime in on some of their discussion when appropriate.

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

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

Here is the Paper Transporter Directions Handout

papertransporter_directions_2.0.pdf
File Size:	90 kb
File Type:	pdf

Download File

Be well my friend! Keep me posted.

Chris Cavert, Ed.D.

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

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

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

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

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

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

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

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

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Verbal Number Exchange (No Props)

1/13/2022

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Happy 2022 my team building friend! I hope it's filled with amazing adventures!

Back in early December (2021), I sent out an idea (yet to be tried) in the FUNdoing Fridays activity resources email. I first named it: Call Out Your Number. After leading the activity and putting more 'official' thought into it, let's call this one: Verbal Number Exchange.

BACK STORY (If you don't need the story, go right to the directions): I needed a 'team building energizer' (a short activity to bridge a cognitive group discussion over into the physical activities of the lesson), for a Team Building Activity Curriculum I was writing. The structure of the curriculum includes low-prop activities for groups of 23 to 27 participants (for 12 one-hour lessons each group only needs an activity rope and a deck of standard playing cards - along with an assortment of office supplies which they have at their school) and 'in-time' details/directions (the assigned facilitators often read the details of the lesson for the first time right in front of their group - not ideal, but we're doing something!).

My first thought for this energizer was to require some prep with paper and a pen - write out sequential numbers on paper, tear them all out and give each participant a number. Re-considering that the lesson focus was on 'listening' (and, when relying on in-time details, props can be overlooked ahead of time) I thought, What if we didn't use a visual prop to rely on? - listening (and remembering) would certainly be enhanced.

Shortly after I sent out the idea in the FUN Fridays email, I had an opportunity to lead this one with a group of 27 young adults (My prediction is that Verbal Number Exchange will work best with 24 to 50 participants). Here's how I presented the challenge:

DIRECTIONS
Part 1:

Circle up your group. (I stood in as part of the circle - I had the person to my left start the count, but, of course, you can choose anyone in the group to start.)
Start with someone and ask them to begin counting off, out loud, sequentially from number one on up to the last person in the group - the group's highest number. (This ended up being the person in the circle standing to my right.)
Explain to the group that, "In a moment, but not yet..." they are going to mingle (move) around within the group and verbally exchange numbers with five different people.
Verbally share an example: "If I'm number four, I walk up to someone and say 'four' they tell me, '11' - I'm now 11, they are four. I go up to a different person and say, '11,' they tell me, 'six' - I'm now six." And so on...
No form of visual communication can be used - holding up fingers, using a smart phone, or writing numbers on paper or white boards - only auditory communication.
After exchanging numbers with FIVE DIFFERENT PEOPLE participants are required to stop moving (do not get back into a circle). Number exchanges can still take place (other people might not have five exchanges), but a participant must stop moving after s/he makes five exchanges.
When everyone in the group stops moving, you are then going to give the the 'challenge' directions (Part 2).

Facilitation Note: I had the group do all of Part 1 before I gave them the directions for the Challenge - Part 2.

Part 2:

After everyone stops moving, check in with the group to see if everyone has one number in their head. (Answer any questions, if you can, that participants may have.)
When ready, tell everyone to circle up in numerical order, starting with number one, using the number they currently have in their head. NO MATTER WHAT HAPPENS, circle up using the last number they have in their heads.
Participants are then free to move around and (only) verbally share their number with others in the group with the ultimate goal of circling back up in numerical order.
NOTE: If you are presented with some 'confusion' (you'll know it if you see it) during this re-circling, simply state, "Circle up in numerical order with the number you currently have."
After the circle is formed (everyone has found a spot in the circle), have each person verbally share her/his number, starting with number one (or whatever the lowest number is at the time).

Reflection:

If the group is able to circle up with each person in the group having a different number, from one to however many, then talk about what led to their success. (Based on the 'Listening' Lesson I programmed, I would talk about the particular instances they had to listen - directions, to each other - and why this led to their success. And, what tends to happen to us - get story examples - when we fail to listen.)
If the group is unable to circle up with all numbers being represented (which happened to me this first time) - several people ending up with the same number, ask them what led to their outcome and what they want to do differently in order to be 'successful' in the next attempt.

Whether 'successful' or not, try the challenge again, starting out re-numbering the circled group if needed. (Spiller Rule: The first success is luck, two in a row is skill.)

My Reflection:
As I predicted, when developing Verbal Number Exchange, (as noted above), a good percentage of participants shared the same numbers. During the action of Part 2 I was presented with confusion from some of the participants (because they shared the same number with others). I simply said, "Use the number you have to get in order." During this time I starting hearing people deflecting responsibility, sharing why it wasn't their fault because "someone else" gave them the number they had. (Something we got to talk about - whose responsible?)

During the group reflection (after the group settled into a more calm affect - there was a perceptible level of, I'll use the word, shame, around sharing numbers with others), I just asked them, "What happened?" One of the main 'problems' ended up being the interpretation of the directions. It (among other things) showed that people don't always do the wrong thing on purpose, they've simply decoded information differently and then acted on their understanding. (Of course, there was ample opportunity to ask questions about the task before they began - but, everyone 'thought' they knew what to do.)

Now, for me, this was only my first time trying Verbal Number Exchange. Some groups might be able to breeze right through this one - on both attempts. Uncover why they were successful, then move on to the next challenge for more practice. However, other groups, like mine, will run into 'problems' to solve - helping them to get better at working together.

Let us know how this one works out for you. Leave us a Comment!

All the best,

Chris Cavert, Ed.D.

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Collaboration with Picture Word Circle Puzzles (Reprise) Print-N-Play

9/30/2021

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Back in December of 2016 I shared the first set of Picture Word Circle Puzzles (PWCP) and noted that I had yet to try them with a group. (You can find links to more information about Circle Puzzles at the 2016 post.) Fast forward almost 5 years now and I can tell you, this particular set of PWCP is one of my go-tos when I'm working with a group on collaborative behaviors. I've used this one with 8th graders on up.

When I first started using PWCP, I felt the need to show my groups how Word Circle Puzzles (WCP) worked (the first iteration of Circle Puzzles). We would play out one or two WCP as a big group, then I would divide the larger group into smaller groups of three or four participants to solve this picture puzzle. Recently, I've chosen to skip the WCP introduction, adding a little more challenge to the cognitive aspect of the task - struggling a bit with the big 'picture' so to speak.

Set Up and Play
Each group working around a table (or a group of desks) is ideal, but they can all work the cards around on the floor or ground if you don't have the table/desks option.

First you'll need to print out the PWCP (find the PDF download below). Each small group of three or four participants will need a puzzle (this puzzle includes 16 picture cards). NOTE: I laminate my puzzle cards for long term use. The card set also includes eight Help Cards.

Choosing the number of Help Cards to put in play will determine the level of challenge. If you put 12 Help Cards in play the puzzle will be pretty easy to solve - if the group collaborates by sharing information and not 'waisting' the Help. Putting 10 Help Cards in play is a little more challenging, groups have to make more educated guesses (ideally together,) and they can still collaborate without using Help Cards. Putting eight Help Cards in play makes it a pretty difficult challenge, but the puzzle can be solved if all the small groups work together by sharing information and strategically using Help Cards.

An Example of Play: Let's say you have 24 participants. You divide them into six groups of four and direct each group to move into an area away from other groups (separating the groups with some distance - when possible - is purposefully done so it's a bit more challenging to see and share information - look up 'activation energy' for some psychological connection.) You give each group the Picture Word Circle Puzzle saying:

"I'm now going to give each group a puzzle to solve. Each puzzle has a set of pictures. Your objective is to first name each picture using one word. Then, figure out how to connect each word, picture card, with another word, picture card, so that all the picture card words form one circle of connections. For example....." (If needed, you'll want to do a little research on Word Circle Puzzles in order to explain how to describe the process - intro info to Word Circle Puzzles is HERE. BTW: There are TONS of FREE Word Circle Puzzles at the FUNdoing Blog - use the Search feature - put in Word Circle Puzzles - to find them.)

You've decided to use 10 Help Cards - five of each kind (see the header picture above for the two kinds). You distribute two Help Cards to four groups and one Help card to the remaining two groups (the distribution of resources is not always 'fair'). Explain that the groups can use the Help Cards to ask you the question on each card at any time during the challenge.

Be sure to provide time for the groups to ask you confirming and clarifying questions before getting started. Be careful not to solve any problems for them at the onset. You can use my favorite response when appropriate, "I'll leave that up to the group to decide." If they ask the 'Golden Question' right off the bat, they're ahead of the game: "Can the small groups work together on this?" I respond, "That is not against any of the rules."

Be sure to set a time limit for the task to add a little pressure. I believe it can be solved in five minutes or less if all groups work together and share resources. However, I've yet to see this occur. Giving them 20 minutes is a good length of time to pull out a lot of learnings.

A Nudge
Solving this Picture Word Circle Puzzle is very difficult without 'Help' or sharing ideas with other groups. I'm still fascinated by the resistance of the participants to use their resources in order to move ahead. The resistance to working together with others is fairly common in team building activities when there is a perceived notion of competition - we see it all the time.

This leads me to a tool I use as an educator whenever the groups are still struggling after 15 minutes of working on the task and have yet to share ideas with any of the other groups. I take a countdown 'time-break' to get their attention. I ask a few questions about how it's going, what's working, what isn't. Then, I start up the time again and share, "You are all working on the same puzzle." Sometimes this turns on lightbulbs, other times it doesn't.

Processing
As always, be observant of behaviors and make note of the questions related to the groups' behaviors. Here are some that always seem to surface for me:

What were the resources available to you during the task?
How well did you utilize the resources you knew about?
How long did it take you to utilize your resources?
What prevented you from using your resources?
Once you heard you were working on the same puzzle, what, if anything, changed?
What advice do you hear about on a regular basis? Who gives you this advice? What influences your decision to follow, or not follow, someone's advice?
What resources in your life are useful to you right now? Which ones are you not using? What resources might you be overlooking?

Extension
Here's something I'd like to try in the near future. After the groups have gone through an enlightening processing session over this first Picture Word Circle Puzzle (??!!), I want to give them another attempt. I'll set up the same task, in the same way, with a different Picture Puzzle. Will they use their recently acquired information/knowledge to successfully complete the task in less time? (Want to try it? You can find the Picture Word Circle Puzzles Kit, with six more Picture Puzzles at the FUNdoing Store. Let us know how it goes.)

Here's The First-Ever Picture Word Circle Puzzle:

picturewordcirclepuzzle_set1.pdf
File Size:	6000 kb
File Type:	pdf

Download File

All the best!

Chris Cavert, Ed.D.

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