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Rope Script 2.0 (Part 2) Active Processing

6/7/2024

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If you haven't yet, please read Rope Script 2.0 Part 1 (the post below this one) to get the context and basics before diving into Part 2 (You'll want to know all about 'Buddy Rope.')

Active Processing is an interactive way to move into discussions (debrief) about important topics (related to desired outcomes) after a specific activity or at the end of a program. (Michelle Cummings and I talk about this technique in Episode 66 of our podcast.) 

How I Plan to Use This One
During a program I will create small groups (of three or four) after an activity to discuss specific concepts related to the activity. The first time I use Rope Scripts 2.0 (Scripts), I'll have each group spell three-letter words, like 'fun' and 'see' – asking them to discuss these concepts (see below for prompt questions).

After another activity I'll create new groups (of three or four) asking them to discuss (four-letter word) concepts like 'Help,' 'Stop,' and 'Keep' (see prompts below).

At the conclusion of the program I'll create new small groups and ask them to discuss (five-letter word) concepts, like 'Learn,' 'Tough,' and 'Build,' looking back over the entire program (see prompts below).

NOTE: I will use Scripts along with a few other processing tools to keep things fresh and inviting. 
Before I detail this processing idea, I'd like to share a thought. When I choose to use Rope Script 2.0, I will only use one of the versions – the 'team building' activity (Part 1) OR, the 'processing activity' (Part 2). Maybe it would be too much of the same thing doing both – engagement might be diminished? (Just an initial opinion, which could change after I play with Scripts a while.)  
As detailed in Part 1, you'll set up your small groups so each participant has one 5-foot buddy rope – for this version each group will need five buddy ropes no matter the size of the groups. (I'm going with no more than four in a group to increase the likelihood of everyone sharing during the discussion – I think pairs will work just as well.) Teach everyone the square knot (Part 1) before introducing the expectations. 

In this processing version, you will be giving the groups the words they will attempt to make. These words will be related to concepts you would like them to discuss – concepts related to some of the outcomes of the group as much as possible. 

Three-Letter Words: (After an activity.) Ask each group to tie three buddy ropes together, then, working together, spell (Script) and then discuss: 

'Fun' – "Use your three-length rope to spell fun. Once you have it spelled, be sure to admire your good work, and then have a short discussion about some of the fun things that happened during the last activity. Be sure to share why these things were fun for you." 
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(My creative expression of 'fun.')
After a few minutes for the discussions, and if you have planned for the time, give them another three-letter word, like: 
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'See' – "What did you see during the last activity that impressed you about others in the group and discuss why, what you saw, is important to you."

After the 'See' discussion, invite groups to share out some of the important things they saw in other group members so everyone can learn about some of the capacity in the group. Then, you're off to the next activities....
Four-Letter Words: (After an activity.) Ask each group to tie another buddy rope to their three-length section – creating a four-length rope. Then, after an activity experience, Script the word(s) and discuss one or two concepts, like:

'Keep' – "Discuss in your small groups, what you believe we should all keep doing to continue the success we've been experiencing and why you believe what we should keep doing is important." (Share out some of the group findings with the entire group if you have time.) 

'Stop' – "Discuss with your group, what you believe we should stop doing in order to be a better team." [Another good four-letter word to talk about.] (Share out some important points with the whole group.) 

'Help' – "Discuss with your small group how you observed others helping during the last activity and why it was important." And/Or, "In what ways could we help each other more in order to acheive the goals we have for ourselves?" (Share out some important insights before moving on.)
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Five-Letter Words: (At the end of a program.) Ask each group to tie in another buddy rope, making a five-length rope. Then, instruct everyone to consider the overall program experience when answering the questions. Script the words and discuss two or three concepts, like: 

'Build' – "We were team building today. Discuss in your groups: What did we build together after going through all the activities?"

​In the spirit of a 'closing' reflection, be sure to get some input from each group – sharing with the whole group. The idea (for closing reflections) is to facilitate the transfer of learning. How will what they practiced during the program benefit their everyday lives? 

'Tough' – "During our team building, what was tough for you – what made you really think, challenge your patience, or frustrate you?" And, "Why is it important to go through though things?" After the discussion, share out insights with the whole group. 

'Learn' – "Discuss with your small group some of the things you all learned from the experience we had together, and why these learnings are valuable to you."

​Ending with a discussion about learnings can really anchor some of the take-aways (the transfer to everyday life). 
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We would love to hear how this one works for you – and pictures of word Scripts would be fun too!! Leave us a Comment. 

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: 
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(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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State of Mind (Perception) Cards (Print-N-Play)

1/4/2023

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


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

5/13/2022

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

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

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

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

Keep me posted! 

Chris Cavert, Ed.D. 
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Obstacle Reflection Cards (Print-N-Play)

8/29/2021

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What if...embedded inside a problem were certain benefits. Benefits only for you. What would you do with this information?    Ryan Holiday
I recently finished reading Ryan Holiday's, The Obstacle is the Way: The Timeless Art of Turning Trials into Triumphs. Holiday's books fit in with my morning reading routine - short focused chapters with thought provoking stories and ideas to ponder (on my 45-minute morning commute). 

With particular books (like this one), I take 'notes and quotes' to remember. When I finish with a book (I've noted), I go back and read through my notes to anchor in the ideas a bit more. 
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As I was reading through the things I wanted to remember from Holiday I noticed I'd marked a lot of the text as quotes (with a capital Q). The things I mark in this way are transferred into my quotes folder to peruse for inspiration in moments of need. Right away I could see there were more marked quotes than I usually end up with from any one book. So, an idea came to me - and here we are: Obstacle Reflection Cards. 
As team builders we help our groups, all the time, practice working through obstacles (problems) we give them so they can get better at doing it. Holiday shares that overcoming an obstacle is a discipline of three critical steps: 
  • Perception
  • Action
  • Will 
What a great process to share with our groups (and I love things in threes - easy to remember). The information on the cards I put together from the book can enhance the learning of this process. There are three types of cards (so far - we are in Beta Testing mode). 

Critical Steps Cards
These cards are shown above in the header - Perception, Action & Will. I'm thinking, we can frontload a program with the idea of overcoming obstacles and what it takes to do so. Then, bring out the Steps cards. Go over each one and bring up examples/life stories of each. These three cards can also be brought out during a program when there seems to be an 'obstacle' preventing progress - "Which step are we involved with right now?" And, "What do we need to do in order to make some progress through this obstacle?" An easy check in. 

Concept Cards
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I found these three concepts in my notes - ones that stood out to me as driving reminders when faced with an obstacle. I envision using these cards when moments/emotions arise that connect to these concepts - talking about the concepts when the group is in an emotional moment of recognition. We can also spend a little time defining these concepts in the way the group interprets them. Then, how is the interpretation used during a program. 
Quote Cards
The other 24 cards (three examples in the header above) are filled with quotes that have come from the sections in the book about each critical step in the obstacle-facing process. Here are some ideas I have for these cards: 
  • Frontloading with all the quotes face up on the floor and having participants choose a quote that draws them in. 
  • Frontloading again with quotes that fit a story in participant's lives. 
  • Mid-Processing - take a break, scatter all the quotes down and ask, "What quotes do we need right now to help us move forward?"
  • (Once I know the quotes even better...) Pull out a quote that is directly connected to what is happening with the group. Stop them and ask, "Why did I pull this quote out for you to consider right now?" 
  • At the end of an activity: "What words of wisdom did we follow? What words of wisdom did we miss?" 
  • At the end of a program, set down the Critical Steps cards and challenge the group to place the Quotes Cards under the steps they pertain to. As this is happening, take little learning moments to point out some of the quotes and find out how the group connects them to their program. 
Obstacle Reflection Cards
obstaclecards_set1_2021.pdf
File Size: 1099 kb
File Type: pdf
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Keep me posted! 

Chris Cavert, Ed.D. 
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Liner Quotes: Growth Set - Macro Version (Print-N-Play)

12/3/2020

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This is another generous share from Karen Whittaker (she shared Life Skill Memory Match a couple posts ago). She transformed the Liner Quotes: Growth Set cards (SEE THIS POST for specific details about the Growth Set of Liner Quotes), into a more visually appealing experience. (PDF Download below). In this transformation, she also made each card bigger (full sheet) so the writing is easier to read while we are safely distancing.  
The Growth Set of Liner Quotes cards is one of two sets at the moment. The original Challenge Set (set 1) has been the free processing tool for joining the FUNdoing Fridays email list. You can sign up for FUNdoing Fridays below to get some FREE Team Building Resources delivered to your email every two weeks and get Set 1 of Liner Quotes, FREE. (I do not share or sell emails.) If the information in the emails is not your cup of tea, simply Unsubscribe and keep the Liner Quotes - no questions asked. 

If you're on the FUNdoing Fridays list and have misplaced your free gift (Liner Quotes, Set 1), email me and I'll send you the PDF ([email protected]). 

Below is the full write up for Liner Quotes (either set) so you can see the versatility of the tool. And now, with Karen's version, they are even more engaging!! THANKS KAREN.  
linerquotesgrowthset_fromkarenwittaker.pdf
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File Type: pdf
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Welcome to Liner Quotes – a fun insightful way to get your groups talking. If you find this tool useful please tell your colleagues, friends, and family where to find it – available only at FUNdoing.com. Thank you so much for supporting my FUNdoing adventures!
 
Over the past few years I have been listening to music a bit differently. It all started when it occurred to me that certain lines in musical lyrics would be great for previewing, midviewing, and reviewing teambuilding experiences – these lines could inspire/remind participants of important moments ahead or moments that happened during their program. To get these “lines” out there to the masses Liner Quotes: Reviewing Cards emerged. You can also find a more detailed description of the Liner Quotes activity in my book, Portable Teambuilding Activities (2015). For the Print-N-Play version, here is what you’ll need to know about using the cards.
 
Activity Objective: Participants are encouraged to choose and talk about a quote card that, to them, best relates to the experience that is about to take place (previewing), one that is taking place (midviewing), or one that has already taken place (reviewing).  
 
Facilitated Objective: Explore behaviors related to trust, communication, empathy, voice, community, challenge with choice, risk, fear, and rapport.
 
Needs & Numbers: Print and cut out the 32 Liner Quote cards below on light blue paper (I’m suggesting light blue paper to identify the “reviewing” Liner Quotes sets from the “growth” Liner Quote sets that I suggest printing on green paper – green being for growth). For long-term use I advise that you laminated the cards or get the quotes printed on card stock. One set of 32 cards works well with a group of two to 16 participants.
If your pre-planning and/or programming include giving away the Liner Quote cards to the individuals in the group you might not want to incur the lamination cost. When giving away the quotes you could have participants pick a quote that best represents what they want to remember or take away from the program, or you can have the group as a whole, through nomination or another process, pick a card for each person in the group. In any case, when your cards are printed, you’re ready to go.
 
Time: 15 to 20 minutes at any time during a program – maybe a little longer for a reviewing session at the end of a program (depending on the number of players of course and how much they like to talk).
 
Set-Up: Spread out the cards quote side up, on a tabletop or floor, so all the quotes can easily be read.
 
Procedure: Since my initial set of cards was created, here are a few ways I’ve used them:
  • Ice-Breaker: Ask each person to choose a quote that reflects a certain value or belief he or she holds. Ask participants to mingle around the room sharing their quotes and the meanings they have with one person at a time.  
 
  • Previewing a Program: Ask the group to choose, by consensus, an important quote (or two) that will help to remind them of an underlying principle or concept they want to remember throughout their program. You might call this quote the “group motto” or “purpose statement” that will frame the group’s actions.
 
  • Previewing an Activity: Ask each person to choose a quote he or she believes will be something important to remember as they move forward into the next part of the program, or the next activity.
 
  • Midviewing: There might be times when your group could benefit from a discussion/check-in break during an activity. For example, if they are struggling to move forward. Scatter the cards out, quotes up, and see if any of the quotes inspire some thought around what the group is experiencing and/or might consider doing in order to move forward.
 
  • Re-Viewing: At the end of an activity, or your program, ask each person to choose a quote that reminds them of something important/significant that happened during the activity or program. Taking turns, have participants share his or her quote and the meaning it has for them.
 
  • Blind Find Reviewing: (after an activity or program) Set the cards out with the quote sides facing down for this one. At the end of an activity, or your program, ask each person to choose a card that is intuitively “speaking” to them – like picking that fortune cookie that speaks to you. After reading their card each participant is asked to interpret the meaning of his or her quote in relation to the activity just completed (or the overall program) and any relevant learning it may hold. Taking turns, have participants share their quotes and the interpretations. If a participant is struggling to interpret his or her quote it can be opened up to the group for its possible – at-the-time – meaning.
 
Facilitation Notes: The first opportunity I had to put out my complete set (at the time, 52 cards) I found my group more interested in discovering all the quotes than they were at choosing a quote related to their experience. In retrospect there was just too much information to choose from. Minimizing the choices (32 cards) seems to lend more focus to the task.
Be Well!!

Chris Cavert, Ed.D. 
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Life Skills Memory Match (Set 1 & Set 2) Print-N-Play

10/30/2020

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You know those times when you go into a situation with no real expectations and you come out the other side saying, "That was really fun!" Well, I had one of those experiences with Karen Whittaker and some of the Base Camp Challenge Center staff recently. Karen reached out and wanted to give back to the community of Fun Followers that we are. We set up a ZOOM call and I expected that Karen and I were going to simply talk out some of the activities they use during their programs. Well, "little did he know..." (movie reference)...I was surprised with a small group ready to play and 'show' me the activities. Needless to say, I learned a lot from these amazing educators! (Thank you my friends!!) 
Life Skills Memory Match is one of the (processing) activities they shared - one I knew I could get out to you right away (and I know how much some of you like the print-n-plays!). The Base Camp Challenge Center (among other things) team builds with high school ages. During their programs they align activities with the Michigan Technical Education Essential Standards, what we can call life skills. Karen and the staff work from a specific list of traits and skills they can address based on the standards. Life Skills Memory Match is most often used as a processing activity at the end of a series of high school student programs to review many of the traits and skills the students learned and practiced while at the Base Camp Challenge Center.  
Karen provided us with two sets of Memory Match activities (downloads below). Each set includes an answer key. She shared with me that a 4 by 5 grid is a good size to work with - more choices takes longer. And, there is certainly the option to mix the pairs from each set to make another 'set' - just be sure you have an answer sheet for your new set. Thinking through this resource, if I have the same group over different days (like the Base Camp groups), I would put a set of memory match cards together to review the traits and skills we practiced during different parts of the program (e.g. after the second program of four). Then, as a final processing activity I'd put a game together with the most relevant pairs to review in the mix. Lots of potential versions to create with this one.  
Basic Play for Life Skills Memory Match
Karen provide a set of the Memory Match directions (at right). The directions outline a competitive way to play with a review of the pairs after the 'match.' And, I like how it says, "You can allow a team to match 'wrong' as long as they can tell you why they think the cards match, then..." 
basicmemorymatch_directions_competiiotn.pdf
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File Type: pdf
Download File
Of course, you can also play cooperatively and work together to find the matches (...as long as they can tell you why...). When a positive match is found, take a moment to reflect on the learning behind the match. Then, continue to search for the next combination.) ​
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Set Up
As Karen shared, a good size for play is a 4 by 5 grid of cards (10 pairs to find). NOTE: I set up the example images in Google Slides with 'covers' over the cards (and yes, we could play virtually). Please consider the covers to be the backs of a cards so we'll 'flip' the card over, uncovering it in Slides.

Play
Two players go to the grid, either from the same team, if competing, or from the group if playing cooperatively. Each player turns over a card...
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If the cards do not match (and the group cannot "tell you why" they match), the cards are flipped back over (words down - you might need to include this specific phrasing due to the creative nature of some groups - what is a flip?). 
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If the cards do match (correct answer or a good reason why), the 'team' pulls the pair out and play continues (same team plays again, or next team goes? Up to you....), or (as I - Chris - might play), we would take some time to talk about the significance of the pair then take the cards out of the grid, place them off to the side and continue playing. (I like the idea of taking the found pairs out of the grid so it doesn't become distracting as other pairs are found.)  
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Most of us have played a 'Matching' game of some sort, so I'm guessing you know how it plays out over the long run. Be sure to adapt the game to meet your specific needs. Does the grid need to be a 'square/rectangle' grid? No. Could I have some 'distracter' cards in the mix? Yes. Can my grid contain more cards? Yes. Can we jump up and down in celebration when we find a match? Yes!! Reviewing our learning is an important part of what we do as team builders. Make it the best for your situation. 

Another BIG THANKS to Karen and her colleagues for taking the time to share with us. And, there is more on the way from these amazing educators. 

Here are the downloads: 
lifeskills_memorymatch_set1.pdf
File Size: 410 kb
File Type: pdf
Download File
lifeskillsmemorymatch_answersheet_set1.pdf
File Size: 104 kb
File Type: pdf
Download File
lifeskills_memorymatch_set2.pdf
File Size: 479 kb
File Type: pdf
Download File
lifeskills_memorymatch_answersheet_set2.pdf
File Size: 140 kb
File Type: pdf
Download File
NOTE: If you have any questions about the content in the Sets, email: [email protected]

Be well my friend! 

Chris Cavert, Ed.D. 
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See Ya! for Connecting and Processing

10/1/2020

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Recently I led three live workshops sharing, Community Building Activities While Safely Distancing. I pulled See Ya! from one of the Video Replays. It can be used at the beginning of a program as a way to connect players through ice-breaker questions and then it can be used again at the end of a programming to open up discussions with processing questions. 
In the diagramming video, it shows players around a hoop or webbing circle, safely distanced. You can also set out spot-pods safely distanced apart in configurations for three or four players. 

See Ya! can be played with 12 to 100+ people and works well with middle school ages and older. Check it out. And, if you have any questions, let me know. 
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If you'd like a copy of the Assets Package from the workshops, with over 70 safely distancing activity resources (45 described and diagrammed in the three video replays), you can find it over at the FUNdoing Store. 

All the best, 

Chris Cavert, Ed.D.
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What's the Quote? Cards (Print-N-Play)

1/22/2020

8 Comments

 
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[Be sure to get down to the examples at the bottom of this post - updated 3/19/20]
I ran across a reference to the clip-art icon site TheNounProject.com and got hooked on the thousands of choices. (Thanks so much to the person who posted it on one of the Facebook groups I follow - sorry I didn't save the reference). So, I paid the unlimited license for the year ($40) to see how much use I can get from the site. What's the Quote? Cards, is the first thing that came in. Your downloadable print-n-play set is to the right - face-to-face and online play. 
whatsthequotecards_cavert.pdf
File Size: 518 kb
File Type: pdf
Download File
whatsthequotecards_onlineversion_cavert.pdf
File Size: 460 kb
File Type: pdf
Download File
*Use the Online version when you want to share some of the cards during virtual programming. (As shown in THIS VIDEO)
Getting Started I just got back from FedEx with my set of cards. I printed them on sturdy glossy card stock ($2) and I made two other sets on regular copy paper (more about why below). I used the rotary cutter at FedEx to chop up my sets (I was there about an hour cutting up three sets of cards).

So far, I'm thinking I'll use the glossy set to re-use with different groups - we'll write the quotes on index cards or Post-Its. For the copy paper sets, I'm going to have participants simply write the quotes on the cards and do something with these depending on the context.

Thoughts So Far I will scatter the cards out on a table/floor so all the images are visible. I think a discussion about quotes and maybe some (of my favorite) examples might help spark the fires. Depending on the group and context, I'll direct them in one of the following: 
 
  • General Directions - Look around through the pool of cards. Be open to the possible quotes that might come into your brain about any of the cards. When you get a strong feeling about one of the cards, one you can put your own original (or something close to another quote you might know) quote to, pick that one out of the pool, grab a pen and write your quote under the image on the card. Notice there is not a lot of room under the images, so try to craft your quote to fit within that space. Besides, short quotes are easier to remember. When everyone is finished, we can discuss our work. (If there is time, maybe while waiting for others to finish, players can make more than one quote card.) 
  • Quote for Another - Think of someone in your life right now, it could be a friend, family member, teacher, (co-worker, retail shop owner, police officer...) with whom you would like to show gratitude or cheer them up. Then, look through the cards with this person in mind. Find an image that inspires an original quote from you that you would like to give this person. Grab the card, write your quote on it and pass it along the next time you see him/her. 
  • Quote to Yourself - (Student Context) You will be looking for an image that inspires an original quote that you are going to save and then read on your graduation day. What do you want to say to yourself on that day? What image will inspire you? (With this one I would have envelopes to seal their image quote into and take home to store in a safe place until graduation.) 

What else can we do with these? I would love to hear your ideas. Share in the Comments (or send me an email). We'll Beta for a couple months then I'll create an 'official' write-up to send out. (And, thanks for the help!!) 

All the best, 

Chris Cavert, Ed.D. 
Update 3/29/20
Quote Card Examples
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Consensus Building with Chiji Cards

8/14/2019

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Recently, at a training for some amazing educators, I had another opportunity to work with my Chiji Cards. For me, they are a 'grounding' prop, one that I have been using in impactful ways for over 20 years (they were the first image cards on the scene way-back-when). Now, there are a wide variety of 'image cards' that can be used to build community in all-kindsa ways. (My second favorite set of image cards: Climer Cards.) And, I've seen some homemade image cards that are amazing - just cut out and laminate pictures from magazines and catalogs. (I'm actually working on a print-n-play set of my own - drawing the images on my iPad.) 

After this recent training I was looking through my Chiji Guidebook materials and found this great story from Jennifer Stanchfield of Experiential Tools - Jennifer is an amazing educator, trainer and author working with people all over the world. Here's one of her Chiji stories: 
My favorite ways to use the cards are
group consensus methods.
Jennifer Stanchfield
My favorite ways to use the cards are group consensus methods. This came out of one of those accidental inventions of facilitation that occur when you are confronted with having to adapt your favorite activities to new parameters. I made a major switch in my facilitation approaches when I moved from working with small groups in the therapeutic setting to larger classroom groups in public schools. 
 
I first came across the cards early on in my training career when I was searching out tools and ideas that would help the recreational therapy students I was teaching in my program at the university hospital. I wanted to show them how to become more comfortable with processing.  

The Chiji Cards were introduced in an experiential education magazine as a tool for novice facilitators and Steve Simpson and I connected around that article. [Steve is one of the creators of the cards and the co-author, with me, on, The Chiji Guidebook: A Collection of Experiential Activities and Ideas for Using Chiji Cards]

When I started using the cards with my own groups I found that that they weren’t just a “tool for beginners." As a seasoned facilitator I appreciated the depth of conversation and insight that came out of participant’s connection to the metaphoric images.
 
I used the cards successfully in my small groups of adolescents and family groups at the hospital. Because they had become one of my favorite tools I of course carried them with me to my classroom settings as well. When I moved to these larger groups I couldn’t use them in the same way I had at the hospital, as it was impractical, due to time constraints, for 24 students to pick individual cards and share in a class session. So one day after a group challenge in the physical education classroom I tried spreading out the whole deck of cards on the gym floor and asked the whole group of students to come to agreement on one that represented what they achieved together. 
 
I became hooked on this method after seeing the group drawn in by the cards and treating processing as an engaging group problem rather than “that boring thing you do after the fun activity”, not to mention the rich dialogue that occurred as the students discussed coming to consensus on one card. The student’s shared profound insights about the cards and their connection to the activity/learning as they came to consensus. It was if they were unaware that they were processing.

Since that time this has become my method of choice when using the cards. After an activity/important moment/ end of session, I just ask the group to come to consensus on one card/object that best represent their experience as a group, the strengths of the group, or something they have achieved together.
Thanks Jennifer for sharing your story. How about you? Do you have a favorite activity using image cards? What are your favorite image cards? Leave us a Comment so we can learn together. 

All the best, 

Chris Cavert, Ed.D. 
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    Dr. Chris Cavert is an internationally known author, speaker, and trainer in the area of adventure-based activity programming and its relation to community and pro-social behavior development.

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