FUNdoing - Activities for Team Builders
  • FUNdoing
  • About
  • Blog
  • Resources
  • Books
  • Trainings
  • Ricochet
  • Contact
  • Store

Word Circle Puzzles: Self-Guided

2/15/2023

0 Comments

 
Picture
(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
Download File
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. 
0 Comments

Paper Transporter (with Video)

2/1/2023

0 Comments

 
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.
Picture
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.)
Picture
  • 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.)
0 Comments

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

1/4/2023

0 Comments

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


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

Values Shuffle

5/13/2022

0 Comments

 
Picture
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. 
0 Comments

Small Group Team Building: Mini FUNdoing Blog Index, Vol. 3

10/21/2021

0 Comments

 
Picture
We're back with another collection of small group (2 to 8 participants) team building activities found within the FUNdoing Blog pages. (Some Context: I'm going back through the FUNdoing archives looking for good small group activities, since I receive lots of requests for them. I added a blog 'Category' recently so I'm adding current posts to it. For past small-group activity posts, it's easier to create these mini-indexes.)

Here are the previous collections:

Small Group Team Building: Mini FUNdoing Blog Index, Vol. 1
Small Group Team Building: Mini FUNdoing Blog Index, Vol. 2

Small Group Activities: Mini-Index Volume #3
Tube Switch - (Video Included) This is a fun one for all ages involving lots of cooperation. The first iteration (1.0) was made with (clean) toilet paper rolls and index cards (super-low cost). The 2.0 version you'll go to (link above), was made (by a fellow team builder) using PVC tubing and foam squares (some cost involved). Great for process improvement, helping behaviors and roles and responsibilities exploration.

Table Top Key Punch - There are so many fun versions of Key Punch. This one I learned from my friends at Group Dynamix. It was used with adults groups to avoid the stress of lowering the body close to the ground (mitigating possible 'challenging out' from adults with physical limitations). And, it involves a rubber chicken! (Who can pass up the chance to play with a rubber chicken?) Don't have a chicken? You can use any wand-type prop (e.g., wooden spoon, a pen, Harry Potter wand, etc.) for this one. Good for classroom team building with desks occupying the space. And it's easy to make number spots with index cards. 

Triplets - (Print-N-Play) Puzzles Anyone! I love using brain puzzles with my groups - more often than not I'm splitting up my big group into smaller ones for puzzles. It's a great way to engage the puzzle-solving minds (the less physical members can contribute out in front). The link provided takes you to the second set of print-n-play Triplets. In the post there is a link to the first set. After printing out the puzzle's cards they are easy to take with you everywhere and be ready to play at any time (great for spur-of-the-moment team building and purposeful time-filling). 

Name Letter Opener - This is a favorite of mine to open up conversations about diversity, integration and simply being part of the fabric of a group - we all contribute to the whole. You only need index cards and markers to play. Participants make small letter cards of the letters in their name and use them to create a 'scrabble-like' puzzle. If I'm only playing with one small group, I have each person make a letter card for all the letters in the first and last names. (Like Triplets (above), another brain puzzle activity for those who like playing around with words.) 

Consensus Line Up - You'll need a deck of standard playing cards and some image cards - Chiji Cards or Climer cards are my go-tos. I'd say late middle school and older for this one. There is some abstract thinking involved when using the image cards. It's a really simple idea with lots of room for conversations and consensus building. There are three sets of cards to line up. The first is meant to be relatively easy - not a lot of discussion. The next sets are each more complex, often requiring more conversation. 

Statistical Treasure Hunt - (Print-N-Play) In this one, small groups use a tally sheet to determine a group score of life experiences and details. It's a fun interactive way to get individuals to find out some of the commonalities they have with others in their group. There are two print-n-play versions to download. Once you see the idea, it's also easy to create your own Hunt with items more relevant to your group. 
If you have favorite small group team building activities, please send them my way and I'll share them with the group. 

All the best, 

Chris Cavert, Ed.D. 
0 Comments

Build Something Project

9/9/2021

2 Comments

 
Picture
Raise your hand if you are a team builder who uses 'build something' activities! Yes. Me too. PVC piping and connectors are my favorite building materials. Building something together as a group is a great way to open up discussions about 'project' work. 

Recently, I got to do some team building with some 6th Graders during their first week of the new (2021) school year. One of the objectives was to explore how they worked together as a group and what they want to remember during the school year so they can be more successful together. 
Cube Build
Years ago (with the blessing of, The Cube creator Earl LaBlanc) I developed The Expandable Cube. I took Earl's original hanging Cube creation (i.e., Floating Spider Web), added a few extra PVC connectors and ended up with 20 (so far) team building activities - everything fits into a yoga mat-sized bag. (You can find the The Expandable Cube Guidebook - building directions and activity instructions - at the FUNdoing Store.)

For my 6th grade group, I used 12 long tubes (1/2-inch by 24-inches), 12 short tubes (1/2-inch by 18-inches), 12 couplings (1/2-inch) and 12, 3-way corners (1/2-inch). All of these materials can be found at many of the big-box hardware stores in the States (the 1/2-inch 3-way corners can now be found with the PVC fittings in the plumbing section). NOTE: If you can't get your hands on PVC, use any other type of (larger) building materials you can get for this activity - the process should work the same. ​
Set Up
I laid down all the PVC materials on the ground in one big pile. 

Directions
Part 1: First Attempt - We circled around the PVC materials for the directions. I told them, "in a moment, but not yet," they would be challenged to build a cube using all the PVC materials provided - nothing could be left out and nothing else could be used. But first, we needed to spend a little time confirming what a cube was. Done. 

Before they began, I reminded them to be careful about moving the tubes around - "You don't want to hit anyone in the face with the PVC tubes!" Then, I told them to begin. NOTE: I also timed the attempt, but I did not tell them I was timing it. No time pressure, just build a cube.

As is the case with this activity (with just about every K-12 group I ever do this with), some collapse right to the ground to get building. Others hover over them grabbing what they can and share ideas and some float around the outside of the group watching the chaos - never getting their hands on any of the PVC. 

Part 2: Mid-Brief 1 - The Cube is built and we all stand around it. (Sometimes the three-dimensional structure is not a cube, so I require it to be fixed before we move on.) For this brief, I simply ask:
When you do a group project for a class, what do you like to see happen from your group-mates? 
I capture these desires on some paper so I can reference them. I ask, "How many of these things happened during the initial build of the cube?" Some, but typically, not all. Especially the one where "everyone takes on an equal share of the work." (This ALWAYS comes up.) 

Part 3: Second Build - Now, I challenge the group to build the cube again and this time, "do your best, as a group, to include all the components of group work you like to see." Before they can begin, I ask them to take the cube apart so that all the pieces are disconnected. While they are doing this, they are free to plan their next build attempt.

Before they can start the second build I ask them to explain their plan to me. I compare their plan to the components of group work they developed. If something is missing we work together to incorporate it. When the plan aligns with the list, I tell them they can begin. NOTE: Again, I'm timing this attempt, but I don't tell them. 
Part 4: Mid-Brief 2 - After the second build we talk about the group work components they developed and if they took place during the second build. More components usually occur, but some still need some nurturing. By this time, we've discussed, at some level, the group work components three times. This gives the group a nice list and some experience with the list that they can take with them into the school year. 

Part 5: Third Build - I tell the group they have another chance to build the cube. This time it will be for a grade. I share the two times I have for them from the first and second builds and then ask them how fast they can build it this next time.

​Now, with your best intuitive educated guess, you need to decide what grade you will give them for the time they propose. You might think the time is okay, but they could do better, so you say you'll give them a 'B' for that time. Now, as in most cases, groups want the 'A' so they propose another (lower) time. This is a nice chance to bring up the concept of negotiation and how it works. As the 'teacher' you are evaluating their work and setting some expectations for growth and excellence. Something to strive for. Then, of course, there can be re-negotiation. In the end, set a time the group will try to meet or exceed (or, fail to meet). 

Before the third build, the cube is dismantled and the group must share it's plan with me so I can evaluate the group work components they are working towards. When all is ready, I say, "GO" and officially start and stop the time. 
Depending on your desired outcomes, you may have time to let the group try another build if they did not get the grade they desired. Simply repeat Part 5 (and call it, Part 6). If they get the grade they were after, move to the Debrief.

Part 6: Final Debrief - When I get to this point with my group, we've had some good briefing time. So, I don't plan to spend too much time here. I simply ask, "If you can remember and use the group work components you came up with, during group projects this year, what are some of the outcomes you can predict?" NOTE: It's good to be realistic here as well. If no one points out any of the possible struggles that occur in group work, no matter how well they plan things out, be the voice of reason and ask them to consider what else could happen and what will they plan to do about the mishaps. And, be sure to write this stuff down and get it to their teacher (unless of course, you are their teacher!). 
Let us know how this works out for you!! Leave a Comment below. 

All the best, 

Chris Cavert, Ed.D. 

P.S. And to all the teachers out there, thank you for what you do. The world truly needs you! 
2 Comments

Obstacle Reflection Cards (Print-N-Play)

8/29/2021

0 Comments

 
Picture
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. 
Picture
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
Picture
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
Download File
Keep me posted! 

Chris Cavert, Ed.D. 
0 Comments

Micro Cup It Up Activities: Flip Flop Tower & Reverse Pyramid Build (with video)

8/13/2021

0 Comments

 
If you've been following the fun for a while, you know I love team building with cups (in non-alcoholic ways). And, you might also know I'm the co-author of the book, Cup It Up: Team Building with Cups (with Barry Thompson). The book is available for immediate download or paperback version.

Recently I was organizing some pictures and video files and found some cup action using the smaller one-ounce cups (initially presented at NCCPS: The National Challenge Course Practitioners Symposium - a.k.a., the Un-Conference near Boulder Colorado). 
Picture
Those of you who have been team building with cups for a while should be able to pick up the steps from the video. (As always, if you have any questions be sure to email me: chris@onteambuilding.com) Here are some finer details for each activity: 
Flip-Flop Tower
All the details are HERE for the Macro Cup version - plays the same with the smaller cups! 
Reverse Pyramid Build
You will find complete details for this one in the Cup It Up book (along with lots more cup activities). Here are the basics: 
  • Pyramid Rule: Each horizontal level/row of cups has only one more cup than the level above it. 
  • Start with one cup on the table (i.e., flat surface). 
  • Only the cup(s) touching the table can be lifted.
  • Cups may only be added underneath the pyramid structure. 
  • If a cup falls from the pyramid in any way, start over with one cup. 
  • If you are not lifting the pyramid, only by the bottom row, you can use your index fingers (only) to touch the pyramid structure. 
The Reverse Pyramid Build is one of my favorite cup activities. It has the tactile, visual and auditory connections that engage participants. It brings up great conversations about success and failure (when you fail you see it and you hear it) and small groups are active in planning and carrying out particular roles and responsibilities - some are more demanding than others. All good stuff to talk about. 

Do let me know if you have questions! Email: chris@onteambuilding.com

Have FUN out there. 

Chris Cavert, Ed.D. 
0 Comments

Quadistinctions (with Playing Cards & Chiji Cards)

6/18/2021

0 Comments

 
Picture
In one of my recent FUNdoing Fridays emails I shared a link to a Free Experiential Learning Manual from RSVP Designs (free as in, give them your email free - but I like this group, fantastic tools for team building). I recommend the manual as a useful tool for training new team building staff. 

As I often do during my activity searches, I took an image capture of an activity shared in the manual in order to explore the idea at a different time. They call it, Making Novel Connections - an exercise in creative thinking (I'm calling it Quadistinctions). When I went back to explore, playing cards and Chiji (Image) Cards jumped to the front of the line. Here are the first several pieces of information for the activity from RSVP: 
  • Take a pack of assorted picture cards that is divisible by 4 - we suggest a pack of 32 to 48 cards.
  • Lay the cards out on the table and ask the learners to sort them into sets of 4. Each set of 4 must have something that connects all the cards (e.g., animals)
  • The task is easy to begin with but becomes more difficult as fewer cards remain. It may be necessary to break up existing sets in order to fit existing images into sets.
  • Insist that the group's members 'force' all cards into sets of 4. 
  • You can share that finding novel connections is a key skill when it comes to creative thinking. 
NOTE: There are some other educational points shared in the manual if you want to dive in deeper. 
Okay. I love the simplicity of the exercise. It's a good one for small groups (and larger groups divided into smaller groups - How will the different groups approach the problem and will answers be the same or different, or both?). It's nice for quiet cognitive engagement and can certainly be considered problem solving. 

Now, since a deck of Chiji Cards has 48 images, I was ready to try it out (my 'out'come is below). However, since more team builders have access to playing cards I thought I'd try them first. Here's my thinking/idea right now (help me sort it out): 

Quadistinctions with Playing Cards
NOTE: This is a different approach to the challenge suggested by RSVP Designs. 
  • Give each group (of 3 to 5 learners) a set of playing cards that include the Aces through the eights (put aside the nines through Kings). 
  • Challenge the group to discover the 12 different 'distinct' groupings (all cards organized into sets of 4 cards meeting the distinction) on the Master List (below). 
  • The distinctions for the groupings must be 'arguable' - groupings that are clear and obvious (you, as the facilitator may need to explain your expectations when necessary). 
  • After forming the sets of 4 to make the distinction, groups may not use these formed sets as another distinction - may not name the formed sets more than one thing. 
  • If a clear and obvious distinction is discovered by a group, one that is not on the list, it can be written onto the list and categorized as a 'creative discovery' - but will not count towards completing the challenge. 
  • Be sure to set a time limit for the challenge (e.g., 20 minutes) or end it when one group finds all 12 distinctions. 

As with any Beta testing, let me know how this works for you. And let me know if you have any questions about the distinctions I've come up with (some might not make sense or could be the same as another distinction). Here's the Master List (so far): 
quadistinctions_playingcards.pdf
File Size: 29 kb
File Type: pdf
Download File
Quadistinctions with Chiji Cards
Well, I gave myself 30 minutes for my first attempt with Chiji Cards following the RSVP Directions for Image Cards. I almost made it...I'll be making another attempt soon. Here's what I came up with creating 11 out of the possible 12 sets of 4...
Picture
Picture
I would be super-excited to find out about your success - with whatever deck of image cards you have available. (The next deck I'm going to try is Climer Cards.) Send your discovery to chris@onteambuilding.com  Thank you in advance!!

Have fun out there my friend!

Chris Cavert, Ed.D. 
0 Comments

The Bank Robbery - A Who Done It? Challenge (Print-N-Play)

6/5/2021

0 Comments

 
Picture
Here's another fun share from Karen Whittaker. (THANKS Karen!) She shared this one with me a while back as a Virtual problem solving challenge. Now that we are starting to meet face-to-face again with groups, I thought I'd get this to you ready to print, cut and play. 

Karen developed this deductive challenge for up to 13 participants (there are 13 clue(s) cards to cut out). (Another good small group team building activity.) I also made another level of challenge for us. Karen numbered the clues cards. If read in order it's a little easier to follow the story/facts in chronological order. I took the numbers off the clue cards for another level of challenge - groups will need to sort out some of the chronological details. (So, there is a numbered version and an unnumbered version below.)

I'd say, this challenge is good for older middle school age and up. Again, for up to 13 participants. If you are working with larger groups, divide them up into smaller groups - each group getting a set of 13 clues cards. I wonder if they will collaborate? 

NOTE: If you want to attempt to solve the crime, know that the Answer is on the final page of each PDF document. 
bankrobbery_whodoneit_numbers_kwhittaker.pdf
File Size: 70 kb
File Type: pdf
Download File
bankrobbery_whodoneit_nonumbers_kwhittaker.pdf
File Size: 68 kb
File Type: pdf
Download File
If you try this one out, do let us know how it goes - we love feedback. Leave a Comment below. 

All the best, 

Chris Cavert, Ed.D.
0 Comments
<<Previous
    Picture
    Find Out More Here
    JOIN
    FUNdoing
    Fridays
    Team Building Activities sent to your email every two weeks! 
    Picture
    FREE Processing Activity just for signing up! 
    Picture
    Processing for Beginners
    FREE Mini-Course
    Click for Information
    Some Team Building Tools at the STORE! 
    Picture

    Details & Purchase
    Picture
    Details & Purchase
    Picture
    Details & Purchase

    Blog Author

    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.

    Blog Purpose

    This blog is a space for hands-on programable fun - energetic activities and ideas that can be used as a means to bring people together; activities and ideas we as educators can add to our social development curriculums. 

    Categories

    All
    Activities
    A Files
    A-Files
    Challenge Course
    Chiji Cards
    CUP Activities
    Ed Tech 4 Adv Ed
    Facilitation
    Fun Props
    Lessons
    Let's Talk About
    List Play
    Noodles
    On Pedagogy
    Print N Play
    Processing
    Programming
    Puzzles
    Read This
    Repurposed
    Resources
    Small Group Activities
    Tools For Team Builders
    Top 10 Activities
    Variations
    Videos
    Virtual
    What? & Why?

    Archives

    March 2023
    February 2023
    January 2023
    May 2022
    April 2022
    March 2022
    February 2022
    January 2022
    December 2021
    November 2021
    October 2021
    September 2021
    August 2021
    July 2021
    June 2021
    May 2021
    April 2021
    March 2021
    February 2021
    January 2021
    December 2020
    November 2020
    October 2020
    September 2020
    August 2020
    July 2020
    June 2020
    May 2020
    April 2020
    March 2020
    February 2020
    January 2020
    November 2019
    October 2019
    September 2019
    August 2019
    July 2019
    June 2019
    May 2019
    April 2019
    March 2019
    February 2019
    January 2019
    December 2018
    November 2018
    October 2018
    September 2018
    August 2018
    July 2018
    June 2018
    May 2018
    April 2018
    March 2018
    February 2018
    January 2018
    December 2017
    November 2017
    September 2017
    August 2017
    July 2017
    June 2017
    May 2017
    April 2017
    March 2017
    February 2017
    January 2017
    December 2016
    November 2016
    October 2016
    September 2016
    August 2016
    July 2016
    June 2016
    May 2016
    April 2016
    March 2016
    February 2016
    December 2015
    November 2015
    October 2015
    September 2015
    August 2015
    July 2015
    May 2015
    April 2015
    March 2015
    February 2015
    January 2015
    December 2014
    November 2014
    October 2014
    September 2014
    August 2014
    July 2014
    June 2014
    May 2014
    April 2014
    March 2014
    February 2014
    January 2014
    December 2013
    November 2013
    October 2013
    September 2013
    August 2013
    July 2013
    June 2013
    May 2013
    April 2013
    March 2013
    February 2013
    January 2013
    December 2012
    November 2012
    October 2012
    September 2012
    August 2012
    July 2012
    June 2012

    RSS Feed

Proudly powered by Weebly