Category: Small Group Activities

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

1/4/2023

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

10/21/2021

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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.

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Build Something Project

9/9/2021

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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!

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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.

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

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
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Keep me posted!

Chris Cavert, Ed.D.

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

8/13/2021

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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).

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.

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Quadistinctions (with Playing Cards & Chiji Cards)

6/18/2021

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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
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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...

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.

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

6/5/2021

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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
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bankrobbery_whodoneit_nonumbers_kwhittaker.pdf
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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.

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Number Flips (a Key Punch Variation)

5/20/2021

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Every team builder I know carries around a set of numbered spots (usually, at least, 24). I've seen the small 'livestock tag' version, the poly-spot versions (small & large), the yogurt lid (write-the-numbers-on-the-plastic) version and index card versions. There are so many activities you can do with numbered spots. The most famous of all is Key Punch (Rohnke, Silver Bullets).

Here are some versions of Key Punch I've posted here at the FUNdoing Blog:
Ven Key Punch
Key Punch: The Overlap
Key Pad Express (with Video)
Thread the Needle

Number Flips was created as a self-guided activity for groups of 6 to 12 participants. (Of course, it does not need to be self-guided.) I believe this one can also be done (with more hands-on facilitation and maybe taking out the 'unflip' part) with elementary age groups as long as they know their numbers. A great one for middle school age and older.

So far, here is what I'm getting from the activity: Planning practice, execution and adaptation of plans, adapting/adjusting to change, acceptance and working through mistakes, roles and responsibilities, process improvement.

All you need for each group you put into play is two 50-foot activity ropes, a set of (at least) 24 numbers and up to 12 game spots. I've attached the PDF download of preparation information and the self-guided directions below.

numberflips_2.0.pdf
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A Little Help: I just started using this activity with a handful of groups - I'm really finding it engaging. I could use some feedback, especially with the write up. If something is way too confusing, let me know. Leave a Comment below. Thanks!!

All the best,
Chris Cavert, Ed.D.

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Image Perspectives (a Chiji Cards Activity)

5/6/2021

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Image cards are truly one of the most versatile team building prop (in my opinion). My two favorite decks of images are Chiji Cards (above) and Climer Cards (both physical and virtual decks). And, one of my favorite projects to do with long-term groups (e.g., school-based classes that meet regularly), is to make our own set of image cards (digital resources and magazine cut-outs, laminated).

Recently, I was searching for resources for a curriculum development project. One of the curriculum's themes is 'Diversity' so, naturally, I picked up my copy of Diversity in Action: Using Adventure Activities to Explore Issues of Diversity with Middle School and High School Age Youth by Chappelle, Bigman & Hillyer (an amazing book!). Digging through the book I came across the activity, Human Camera (Rohnke, Silver Bullets). In the Diversity Skills section of the activity the authors state, "This activity lends itself well to discussions about how each of us perceives the world differently."

Based on the environmental context where the curriculum was going to be delivered (the school's indoor and outdoor spaces), I knew Human Camera was not going to be as 'rich' as it needed to be. How could I do something similar to make the point about perceiving the world differently? Image cards came to mind. Here's what I'm thinking (another Beta Test my friend!):

Image Perspectives

Set Up: Scatter out your set(s) of image cards, images up, on the floor or a few tables. When working with six or more participants, form small groups of three or four in a group. (This is a good activity for small groups of six or less.)

Frontload: (Using some of the language from Diversity in Action) "This activity lends itself well to discussions about how each of us perceives the world differently. People who look at the same 'image' often see it differently. Let's try out this idea."

Directions:

Sit together with your small group around in the program area. Give yourself a little space away from other groups so you can carry on a discussion without interrupting each other.
One person from your small group is invited to find an image from the pool of cards that is the backdrop for a story that happened in the person's life.
The image/card chooser returns to her/his group and shows the image.
First, each of the choosers group members is invited to share a story this image brings up for them - something from their lives. [In most cases, I'm guessing, something will come up for everyone. If someone needs to "Pass" it's okay.]
The person who choose the image/card will then tell the story about what the image means to her/him.
After this sharing, each small group is given the opportunity to discuss the similarities and differences between their stories. Their perspectives of the same image.
Then, someone else from the small group is invited to choose an image/card from the pool that tells a story for him/her.
The process continues for each participant within each small group. (If others are still working through their first turn, the groups done with their first turn can invite someone from their group to take another turn - pick a new image/card that tells another story.)

Group Processing (These two question are what I would like to explore with the whole group. Inspired by the Human Camera activity in Diversity in Action):

How do our different perspectives, or stories, about the things we see influence how we react to the world around us?
Please share some first hand examples of this idea?

Let me know if you try this one. How did it go? What did you change?

All the best,

Chris Cavert, Ed.D.

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<<Previous

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

Values Shuffle

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

Build Something Project

Obstacle Reflection Cards (Print-N-Play)

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

Quadistinctions (with Playing Cards & Chiji Cards)

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

Number Flips (a Key Punch Variation)

Image Perspectives (a Chiji Cards Activity)

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