Category: Variations

Solve For (with Cups)

11/11/2023

I was planning for a teacher training program recently where I was tasked to include some community-building activities that could tie in with academic subjects. On my list were a few Cup activities – one being Line Um Up (from Cup It Up). It was an easy step to adapt this one into a mathematical challenge. After trying it out for the first time with this group of teachers, here’s what we have so far:

Solve For

Needs & Numbers:

26 numbered cups (see above) – numbered 1 to 26, for every group of three to five participants.
One game spot (or something similar).
One ‘Cup Station’ for each group: a taped rectangle on the floor, a hula-hoop, a small rope circle, or a table.
One large sheet of paper (e.g., flip chart paper) and a marker.
One or two index cards and a pen for each Cup Station.
One timing device.

Note: I’m suggesting Cups because I already have multiple sets of numbered cups ready for other Cup It Up activities. If you’re not a cupper yet with the resources ready, you can make number sets with index cards or small paper plates. I use the numbers 1 to 26 because Cup activities also use lettered sets, A to Z (26 cups here). So it's a good correlation.

On another note, the 'other colored' Solo Cups are usually around the stores during the Fall and Winter Holidays. (I'm also guessing you can get the colors online all-year-round?)

Set-Up: Check out the diagram below (the diagram below shows cups in play - before play, all cups will be at the Cup Stations). Prior to the activity, you’ll want to set up the Cup Stations you’ll need (one for every three to five players) – arrange the stations like the numbers on a traditional clock face. Then put your game spot (or something similar) in the center of the ‘clock.’ I like the spacing to be about 15 feet – from the game spot to the Cup Stations. Then, set one stack of 26 cups at each Cup Station. If the Cup Station surface is flat enough, stand up the cup stack open end up. If the stack won’t stand, simply lay it on its side in the cup station.

Process:

Create groups of three to five participants. Have each group pick and stand by one of the Cup Stations. Tell them not to touch the cups until instructed to do so.
Let everyone know they will be doing some math during the activity. (You might decide to discuss the physiological and psychological reactions to math at this time if it's noticeable.)
Show all the groups the first set of four numbers listed on the large piece of paper (see header picture for an example).
The objective, for each Cup Station team, is to solve for each number on the list using the numbered cups at their station. A formula – using more than one cup – must be created to solve for each number.
Any mathematical symbols can be used along with the numbers to reach the sum needed – the numbers on the list. (The symbols are invisible, or assumed.)
Formulas must be made in the order of the numbers on the list. So, (using the second list of numbers in the header picture, for example), solve for 15 first. The first cup of the formula for 15 must be placed on the game spot, and then the next cup or cups follow in line from the game spot towards the team's Cup Station (see the diagram above).
Write down your formula for each number on an index card so the formulas can be verified at the end of each round.
After the first formula of cups is placed down, the group can work on solving for the next number. When this next formula is ready it can be placed down in the line – leaving a noticeable space between formulas.
When all teams are ready – after answering questions – you can call "GO!" and start the timer. Team members can then touch their cups.
Only the cups of a formula can be out in the playing area (in line). All other cups must stay on/in the Cup Station during the solving phase of the formulas.
Once all teams have placed down a formula for each number on the list, the time stops. This is an important distinction – the time does not stop until all teams have 'Solved For' all numbers in the Round.
Someone (or more than one) from each team will then verbally share the formulas for each number on the list – use the index card if needed. If a formula is incorrect ask the group what they will need to do to fix it – then have them fix it. (There is no penalty/consequence.)
Once all the formulas have been verified (and fixed if needed), share the overall time with the group. (The first time recorded with three teams in play was 2 min., 37 seconds, using the first list of numbers in the header picture above.)
This 'overall time' (as I'm suggesting for now), is the baseline for the remaining Rounds. (Same expectation for more work. Fair?)
Round one is four numbers. Round two is five numbers. Round three is six numbers, and round four is seven numbers. Each Round starts the same way as Round one. NOTE: So far there is not an 'ideal' set of four lists of numbers – will a particular list of seven numbers be impossible to solve for? (See the Variation below to provide more resources to work with.)

Why I Like This Activity?

When we use an 'all group' time, there is a better chance for collaboration to take place in order to meet the time expectation.
Using math 'problems' to solve can bring up some good discussions about skills, abilities, and mindsets, as well as roles and responsibilities. If someone is 'not good' at math, what role do they play during each Round?
Using the overall baseline time as the benchmark for each Round will, most likely, force collaboration in order to meet the expectation. And what compromises will be made (e.g., skill acquisitions) for the sake of the expectation? I'm thinking, because we have to meet a 'standard' the participants who excel at math will do the work – others will not get the practice or the encouragement to practice.
I'm curious to find out if some groups will not care about the expectations and focus on the 'process' of including everyone along the way – everyone feels they contributed to the results.

Variations:

Use index cards for the number list they will solve for during each Round (instead of writing the numbers on one sheet of paper). Give each group the same list of numbers, but don't inform them they are the same – if the groups share this information, it's okay. And maybe will lead to some collaboration?
What if you put all the 'math-smart' participants in one (or two) teams? How long will it take, without collaborating, to solve for all the numbers? (Q: What are some of the advantages of diversity?)
Allow teams to use the last number in one formula to be the first number in the next formula. This 'resource' is useful for longer lists of numbers (e.g., 6 to 8 numbers).

If you give this one a try. Let us know what else can be done. Leave a Comment.

All the best,

Chris Cavert, Ed.D.

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Rope Shape Challenges

9/15/2023

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Identify Quick Challenge: 1 Pentagram, 2 Heptagrams, 1 Octagram, and 1 Nonagram.

I participated (and learned) Blind Polygon in 1991 at a Project Adventure training. We all donned blindfolds before our facilitator dropped a big pile of rope (tied at the ends) somewhere in the field of play. Our first task together was to find the rope (I don't remember out strategy). Once we found it the facilitator called out (two-dimensional) geometric shapes we were challenged to form - still blindfolded (e.g., rectangle, square, equilateral triangle). To this day I remember how focused I was at listening for someone to tell me what to do. It was, and still is, a great experience to open conversations about detailed communication, listening and leadership. (NOTE: A new preference to 'unsight' participants is to simply ask them to close their eyes. This adds to conversations about integrity, trust, and choice.)

In the mid-90s I participated in a workshop lead by Sam Sikes, author of Feeding the Zircon Gorilla and Other Team Building Activities (Sam and I have since written books together). At that workshop I learned 5-Pointed Star (pentagram). Groups of five to eight players are given a long activity rope (e.g., 50 feet) tied at the ends. The group starts in a circle formation holding the ropes in both hands - the circle of rope opened as large as possible. The task (challenge) is to form two-dimensional 5-pointed star (see diagram) without anyone completely letting go of the rope - a participant's hand(s) can slide along the rope.

It's a great cognitive challenge, bringing to the forefront participants who live more in their logical brain. (Over the years I added 'Shooting Start' after a group solved the puzzle - "How fast can you make the 5-pointed star?" Increased risk, clear roles and responsibilities, and competitive (lower the time). NOTE: To date I've clocked groups at under five seconds.

All that being said (and you know I love diving into "all that"), I'm now playing with other gram-shapes. The first new one I tried was this heptagram (at right). It has a wonderfully simple solution, just like the pentagram: From a (rope) circle the group moves to a figure eight, then folds over the figure eight and pulls the five points (pentagram). Look at the diagram of the heptagram and discover how you can 'unfold' the lines into a figure eight. (Pull down the top point or vertex.) The main difference will be the need for seven vertex's. So, play with a group of seven to nine participants.

The only other one I've tried is another version of a heptagram. This one took longer to solve and with all the crossing intersections our 50-foot rope shape got pretty small (tighter fit between players). When I try this one again, I'm going to go with a 100-foot rope (two 50-footers tied together). I'm guessing it will change the communication dynamics a bit?

While researching geometric shape names I came across a couple more I want to try. How about this octagram (right)? Again, with more vertex's, I'll use a longer rope (e.g., 75 to 100 feet). Thinking through - we'll need at least eight, no more than 10 participants. NOTE: When there are more people than vertex's the 'non-point' players find a place along a line to hold the rope. They need to understand their role and responsibility just like everyone else.

And then there's one I found I'm really excited to try - specifically when I have three groups working on the challenge. The Nonagram (I'm thinking of calling this the "No-Way-Nagram"). Each group has a 50-foot rope with nine to 12 participants. After giving the challenge (and a diagram of the nonagram), I'll let them work on it. Then, maybe 10 to 15 minutes in, I might drop some suggestions about collaborating with other groups. How they interpret collaboration is up to them.

Before reading on, can you see a super-easy solution (and maybe the only one), for the three groups to create the nonagram? (Pause for dramatic suspense....) Each group creates one triangle and then the three groups overlap the triangles. No-Way-Nagram!

Let me know what you think and tell me how it goes when you try these challenges! (I'm now working on the idea of three-dimensional rope shapes??)

All the best,

Chris Cavert, Ed.D

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Quad-Team Flip & Find (with Playing Cards)

8/19/2023

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Back in 2019 I posted Flip and Find (with a video) - a fast-action playing card activity for a single group or multiple teams. It can be played competitively (against other teams) or each group/team works independently to improve their own process for success. The activity promotes group engagement even when someone is not physically flipping cards - one person is active while others are paying attention to the cards in order to be more successful together.

Recently an idea to macro-size Flip & Find came to mind and I just had the opportunity to try it out. Here's what I'm going to run with at this point:

Needs & Numbers: One activity rope (about 50 feet long) and a deck of playing cards for every four 'teams' you create. I believe it will play well with eight to 16 participants - divided into teams. Multiple groups/card circles (of four small teams) can be in play at the same time.

Set Up: Make a big circle with the activity rope and scatter out all 52 cards, face down, inside the circle (like the diagram above). NOTE: Be sure you have a complete set of 52 playing cards. (You can set this one up with some cards missing, but it should be done with a programmable purpose in mind - and then be ready to process the dynamics.)

Process: (for one card circle) Divide the group (participants) into four teams - it's okay if the teams are not equal (e.g., with 15 participants, there will be three teams of four and one team of three). Each team is assigned a different suit from the deck - the group can self-assign or the facilitator can assign suits.

Objective: Turn over all suits in ascending order by rank - Ace to King.

When the group (the four teams) is ready to begin, they can each send one person from their team into the circle of cards (Rule 1: Up to four people can be in the circle at one time). Each person that enters the circle can flip over one and only one card (Rule 2). If the card they flipped IS the next card in their sequence it is kept rank-side up. If the card IS NOT the next in the sequence it is turn back down - or rank-side down (Rule 3: Cards may not be moved to a different spot in the circle.) In either case, after the card is set the person exits the circle. The next person from the suit team can enter the circle.

When any of the Rules are broken, the activity is reset - cards are shuffled and re-scattered in the circle - for another attempt.

Quick Example: The first card every team is looking for is their Ace. A player can only leave a card rank-side up if it is their suit. When a team player finds their Ace, it is left 'Ace-up' and now the next player starts looking for the two of their suit. (NOTE: We don't explicitly say this - the hope is they figure this out - flipped cards can be seen by every team. So looking out for cards of their suit flipped over by other teams is an advantage.) Then, when a team's two is found, they're after the three and so on until their King is found and flipped. The ultimate question then applies: When you're done, are you done? (We hope they figure this out as well - when a team is done flipping, they can continue to play/flip in order to reveal cards needed by other teams. All Rules still apply after a team completes their suit.)

During play, team players can stand anywhere outside the circle before it is their turn to enter. Players have no restrictions on what they can communicate to other players (hopefully staying within positives lines of communication).

When all cards have been flipped up in order, the task is complete.

Observations/Questions:

Did any of you, at some point, believe you were competing with other teams to be the first to turn over all their cards? How did competing influence your behavior?
When you came to realize you were not competing, what behaviors changed or appeared? How did this influence your participation?
Identify the 'helping' behaviors that took place during the activity?
What is your opinion about 'helping?' What are some of the pros and cons of helping?
What were the successes you experienced as a group during the task?
What are some of the ways you contributed to the successful completion of the task?
What are some of the things you could have done as a 'group' to be even more successful?

Learnings from my initial attempt:

I like this version as a 'completion' activity versus a timed activity (and, it can be done as a timed, process improvement activity). I think taking away the pressure of time will increase cooperative interactions.
Forming teams and assigning suites is an easier way to present this one. During my first real attempt I did not form teams and it was very confusing for the group. Essentially, they were not at a stage in their development where they planned together. They pretty much just jumped right in without a plan. (If you are working with an outcome related to "prior planning prevents poor performance" then don't form teams or assign suits.)

Reasons I Like This One:

Collaborating for success is very apparent - either before the end of the task and even more so after the task.
It's another activity that can emphasize helping behaviors - exploring what 'helping' looks like within a group. This is especially true when teams realize they can help others after they are done.

What else do we want to integrate with Quad-Team Flip & Find? Leave us a Comment.

All the best,

Chris Cavert, Ed.D.

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Stepping Words (Stepping Stones Variation)

6/8/2023

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(About a 5-minute read and a 3-minute video.)

(Important Note from Chris: I really wanted to get this idea out into the wild so we can experiment and refine the rules - so lets develop it together. Please leave your ideas in the Comments. Thanks!)

Here's a little twist on the classic, Stepping Stones (Karl Rohnke, The Bottomless Bag 1991 and then in Quicksilver 1995). Below is the first (1991) write-up from Karl (exactly as written - only 1/3 of a page):

Divide your group into smaller groups of five. Each group is given 4 rubber (plastic) gym markers and asked to physically cross the width of a basketball court as quickly (timed) as possible. Allow 2-3 minutes of planning time before the start.

Rules (1991):

Only the markers can be stepped on.
No one may touch the gym spots with their heels - ball of the foot only.
If someone inadvertently touches the floor, he/she must also return to the start, and anyone touching them must also return.

Considerations:

Try to emphasize efficiency and group cooperation in your debriefing.
Try different combinations of gym sports and group sizes.

[A very physically demanding challenge when the floor cannot be touched by the heel.]

In 1995, Karl noted, "This seemingly simple activity is fast becoming one of my favorites." In this updated description of Stepping Stones he included some choices for "Stuff You'll Need" like 12-inch square "rug pads" [carpet squares], "rubber deck spots" (from the Project Adventure Store), or "(12) 18-inch lengths of 4-inch by 4-inch lumber." Here's a picture from Quicksilver using the 4 by 4s [today, some consider the 4 by 4s too risky - 'rolling' potential]:

Rules (1995):

Anyone touching the ground between the boundaries must return to the start.
Stepping stones must be touched at all times while in-between the boundaries - if a stepping stone is untouched "even for an instant" it is removed from play.
Stepping stones may only move in the forward direction [eliminating the "rescue" of players required to return to the beginning after a touch]. Or, use this Rule: Stepping stones can only completely cross the boundary area one time.
Boundaries: "Generally, it makes sense to set the boundaries far enough apart so that the group will need to recycle some of their props in order to cross the gap."

[There is a full page description in Quicksilver of Karl's "fun way" to frame Stepping Stones using intergalactic travel starting from planet "Lrak-Dna-Evets" (a little word play here you might recognize if you've followed Karl's work).]

Stepping Words

I used Stepping Stones a lot over the years. My go-to prop was 12-inch long 2-inch by 6-inch boards - starting out with one board per person. As boards were lost (untouched), the challenge for the group increased. It is a good, easy-to-lead challenge. [NOTE: We can put letters on these boards as well, but we might need some other Rules?]

Recently I was asked to make some larger Stepping Stones to make it a little easier for some of our camper groups to accomplish the task (the 4 by 4s we have can limit success). Once we cut the 16-inch by 16-inch by 1/2-inch particle board, I took some time to think about adding another (less physical) 'problem' to solve as a variation. The 'board tiles' got me to think 'word tiles' and Stepping Words emerged. Here is the original set of 12 board-tiles:

After some figuring, these 12 letters can get us 17 letters. The 'I' can be a lower case 'L'. The 'U' can be a 'C' and a lower case 'n'. The 'W' can be an 'M'. and the 'P' can be a lower case 'd' (when thinking 'out-of-the-box' as we like to encourage).

I stenciled the letters and then outlined them with a permanent marker to make them stand out a bit more. Then I had a colleague build us a tile-holder for easy storage.

So, let's Play!

Rules (2023):
I led Stepping Words during our recent camp staff training for the first time with two groups and here are the Rules we plan to use/try over the summer with our campers:

Boundary Area: 50-feet across from Start to Finish (we're using lengths of webbing as the banks of our Lava River).
Spell words to move across the 'Lava River' (we have a "Prehistoric" Theme at camp this year - hence the Lava).
Words can be 2 to 5 letters long. [We didn't limit length at first and it was too easy to cross using longer words - not enough interaction.]
Words must be placed alternating between "UP" and "CROSS" directions - UP words go towards the Finish line and CROSS words go parallel to the finish line.
As letters are placed, they must be stepped on to keep from floating away (being taken away). We will give our campers a '1-second' grace period to step on a board-tile.
If a player places a board-tile they are 'bound' to this tile. Example: If I place the 'W' tile, I am now responsible for the 'W' - I keep possession of this tile throughout the journey. [NOTE: I'm not sure how this Rule will play out - we're going to try it.]
Players can be bound to two tiles as long as they are touching them in some way.
Once a word is in place - fully spelled - and players are stepping on all letters, the word can be disassembled so letters can be used in other words during travel.
No jumping from tile to tile - one foot on a tile at all times between the boundary lines.
If a player touches the Lava (ground) they must return to the Starting shore for 'first aide' before beginning again. Remember: Returning players can only enter the boundary area onto a word of 2 to 5 letters.

Ready? Go!

Let us know what you think. One of my goals for this version of Stepping Stone is to make it more interactive. Let's see how it works.

All the best,

Chris Cavert, Ed.D.

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Every Other Group Juggle

5/24/2023

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(About an 8-minute read.)

Problem Solving. It's one of the most common concepts we practice (experience) when team building. Typically, after the connection activities (e.g., Ice Breakers), we dive into Problem Solving activities. Then we dial in on how our groups problem solve together - which leads to concepts like Leadership, Communication, Trust, and Planning (among so many others).

Part of the problem solving process is actually recognizing problems. I often observe in wonder as groups continue bumping into the same problem (a problem I see) without resolution. Some would say they have not been able to 'name' it and then work to get through it (or around it). And this is often the essence of team building, to figure this stuff out together.

After some recent reflection about identifying problems (especially working with middle school ages) I came up with an idea to encourage some problem identification. Every Other Group Juggle has become one of my tools. It's easy to set up and most groups have the skills to experience some level of success to keep them motivated to continue getting better.

Every Other Group Juggle

Activity Objective: Complete three tossing rounds in a row without any drops.

Needs & Numbers: Plays well (so far) with 12 to 24 people, middle school ages and older. And an odd number of participants adds a little more challenge (so, you can jump in on an even group to make it odd). You'll need a safe tossable item for every two people, plus one extra (when numbers are odd). I like to use the 'stress' (squishy) tossables. Tennis balls work well too. (I found plastic 'pit ball' tossables don't travel well in the wind - another problem to solve if needed.)

Process: The set up for this one is like traditional Group Juggle (Rohnke, Silver Bullets - the link is to a video with the basic idea and a toss-n-run version I really like). Circle up your group. Use one tossable to create a tossing pattern (nice underhand tosses). Everyone catches and tosses one time. The last person tosses to the first person who started the pattern. And tosses cannot be made to someone to a person's immediate left or right. NOTE: If you are new to Group Juggle, setting up this tossing pattern can take a while. (If you want to learn a fast way to set up the pattern, for the sake of time, see Group Juggle Set Up)

Once the tossing pattern has been created and practiced several times (until everyone remembers who they toss to), give every other person a tossable. If you are working with an odd number of people, the last person will also receive a tossable - essentially, three people in a row will have a tossable. Then I inform group members that they must remain in this circle configuration - people may not rearrange themselves - for the duration of the challenge.

Here's where I introduce some 'anticipatory' problem solving. I tell my group every person with a tossable will be tossing to the same person they tossed to when creating the pattern. I will be calling, "1 ,2, 3, Toss. On the word toss, all tossables must be tossed. The goal is to catch all the tossables in play - that means zero drops. Ultimately, making three tosses in a row without any drops."

But before this happens, I ask everyone to point to the person they are tossing to. I ask if they see any potential problems ahead. (The one that is always foreseen: Some people will have to toss AND catch during the round.) Once they identify a potential problem (or problems), I ask them what they want to do about it. This is where some planning, and even some practice, can strengthen the odds of zero drops. (NOTE: It usually takes a few rounds to figure this out, but since they cannot rearrange themselves, for the best odds, tossable objects are moved to players who will not have to toss and then catch in the same round. If there is an odd number of people a group can get down to only two people who will need to toss and catch. So, who will be willing to take the risk?)

If the group determines that the 'odd' number of people is a problem, find out what they want to do about it. You could offer to step in, or step out of the group to make it even.

It is clear that I am encouraging some problem solving before problems occur - the anticipated problem may not even happen. But I see it as a skill set that could be used as a planning tool. It's a way to 'future forecast' so to speak. And I also challenge my groups to try out a plan sooner than later so they can collect some data on how it worked. They don't need to solve all the problems before they try something.

When the group is ready and willing to try out their plan, we go for it to see how it worked - was there any drops. If so, we focus on identifying one or two problems they can work on and make a plan that can lead to better results. Then try again. I encourage my groups to identify one, maybe two, problems. Work to solve them and then, when needed, identify the next problem to solve - continuing this process until they achieve the goal of the task.

When they do succeed - zero drops - they can make another tossing attempt towards their three no-drop rounds. If a drop occurs on the next attempt, I encourage them to identify the problem(s), plan a way to solve it/them and go again. The overall idea is to identify what problem they have and plan out a strategy to solve it - one problem at a time.

(If you would like to teach a clean step-by-step process to problem solving, there is the A, B, C, D, E method: A - agree on the problem you want to solve; B - brainstorm ideas to solve it; C - choose one of the ideas; D - do the idea, collect data; E - evaluate what was done, did the problem get solved. If not, choose another idea to try, do it and evaluate again. Go through this process until the problem is solved.)

Have FUN out there!

Chris Cavert, Ed.D.

Other Group Juggle Posts at FUNdoing
Group Juggle Set Up (2012)
Double Group Juggle (2014)
Zig Zag Group Juggle Variation (2015)
Group Juggle Variations (2020)

P.S. The header above is my first AI generated graphic. Prompt: 18 young people standing in a circle with every other person holding up a ball, standing in the grass with trees in the background.

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Snowball Pick-N-Choose (with Video)

3/2/2023

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(About a 7-minute read.)

'Pick and Choose' was one of my go-to's when I was getting started in the adventure education world. I first discovered it in the 1984 edition of Silver Bullets, by Karl Rohnke (it was the first 'Adventure Games' book I encountered in 1990). Over the years it solidified in one of my mental models that we always use buckets and tennis balls (cause that's how I learned it). Here is the Silver Bullets picture that's imprinted in my mind:

To make a relatively long story short (and you know I love long stories), I ran into a variation of Pick and Choose involving marbles and tape. I made the jump to 'paper snowballs' after an 'Ask' podcast I did with Michelle Cummings (Episode 57: Team Building with Paper) and a new mental model was born - Snowball Pick-N-Choose.

Snowball Pick-N-Choose

Set Up: The picture below is the set up in the video (above). This is a good configuration for a group of up to 10 players. IMPORTANT NOTE: I used a combination of targets - hula hoops and masking tape - in order to demonstrate options. If I'm traveling light and playing inside, I'll just bring paper, masking tape, and an activity rope. The hoops are great if you have them on site or if you're okay traveling with them.

If you have a larger group of 11 to 14 players, add another Snowball receptacle behind the line and more Snowballs - about 3 Snowballs for every player in the group (e.g., 12 players 36 Snowballs divided between the two receptacles). Then your first target row will have four targets, the second row will have three targets and the third row will have two targets.

Distancing: The first row of targets is about 8-feet from the throwing line, the second row is about 13-feet from the line, the third row is about 18-feet from the line. NOTE: Paper Snowballs do not go very far when thrown. An 18-foot distance to the highest points is doable, but not easy.

Scoring: You can choose any combination of scores for your targets. My first row is worth 15 points, my second row is 30 points, and the third row is 50 points (I want to make the farthest target(s) enticing). I put little point markers (index cards) at each distance but it's not necessary.

Objective: Score as many points as possible in 90-seconds. (Karl's original version is 2-minutes, which can be a good cardio workout if needed.)

Play:

The configuration of the equipment may not be changed. Only the Snowballs can be moved (by being thrown).
A team will require at least two roles to be covered during play - Throwers and Retrievers. (Other roles can be created if needed.)
Throwers must stay behind the throwing line and only the Snowballs (paper) can be thrown.
Throwers can only take Snowballs from the receptacles behind the throwing line.
There is no limit to the number of Throwers.
Retrievers can move anywhere - near the targets and behind the throwing line - around the playing area to pick up Snowballs.
Retrievers may not 'influence' Snowballs into the targets.
There is no limit to the number of Retrievers.

Allow time for your group to plan and practice before each attempt. Be sure they understand and follow the rules. You can keep and call the time. And I like to record, in big numbers on flip chart paper, the scores of each round. Three or four rounds work well to notice some change in a groups process.

Why I like This One

The rules are super-simple.
To be successful a group must realize they need a lot more retrievers than throwers (but everyone wants to be a thrower to get points). How do they go about letting go of the glory for the good of the group or goal?
Its high energy in short bursts. Does/Can everyone give their all in that short burst?
'Problems' are easy to identify (there aren't that many) and solve - if people are willing to do the hard work (running around).
Hard work is involved. What else is hard work for people? What can be good about hard work? How do we want to handle hard work together? What's possible when we work on something together that is difficult?

Wonderings

Will a group uncrumple the Snowballs (paper) and make paper airplanes to fly into the distant targets?
Will a group uncrumple the Snowballs (paper), tear them in half and double their throwable Snowballs? Will a half-Snowball make it to the farthest target?

Have fun out there my friend!

Chris Cavert, Ed.D.

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Word Circle Puzzles: Self-Guided

2/15/2023

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Please reach out to me if you have questions.

Have FUN out there. Keep me posted!

Chris Cavert, Ed.D.

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Paper Transporter (with Video)

2/1/2023

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

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

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

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

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

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

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

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

Process:

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

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

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

Facilitation Notes 1:

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

Here is a possible script before the first timed attempt:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Here is the Paper Transporter Directions Handout

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

Download File

Be well my friend! Keep me posted.

Chris Cavert, Ed.D.

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

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

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

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

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

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

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

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

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Number Shuffle (for any Weather)

1/19/2023

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Since March of 2016 I've posted and used several versions of this simple-to-lead problem-solving activity I love to do at the beginning of a program. (If you want a deep dive into all the versions and why I use them, you'll find links below.) Recently I was planning for a program and was just about to pass on using Name Card Return (one of the versions) because there was snow on the ground (some people use the ground as a resource - the index cards would get wet) and I wasn't going to have access to a table to make the Name Cards.

Before I could move on with my programming thoughts a familiar question showed up for me: What else could I use in the snowy tundra instead of index cards? Easy answer. Vinyl numbered spots (commonly known as livestock tags - see the picture to the right). I pulled out my sets and chose one where the numbers didn't show through the back. I was ready to try Numbers Shuffle for the first time.

Preparations
Stack your numbered spots (vinyl in damp weather or paper index cards on dry days) in numerical order with number one on the top so you are ready to use the numbers you need. You will also want a timing device of some sort, like a hand-held stopwatch or a stopwatch located on your Smartphone.

Directions

Circle up your group and quickly count how many participants you have.
Grab the numbered spots you need equal to the number of participants (keep the extras off to the side - if there are late arrivals, you can easily give them numbers so they can play).
Give half the stack to the person standing on your left and the other half to the person on your right - tell both people to, "Take one and pass the rest to the person next to you." (It's okay if participants see the number on the spot. And you will not need a number.)
When everyone has a number ask them all to line up into a new circle in numerical order with the number one person standing to your left and the highest number to your right.
When the new circle is formed, present the challenge something like this:

First and foremost, don't forget this original number you are holding - this is your number. You are this number. Got it? Okay.

In a moment but not yet, I'm going to ask you to shuffle all the numbers in the group. To shuffle you will first hold your numbered spot with the number facing towards the ground so as you are exchanging the spots no one can see the numbers. You'll keep shuffling until you hear me say, GO!. At that time, I will start my stopwatch.

After you hear that magic word, GO!, you will first look at the number you are holding, second, get this number back to the person it belongs to while at the same time be on the lookout for your number, then third, once you have your number reform your numerically ordered circle in relation to where I'm standing - number one is to my left then around sequentially to the highest number to my right. When the numerically ordered circle is reformed, I will stop the time. Do you have any questions about the challenge? [Answer questions here.] Okay, listen for that magic word - you may begin the shuffle.

Give the shuffle a good 30 to 45 seconds before you shout the magic word. (I like to move around during the shuffle to end up in a different spot from where we first started. I do this every round.)

After stopping the time - when the circle has reformed - check for accuracy. Have everyone hold her/his number up so everyone can see if they are in order. If there is a mistake the time will be declared invalid.

Typically, I give my groups three or four attempts to see how fast they can complete the challenge. Before each attempt I either give my groups unlimited planning time (this can be good or not so good) during all-day programs or I limit the time (e.g., 3 minutes to plan) when I'm facilitating shorted programs.

Why I like This Activity
This one is easy explain, participants will not need to listen to me for very long. There isn't a lot of waiting to play and each attempt takes less than 90 seconds. Participants are mixing and mingling around talking to each other and they pretty much have to help one another in order to get the numbered spots in the hands of the right people. Then, I always play until there is some notable improvement so we can talk about identifying problems, solving problems and team improvement - and what we 'did' to improve.

Number Shuffle or any of the other versions have been a good way for me to start off a program day. Groups can see what is possible and are ready for more.

Links to the Other Versions
Name Card Scramble (The idea that started it all.)
Name Card Return (Part 1 of a What? & Why? three-part series - super deep dive.)
Values Shuffle (A version I tried with a group working on norming.)

Have fun out there! Let us know how it goes.

Chris Cavert, Ed.D.

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Materials Move (A Pipeline Variation) a.k.a. Seven Minutes!

3/10/2022

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Pipeline! As many of you know, it's one of my all-time go-to activities - so many ways to play. HERE'S my favorite variation using pool noodles (with video).

Quick Bit of History (for those who want some): As far as I can go back through my bookshelves, it was written up as 'Half Pipe' in Karl Rohnke's FUNN STUFF, Volume 2 in 1996. Karl gives credit for this 'move-a-marble-from-point-A-to-point-B-using-PVC-piping' activity to Larry Brown who shared it with Karl around 1981. (Cutting the PVC tubing in half appears to be Karl's idea?) When Karl bumped into Larry in the mid-90s, he shared with Karl that he added a version with different sized marbles "to represent different kinds of metaphorical problems at home or in the workplace." Materials Move plays off of Larry's idea (and I didn't even know it!).

Quick Prop Note: Cutting PVC tubing in half is not for everyone (this usually involves a table saw with a fine-tooth blade, steady hands and a brave soul - and, if you do this, wear a mask to prevent breathing in PVC dust. Apparently this dust is not good for you!). There are lots of vendors that will sell you 'half-pipes' - Training Wheels has a marvelous colorful set. You can also use the full PVC tubes (not cut in half). The big-box hardware stores sell 10-foot lengths of PVC tubing you can cut up with a PVC cutter (it looks like a pair of scissors). Options: You can use pool noodles as shown in my favorite variation above. I've also used paper towel and toilet paper rolls as 'marble-tubes' and spent time with groups personalizing the tubes with colorful markers. And, check out the corner molding in THIS 'Bridges and Traits' version (scroll to the bottom of the post). All you need is a handsaw to cut the molding.

Materials Move

The set up (above) for this one involves four buckets. (I'm a big fan of buckets!!) Other containers, of course, can work as well. There is a center 'Destination' bucket and three 'Warehouse' buckets. Each Warehouse bucket contains three different kinds of material. (See right.) When I came up with this variation I had small bouncy balls, medium sized plastic (hollow light-weight) golf balls and tennis balls on hand. So, that's what I used.

NOTE: Of course you can use other resources you have on hand like marbles, real golf balls, pool balls or baseballs. What I like about the light-weight plastic golf balls is that they are very susceptible to wind - the wind can blow them right off the tracks! A problem to solve.

Place each of the three Warehouse buckets about 40-feet from the Destination bucket. Put three of each kind of material in each Warehouse bucket. This particular set up is for the 'Seven Minutes' challenge. (NOTE: I believe this challenge can be completed within 7-minutes with 12 to 30 participants. However, the five groups (of 20 to 30) I've tried this with so far have yet to make it in seven minutes - a couple were very close. So, am I setting my groups up for failure? I don't believe I am - I know there is a group out there that will get it. The points we've been exploring (see below) have been worth the struggle and failure.)

You will also need one 'half-pipe' (channel, gutter, tube) for each person in your group.

The Story: You are a team tasked to move supplies to a nearby village. However, you will only have a small window of time to complete the task due to recent conflict in the area. In the three Warehouses you have at your disposal [show each object] there is food (smallest-sized object), water (medium-sized object) and medical supplies (largest object). To ensure the wellbeing of the village inhabitance, you need to get seven of each supply (food, water, medical supplies) to the village (bucket) in seven minutes. You each have one resource to use to help transport the supplies. Your instructor [this is you, the facilitator] will show you how to use this resource with the different supplies. Good luck. And may the force be with you! [Or something of that nature.]

After the story, I share the 'rules':

Each person can use one and only one of the resources - the half-pipe. Each person must keep this resource in his/her possession at all times and may not touch anyone else's resource.
When moving the food (smallest object), it can only travel down the 'inside' of the resource. (See first picture.) [Note: At this time I do not limit how many food items can be in a half-pipe at one time. It does not seem to matter in relation to the outcome, yet.]

When moving the water (medium object) it must travel on the outside of two resources. (See second picture.) Remember, you can only touch the one resource you were assigned. [Note: Again, at this time, I have not specified how many 'waters' can be on any one resource at a time. This factor has not influencing the outcome, yet. However, when a group finally 'gets it' I think it will matter.]

When moving the medical supplies (the largest objects), they must be 'lifted' and carried, not rolled, using at least two resources. (See the third picture.)
Supplies from the warehouse can be picked up by a person in the group and placed into or onto the first resource(s) available near the warehouse.
If at any point in time during transit a supply container drops to the ground or it is touched by a participant during transit, it must be returned to the nearest warehouse for decontamination and repair before it can be transported again.

To limit transportation damage, if you are moving supplies your feet must be stationary - you may not move your feet if you are in contact with supplies. If a foot moves, all supplies in contact with the person who has moved must be returned to the nearest warehouse for damage assessment before it can be transported again.

After the story and rules, I tell my group they have seven minutes to plan and practice their process for moving the supplies - this is their skills-development training. I watch and check with my group to make sure they understand the objective, the rules and how to use their resources. Basically, will they be playing by the 'rules' (or 'procedures' in place).

So far with every group I've observed (5 groups so far) during this planning and practice time, they've divided into three groups, each working on how to move one of the different supplies - 'skill specialty' is not a bad approach, but it has its limits, so they've found. One group, I recall, actually did decide that everyone should practice moving each of the different supplies, but not everyone took the time to do so. (In the end, practicing with each supply - using best practice ideas - would have been beneficial.)

After the planning and practice, I prepped everyone for the 'seven-minute' move. I ask for any last questions, reiterated some of the rules (e.g., "you can only touch your resource") and then said, "GO!", starting the timer. I then monitor the rules for compliance. (Or, let them hold themselves accountable if you want to focus on this objective.) After seven minutes I said, "Stop!"

Here's why I like Materials Move:

Groups realized they did not use their 'practice' time well. They spent far too much time talking and not enough time 'doing' in order to get data on their skill development.
Moving the water (on the backs of the resources) is the most challenging task - it takes the longest time to get to the village. This was not identified by any of the groups during planning and practice. Reallocating group members to this task, they discovered, would have been helpful.
Groups also determined, after the attempt, that learning 'best practices' from other small groups would have helped them integrate and help other groups still working on moving a particular supply. For example, the food was the easiest/fastest to move. Integrating into another group's process took valuable time - group members, the food-movers, had to learn how to help the other groups.
Groups determined, too late, that they allocated more personnel than they needed at first for their supply movement. In other words, if people were waiting for any length of time to move a supply (e.g., moving the food), they actually could have been more help with another group (e.g., moving the water).
(My Favorite Insight) Some people in all the groups I've been with admitted they avoided the most difficult task (moving the water) because there was more failure involved - working with another person to move the water took more coordination and often resulted in more drops and restarts. This brings up the idea of 'doing the hard work first' so it will be less stressful (in most cases) towards the end of task when the easier things remain.

Let us know how this one works for you and if you change up anything to reach other outcomes. I'll add any new information I discover and let you know when I get that group that can get it done in seven minutes.

All the best,

Chris Cavert, Ed.D.

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<<Previous

Solve For (with Cups)

Rope Shape Challenges

Quad-Team Flip & Find (with Playing Cards)

Stepping Words (Stepping Stones Variation)

Every Other Group Juggle

Snowball Pick-N-Choose (with Video)

Word Circle Puzzles: Self-Guided

Paper Transporter (with Video)

Number Shuffle (for any Weather)

Materials Move (A Pipeline Variation) a.k.a. Seven Minutes!

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