Blog Posts

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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QWERTY (a.k.a. Hunt and Peck)

4/15/2022

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If you've been following the FUN for a while, you know I like using letter tiles for team building activities (see 26 Word Builder and Pangram Project for just two FUNdoing Blog examples). Recently one of my colleagues introduced me to what she calls, QWERTY. She learned it at a conference from my friends Matthew Broda and Trevor Dunlap (you may recognize the names from the last FUNdoing Blog post Onezies to Fivezies).

A few years ago, Matt and Trevor introduced the world to CrowdWords: Do A Lot with A Little (see this Mini Reflective Puzzle post for more about CrowdWords. The letter tiles in the picture above are CrowdWords - about 4 by 4 inches). Basically, CrowdWords is a set of large letter tiles and the "Do A Lot with A Little" activity guide gives us 27 different ways to use the tiles - super-fun stuff. (Get more details and your set of CrowdWords at Training Wheels. This tool is a bit of an investment, but worth it due to all the activities you can program with the cards. And the lamination is heavy-duty, so your letter cards will last a lifetime.)

A Quick Note: I like the title 'QWERTY' - it rolls off the tongue nicely. It's actually the name of a keyboard type, signified by the first six letters on the left of the top line of letters on the keyboard. Did you know there was more than one type of keyboard? It was news to me just a couple of weeks ago. Anyway. Matt and Trevor call it, "Hunt and Peck" in their CrowdWords activity guide, in case you want a trackable reference.

QWERTY
Context and Set Up: My introduction to QWERTY involved a group of 11 participants. We used three rectangular tables: One in the center of the area - the Letter Pool - and two others for the Keyboard Tables about 12 feet from the center table (see below).

If you are working with more participants (say up to 20), use two tables in the middle of the area, side-by-side, for the Letter Pool and add two more tables at 12 o'clock and 6 o'clock. (The first two tables above are at 3 o'clock and 9 o'clock in the diagram above, just as a reference - but you knew that.) The set of CrowdWords has four complete American Alphabets, so four groups is the limit. (Unless of course you make your own alphabet sets, then more teams are possible. And you also have figured out you can use any alphabet of choice depending on your context.)

The letter pool looks something like the picture below - have the letters spread out a bit more for Part 1 and then push the extra letters together into the middle of the table(s) for Part 2 - you won't need them anymore.

Part 1:

Divide your group into teams of four to five participants.
Ask each team in play to create a typing-style keyboard of their choice - any type is fine as long as everyone on the team agrees to it.
Give all teams no more than 8.5 minutes to create their keyboards using the 26 letters they need, found in the Letter Pool (remember, a CrowdWords set only has four complete American alphabets).
Restrict the use of any outside resource to reference a keyboard - they must create their keyboard from group memory. (NOTE: This part was interesting for me to watch. Pretty much everyone uses a keyboard on a daily basis, but it's difficult to recall where the letters are positioned. Note above, the QWERTY keyboard in the header picture has two errors. But it's the keyboard one team used during my first encounter with QWERTY.)
Reflection: After all the keyboards have been created (within 8.5 minutes), hold a short discussion about their experience recalling keyboard information and how this might be related to recalling other information in their lives.
NOTE: At this point, do not verify the accuracy of the keyboards - the ones created will be the ones used in Part 2.

Pre-Part 2 Note: In my first experience watching my colleague lead this activity, we spent some time at the beginning of the program asking participants what they believed was an important characteristic of a high quality team (the group was a newly formed team). Each of the participants shared one characteristic - my colleague was taking notes. She used these quality team words in part two of QWERTY. (A very nice tie-in and some additional connection to previous information.) Here are some of the words on the list, from shortest to longest words:

Fun
Trust
Respect
Competence
Collaboration
Communication

You can also have words pre-chosen that you plan to use for QWERTY. In this case, you can create your index cards ahead of time for the verifyers. I know you're thinking to use words that are related to the group's goals in some way. Great minds!!

Part 2:

Preparing for Part 2, have all the teams gather around the Letter Pool table and push all the letters towards the center of the table(s) so they are out of the way.
Each team in play is asked to stand with their backs to their keyboard, each person placing both of his/her hands on the table in front of them.
(My colleague said,) "Remember those words you came up with to describe a quality team, well, now we are going to spell out some of those words using our keyboards."
When a word is called, each team sends one person at a time to 'tap' one letter key on their keyboard. When one person returns to the table and places both of his/her hands back on the table, the next person can go, and so on, until all the letters of the word are tapped out in order. Verbal communication within teams is not limited in any way.
The team whose last person returns to the team table first and places both hands on it, wins a point for his/her team. (Yes, this can be a respectfully competitive activity, so be mindful of how and when you use this one.)
(Something I'm adding) Before each new word, one member of each team will be designated to verify the spelling of a word tapped out by another team. This 'verifyer' is sent over to another team's keyboard, standing out of the way, to watch as the letters are tapped. If an incorrect letter is tapped, the verifyer calls "foul" and the tapper must tap the correct letter before returning to his/her table. (NOTE: I'm thinking of writing out words on index cards for the verifyer to relieve some spelling pressure.)
Play out five or six words before calling this one done. (NOTE: playing an odd number of rounds will end up with a 'winner.' Playing an even number of rounds could end in a tie. Just saying.)
Process the experience in relation to the goals of your group. (I'm going with: Roles and Responsibilities; Helping out the team; Making mistakes and fixing them; Competition - how do we compete?; Winning and Not Winning - what does if do for a team?

The "Something I'm adding" part above is in relation to verification. The game I observed moved very fast and errors were made, but not recognized. Since there were two facilitators, we each watched a keyboard. Then, at the end we gave a thumbs up or down to indicate a correct or incorrect spelling of the word. If you are the only facilitator is will be difficult to verify correct spelling (quality assurance). So, a verifyer from another team is my initial solution to this aspect of the game.

Overall, I really liked watching the interaction of the groups and how they helped each other play the game. The adults I observed were very respectful which made the game fun for everyone - so it appeared to me. So, be mindful about the groups you use this one with. Competition can change the atmosphere and might undermine the "team" work you are doing.

Variations:

(From Matt and Trevor) After a few Rounds/Words, the group needs to rotate the letter cards in a manner so that no two consecutive letters are in the same orientation before the next words are given. (How do we manage 'difference?')
What about a number keyboard, 1 to 24 (using the number sets from your Key Punch activity) and some mathematical symbols. Each team can create whatever keyboard they think will be of use to them. Then, shout out a number for teams to 'solve?'

Let us know how it goes. Leave a Comment and if you can, send us a picture of another kind of keyboard.

All the best,

Chris Cavert, Ed.D.

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Onezies to Fivezies (Macro Tenzi) with Video

3/22/2022

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Speaking of FUN! I have been having so much of it learning how to use some the "board and table-top" games on my shelves in new ways, from the new book, Teambuilding from the Toy Aisle by my friends Matt, Michelle and Trevor!

And recently I attended a fun-tastic ACCT workshop presented by Matt, Michelle and Trevor. We spent 90-minutes playing some of the gems from the book (don't get me started on "Dude!").

I grabbed some video (below) of the Macro Tenzi game that was super-fun to watch (don't know Tenzi? HERE are some videos.)

Onezies to Fivezies (A Competitive Game)
NOTE: For this game you'll need some dice - 10 dice for every group of 4 to 5 people. I loved the large foam dice used during the workshop. However, you'll find, after a quick search, the large foam dice are an investment. You can certainly go with smaller dice. How about this. HERE'S a free die template so you can make your own using card stock. (If this one is no longer there/free, I'm sure there is another one out there on the web.)

Numbers: I plan to play this one with 12 to 50 participants (3 to 10 teams), middle school age and older. (If elementary ages are ready for 'friendly' competition, go for it.) It can take a while to get to the winning team. The game is full of surprise wins - the underdog is never out of the race!

In Teambuilding from the Toy Aisle, the trio calls this one, "Onezies, Twozies, Thumbsies, Singsies." I'm simplifying it a bit. Here's my take - just Onezies to Fivezies:

Divide your group up into smaller teams of four or five players.
Provide each team with 10 dice. (The dice do not need to be all the same color, but it does help when dice roll astray.)
First Round: When you say, "GO!" all teams begin rolling their dice. Every team is going for 'Ones' in this Round. When a one is rolled it is set off to the side. Non-ones are picked up by anyone on the team and rolled again. When all the dice of one team are ones, they yell, "Onezies!" All rolling stops. If there is a verifiable tie, declare the tied teams winners of the Round.
Next Round: On this next Round, the winning team(s) from the first Round will be rolling for twos - or, Twozies. All the other teams are still rolling for ones - or their Onezies. Teams don't move up a number until they win at the subsequent number.
The Next Rounds After That: I think you get the idea. Comebacks are possible. The journey can be long. Teams don't advance to the next number until they complete the number they are on. When a team calls, "Fivezies" the game is over.
Optional Challenge: Change up the way all teams must roll during the Round: Rolls must be tossed from above the hips; Rolls must be tossed from above the shoulders; Rolls must be done with only one hand - the other hand covers one eye; Rolls can only be made with fingers - press your thumbs into your palms...

"Rematch" they call!! If you've got the time....

Processing Ideas
(Even though this is a competitive game, there can be lots to talk about - if it's part of the plan.) Here are some concepts to consider:

Planning and Strategies (what worked and didn't work)
Respectful Play (any sabotaging)
Team Camaraderie (how did teammates treat each other)
Skills and Abilities (was everyone all in, or just partly in)
Winning and Losing (how do we manage with the feelings of each)
Underdogging (did you hang in there every Round of give up/in)

The video below was the First Round at the ACCT Conference Workshop. Tons of Thanks to the players and presenters. So much energy. So much FUN!

Keep me posted!

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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Floor Safe (Venn Key Punch Reprise) with Video

2/20/2022

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At the recent Association for Challenge Course Technology conference I attended a fun and informative activity workshop, "A Fresh Perspective on Three Favorites" led by KC Ray (thanks KC, so much fun!!). One of the three favorites was Key Punch (Rohnke, Quicksilver). KC shared the Venn Key Punch setup I learned a while back from a fellow facilitator. (HERE is the original FUNdoing post.)

KC's (purposefully subtle) directions revealed an additional "fresh perspective" involving an added problem-solving opportunity. Here's the take-away I'm calling, the Floor Safe Challenge:

Set Up: The picture above is from the original Venn Key Punch post. Each rope circle (above) includes 30 numbered spots. (If I remember correctly, I think each rope in the picture above was 25-feet long. KC indicates the ropes - seen in the video below - are each 30-feet.) I suggest, in this particular write-up, using 24 numbered spots in each rope circle due to the timed challenge. Here are some set up considerations:

There will be numbers 1 through 24 in each rope circle. In the overlapping 'eyeball' section of the two circles, the numbers inside are shared by both circles/groups.
The numbers in the eyeball are not sequential. For example, if I use four numbers, I'll put down a 3, 9, 15 & 21. Avoid putting the number 1 in the eyeball. The more numbers in the eyeball, the more coordination between the two groups in play.
The size/diameter of each rope circle in play will determine the level of challenge (based on this write-up). The smaller the rope circles, the easier the challenge. NOTE: In the video below, the groups are able to reach all the numbers (if they wanted to), by leaning into each circles and touching the numbers. If the circles are bigger participants may need to step into them to get to the numbers. Hence, taking more time to complete the task/challenge.

The Story (if you want one): In front of you, and the rest of your salvage team, is a giant floor safe filled with unimaginable riches. An identical safe was discovered recently half way around the world by your main competitor. They figured out the steps to unlock the safe. One of their team members, disappointed in the cut s/he was going to get, contacted you and offered your team the instructions for double what s/he was going to get. Shortly after you agreed to the terms and encrypted email was sent to you with the instructions to open the safe. [This is where you give the group the Floor Safe Instructions sheet - PDF Download below.]

You also just found out that your main competitor knows you discovered this identical floor safe. Some of their team are on their way to crack the safe - which means you will only get half of the riches inside since you discovered the safe. Your competitor will get the other half for opening it. They will be arriving to this site in 30 minutes. Will you get all the riches of just half?

Floor Safe Instructions (This is the information included in the PDF Download (below) that you will hand to the group(s) - handing out multiple copies of the instructions will make the challenge a bit easier.)

You have 30 seconds for each attempt at opening the safe. If you fail to open the safe in 30 seconds you will need to wait 60 seconds before the next attempt - the safe seems to be resetting itself.
The two woven ropes around the numbered keys and the numbered keys themselves may not be moved - the safe locks itself down when the ropes or numbers are moved.
All the numbered keys inside both keypads must be touched in sequential order starting with the number ones.
Numbered keys must be touched by hand or foot (it doesn't seem to matter) and each numbered key may only be touched once.
The two numbered keypads appear to be weight sensitive. Only one person can touch the surface inside each keypad at a time. In other words, it's okay for two people to be touching inside the keypads - one person in each pad.

floorsafeinstructions_vennkeypunch.pdf
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Facilitation Notes:

Your role during the challenge is to let the group know whether they opened the safe, or not, in 30 seconds. This is all you can say: "Yes, you did it!" Or, "No, the safe is still locked."
So, this means you are watching for "Instruction" violations. You do not share your violation findings with the group. You wait for the group to finish or until 30 seconds have passed. Then, you share one of the two responses above.
Some of the basic Instructions are easy for the group to catch (or see), like more than one person touching inside a key pad, or the ropes or number keys being moved. The tricky bit involves the number keys inside the 'eye' (overlapping rope sections) which is the "fresh perspective" I picked up from KC. There is an Instruction that states, "...each number key may only be touched once." More often than not, (I'm going to presume) the groups working each keypad will each touch the numbers inside the eye - violating the "once" rule.
When you respond to the group, "No, the safe is still locked," there is nothing more you can say. The group is left to figure out what they (think they) did wrong and fix their plan during the 60 seconds they have to wait before the next safe cracking attempt. (You can be the one to time the 60 seconds.)

Processing Thoughts:

Lots of planning will go (or should go) into this challenge. How was this planning process for each person? Who was involved? Who was not involved? How did this 'sit' with everyone?
What roles and responsibilities were taken on, or given, to participants during the different attempts? What influenced any changes in roles and responsibilities during the challenge?
At any point during the challenge were you 'stuck?' What did being stuck look and sound like to you? If you were able to get un-stuck, what did this take?
What emotions surfaced for you during the challenge? How did you manage these emotions? How did the emotions influence the challenge?
What information do you want to remember from this challenge?

Let us know how this goes for you! Leave us a Comment.

All the best,

Chris Cavert, Ed.D.

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The A-Files (Vol. 3)

2/10/2022

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I run across short activity snippets in my files (both paper and digital) all the time - activity ideas I jotted down containing brief information about something I thought would be useful and/or fun to try. I always say to myself, "Chris, you need to do something with this." Okay, so here is me doing something with these. (Volume 1: HERE, Volume 2: HERE)

Shark Tank (This is a version of Mine/Obstacle Field I picked up at an International Physical Education Conference. Sorry to say, I did not document the speakers name, I was watching from afar while in the convention center. But, after a little resource research I would bet the presenter was a FlagHouse rep based on the gear he was using).

At the time my mental model with Mine Field (I, personally, don't use 'Mine' any more, but it is the traditional vernacular), was that everything inside the Field was something negative. Another "A-Ha" moment and so simple. (And, I liked the frontload/metaphor of a shark tank instead of mines.)

The 'tank' (a large square rope shape on the floor) was full of game spots, stars and SHARKS. (HERE is the FlagHouse link to the set of spots used. FlagHouse also sells just the Sharks.) Here is what I wrote in my notes: A blindfolded person [who is guided by someone outside the tank] is given 3 Oxygens before heading into the tank. Step on a shark, lose one oxygen. Step on a star, gain one oxygen. Step on the other stuff? [You can decide what you will for, "the other stuff."] NOTE: Of course, if you can't invest in the FlagHouse spots, you can designate a certain obstacle in the Field as a shark and another certain obstacle as an oxygen. And have lots of other "stuff" in the Field.

The one extension/rule option I'm thinking about right now is that when a 'star' (could be any type of spot/object in the Field) is touched, it goes away. So, how will the group as a whole manage the 'positive' resources? Another idea: What if sharks can move? Or be added? (The facilitator can move or add them during the action.)

Pipeline Prop

Here's another quick note I had on my phone (inspired by a Facebook quote by J.K.). Use 'Twisting Balloons' (those balloons used to make balloon animals and other fun shapes) as a super-portable prop for Pipeline. (HERE is the Amazon link associated with the picture.)

Adventures: Blowing up these little skinny balloons is not as easy as you might think - could be the most challenging adventure of all. Once blown up keep them straight for the pipeline activity. You'll need 6 to 12 marbles as well - easy to carry around. (HERE is a video of Immobile Chopsticks - the macro version of this idea using noodles.) Then, use the inflated twisting balloons to build 'The Tallest Tower.' Twist and turn the balloons together as a team to build a tall structure. "We are all a part of the bigger picture." (Clean Up: If popped before discarded, be sure only those with rubber gloves clean up the fragments.)

What You Say (without props)

This was an idea that came to me a while ago, but have yet to try - I think it should work. First, check out THIS FUNdoing POST from 2018 to get the basic idea using playing cards (and yes, this is still my all-time favorite Ice Breaker) and then come back to this no-prop variation.

When participants pair up, there are two ways you can have them play. 1) Each person holds up fingers - 1 to 5 fingers - indicating how many 'things about themselves' they are willing to share about themselves with her/his partner. Or, 2) The number of fingers held up - 1 to 5 - is how many things the person wants her/his partner to share about her-/himself. Depending on the version, it comes down to asking yourself to do something or asking someone else to do something. 'Something' interesting to explore. (Example: You give yourself one thing to share, but you 'make' someone share five things.) After each person shares the numbered information, each person then (virtually) takes her/his partner's number and goes off to find someone else to share with. (If you try this one, please share your results. I'd love to collect some data on this idea.)

Be well my friend. Keep me posted.

Chris Cavert, Ed.D.

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Image Changing (with ZOOM or Image Cards)

1/27/2022

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I tried this communication activity for the first time using the ZOOM Book pages (I do love ZOOM Book variations: ZOOM: On the Spot, ReZOOM the Order). NOTE: We're not talking ZOOM virtual meeting software. (Don't know about the ZOOM book team builder - GO HERE for the basics.)

This one can also be done (I'm imagining - since I haven't tried it yet) with any deck of image cards (e.g., Chiji Cards or Climer Cards). I've included the Frontloading for image cards after the ZOOM Book pages version.

I wanted a fairly quick activity to present to an adult group of 25 that could help me observe their initial behaviors around leadership and how the group communicated with each other - who was doing the talking and who wasn't. Another program objective (from the group) was to address how they handled change. Something the group members would be experience throughout their jobs. The long story short, we tried Image Changing.

Programming Note: Right now, I'm thinking this one, for the complexity desired, will work with 20 to 30 participants (there are 30 good usable pages in the ZOOM Book). I also believe we can go as young as 5th graders - I think they could do it if there are a few leaders in the group.

Directions Using ZOOM Book Pages

Prepare a sequence of ZOOM Book pages equal to the number of people in the group - each person will need a ZOOM Book page.
Shuffle up the pages. TIP: Wait until the last minute with your group to be sure you have the correct number of pages before you shuffle them up.
Deal out one page to each person with the image side down. Ask everyone not to look at the image on the page s/he is holding until instructed to do so.
Tell your group this activity will be played out in a number of different rounds. There will be quiet-shuffling rounds and talk-solving rounds.
The Objective: Solve the challenge within the time limit of a talk-solving round.
Tell the group: "The pages you have in your hands go into a particular sequential order. Your challenge is to put these pages into that order with each person in the group holding on to one page."
During a talk-solving round, participants can only look at the images on the pages of everyone else in the group - they may not look at the image on their own page.
Start out with a quiet-shuffle round. No one is allowed to speak during the quiet-shuffle round.
Ask everyone to move among the group and exchange their image page with five different people - still, no one looking at any of the image sides. After exchanging with five different people a person is required to stop moving.
It is okay to exchange more than five times. However, a person should stop moving after s/he has exchanged five times.
When everyone has stopped moving (they should not be in a circle if they followed the directions), the group will move into a talk-solving round.
When you say, "GO!" (you start your timer), the pages can then be held up so others can see the image sides. (Remember, a person may not look at her/his page image.)
A challenging talk-solving round is 60-seconds long. However, you can go longer (e.g., 90-seconds) if you believe it will benefit the group. (I'm thinking maybe younger groups get a bit more time.)
When the talk-solving round time is up, call, "Pages down." This means participants are required to again hold their pages with the image facing down towards the ground/floor.
At this time, you can call, "Quietly exchange your page with five different people and then stop moving."
When moving stops, you can go right to, "GO!" to start another talk-solving round.
This rotation between quiet-shuffling and talk-solving rounds continues until the challenge is solved.
When someone in the group states something like, "We got it!" during a talk-solving round, stop the time and check their result. If they got it, game over. Process the experience.
If they don't have it, start the time back up and say, "Not yet." Have them continue their work.

Using Image Cards
Preparation: When I end up trying Image Changing with image cards, I will pick out the images that are a bit easier to name versus the more esoteric cards - I think you'll know what I mean when you look at the image cards you have. A logical sequence will be alphabetical by the name of the image - if they choose this sequence. Have enough cards so each person in the group receives one.

Frontload

"The cards in your hands can be arranged in a logical sequential order - there will be a beginning and an end to the order. Your challenge is to find and then circle up in that order during a talk-solving round."

NOTE: This Frontload leaves it open for some creative sequencing. As noted above, alphabetical order is one possible sequence - which might be tricky with all the changing going on. What other possible sequences are there for the group to discover?

All the remaining directions above stay the same (I imagine?!).

What I Like About This One

It is ever-changing. What were the reactions to these changes?
How is time spent? Taking time to help everyone understand what is going on (being on the same page) versus always trying to be 'solving' is a great skill to practice. (Taking a breath.)
Leadership must emerge, as well as followership. Too many leaders might slow success.
Listening is vital to understand ones 'place' in the solution.
Helping and the willingness to accept help is necessary.
Sharing detailed information IS NOT always necessary. It might slow you down when you need to go fast.

Let us know in the Comments how this one goes. Especially if you try the image card version (we need some data).

All the best,

Chris Cavert, Ed.D.

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Verbal Number Exchange (No Props)

1/13/2022

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

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

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

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

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

DIRECTIONS
Part 1:

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

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

Part 2:

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

Reflection:

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

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

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

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

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

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

All the best,

Chris Cavert, Ed.D.

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Most Promising of 2021

12/3/2021

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It's that time of the year where I like to share the FUNdoing Blog team building activities that really stuck with me. This year I'm calling them 'most promising' because I still need more data to support how I've assumed some of them will play out and the possible programming power they will have. Let me know if you've tried any of these and how they went. And, if you have yet to try them please consider diving in and give them a go - more data, more learning.

I hope you had some FUN over 2021 (despite our world-wide adventure). Think about it. We've probably learned more about team building and group work in the last 20 months than we might have ever imagined. It's a good thing we're in the business of problem solving.

Here are my Top 5 Most Promising Team Building Activities of 2021

ICON Circle Puzzles Kit 1 (download) and ICON Circle Puzzles Kit 2 (download) - If you have had success with Word Circle Puzzles and possibly worked with Picture Word Circle Puzzles (see below), ICON Circle puzzles is another version that extends this type of cognize (puzzle) challenge with groups. (Don't know about Word Circle Puzzles yet - the first iteration? HERE are some of the basics.)

Number Flips - You can use your Key Punch numbered spots for this one (I consider Number Flips a variation of Key Punch). What makes this one promising (and has already made it to my current Top 10 activities to program), is the concepts of unity and collaboration. For example, if someone in the group makes a mistake, who's responsible? The person or the group?

A New Way Through the Mountain Tops - YOU NEED THIS LOW ROPES COURSE ELEMENT. I had tremendous success with the Mountain Tops low challenge course element during the summer of 2021 - learning with over 500 college students with this one. The three stages of challenge involve both the physical and cognitive functions of the participants. And, there are a number of slight adjustments you can make during the process in order to simplify things or add to the challenge for a group depending on how they progress.

Obstacle Reflection Cards - I made a set of downloadable quote cards I gleaned from the book, The Obstacle is the Way, by Ryan Holiday (I would say my most memorable non-activity book read of 2021). Since making the card set, I've used them over a dozen times with the pair everyone up activity Back-to-Back (I learned from Jim Cain). Instead of asking all the pairs to answer a question, I give them a quote to ponder. I say, "What does this quote mean to you?" (Then, I'll share, for example:) "Sometimes the longest way around is the shortest way home." We all share the challenge of dealing with obstacles in our lives - the quote cards can help us open the conversations and what we might do to overcome them.

Collaboration with Picture Word Circle Puzzles - (Print-N-Play) This 2021 post (reprise of a 2016 post) is the newest way that I use Picture Word Circle Puzzles to emphasize collaboration with groups. It's a powerful small group and 'any-size' group split up into small groups activity (you just need enough puzzles). The powerful learning is about combining resources to be more successful. If we are willing to share what we have, we can meet our objectives faster and build upon the trust within the group. "You are all working on the same puzzle," is a great metaphorical lesson in this one.

(If you don't have a Mountain Tops element, I didn't want to jip you out of your fifth, so here's another one - and bonus sixth for those who have an MT element:)

26 Word Builder - (Planned for an in-the-dark team building program, but you can also play in the light.) This one just came out in November, but I'm really liking how it plays out in my head (as I note in the post, I had it planned for a group, but didn't get to try it). You just need the 26 letters of the American Alphabet - on letter tiles, small paper plates or index cards. This is definitely another collaboration activity with a powerful 'planning' focus. If groups do not pre-plan well, they are going to have to undo work that's been done. (A limiting factor with this one: Plays well with 12 to 24 with one set of 26 alphabet tiles.)

Alright team builder, there you have it. Five (no six) potentials to add to our growing list of active possibilities. I look forward to spending time with you in 2022!

Be well my friend.

Chris Cavert, Ed.D.

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

Values Shuffle

QWERTY (a.k.a. Hunt and Peck)

Onezies to Fivezies (Macro Tenzi) with Video

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

Floor Safe (Venn Key Punch Reprise) with Video

The A-Files (Vol. 3)

Image Changing (with ZOOM or Image Cards)

Verbal Number Exchange (No Props)

Most Promising of 2021

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