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Figuratively Speaking Conversation Cards (Print-N-Play)

1/10/2025

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During my continuous effort to understand how language is used to create meaning, I have run into a significant number of lists with two-word quotes or “phrases.” It became apparent that some of these phrases did not have a true literal meaning, they are used in a figurative context – an understanding of the phrase can take on slightly different meanings depending on the perception of the person using it. I’ve collected some of these figurative phrases (below) and put them on small cards to use as conversation starters in small and large group settings. The phrases can even be used as a way for one person to contemplate what shows up for them after drawing a card from the deck and reflecting on the phrases meaning and significant in the moment.

​Activity Objective: Participants share the meanings of the phrases they hold during conversations with others in the group.
 
Facilitated Objective: Learn more about the ways peers, within a group, think about ideas and explore the use of figurative language.
 
Needs & Numbers: Print and cut out the 36 phrase cards below on light colored paper of your choice. For long-term use I suggest you laminated the cards. This set of 36 cards works well with one-on-one conversations and up to 36 participants in small group conversations.
 
Time: 15 to 20 minutes at any time during a program – longer if you plan for more ‘conversation’ practice.
 
Set-Up: On a table or open floor space, spread the cards out, phrase side up or phrase side down (for some mystery). When setting them out phrase side up, be sure all the phrases are visible for reading.

​Procedure: These cards are simply prompts to short, or long, conversations – What does a phrase mean to the person holding it?
  • Initially, get a card to each person in the group. Cards can be scattered out on top of a table (as described above), or you can have a few people in the group deal out the cards to everyone.
  • Explain that these cards have a ‘figurative’ meaning (you might go into a bit more explanation if needed). Have participants take a moment to quietly reflect on the meaning of their phrase and how this meaning might be significant to them in their lives.
  • When ready, ask everyone to form groups of two or three people – encourage the group to be inviting and meet new people.
  • Let them know they will be sharing their thoughts about the phrases they are holding within this small group, and they will have about three minutes together to engage in short conversations about their thinking.
  • Remind everyone to stay curious and ask questions related to what others are saying to keep the conversation going.
  • At the end of the three minutes, ask the group to ‘shuffle’ their cards. Meaning, walk around and exchange cards with others mingling throughout the area.
  • When you say, “STOP” everyone should have a new card/phrase to reflect upon and talk about after getting into new groups of two or three people.
  • Provide time for several rounds as a way to put more new faces together.

NOTE: You’ll notice some blank cards included below for figurative phrases you’d like to add to your set.
Here is your Figuratively Speaking set of cards: 
figuratively_speaking_2025_cavert.pdf
File Size: 779 kb
File Type: pdf
Download File
NOTE: Clicking on the document link gets you to a preview – it does not automatically download. You can print yourself a master copy from the preview. If you want to save a copy to your computer, click the download icon at the top right of the preview page. 

Please let us know how these conversation starters work for you. Leave us a Comment below. 

Have fun!

Chris Cavert, Ed.D. 
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The Best of 2024

12/27/2024

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It's time for a little recap of the FUNdoing Blog posts that have garnered the most views in 2024. Historically I've shared the top 3 – this years it's 4 (I couldn't leave out Aga Zumba!)

​Memory 30 – I've used this one myself a lot this past year. Here's why. It's a great problem-solving activity for groups of 6 to 8 people. So far I've worked with one to eight groups in play at the same time without any issues. It's a great tabletop activity for groups inside and great for a sit-on-the-ground activity outside. Gear is simple – each group needs numbered spots, 1 to 30. And you can make the numbered spots yourself with colorful index cards. Finally, it plays well with older elementary ages (with 20 numbers) on up to adults (all 30 numbers).

​Claps Challenge – I learned this one early in the year at the ACCT Conference. Loved It!! It was presented as a closing activity – a way to bring the group together, ending on an active success. Since I added this one to my programming, I've also used it as a small group (8- to 12-person) challenge, with six groups active at the same time. It's a nice way to get participants solving problems together, it gets them talking to each other, and they can start building success with challenging tasks. I've done it with a group of 52 adults in one big circle and one group of 22 sixth graders sitting in a circle. It's motivating, fun, and challenging.

​Fantastic Stories & Connections –  This is a very interactive and fun get-to-know-you print-n-play that was shared with me by a FUN Follower. I worked up a nice modern version of the original to encourage interactive conversations and connections. It's a version of the historic 'Human Bingo' – however, in this version, even though one could play to get one or more five-in-a-rows (at which point you are required to yell, "Fantastic"), it's more about participating in short meaningful conversations to get to know each other. You can play for 10 to 20 minutes with middle school ages and older.

​Aga Zumba Zumba - Action Song – Since I learned this one in India from my friend Agyat (in October), I haven't had a chance to use it yet – but it got a lot a views (I think the 'video' caught attention). I love action songs. They move most people out of their comfort zones but in the end everyone realizes they were in it together, and it was actually okay. Really, most people end up having fun. I like using action songs in the beginning of a program to learn something new and take a little risk. Then, I like to end a program with "one more" round to get loud and active, bringing up the energy for a final celebration.

See you next year!

All the best, 

Chris Cavert, Ed.D.
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3D Object Line Ups

11/29/2024

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One of the things I love about being a team building facilitator is that I'm surrounded by toys. When I look around at the toys (i.e., tools), I'm prone to get ideas for new ways of using them. 

The other day I looked over at a shelf with a clear container of tossable items perched upon it. For whatever reason (the creative spirits get credit for sure), the idea of a 3D Object Line Up popped into my head. 

Historically, I've done lots of 'Line Up' activities. A couple involve Chiji Cards (or any other image cards). They are written up as Chiji Line Up and Biggest to Smallest in The Chiji Guidebook, Cavert & Simpson (2010). The Basics: In the Chiji Line Up activity, everyone from a group of 10 to 40 people pick a Chiji (image) Card and then they work together to line up alphabetically by the name of the image on the card - a name given to the image by the holder of the card. In Biggest to Smallest the group line up involves ordering by the 'real-world size' of the image on the cards - to be determined by the card holder or the group, depending on how the group wants to work together. There are other subtle details to the purpose of the activities, but you get the idea. 

When I saw the tossables on my shelf the two-dimensional image card line up activities made me think of trying them in 3D. The other thought that came to mind was programming one of the 3D line ups with other activities that involve the tossables. 

For example. The last FUNdoing Blog post, 'Toss-A-Name Game with PTP' could be done before a 3D Line Up. Work the active Toss-A-Name activity until you've added as many items as the group can manage. Process through the activity and then move to one of the 3D Line Ups, a more cognitive process, and then talk about how the group managed to organize themselves – what skills did they need to accomplish the task.

​Let's run you through the 3D Line Ups...
3D Object Line Up: Alphabetical Order

Activity Objective: As quickly and efficiently as possible, line up in alphabetical order based on the names of the objects. 

​Needs & Numbers: You'll want a bunch of different, safe, tossable items – at least one for every person in your group (most of the items in the picture above I will use – I will not use the Ricochet balls, they are a solid item we don't want to get hit in the face with). You will also need a timing device. 

From my experience with using image cards, this activity will work well with 10 to 24 participants, for about 15 to 20 minutes. 

NOTE: As I explained above, I will most likely use one of the 3D Line Ups after I've done an activity using the safe tossables – most of the gear is already in the groups possession so the 'gear-transition' is faster. 

Process: Before you can provide the information for this Line Up, everyone will need a safe tossable item. Determine a fun, fast way to get items to everyone. (My soul needs to ask you not to hand out one item at a time as you walk around a circled group of players. Make it fun and fast.) 

You can all be simply standing around in a small clump – participants DO NOT need to be standing in a circle formation to absorb the directions. When everyone is ready to listen, simply provide the Objective, then field questions about the task. Answer the ones that will not solve any of the 'problems' for the group. 

OBJECTIVE: "Line up, in a circle formation alphabetically by the names of the items you are all holding – a circle can be defined as a curved line. 

After sharing the Objective, you'll (most likely) get some questions about your expectations. For example, "What is the name of this object?" My response to this one is, "That's up to you." Remember, the idea here is to avoid solving 'problems' for the group. Let the group members identify and solve the problems they encounter. 

NOTE: I use this type of activity (2D or 3D) to get my participants to make choices (either independently or as a group), get people talking to each other, and solve a given task (as team building tasks go, this one, in my opinion, is a low complexity experience). 

When they are ready, let them move around to work out the Line Up. 

After the group has completed the task (standing in a circle formation alphabetically by the name of the objects), congratulate their efforts, then tell them this: 

"Now that we've practiced lining up, let's add a little challenge. When you're ready, mingle around and exchange objects with others in the group. Keep doing this until I tell you to stop – then, stop exchanging objects and stop moving. After stopping you will not be allowed to move until I say, GO!" 

NOTE: The language is important – especially, "When you're ready..." I'll get back to this. 

Now, start the group exchanging objects. (During this time, participants are making quiet connections with each other – subtle, and important.) Stop the group after about 30 seconds – everyone should be holding one object – and then provide this information: 

Remember, you are not allowed to move until I say, GO! When you're ready, you're going to line up again. This time, I'll be timing how long it takes you to get into alphabetical order by the name of the object you're holding. I'll start the time when you tell me you're ready and stop the time when you're your in alphabetical order. Are you ready? [There answer will determine your response. For example, if they say "Yes" then you say "GO!" starting the time.]

Let's get back to "When you're ready..." By saying this, I'm inviting the group (without telling them) to take some time and talk to each other – to identify one or more problems, make a plan to solve a problem, then "We're ready" to start the clock and work their plan. 

The main problems to solve, as a group, is naming the objects and then, taking time ("We're not ready yet!") to agree to and learn the names of the objects. If the names of objects change after the exchanges, getting into alpha-order can take more time. If the group is working with knowns, the time can be faster. This is just one example of what a group can do to lower their time – there are other ways, as well, to shave off time. 

HOW MANY ROUNDS TO PLAY? 

The answer to this question will depend on the kind of work you're doing with a group. The introduction Round and two more might be enough to see some improvement where the group can benefit from solving one, or more, of the problems they face. The processing will focus on what it takes to solve a problem together. 

When I can take the time to go deeper, I've used up to six Rounds to reach some 'Breakthroughs.' When I'm going for Breakthrough I give the group a time goal – "Under 30 seconds." Between each Round, problems are identified, planned for and followed, to lower the time. Based on the 'rules' above, I've seen a group solve the task in a little over 18 seconds. (Hint: All the planning can be done before the group says they're ready. And remember, once you say "Stop" to halt the exchange of objects, the group may not move until you say "Go!" – so all the planning is done in the place where each person has stopped.) 

The major key for any group is for them to discover what is preventing them from getting a faster time – they need to uncover the 'phantom rules' they are operating with in order to change the process. 

Here's the other Line Up: 

3D Object Line Up: Biggest to Smallest

For this Line Up, only the Objective changes. "Line up in a circle arranging yourselves by the real-world size of the objects you are all holding, from Biggest to Smallest."

Depending on the objects you are using, their sizes may not be a 'literal' representation of the item. For example, notice the Nose and the Eye Ball in the picture above. The sizes of these objects are bigger than their real-world counterpart. Other objects will take some conversations to determine where they fit. Like the Cat above. It could be actual size, larger, or even smaller. This is where the group can benefit from deciding together. 
Please let us know how this one works out and if you have any adaptations. 

All the best, 

Chris Cavert, Ed.D. 
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Toss-A-Name Game with 'Proper Tossing Procedure'

11/8/2024

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Make an educated guess here: What was the first team building (adventure game) activity you learned? Best guess? 

My educated guess is Toss-A-Name Game. Reflectively, my brain-database knows the first 'adventure games' book I opened up was Silver Bullets: A Guide to Initiative Problems, Adventure Games and Trust Activities by Karl Rohnke (1984), and the first activity in the book (which most likely I read as a way to get a sense of the book) is Toss-A-Name Game. Karl hooked me into his style of prose and playfulness after reading his first paragraph of the game: 
If you have trouble remembering a bunch of new names in a just-met group situation and you dislike name tags...as much as I do, this game provides an action-packed sequence that makes forgetting harder than remembering.
And, I know for a fact, Toss-A-Name Game was my standard opening activity for many years after my introduction to it. Hence, my educated guess.  
So, why the trip down memory lane Chris? Well, during my recent visit to India, I found myself using my favorite version of Toss-A-Name Game to emphasize connection and communication behaviors. (I've been focusing on the importance of 'conversation' skills lately, directly correlated with connection and communication). Upon my return to the States, I wanted to find my write-up to the 'TAN Game' to share with my most recent workshop participants. However, I could not find it. Meaning, it's time to get it into the FUNdoing archives. 
Toss-A-Name Game with PTP

Activity Objective: Learn the names of group members in a fun engaging way. 

Needs & Numbers: Lots of safe tossables (e.g., stuffed animals, stress balls, rubber chickens, yarn balls, beach balls...), about one for every three participants, and lots of open space – including lots of overhead space for high-flying tosses.

Plays well with 8 to 30 participants of any age (catching is not required in this game, so even if we're still working on fine motor skills we can play). 

Process: The TAN Game can be played with one big group or divided into smaller groups of 8 to 10 people (as described in the original Silver Bullets instructions).

Each group in play will start out with one tossable. Using this one tossable, provide some time for the players to learn some names and/or review names of the people in the group. (NOTE: Even if the people in the group know each other's names, it's still a positive behavior to share names as a way to warm up for the Game.) Here's a quick way to learn/review: 

One person in the group is given a tossable. This person holds up the tossable and says their first name. (NOTE: This version of the Game is done using only first names. Of course, you can add last names, adjectives - "Crispy Chris" - and/or actions.) After sharing the name, the person with the tossable HANDS it to the person on their right. This person holds up the tossable and says their name, then HANDS the tossable to the person on their right. The tossable is handed around the circle(s) in this fashion until everyone has shared their name once, or even twice (around the circle). When the tossable is back to the person who started the name sharing, the group(s) is (are) ready to play.

Here's an example script covering what I like to say:

Now we're ready to get into some more action. Hopefully, you have picked up, or know, a few names of the people in your group. To help us anchor these names and even more names, we're going to practice using them.

From this point on, to the best of your ability, during the Game, I'd like you to use 'Proper Tossing Procedure' or PTP as we like to call it. When tossing an object to someone always use an underhanded toss, like this...[provide a demonstration of an underhanded toss.]

Now, PTP has three ordered steps:
  • Step 1: When you want to toss an object to someone, first call out their name. 
  • Step 2: Make a connection with this person so you know they heard you and are preparing to toss something to them. This connection could be eye contact, a thumbs up, a hand up indicating a request to wait, or a verbal 'Ready' call. Anything that makes that connection. 
  • Step 3: When ready, toss the object to the person. 

One of the goals in this Game is to complete as many 'Toss-and-Catch' combinations as possible. Any deviation of the PTP procedure could lead to a mishap. A mishap could be a drop. A mishap could be running into another person. A mishap could be the object colliding with a part of the body not used for catching. Mishaps are bound to happen along the way. Do your best to use mishaps as learning opportunities and adjust your behaviors to avoid repeating a mishap and increase the number of Toss-and-Catch combinations. 

After you get started with one tossable object, I'll be adding more objects to the Game. All tossable objects added to the Game must be used, so the complexity of the Game will increase. And that's okay. Do the best you can. Learn from mishaps. Solve the problems that surface. And don't forget, learn the names of the people in your group. 

Finally, any time you hear me call, "FREEZE!" Please stop all tossing and listen for the information I want to share with you.

​What questions do you have about the Game? 
When the group(s) has (have) clarity about the Game, let them begin. Observe for the level of understanding of the task and stop any behaviors that could lead to an unwanted outcome. When it comes to 'PTP' don't jump in too soon to fix mishaps – let the group(s) manage their own changes if they can. Observe and keep mental notes about the consequences (positive and negative) of the behaviors you notice. 

After about 90 seconds with the first tossable object, call "FREEZE!" Wait for all tossing to stop. Ask the group(s) how they think it's going. Are they maximizing the Toss-and-Catch combinations? What behaviors are working for them? What mishaps are occurring? What is causing the mishaps? What have they learned from the mishaps? 

After some enlightening (hopefully) discussion, let the group(s) know you are adding another tossable to the mix. Once they have that second tossable, they can start the Game again – "Don't forget, Proper Tossing Procedure."

Let the group(s) play again for another 90 seconds. Then call "FREEZE!"

If there is more than one group in play, ask each group for three volunteers, from each group, to switch groups – "Who would be willing to take a little risk and change groups? I would like to see three people from each group move to a different group. Those switching groups, move to the group next to you in the clockwise direction. Thank you." [You might need to help with the direction of the switch.]

Add a third tossable object to the group(s) and let them begin again. (No need to have any sort of discussion during this transition.)

Continue to observe behaviors and make mental notes about what's taking place – the stuff you want to talk about in relation to the group's processes and problem-solving abilities. After another 90 seconds call another "FREEZE!" 

First, ask for another three people (who are not holding a tossable object) in each group (when playing with multiple groups), to move to a new group. Then, pull in this specific communication metaphor: 

From this point on, PTP is now, 'Proper Talking Procedure.' The tossable objects are important messages you want to communicate to the person you're getting it to. Dropping the message means this person will not understand what you're trying to communicate to them. 

Before we begin again, after adding another message, what have you learned so far from this interactive exchange of tossing these objects that will increase our chances of clearly communicating our messages (talking to group members) – increasing the chances of more toss-and-catch combinations – to others in the group?

Work through some good discussions about what the participants want to see from each other during the final rounds of the Game. How will 'talking' to each other look and sound like? Then add another tossable object to the group(s) and let them begin. 

During this round, and one more final 90-second round, I will "FREEZE" the group(s) if I observe behaviors they have agreed to avoid. I'll ask them how they can fix the 'mishaps' and then start the Game again. If there is an agreement to change or behave in some way, I choose to hold them accountable, at first, for their behaviors. Over time, of course, we want them to hold each other accountable, but initially, modeling how that looks and sounds can be important. 

After the first 90-second 'metaphorical' round, "FREEZE" the group(s), add one more tossable object and let them continue. Again, I will "FREEZE" the group(s) if I see desired behaviors going unchecked.

After the final 90-second round, we'll wrap up the solid take-aways from the experience, focusing on the behaviors the group wants to continue and behaviors they want to avoid. Then we get right to the next activity. My preference is to dive deeper into discussions in between task-actions and do a brief review of learnings after the conclusion of the activity. I want to get them back into practicing desired behaviors so I don't lose engagement. 
A Final Note on Writing Activities: In total, I spend about 15 minutes with this activity at the beginning of a program – almost as long as reading and understanding this post. I like to: Play. Stop. Think. Discuss. Practice – then repeat.

Ultimately we take a bit of what we learned and practice it more using another experience. Writing out activities (long form), taking them deeper, exposing the details, I believe, reveals the nuanced purpose of what we want to do as educators. When we go deeper, we can discover more meaning and reasons to explore our behaviors and mental models. 

All the best, 

​Chris Cavert, Ed.D. 
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Aga Zumba Zumba - Action Song (Video)

10/24/2024

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I'm back after an amazing journey in India. There is so much to 'unpack' (figuratively and literally). I thought this video would be a fun way to start sharing some of my learnings. 

My friend Agyat (salmon-colored shirt on the right) led an early-morning 'Play for Peace' session at the 2024 AEE Asia Pacific Regional Conference in Pune India. (Learn more about the amazing work of Play for Peace – "From conflict to compassion." – HERE and more about AEE Conferences HERE.)

When I use them, I include Action Songs at the beginning of a program as a way to frontload some of the experiences ahead. Here are some examples: 
  • In most cases, the Song will be a 'first-time' experience for everyone. They will be learning something new together. 
  • Mistakes will be made along the way. Then there will be an opportunity to practice to get better if we are motivated to do so. 
  • There is some safe social risk-taking, but most people are more focused on their own actions instead of noticing others. 
  • Not everyone will be good at everything right away, more work will need to be done. 
  • ​Spontaneous laughter and celebration occur even during something challenging. 
  • (And, I can program Songs for small and larger groups.)

After a Song, we'll briefly explore some of the concepts (practice) and behaviors (laughter) they experienced during the Song. It's a simple thought-provoking exercise to prepare them for what's ahead. 

Please let us know if you have a visual source for other Action Songs so we can build our collection together. Leave a trail for us in the Comment. Thank you!!

All the best, 

Chris Cavert, Ed.D. 
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Rope Shapes Extension (Print-N-Play)

9/13/2024

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The Rope Shapes Challenges made the TOP 3 of 2023 (and is still a go-to for me in 2024). The one regret I had about that post is that I didn't include a 'Shapes' print-n-play set of the shapes (or, 'Grams' as I call them now). 

So, I'm back to redeem myself of the ommision – with some bonus 'images' as well. 

"So, what's with the images, you ask?"

Back in the day a lot of us led the activity Blind Polygon (shared by Karl Rohnke in Cowstails & Cobras II). It was (and still is) an activity of simple-complexity. A group of 10 to 16 people is asked to close their eyes and not open them until instructed to do so. Then, the facilitator places down a nest of rope (e.g., a 50-foot retired climbing rope) with the ends tied together somewhere in the (obstacle free) activity area – not toooooo far from the unsighted group. 

The first task for the group is to find the nest of rope, keeping their eyes close while doing so. Discussing safety issues and teaching the 'bumpers up' position is highly recommended. Once the group finds the rope, they all gather up at the rope location and players apply both hands to part of the rope – again, while eyes are closed. 

The second task for the group is to create a 'polygon' shape figure ("a closed plane figure bounded by straight sides") of the facilitator's choosing (e.g., my favorite was always a square – four equal sides – to make it a good challenge) without letting go of the rope. The rope must stay off the ground and all hands can slide, but cannot let go. And again, all with eyes closed. 

When the group believes they have accomplished the task, they can set the shape on the ground, let go of the rope and open their eyes. This is followed by a nice discussion (processing) of the task – exploring, among other things – what behaviors worked for the group, what behaviors did not work, and what behaviors could have made the task easier. 
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Over the past few years, I've taken away the 'blind' part and the 'polygon' part and simply go with Rope Shapes. For the easier version of Rope Shapes I use images (as seen above). I started using the images with middle school groups (I'm still of the mindset that the 'grams' are more suited for high schoolers) finding it worked well. One of the objectives of this sighted version is to explore the behaviors of leadership – in the end, someone (or two) step up to lead the group closer to and then to the objective. 

​I give my fully sighted group(s) a block of time to complete as many image shapes as they can within that time. Without the image cards (you can now access below), I showed them the progression of the pictures above, and pointed to which one they were tasked to shape. Then I held the paper up throughout the action so they could reference it. Now, I can simply hand someone the image and the group can refer to it themselves. Having multiple cards I can now work with multiple groups who may then go at their own pace through the images. 

Image Assessment: Historically, I did not assign another image until a group achieved, at least, a 'B' grade. More often than not groups were motivated to get that 'A' for their work. (A good discussion topic at some point.) 

So, here you go – Image Shape cards and Gram cards: 
ropeshapes_images_printable.pdf
File Size: 315 kb
File Type: pdf
Download File
ropeshapes_grams_printable.pdf
File Size: 177 kb
File Type: pdf
Download File
Let us know how these work for you. Leave a Comment below. 

All the best, 

Chris Cavert, Ed.D. 
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Spot It (or Ubuntu) Steal

8/30/2024

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There's lots of fun community building and competitive excitement to be had with Spot It Cards. Check out this FUNdoing Post for a handful of my favorites (PDF download of directions). If you don't know about Spot It cards: The nuance of the cards is that each card will have an image match with every other card in the deck. The images might be different sizes, but there is always one match between two cards (you can see most of the matches in the cards above – some images are covered). And the same goes for the High 5 Ubuntu Cards! (The link takes you to the cards and a handout of team building activities to play with the cards.)
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My latest go to, using either deck, is focused around the question: "How do you choose to play?" and the ensuing metaphor to life.  

Spot It Steal
I like a group size of 12 to 16 players, middle school age and older.

Each player receives a card and holds it so they can't see the multiple image side (e.g., pinch it at an edge). When ready, participants go off and challenge someone in the group to a Showdown: They face each other, cards in front them at the ready, then count off, “1, 2, 3, Show!” Each person flips their card to “show” the multiple image sides. The first one to find the matching image, and shout it out, wins the card from their opponent.

A player without a card can pick up one new card from a nearby table (or the facilitator/teacher) and get back into the game – challenging another player.

A player with more than one card shuffles them before a new Showdown, then plays the top card from their stack. Only one card is given to the winner of a Showdown.

When no extra cards remain (there are about 48 in a deck), players can ‘steal’ cards from two players in a Showdown. The cardless player stands to the side of a pair of challengers. After the pair calls “show” and flips their cards, the cardless player can try to call the match first to win the two cards in play.

After eight minutes stop the match to find out who has collected the most cards. (The 'most' cards leans to the competitive nature of the game, but the real question is, "Who won?" – is it a product oriented goal, or a process oriented goal?)

Talking Points: “How did you choose to play?” “What motivated you to stay in the game or stop playing the game?” "How does your choice to 'play' influence situations in your everyday life?"


I have been using this metaphor of "How did you play the game," for a while now. Along with: "What games are you in right now?" What games do you want to get out of?" "What games do you want to get into?" "What's the first step you need to take to get into (or out of) a game?"

I also add, it's not about 'gaming' something to take advantage of a situation. Some thought leaders out there simple ask us, "What games are you playing (situations in your life with rules and relationships) and how do you want to play?" 

​Let us know what you think about this metaphorical experience? Leave a Comment below!

All the best, 

​Chris Cavert, Ed.D. 
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Memory 30

8/16/2024

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Memory 30 is a direct descendant of Memory 100 from Fletcher Raftery. I posted Fletcher's share four years ago and have yet to try it with 100 numbers (a very 'long-form' activity taking more time than I often have).

​I was prepping for a teacher inservice this Fall, gathering teambuilding activities that could be done in less than 20 minutes (needed/wanted for the 'morning' groups before classes started). I've also been thinking about more activities to do with the new Training Wheels (set of 30) small numbered spots (shown above). I really like the mix of colors, they're light-weight and the flexible feel is helpful. My prepping collided with my thinking about numbered spots which produced the slight modification of Memory 100 – just use 30 numbers. 
The experience was well received by both of my teacher programs. I also used 4x6-inch index cards cut in half for an easy DIY set of numbers (see right). I used a ball point pen to write the numbers on one side of each card (1 to 30). The markers I tried could be seen through the cards - too easy. The index cards worked out just as well.​
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The serendipitous nuance to both the numbered spots and index cards is use of a color-number pattern. The spots and cards both have five different colors. The numbered spots are in a color pattern of five apart. For example, a Red 1, a Red 6, a Red 11 and so on. Yellows are 2, 7, 12 and so on. So, I used this numbering pattern with the set of index cards I picked up with five colors (sometimes things just fall into place!). If the group picks up on this pattern – emerging information – it can help them choose the spots/cards to flip over. Okay, let's get to it...​
Memory 30

Needs: 30 numbered spots or numbered index cards for every 6 to 10 participants. (The more people in play the less responsibility each person will have. One might assume it would be easier with more people, but I didn't notice this assertion – I observed more chaos with the larger groups. More voices, more to agree upon?)

Optional: If you have access to it, 20 feet of rope or string for each group is good for forming a circle and placing the numbered spots/cards inside. Or if you have some masking tape, tape out a square on the floor (when inside) – each side about 5 feet long. Then, place the numbered spots/cards inside. And it works out just as well to simply have each group sit around the scattered spots/cards.
Process: If you have the supplies, lay out a rope circle (or taped square) for each group that will be in play – have this ready or have your groups help you set this up. Rope or not, scatter around the 30 spots/cards on the ground or floor (inside each circle/square if you have the resources) with numbers down. (Tip: Shuffle up the numbered spots or cards before placing them numbers down. This will insure some randomness of the numbers.)
 
The Objective: Turn over all 30 numbers in sequential order without making a mistake. A mistake is turning up a number that IS NOT the next one in the sequence. Here are the rules:
  • Establish a turn-taking order – start with someone and go to the left or right in order.
  • Only one numbered spot/card can be touched and turned over at a time.
  • Numbered spots/cards may not be repositioned inside the circle – they must stay in relatively the same place where they started.
  • On their turn, a player chooses and flips over a spot/card. If the number is correct (in the sequential order) the spot/card is left up – number showing. This player’s turn is over. If the number is incorrect the spot/card is flipped back over, number down. This player’s turn is over.
  • When a player’s turn is over, the next player (in the turn-taking order) chooses and flips over a spot/card. If the number is correct, it is left number up. This player’s turn is over. If the number is not correct the spot/card is flipped back over, number down. AND ALL OTHER NUMBERS FACING UP ARE FLIPPED BACK OVER – NUMBERS DOWN.
  • A player, faced with a turn with no numbers facing up, DOES NOT have to flip up the number 1 if the location of number 1 is known.
  • Basics: Only one spot/card may be flipped up at a time. Players take turns, flipping spots/cards. When the wrong number is flipped up, ALL numbers up are flipped face down.
  • If a rule is broken, the numbered spots/cards are ‘reset’ (redistributed) inside the circle. The group begins the challenge with a fresh mix of spots.
 
Facilitator Note: A good length of time to play is about 15 to 20 minutes. Or when one group has completed the objective. Then, take time to process what worked for everyone (all groups in play) and what did not work in order to determine what groups want to continue doing and what they would like to change the next time they are faced with a challenge.
Talking Points:
  • What do you recall about the planning phase of the activity? What did you like about this phase? What did you dislike about this phase? What was missing from this phase?
  • What problems did you anticipate before starting? How did you all manage to solve the anticipated problems? Did your solutions work once you got started?
  • What problems did you encounter during the activity – one’s you did not anticipate? How did you go about solving these problems?
  • How did roles and responsibilities play out during the activity? Did you agree to the roles and responsibilities you were expected to take? What do you believe about the idea of roles and responsibilities?
  • What were the behaviors that lead to your success? If you did not succeed, what behaviors were missing from your attempt that might have helped you succeed?
What I Like About This Version:
  • I like the small group problem solving aspect. I think (hope) more voices are heard within smaller groups. 
  • The complexity is low, and engagement is high – paying attention is important if one wants to do their part. 
  • The length of time is good for younger groups. A 15-minute task goes quickly with some good learning outcomes. 
  • When done, for example, during a school year, Memory 30 can be repeated a few times with everyone in different groups. Participants can share their learning from previous attempts in order to synthesize a successful plan. 
  • Easy props to make. 
Let us know how it goes! Any other ideas from this one? Leave us a Comment. 

All the best, 

Chris Cavert, Ed.D. 
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"Fantastic!" Stories & Connections (a.k.a., Human Bingo) Print-n-Play

7/19/2024

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Our friend from Israel sent us a version of the Human Bingo icebreaker. Historically (for me), everyone gets a handout with a 5 by 5 grid (25 squares – the center square is a 'free' space). In each square is an experience of some kind, like, "Favorite pizza topping is pepperoni," or "Has been to Ireland," or "Rides motorcycles." To play, everyone mingles around looking for people in the crowd that have had these experiences. Once they find someone, they ask the person to sign the square.

The Objective: Collect enough signatures to get 'five in a row' vertically, horizontally, or diagonally so you can yell, "BINGO" and win the game. Or, as I've played it from time to time, get as many BINGOs as possible in the time allowed – so you can meet and connect with more people. (Search "Human Bingo" on the net for tons of examples.) 

Our friend found an alternative approach to the basic Human Bingo encounter called, 'Back to Nurture Bingo' in the book, Playful Activities for Powerful Presentations (1993), by Bruce Williamson. (And I do want to find out how our friend got a hold of a copy?!)

In Williamson's version, along with some of those 'typical' icebreaker questions (e.g., "If you could live anywhere, where..."), there are prompts to life stories, like, "Describe a perfect day," "Children are," and, "What fills you with a sense of wonder?" This changes the quick-search-find-and-sign squares into little conversations. 

Williamson's version also includes an additional feature that elevated this activities status for me (meaning, I'll be using this version). There are 'tasks' including in the experience. If you've ever played the task version of 52 Card Pick Up, it's like that (just not as many tasks). Check out the grey squares above to get the idea. 

Stories & Connections
I was part of an open-enrolment activity training recently and thought it would be a nice audience to try this out with, so I made us a handout (below) to get us started.

You'll find the instructions included on the handout (you can see them in the header above). Here are a few things I want to tell you about the handout: 
  • To change things up a bit, and to add some emotion (as well as, to avoid the traditional 'finality' of the word BINGO), when players do get five in a row, I've asked them (in the instructions) to yell, "Fantastic." (We had a few of these during the training – it evoked smiles.)
  • I added one more row to the traditional 5 by 5. By doing this, there are eight more 5 in a row possibilities. 
  • I initially introduced the activity to the participants as a 'Soft Start" (or "Unofficial Start" if you learned this from Mark Collard). However, I decided to extend play into the entire day. By doing this, participants continued to interact with each other during breaks and lunch. And, allowed for more "Fantastics" to spontaneously erupt.

One last thought about Stories & Connections. I'd like to develop additional handouts with more focused topic (concept) stories like Leadership, Trust, Helping, Relationships, or Preferences. Then, we can be even more intentional about working on group outcomes.

​Here you go!
stories_and_connections_cavert_2024.pdf
File Size: 159 kb
File Type: pdf
Download File
Let us know how it goes – share in the Comment section. Thanks!

​All the best, 

Chris Cavert, Ed.D. 
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Toss-a-Lot Challenge

7/5/2024

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Recently, I've been focusing on finding and developing activities that can be done with multiple groups of eight to 12 participants, simultaneously doing the same activity over a specific amount of time. 

Early Learning: Process improvement activities (do the task, for time or a score, problem solve, and do it again with a goal of improvement), and activities that cannot reach the 'end' in the time given (like this one), are good for large group team building (problem-solving) tasks. Activities where one group 'finishes' (completes the task) before other groups can cause logistical/transitional issues we might want to avoid.

This Toss-a-Lot Challenge is a mash-up of 'Up-Chuck' and '7-Up' (Rohnke activities). Once the process is explained, very little facilitation is needed throughout the task. NOTE: This is also a good activity for one group of 10 to 14 as well! 

Needs & Numbers: So far, I believe this will work best with groups of 10 to 14 participants. I would go up to six groups at a time – easy enough to walk around to six groups. You'll need one safe tossable item for each person. NOTE: I use the soft 'stress' balls, but I would feel comfortable using tennis balls for this one – focus is more prevalent than chaos as far as I can tell. 

Time: I've only done this specific version once – groups had 20 minutes to "see how far" they could get. (I think even in 30 minutes a group of 10 will not be able to complete 10 objects three times in a row. However, maybe some day!)

Process: Creatively form up groups of 10 to 14 and distribute the soft tossables – again, each person needs one. Use one group to demonstrate the process. Circle up one group and have all the other groups gather around the demo. 

Have the (demo) group circle up, about elbow-to-elbow distance apart, and then place all of their tossables into the center of their circle. Ask one person (e.g., the person with the longest hair) to pick up one of the tossables an then step back to rejoin the circle. Here's a script example:

"Your objective, over the next 20 minutes, is to get as many of your tossable objects into your system as possible. Here's how it works. During each Round, you are required to remain in a circle formation. The tossable objects you have must be tossed, underhanded, and caught three times in a row before another object can be added to your system. An additional limit to your tossing process: the first is being in a circle, the second is tossing underhanded, this third one is that you may not toss to someone next to you – the person on your right and on your left." 

"So, let's give this first object a try. The person with the object tosses to someone not next to them." [Let the toss happen.] "If it is caught, this person then tosses to someone else – not to anyone next to them, and not to the person they received it from. This is the fourth limit. Okay, let's go for the second toss." [Let this happen.] 

"If the an object drops to the ground, you are required to begin the round again from zero tosses, zero catches. Let's keep going." [Work the group through the one tossable Round – three tosses and catches in a row.]

"Okay, the group has successfully caught one object, three times in a row. Now someone else in the group is invited to pick up another object from the center of the circle. This time, two objects must be tossed, AT THE SAME TIME, three times in a row for this second Round. Here's how it works. When a group is ready – most likely you will be making a plan – anyone in the group says, 'One, Two, Three, Toss!' On the word 'Toss' all objects in play – right now there is two – must be tossed. Yes, it's going to get more challenging. Let's try it." [Work with the demo group to show how the countdown goes and how the process continues or restarts.]

"Part of this activity is about integrity. When 'Toss' is called, all objects must be in the air at the same time. You decide, as a group, if you did that. If not, you must restart the Round. You don't need to go back to one object, you already earned that Round. Just go back to the start of the Round you're on." 

"To continue, each Round of your system is the same. Once you toss and catch two items in a row, add a third item. After a third, add a fourth, and so on. Remember, the objective is to get as many objects as you can into your system in 20 minutes."

"Before you all start the challenge, let's review the limits you have: 
  • Stay in a circle formation during each Round. 
  • Tosses must be underhanded. 
  • Tosses to the person on your left and right are now allowed. 
  • You may not toss to the person you received the object from.
What questions do you have?" 

When questions are address to clear understanding, send groups off to a good place to play in the area (keep groups close together so you don't need to walk around to far). As they get started, be sure to mingle around the groups to clarify any misunderstanding over the task. Keep the groups informed of the time remaining and keep your ears open for comments that make for good talking points (some examples below). 

Variation: Using all sorts of different tossable objects – sizes and shapes – can change the dynamics of the task. A good question: When choosing an object for another Round, what did you consider? 

When you're ready to discuss (ie., process) the experience, you can ask one question at a time (ideas below) and let groups talk for a couple minutes, then ask for some good takeaways from the question – popcorn out answers from each group before asking another question.

Talking Points:
  • How did you like your planning time – What was good about it? What could have been better?
  • How was the communication between group members – What did you notice that worked? What did you notice that didn't work? 
  • What were some of the things you noticed that were holding you back – things causing some failure? 
  • What were some of the things you noticed that lead to your success? 
  • When things 'drop' in your lives and how would you like to handle them? 

Yet another FUNdoing Beta test – let us know how this works for you and how we might change it to bring out more learnings. Leave us a Comment. 
All the best, 

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

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