Blog Posts

Floor Safe (Venn Key Punch Reprise) with Video

2/20/2022

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
File Size:	59 kb
File Type:	pdf

Download File

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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26 Word Builder (In the Dark)

11/19/2021

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Quick Context: Recently I was planning for a team building program where the last half of the experience was going to be after the sun went down - so, in the dark (very little twilight where I work - it gets dark fast). I actually found myself in new territory. How fun! This is where 26 Word Builder showed up. (Spoiler Alert: I didn't get to try it, so we're still in Beta. And this activity involves the 26 letters of American alphabet, so this may limit it's scope around the world. But I assume there can be some adaptation!!)

One of my go-to activities with large letter tiles is Word Builder. Sam Sikes and I shared this one in, "50 More Ways to Use Your Noodle" back in 2002. Before Sam and I had access to Jumbo Bananagrams (currently unavailable - bummer!) and Crowd Words (shown in the picture above) we sliced up noodles into 1.5 inch thick 'chips' and wrote letters on them (see Scrabble to make your set) to play letter-prop team builders. (Those were the days....) Anyway, back to the present...

'Building' in the Dark: Team building 'in the dark' poses some interesting challenges - most notably, the light (or lack of). The first prop chosen was a small camping lantern (low light, USB rechargeable) for each group/table and one for the letter cards table. Word Builder involves placing all of the letter cards (or tiles, about 120) on the ground where participants go out to get them - easy to see and avoid during the day. I thought this would not be ideal running around all over the letters in the dark so I chose to have the cards on a portable table - easy to see and obtain the letter cards. This table would be located in the center of a 50-foot long rope circle (the circumference is 50 feet). About 15 feet from the letter cards rope circle were six picnic tables - one for each group of 2 to 4 participants. Doing the math, 26 Word Builder (in my mind) will work well with 12 to 24 participants. Okay, that's the general set up.

26 Word Builder

Objective:
All groups are challenged to form a word, three or more letters in length, as quickly as possible.

Rules:

Players must remain around the outside table area unless they are going to pick up a letter.
When the timer says "GO!" (could be a player or facilitator) time starts and the game is on...
One person from each table group is allowed to be inside the rope circle at a time. (There will/should never be more than six people inside the rope circle.) The rope may not be reshaped in any way during the activity and the table with the letters on it may not be moved.
All of the letter cards on the table, inside the rope circle, must always be letter-side down.
Once inside the rope circle, each person is allowed to pick up one letter card and bring it back to his/her table. The letter on the card may not be revealed (looked at) until the card is at the group's table.
If the group wants the letter that was brought to their table, it stays there - face up or face down, this is up to the group. Then another person from the group can go into the rope circle to get another letter. Again, the letter may not be revealed until it's back at the group's table.
If a group does not want the letter that was brought back to the table, the next person going to retrieve a letter may bring the unwanted letter back. The unwanted letter must be placed back on the table, letter-side down.
All players are required to take turns going into the rope circle to get a letter. In other words, everyone from a small table group will need to go get a letter before anyone else from their group goes in again to get a letter, and so on...
When every group has spelled out a word of three or more letters, the time stops.
Record (write down) all of the words used during the first round then process the experience to showcase what was learned.

Additional Thinking on 26 Word Builder:

Why six groups? A, E, I, O, U and sometimes Y - six groups. American English words require at least one vowel or the letter Y (well, there are some words in English that don't have vowels, but we don't use them much). So, using only the 26 letters of the Alphabet there will need to be a vowel or the Y at each table, then consonants are used with them to form the words (but you knew that!).
Why only the 26 letters of the American Alphabet? I believe, the limited resources will force the small groups to communicate with each other a bit sooner than later. If they (someone) were to make a pre-assessment and count the number of letter tiles available, they could make an educated guess as to what the set contains - the 26 letters of the Alphabet. Then, they would be able to determine what 'six' words would be possible with the limited choices available. Then, each group will be searching for their letters.
Why three letter words or longer? Two-letter words are too easy, three-letter words are possible for every one of the six groups. I don't think four-letter words for all six groups is possible? A combination of three- and four-letter words between the groups is possible. And, if a pre-assessment is not successful and a group uses two (or more) vowels in their word, the overall objective will not be met. (A problem they will all need to sort out if this happens - while the time is still running.)
Helping? This is the major behavior we're after in this one. When a group uncovers a letter they don't need, but someone else might, how do they make this information available to the other groups while following the rules. (Hint: More communication.) And, when a group realizes they do not have the resources they need, how do they make it known to the other groups - how do (will) they ask for help?

Round 2
After the first Round of learning, challenge the group(s) to another Round. However, let them know they will not be able to use any of the words created (the ones you wrote down) from the first Round. Hopefully, with the learning they acquired from Round 1, the second Round will be a lot faster. Process their new experience to pull out the benefits of learning from our past.

Please help me work through this one - Beta is fun! (One thing that comes to mind for me, while in the dark [that could be read at least two ways!], the physical rope on the ground might be a tripping hazard!! How could we designate a boundary area?) Share those ideas in the Comments or send me an email!! I think this one has potential....

All the best,

Chris Cavert, Ed.D.

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

10/21/2021

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

Here are the previous collections:

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

Small Group Activities: Mini-Index Volume #3

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

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

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

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

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

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

If you have favorite small group team building activities, please send them my way and I'll share them with the group.

All the best,

Chris Cavert, Ed.D.

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Collaboration with Picture Word Circle Puzzles (Reprise) Print-N-Play

9/30/2021

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Back in December of 2016 I shared the first set of Picture Word Circle Puzzles (PWCP) and noted that I had yet to try them with a group. (You can find links to more information about Circle Puzzles at the 2016 post.) Fast forward almost 5 years now and I can tell you, this particular set of PWCP is one of my go-tos when I'm working with a group on collaborative behaviors. I've used this one with 8th graders on up.

When I first started using PWCP, I felt the need to show my groups how Word Circle Puzzles (WCP) worked (the first iteration of Circle Puzzles). We would play out one or two WCP as a big group, then I would divide the larger group into smaller groups of three or four participants to solve this picture puzzle. Recently, I've chosen to skip the WCP introduction, adding a little more challenge to the cognitive aspect of the task - struggling a bit with the big 'picture' so to speak.

Set Up and Play
Each group working around a table (or a group of desks) is ideal, but they can all work the cards around on the floor or ground if you don't have the table/desks option.

First you'll need to print out the PWCP (find the PDF download below). Each small group of three or four participants will need a puzzle (this puzzle includes 16 picture cards). NOTE: I laminate my puzzle cards for long term use. The card set also includes eight Help Cards.

Choosing the number of Help Cards to put in play will determine the level of challenge. If you put 12 Help Cards in play the puzzle will be pretty easy to solve - if the group collaborates by sharing information and not 'waisting' the Help. Putting 10 Help Cards in play is a little more challenging, groups have to make more educated guesses (ideally together,) and they can still collaborate without using Help Cards. Putting eight Help Cards in play makes it a pretty difficult challenge, but the puzzle can be solved if all the small groups work together by sharing information and strategically using Help Cards.

An Example of Play: Let's say you have 24 participants. You divide them into six groups of four and direct each group to move into an area away from other groups (separating the groups with some distance - when possible - is purposefully done so it's a bit more challenging to see and share information - look up 'activation energy' for some psychological connection.) You give each group the Picture Word Circle Puzzle saying:

"I'm now going to give each group a puzzle to solve. Each puzzle has a set of pictures. Your objective is to first name each picture using one word. Then, figure out how to connect each word, picture card, with another word, picture card, so that all the picture card words form one circle of connections. For example....." (If needed, you'll want to do a little research on Word Circle Puzzles in order to explain how to describe the process - intro info to Word Circle Puzzles is HERE. BTW: There are TONS of FREE Word Circle Puzzles at the FUNdoing Blog - use the Search feature - put in Word Circle Puzzles - to find them.)

You've decided to use 10 Help Cards - five of each kind (see the header picture above for the two kinds). You distribute two Help Cards to four groups and one Help card to the remaining two groups (the distribution of resources is not always 'fair'). Explain that the groups can use the Help Cards to ask you the question on each card at any time during the challenge.

Be sure to provide time for the groups to ask you confirming and clarifying questions before getting started. Be careful not to solve any problems for them at the onset. You can use my favorite response when appropriate, "I'll leave that up to the group to decide." If they ask the 'Golden Question' right off the bat, they're ahead of the game: "Can the small groups work together on this?" I respond, "That is not against any of the rules."

Be sure to set a time limit for the task to add a little pressure. I believe it can be solved in five minutes or less if all groups work together and share resources. However, I've yet to see this occur. Giving them 20 minutes is a good length of time to pull out a lot of learnings.

A Nudge
Solving this Picture Word Circle Puzzle is very difficult without 'Help' or sharing ideas with other groups. I'm still fascinated by the resistance of the participants to use their resources in order to move ahead. The resistance to working together with others is fairly common in team building activities when there is a perceived notion of competition - we see it all the time.

This leads me to a tool I use as an educator whenever the groups are still struggling after 15 minutes of working on the task and have yet to share ideas with any of the other groups. I take a countdown 'time-break' to get their attention. I ask a few questions about how it's going, what's working, what isn't. Then, I start up the time again and share, "You are all working on the same puzzle." Sometimes this turns on lightbulbs, other times it doesn't.

Processing
As always, be observant of behaviors and make note of the questions related to the groups' behaviors. Here are some that always seem to surface for me:

What were the resources available to you during the task?
How well did you utilize the resources you knew about?
How long did it take you to utilize your resources?
What prevented you from using your resources?
Once you heard you were working on the same puzzle, what, if anything, changed?
What advice do you hear about on a regular basis? Who gives you this advice? What influences your decision to follow, or not follow, someone's advice?
What resources in your life are useful to you right now? Which ones are you not using? What resources might you be overlooking?

Extension
Here's something I'd like to try in the near future. After the groups have gone through an enlightening processing session over this first Picture Word Circle Puzzle (??!!), I want to give them another attempt. I'll set up the same task, in the same way, with a different Picture Puzzle. Will they use their recently acquired information/knowledge to successfully complete the task in less time? (Want to try it? You can find the Picture Word Circle Puzzles Kit, with six more Picture Puzzles at the FUNdoing Store. Let us know how it goes.)

Here's The First-Ever Picture Word Circle Puzzle:

picturewordcirclepuzzle_set1.pdf
File Size:	6000 kb
File Type:	pdf

Download File

All the best!

Chris Cavert, Ed.D.

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Build Something Project

9/9/2021

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

Recently, I got to do some team building with some 6th Graders during their first week of the new (2021) school year. One of the objectives was to explore how they worked together as a group and what they want to remember during the school year so they can be more successful together.

Cube Build
Years ago (with the blessing of, The Cube creator Earl LaBlanc) I developed The Expandable Cube. I took Earl's original hanging Cube creation (i.e., Floating Spider Web), added a few extra PVC connectors and ended up with 20 (so far) team building activities - everything fits into a yoga mat-sized bag. (You can find the The Expandable Cube Guidebook - building directions and activity instructions - at the FUNdoing Store.)

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

Set Up
I laid down all the PVC materials on the ground in one big pile.

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

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

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

Part 2: Mid-Brief 1 - The Cube is built and we all stand around it. (Sometimes the three-dimensional structure is not a cube, so I require it to be fixed before we move on.) For this brief, I simply ask:

When you do a group project for a class, what do you like to see happen from your group-mates?

I capture these desires on some paper so I can reference them. I ask, "How many of these things happened during the initial build of the cube?" Some, but typically, not all. Especially the one where "everyone takes on an equal share of the work." (This ALWAYS comes up.)

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

Before they can start the second build I ask them to explain their plan to me. I compare their plan to the components of group work they developed. If something is missing we work together to incorporate it. When the plan aligns with the list, I tell them they can begin. NOTE: Again, I'm timing this attempt, but I don't tell them.

Part 4: Mid-Brief 2 - After the second build we talk about the group work components they developed and if they took place during the second build. More components usually occur, but some still need some nurturing. By this time, we've discussed, at some level, the group work components three times. This gives the group a nice list and some experience with the list that they can take with them into the school year.

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

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

Before the third build, the cube is dismantled and the group must share it's plan with me so I can evaluate the group work components they are working towards. When all is ready, I say, "GO" and officially start and stop the time.

Depending on your desired outcomes, you may have time to let the group try another build if they did not get the grade they desired. Simply repeat Part 5 (and call it, Part 6). If they get the grade they were after, move to the Debrief.

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

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

All the best,

Chris Cavert, Ed.D.

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

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Obstacle Reflection Cards (Print-N-Play)

8/29/2021

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What if...embedded inside a problem were certain benefits. Benefits only for you. What would you do with this information? Ryan Holiday

I recently finished reading Ryan Holiday's, The Obstacle is the Way: The Timeless Art of Turning Trials into Triumphs. Holiday's books fit in with my morning reading routine - short focused chapters with thought provoking stories and ideas to ponder (on my 45-minute morning commute).

With particular books (like this one), I take 'notes and quotes' to remember. When I finish with a book (I've noted), I go back and read through my notes to anchor in the ideas a bit more.

As I was reading through the things I wanted to remember from Holiday I noticed I'd marked a lot of the text as quotes (with a capital Q). The things I mark in this way are transferred into my quotes folder to peruse for inspiration in moments of need. Right away I could see there were more marked quotes than I usually end up with from any one book. So, an idea came to me - and here we are: Obstacle Reflection Cards.

As team builders we help our groups, all the time, practice working through obstacles (problems) we give them so they can get better at doing it. Holiday shares that overcoming an obstacle is a discipline of three critical steps:

Perception
Action
Will

What a great process to share with our groups (and I love things in threes - easy to remember). The information on the cards I put together from the book can enhance the learning of this process. There are three types of cards (so far - we are in Beta Testing mode).

Critical Steps Cards
These cards are shown above in the header - Perception, Action & Will. I'm thinking, we can frontload a program with the idea of overcoming obstacles and what it takes to do so. Then, bring out the Steps cards. Go over each one and bring up examples/life stories of each. These three cards can also be brought out during a program when there seems to be an 'obstacle' preventing progress - "Which step are we involved with right now?" And, "What do we need to do in order to make some progress through this obstacle?" An easy check in.

Concept Cards

I found these three concepts in my notes - ones that stood out to me as driving reminders when faced with an obstacle. I envision using these cards when moments/emotions arise that connect to these concepts - talking about the concepts when the group is in an emotional moment of recognition. We can also spend a little time defining these concepts in the way the group interprets them. Then, how is the interpretation used during a program.

Quote Cards
The other 24 cards (three examples in the header above) are filled with quotes that have come from the sections in the book about each critical step in the obstacle-facing process. Here are some ideas I have for these cards:

Frontloading with all the quotes face up on the floor and having participants choose a quote that draws them in.
Frontloading again with quotes that fit a story in participant's lives.
Mid-Processing - take a break, scatter all the quotes down and ask, "What quotes do we need right now to help us move forward?"
(Once I know the quotes even better...) Pull out a quote that is directly connected to what is happening with the group. Stop them and ask, "Why did I pull this quote out for you to consider right now?"
At the end of an activity: "What words of wisdom did we follow? What words of wisdom did we miss?"
At the end of a program, set down the Critical Steps cards and challenge the group to place the Quotes Cards under the steps they pertain to. As this is happening, take little learning moments to point out some of the quotes and find out how the group connects them to their program.

Obstacle Reflection Cards

obstaclecards_set1_2021.pdf
File Size:	1099 kb
File Type:	pdf

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

26 Word Builder (In the Dark)

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

Collaboration with Picture Word Circle Puzzles (Reprise) Print-N-Play

Build Something Project

Obstacle Reflection Cards (Print-N-Play)

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