By Dominique T. ChlupTracy E. Collins

Dominique T. Chlup, Ed.D. is anAssistant Professor of Adult Educationat Texas A&M University. Her interestsinclude methods of teaching, women's¡earning, corrections education, and thehistory of education.(Email: dchlup@tamu.edu)

Tracy E. Collins, Ed.D. is an AssistantProfessor of Early Childhood Educationat Texas A&M University. Her interestsinclude pre-service teacher education,reflective practice and issues of childcarequality.(Email: tecollins@tamu.edu)

Breaking the Ice: Using Ice-breakers and Re-energizerswith Adult Learners

Over the past several years, anumber of researchers have

theorized that students vary signifi-cantly in how they approach classroomleaming and that each leamer has adistinct and definable way of engagingin the leaming process (Conrad &Donaldson, 2004; Dunn and Dunn,1978; Gardner, 1983; Gregore, 1986;Kolb, 1984; Merriam, Caffarella, &Baumgartner, 2007; Palmer, 2007;Vella, 2002). Adult leamers oftenarrive in our classrooms with precon-ceived notions of leaming that arehard for them to let go. Additionally,teachers can and often do fall into thiscategory as well, allowing a dynamicof opposition to develop. Almost allof us have faced the reluctant leamerwho refuses to participate in class,where nothing helps to draw him orher out of a protective shell. Educatorswill often seek out instructional strat-egies designed to build rapport, helpstudents get to know one another, andcreate safe classrooms for leamingwhere everyone feels comfortableparticipating. Individuals facilitat-ing adult leaming need a medleyof teaching methods to be effective(Galbraith, 2004). This is when theinstructional strategies of icebreak-ers and re-energizers can enter theleaming environment.

While much of the strategies forusing icebreakers and re-energizerseffectively focus on children, severaltechniques are applicable to adultleamers as well (Collins, 2010;Ukens, 1997; Zike, 1992;). Icebreakeractivities, as the name implies help"break the ice" in various ways. They

help group members get acquaintedand begin conversations, relieve in-hibitions or tension between people,allowing those involved to buildtrust with and feel more open toone another. Icebreakers encourageparticipation by all, helping a senseof connection and shared focus todevelop. Re-energizers can be used astransitions or a time to "elear the mind"encouraging vitality and enthusiasm(Boatman, 1991). Both activities alsolead to a free exchange of informa-tion and enhanced communicationbetween group members (Zwaagstra,1997). In addition to simply helping toleam students' names, we have foundusing ieebreakers brings humor intothe class, establishes rapport, fostersa safe leaming environment, andoverall assists with content learning.Therefore, it would follow thatimplementation of icebreakers andre-energizers in the classroom mightwell eontribute to improved studentparticipation, increased student per-sistence, and ultimately enhancedstudent leaming.

This article centers on theoriesof adult leaming methods and howthey relate to the practice of usingicebreakers in the adult classroom.While our language is geared towardthe adult learning world, our experi-ence has been that these practices alsowork well in a variety of classroomand group settings, both traditionaland non-traditional, including profes-sional development sessions, staffand faculty meetings or retreats, andwith non-professional groups. Thispaper aims to support adult educators

A 34 Adult Leaming

by developing their theoretical understanding of ef-fectively implementing icebreakers and re-encrgizers intheir classroom. While edueators may inherently knowthe benefits of using icebreakers, this article is intendedas a guide to assist praetitioners in applying them to theirdaily instmctional activities. We also hope this artielewill fill a gap as there is a laek of recent work on thistopic in the adult edueation literature. A keyword searchoften library databases for artieles published in the pastfive years revealed only three artieles on the topie oficebreakers. One was a three paragraph book review of abook published in 2000, another was a list of icebreakersnot to use, and the third was a relevant one page articleon icebreakers appropriate for training and development

scmmars.It is our eontention that ieebreakers are not one-time

events to be used solely on the first day of class. In fact,we use both ieebreakers and re-energizers as needed atvarious times throughout a course. Re-energizers ean beused when energy is low and elass morale is lagging, wheneveryone is not participating, or after a break to re-focus agroup. Our use of ieebreakers is guided by our understand-ing of adult leaming and teaching principles. This artieleconneets the methods of using ieebreakers as instruetionalstrategies to the literature on teaehing adults.

Perspectives on Teaching AdultsPalmer (2007) in the tenth anniversary edition of

his book. The Courage to Teach, reminds educators thatteaching cannot be redueed to a singular technique:

Good teaehers possess a capacity for conneeted-ness. They are able to weave a eomplex web ofconnections among themselves, their subjeets,and their students so that students ean leam toweave a world for themselves. The methods usedby these weavers vary widely: lectures, Socraticdialogues, laboratory experiments, eoUaborativeproblem solving, ereative ehaos. (p. 11)It is the same with icebreakers. Icebreakers are not

relegated to a single type or a "best method." Rather havingan arsenal of icebreakers and re-energizers designed tomeet a variety of needs serves adult educators well.

Similarly, Pratt and assoeiates (1998) offerfive perspectives on teaching adults. The authorsargue for a "plurality of perspectives on teachingadults that recognize diversity within teachers,leamers, content, eontext, ideals, and purposes"(p. 4). Based on data from over two thousandteaehers, they caution that what is to be avoidedis the one-size-ñts-all notion of good teaching(Pratt, 2002). Pratt and his associates developed

five eategories to qualitatively describe what it means "toteach" (p. xii). Described as perspectives as opposed tomethods of teaehing, eaeh represents "a unique constella-tion of aetions, intentions, and beliefs" (p. xiv) (see Table1 ). Eaeh one of these perspeetives offers the opportunityfor unique ieebreaker and re-energizer aetivities.

Table I: Teaching Perspectives

Transmission: Effective delivery of eontent

Apprenticeship: Modeling ways of being

Developmental: eultivating ways of thinking

Nurturing: Facilitating self-efïieaey

Social Refonn: Seeing a better soeiety

Regardless of the perspeetive one's own teaching fallsunder, effective teaching needs to have clear and signifi-eant intentions that are respectful of leamers. Ieebreakersallow instructors to plan and implement a teaching methodthat is related to a teacher's intentions and beliefs whilealso considering learning outcomes that arc relevant andconsiderate of adult leamers. Sinee types and strategiesof ieebreakers are flexible in nature, the one-size modelis easily avoided.

Additional research also supports avoiding a one-sizemodel. Thistlethwaite ( 1960) looked at critical variables ofpositive leaming experiences reported by students. Strongknowledge of a subjeet, commonly associated with goodteaching, was outweighed by all of the following faetorsfound in positive professor evaluations (Jordan, 1982, inWeisz, 1990):

• Enthusiasm• Personal elements• Good eommunication skills• Enjoyment of teaehing

If the effective teaching of adults involves an un-derstanding of intentionality, plurality, and knowing that

It would follow that implementation of icebreakersand re-energizers in the classroom might weilcontribute to improved student participation,increased student persistence, and ultimatelyenhanced student learning.

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both leamers and teachers are diverse, how then eanone go about deciding which type of icebreakers and re-energizers to use?

Vella (2002) in her book. Learning to Listen, Learningto Teach, outlines numerous prineiples for effective adultleaming including safety, sound relationships, respect forleamers as decisions makers, teamwork, engagement, andaccountability. Research paralleling Vella's is found in thesocial interaction method by which students are encour-aged to participate in "creating a more open classroomclimate" (Eblc, 1976; Good & Brophy, 1987; Purkey& Novak, 1984). Social interaction teaching methodsare instructional strategies used by teachers to facilitatestudent-centered group work. Students help their peers toconstmct meaning through group projects, group discus-sion, and cooperative leaming (Burden & Byrd, 2007).

Table 2: Group Dynamic Curative Factors

Universality

Didactic Learning

Altruism

Socialization

Peer Learning

Group Cohesiveness

Connections with others,common concems &problems

Information giving, sharingknowledge

Helping others, can raise one'sself esteem

Benefits from interactions withothers

People often leam better fi-omone another

Acceptance from others, belong-ing, support

Research on teacher as facilitator in higher edueationsupports strong communication and problem solving skills(Delozier, 1979; Rubin, 1985; Schon, 1983, in Weisz,1990). Additionally, cooperative leaming strategies aidin teaching small-group skills, effective communica-tion, and critical thinking skills. Elements of cooperativeleaming can have profound effects in a leaming environ-ment—ehanging a classroom from an environment wherestudents are passive recipients of knowledge, to one inwhieh they become active participants in their edueation.Concepts of empowerment, interdependence anddiversity—historieal centerpieees of US edueation goalsalso support effective adult leaming (Steiner, Stromwall,

Brzuzy & Gerdes, 1999). Social context also affects theehoice of icebreakers and re-energizers to use. Six of thesefaetors (see Table 2) help explain the "intricate interplayof various guided human experiences" that take place ingroup leaming (Yalom, 1985, p. 3 in Zwaagstra, 1997).

These theories, eoncepts, and perspectives of teachingadults inform our use of icebreakers and re-cnergizerswith our leamers. At this point in the article, we presentsuggested ieebreakers and re-energizers that have provensueccssful for us in a wide variety of settings (see Table3). Table 3 highlights some ieebreakers that are designedfor the online elassroom. And finally aspects of groupdynamics can have eurative factors in adult leamingsettings. This is just a brief selection of those activitiesavailable for group leaming environments. In addition togiving the activity name and brief description, we haveorganized the table to indieate the effective leaming prin-ciples that eome into play while doing the activity. Alsoincluded is reference information linking the leamingprinciples. Our hope is that these suggestions with theircorresponding leaming principles will assist instmctors intheir quest for effeetive teaching.

ConclusionIcebreakers are essentially short activities defined as

getting to know you activities and designed to break downbarriers before starting an event. Many teachers find theyuse icebreakers as a way to get a better understanding oftheir students and to help their students eonnect to eachother. In this article, we attempted to give adult educatorsseveral examples of icebreakers and re-energizers touse in their adult classrooms. We tied these aetivities toprinciples for effective adult leaming, social interactionmethods of teaching, and the notion of the teacher asfacilitator. No single method or strategy is a panacea fordifficulties we might encounter in our classrooms. Rather,educators' benefit from a stockpile of instructional strat-egies. Icebreakers are one such strategy that can helpteachers blend into the fabric of their students' lives. Ifwe want to grow as teachers we must open ourselves up,find ways to connect with our students, and allow them toconneet with one another. By creating spaee that allowsstudents to establish tmst, develop safe leaming environ-ments and assist with content learning, icebreakers andre-energizers encourage leamers to move beyond simplerote, non-interaction with their peers and instructors tomeaningful interaction and leaming. Instruetors can relateto their students in novel ways and gain respect and ap-preciation for their adult leamers.

A 36 Adult Leaming

Table 3: Selected Icebreakers & Re-energizers

Activity Brief Description Effective Learning Principles Reference

Online cour.seIcebreakers

Online students can: ..^i,v.^-• Post a favorite quote;• Post 3 words that describe

their past, present & future;• Share a theme song repre-

senting their life• Describe a characteristic

unique to him or herself;• Respond to the posts of other

students' that resonate withthem.

Engagement andAccountability

Sound Relationships

Vella, 2002

Conrad & Donaldson,2004

Vella, 2002

Conrad & Donaldson,2004

Human Web

How people in a group inter-relateand depend on each other. Facili-tator begins with a ball of yam- keeping one end tossing yam toothers who introduce him/her-self-continuing among the group.Each person describes how he/she relates to others, holding on tothe yam as it moves through thegroup. Process continues until allare introduced. To emphasize theinterdependencies amongst theteam, the facilitator then pulls onthe starting thread and everyone'shand should move.

' Safety' Teamwork

Social Interaction' Cooperative Learning' Teacher as facilitator

Altruism' Socialization' Group Cohesiveness

• Interdependence

Vella, 2002Collins, 2010

Eble, 1976; Good &Brophy, 1987;Purkey&Novak, 1984Delozier, 1979; Ruhin,1985; Schon, 1983 inWeisz, 1990

Yalom, 1985 in Zwaagstra,1997

Steiner, Stromwall, Brzuzy&Gerdes, 1999

Significant Event

' Use a coin or paper money' Look at date• Choose significant event

from your life that occurredduring same year

• Share event with peer

Engagement andaccountability

' Peer Leaming• Norming

Vella, 2002

Zwaagstra, 1997

v|/ Imagine Ihat!

Describe:• Shape of a wish• Color of today• Feeling of favorite song• Taste of happiness

Engagement andaccountability

Critical thinking skillsEffective communication

Vella, 2002

Steiner, et al., 1999

v|/ What's Uniqueahout you?Find something elseunique about you.

Have participants think of onething about themselves theybelieve no one else in the grouphas in common. If someone elsehas experienced same character-istic individual continues to shareunique tidbits.

AltruismSocialization

Yalom, 1985 in Zwaagstra,1997

Collins, 2010

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Have students reflect on theirexperience as a member of theclass, and sum up their thoughts

*Bumper Sticker on the experience or knowledgethey have gained so far. Howwould those thoughts be stated ona bumper sticker?

Didactic leamingSocializationPeer leaming

Diversity

Yalom, 1985 in Zwaagstra,1997

Steiner et al., 1999

"Stop, Start, Go

Students anonymously list onindex card one thing they want tostop doing, one thing they wouldlike to start doing, and somethingthey want to continue doing (thiscorresponds to the go).

' Respect for leamers asdecisions makers

' Universality

Cooperative leaming in pairs

Vella, 2002

Yalom, 1985 in Zwaagstra,1997

Leaming Cells

Students read assigned materialsthen in pairs alternate asking &answering questions concerningmaterial.

Peer learning

Development of communica-tion skillsLeaming by teaching

Goldschmid, 1971

Yalom, 1985 in Zwaagstra,1997

Nelson, 1970; Davage,1958;Trowbridge, 1968,in Weisz, 1990

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Collins, S. (2010). Icebreakers. Training Journal, 73.Conrad, R. M., & Donaldson, J. A. (2004). Engaging the

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