Ice Breakers,Energizers,

Group Challenges,Knowledge Teasers,And Happy Endings

An Activity Book

ICE BREAKERACTIVITIES

GROUP RESUME

Overview

Putting together a group resume is a fun-filled way to help people become acquainted. Or it can even be used for some team building at a meeting or class at which members already know one another. The activity can even accomplish part of your work for you if you gear it to the topic of the meeting.

Procedure1. To do a group resume, divide the meeting participants into subgroups of three to six

members each.2. Tell the participants that they represent an incredible array of talents and experiences!3. Suggest that one way to identify and brag about the group’s resources is to compose a

group resume.4. Give the subgroups newsprint and markers to use in creating their resumes, which

should include any information that promotes the subgroup as a whole. The groups may choose to include any of the following information:

· Educational Background· Knowledge about the meeting subject· Total years of professional experience· Positions held· Professional skills· Major accomplishments· Publications· Hobbies, talents, travel, family.

5. Invite each subgroup to present its resume and celebrate the total resources of the members.

Variations1. To speed up the activity, hand out a prepared resume outline that indicated information

that needs to be compiled.2. Instead of having participants compile a resume, ask them to interview one another

about categories that you provide.

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FACTS OF LIFE

Objective To determine whether the personal statements made by each participant are true or

false.

Group Size Unlimited. Participants will form work groups of no more that five members each.

Time Required Fifteen to twenty minutes.

Materials Blank sheets of paper and pencils (optional). One for each participant.

Process1. Divide the entire group into work groups of no more that five members each,2. Instruct participants to take a few minutes to think of three statements about

themselves, two statements true and one statement untrue but seemingly conceivable. (Optional: You may wish to distribute blank sheets of paper and pencils to participants so that they can write down their statements.)

3. Instruct participants to take turns discussing their three statements within their subgroups. As each group member takes a turn, the other members of the group must reach a consensus on which of the three statements is untrue. Groups should be encouraged to discuss why they believe the statements are false.

Variation Participants tell either a believable lie about themselves or reveal an unbelievable truth.

It is up to the other group members to decide whether they are hearing fact or fiction.

Discussion The facilitator leads a discussion about the results of the activity, utilizing the following questions: How well did each group perform on guessing the untruths? Were there a variety of reasons offered to explain why the group reached the same

decision? How did your expectations of an individual influence the decisions?

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LIKE A ROCK

Objective To locate individual pebbles from a larger group Time Required Ten to fifteen minutes Group Size Ten to thirty participants

Materials One pebble or small stone for each participant, plus a few extra

Preparation Collect pebbles or small stones that are all about the same size but with distinctive

features, either in shape or surface texture. (This also works well using lemons)

Process1. Distribute one pebble to each participant.2. Explain that each participant is to study all the pebble’s characteristics so that he or she

knows it well enough to identify it by touch only, with out looking at it. Allow a few minutes for observation and exploration.

3. Instruct the participants to form groups of two or three. Members of each group are to describe their pebbles and swap them to see the differences. Allow a few minutes for this to occur.

4. Instruct each small group to combine with another one to form a larger group of four to six participants. Members of these groups are to sit in a circle with all the pebbles in a pile in front of a leader. Explain that, upon your signal, the leader will pass the pebbles, one at a time, so that each circulates around the group. Each individual is to try to find his or her own pebble with eyes closed.

5. Tell participants to close their eyes. Signal for the leaders to pass the pebbles around in their groups. Allow several minutes for individuals to locate their pebbles, then stop the activity and tell participants to open their eyes. Ask how many were able to locate the correct pebble.

6. Instruct all the groups to combine into a large circle. Explain that individuals will again attempt to locate their own pebbles from a collection of all the pebbles, following the previous procedure. Collect all the pebbles; tell participants to close their eyes, then pass the pebbles, one by one, around the group. Continue until each person has selected a stone. (NOTE: For larger groups, this step may be eliminated.)

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Discussion How many of you were able to locate the correct pebble? How much of your success in locating your pebble was due to your ability to observe?

How much was due to perception? How can we relate this activity to the uniqueness of each individual?

WHO AM I?

Objective To identify a partner through descriptive adjectives.

Time Required Ten to fifteen minutes

Group Size Twelve to forty participants; an even number of participants is required.

Materials One 5”x7” index card and a pencil for each participant; an empty shoebox.

Preparation None.

Process1. Distribute one 5”x7”index card and a pencil to each participant.2. Instruct each participant to write five adjectives describing himself or herself on the

index card. No names are to be written on the cards. Emphasize that the information will be shared with other members of the group.

3. Allow approximately three minutes for individual work. Collect the cards and place them into the empty shoebox.

4. Direct participants to draw out one card each, making sure that they have not drawn their own cards.

5. Explain that each participant is to try and find the person whose card he or she has drawn. When a person is found, the participant is to have the person sign his or her name on the card.

6. Allow several minutes for the participants to mingle and find the card owners. When all owners have been located, have each participant introduce the person he or she found, reading aloud the adjectives written on the card.

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Discussion How did you feel when your card was being shared? How many other people felt that

same way? Why did you feel that way? How do your feeling and reactions influence personal performance on the job?

LIGHTENING THE MEETING

Overview Creative humor can bring a potentially dull meeting to life right from the beginning.

Humor also loosens people up and starts them thinking along different lines, so it can have a productive effect of the meeting.

Procedure1. Explain to participants that you want to do an enjoyable opening activity with them

before getting serious about the meeting agenda.2. Divide the participants into subgroups. Give them an assignment that asks them to

make fun of an important topic or issue to be discussed in the meeting.3. Some examples might be the following:

· Brainstorm the best ways we can wreck this meeting· Brainstorm the worst things we can do to our budget

4. Invite subgroups to present their “creations.” Applaud the results.

Variations1. You can spoof the meeting agenda with a creation of your own making.2. Create a multiple-choice pre-test on the meeting topics. Add humor to the answer

choices for each item. Ask participants to select the answer for each question that they think could not possibly be right.

SETTING, GROUND RULES

Overview This is a way to let meeting or course participants set their own rules for behavior.

When they feel a part of the process, they are more likely to follow the rules.

Procedure1. Ask for a few volunteers (relative to the size of the group) to serve as “interviewers.”2. Have the interviewers circulate for a period of 10 to 15 minutes, making contact with as

many people as time permits. Instruct the interviewers to ask group members the

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following question: “What behaviors do you think would be helpful or not helpful during this meeting?” (If necessary, first provide the group with some sample answers to guide their responses.)

3. At the end of the allotted time, ask the interviewers to report their findings back to the group. (If desired, list the findings on a flip chart or chalkboard.)

4. Usually, it is sufficient simply to hear the collected comments of the participants to establish a sense of the behavioral ground rules desired by the group. However, it is also possible to analyze the findings, look for overlap, and then consolidate the list. Post the list on the wall to remind everyone of the ground rules.

5. Invite participants to remind one another when a ground rule is breached.

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ENERGIZERSCALCULATED TERMS

Objective To calculate answers to a series of verbal equations mentally.

Time Required Ten Minutes

Group Size An unlimited number of participants.

Materials Copy of the Calculated Terms Directions Sheet for the facilitator; a paper and a pencil

for each participant.

Preparation None.

Process1. Distribute one sheet of paper and a pencil to each participant. Direct participants to

write the numbers 1 through 10 on their papers.2. Explain that you will read, aloud, a series of mathematical equations. The participants

are to listen carefully to each question and do all calculations mentally, writing only the answers down on their papers.

3. One by one, read the statements found on the Calculated Terms Directions Sheet at a normal rate of speech. Pause briefly after each statement to allow the participants to write their answers below.

Solution1. 36 4. 56 7. 18 9. 62. 4 5. 42 8. 8 10. 33. 14 6. 23

Discussion How well did you do on this exercise? How many of you stopped listening when you became confused or lost on a question? Have you had people seem to stop listening when you were giving instructions? What can be done to prevent this loss of attention or to encourage active listening?

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Calculated Terms Directions Sheet1. Add the series of numbers: 3, 6, 8, 7, 7, and 5.2. Start with the number 10, double it, add 4, then divide by 6.3. From the number that is five times larger than 3, subtract 4, add 8, add 9, and divide by

2.4. Double the sum of the numbers: 4, 6, 8, 5, 2, 3.5. Subtract 13 from 20, add 14, divide by 3, multiply by 6.6. For the series of numbers, 12, 8, 3, 5, 4, and 8, add the first three numbers.7. Take half of the sum of the numbers, 4, 3, 8, and 5, then subtract 4, and multiply by 3.8. Divide the number 56 by 7, divide by 4, add 12, and subtract 6.9. Add the numbers, 8, 2, 7, and 4, then divide by 7, subtract 3, and add 6.10. Take the square root of 16, add 5, divide by 3, add 9, and divide by 4.

KEEPING THINGS AFLOAT

Objective To work together as a group to keep weighted balloons in the air.

Time Required Five to ten minutes

Group Size Six to twenty participants, who will work in groups of six to ten.

Materials One round, non-latex balloon and one marble for each participant, plus one additional

balloon and marble per group; clock or timer.

Preparation Insert a marble into each balloon, then inflate and tie off the ends. (NOTE: You will need

a large open area for this activity.)

Process1. Instruct participants to form groups of approximately six to ten members each. Place

each group in a separate location, allowing sufficient space for movement.2. Distribute one prepared balloon to each participant. Provide one member from each

group with an extra balloon.3. Explain that the goal is for each group to keep all its balloons in the air at the same time

for a period of two minutes. Group members are to wait for the signal before they hit their balloons into the air.

4. Signal for the activity to begin, timing the activity for two minutes. Stop the activity when time expires.

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Variation Mix the composition of the balloons for each group, providing some weighted by the

marbles and some without the marbles.

Discussion How difficult was it to keep all the balloons in the air? Why? (The marble in each balloon

makes it bounce in all kinds of directions.) How well did your group’s members work together? Why? In what ways does this activity relate to teamwork in general?

TALLY UP

Objective To create on ongoing list of information within an assigned category.

Time Required Ongoing. Best used for training that meets in several sessions over an extended period

of time.

Group Size An unlimited number of participants

Materials Roll of brown wrapping paper or several sheets of newsprint paper; felt-tipped marker;

tape or tacks.

Preparation Choose and empty wall and tape or tack up a large piece of paper or several smaller

sheets. Place in an area that is accessible to all participants and where it can remain all the time. Select a category, preferably something that will allow for inventive interpretations, and write the category chosen across the top of the paper. Suggested categories include: things that are associated with the number 3; little known statistics or trivia; things that are yellow; things you wish for; favorite personal possessions, work themes, favorite movies.

Process1. Referring to the posted paper, explain that participants are encouraged to create a list

of items relating to the category written on the sheet. Items may be added to the list during breaks and at any other free time throughout the session.

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2. For a course or workshop that runs over an extended period, replace the sheets with new categories from time to time. Save the sheets that have been taken down for review at the end of the last lesson.

3. At the end of the last session, review some of the information that was listed for each category.

Discussion Did you learn anything about the group as a whole through the information that was

listed? What did you learn? What were some of the more creative additions to the list(s)? How do organizations support creativity? Hinder creativity?

GO TO YOUR POST

Overview This is a fun way to incorporate physical movement into meeting or class discussions.

It’s great for a tired group and a surefire way to stimulate dialogue.

Procedure1. Post signs around the room that say: “strongly agree,” “agree,” “not sure,” “disagree,”

“strongly disagree.”2. Create statements on issues being considered by the group.

For example:“I think we should spend more time on this issue”“I would like to enlarge the committee.”“We need to enlarge the committee.”“We should make more of an effort to [insert action].”

3. Read the first statement. Ask participants to move to the place in the room where their feeling about the statement is posted.

4. Have the subgroups that have been created discuss among themselves why they have chosen to be where they have’ placed themselves. Ask a representative of each group to summarize the reasons.

5. Continue to read other statements and repeat the process, with participants moving as desired.

Variations1. Pair up participants with different preferences and ask them to compare their views or

create a discussion panel with representatives from each preference group.2. Ask each preference group to make a presentation, create an advertisement, or prepare

a skit that advocated their viewpoints.

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INSTANT ASSESSMENT

This is an enjoyable, non-threatening technique to simulate discussion. It is similar to “Go to Your Post” but moves more quickly and does not require physical movement.

Procedure1. Create a set of “responder” cards for each participant. These cards could contain the

letters A, B, or C for multiple choice questions, or Agree or Disagree, or numerical ratings such as 1 through 5.

2. Develop a set of statements that participants can respond to by using their cards. The following are some sample statements:

I think we should:A. Stop the projectB. Continue the project as isC. Make modifications to the projectWe are taking on more that we can handle:Agree or Disagree?

3. Read the first statement and ask participants to respond by holding up the card of their choice.

4. Quickly assess the response. Invite a few participants to share the reasons for their choices.

5. Continue with the remaining statements.

Variations1. Instead of using cards, ask participants to stand when their choice is announced.2. Use a conventional show of hands, but add interest by encouraging participants to raise

both hands when they strongly agree with a response.

WEARING SOMEONE ELSE’S SHOES

Overview Here is an idea to bring some creativity and fun to your meeting or class. Participants

are asked to assume the identity of someone else in order to loosen their own thinking about an issue facing the group.

Procedure1. Explain to participants that we often look at an issue from our own frame of reference.

Sometimes, taking someone else’s perspective casts a new light on the issue.2. Identify an issue that your group is dealing with. For example, a nonprofit organization

might be grappling with the development of a mission statement.

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3. Give out cards to participants with role identities that are not their own. (Depending on the size, each participant can receive a different identity, or two or more can share the same identity.) You might use categories such as:

Customer Board memberCommunity member Top managementStudent ConsultantVolunteer CompetitorParent Police officerTeacher Line worker

Or ask participants to switch to a person of a different: Gender, Personality Type, or Age group.

4. Provide some way for each participant to show his or her assigned identity. Ask each participant to think about how the issue under consideration might look to the person whose identity he or she has assumed.

5. Request that participants discuss the issue “wearing someone else’s shoes.” Encourage them to really take on the identity of the person assigned to them. Continue the discussion for as long as it seems useful. Even 5 minutes might be enough time to shake participants from their own frames of reference and allow them to view things differently.

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GROUP CHALLENGESBOGGLED

Objective To form words by compiling connected letters.

Time Required Ten Minutes.

Group Size An unlimited number of participants, who will work in groups of three.

Materials One copy of the Boggled Worksheet and a pencil for each group; flip chart and felt

tipped marker, clock and timer.

Preparation None.

Process1. Instruct the participants to form groups of three members each.2. Distribute one copy of the Boggled Worksheet and a pencil to each group.3. Explain that this activity is based on the popular cube game Boggle. The goal is for each

group to score as many points as possible in a three-minute time period. Referring the top of the worksheet, read aloud the following information:

Rules: Each group member in turn contributes a word. To count, one letter in a word must be connected to a previous letter by a side or a corner and no letter may be “doubled”. For example, at the top right, “TON” is an acceptable word, but “TOO” is not. However, once you pass from one letter to another, you may return to any previously used letter. For example, at the bottom left, “WOW” is an acceptable word.

Scoring: Each word is worth the square of the number of letters it contains. A two-letter word is worth four points (2x2) but a four-letter word is worth sixteen points (4x4).

4. Signal for the group work to begin, time the activity for three minutes. Stop the groups when time expires.

5. Allow several minutes for groups to calculate their total scores. Determine which group had the highest number of points, listing the words on the flip chart. Mark the longest word on this list; then record the longest word formed by each of the other groups.

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Sample Words

Two Letters: ad, am, an, on, to, us

Three Letters: and, arm, bad, bed, bet, cow, fan, has, ham, ire, jut, mar, net, pen, pie, sat, say, sin, ten, tow, toy

Four Letters: band, bare, bond, city, corn, crow, dare, dark, duty, farm, harm, mane, note, peat, pine, rise, suit

Five Letters: bared, bares, crisp, dread, noted, lease, spear

Six Letters: corner, darken, please, spread

Seven Letters: corners, darkens, leisure, picture, pleased, speared

Eight Letters: pictured, pictures, pleasure, surprise

Discussion What was the longest word formed by any group? Did your group have a strategy for the game? If so, what was it? How did time pressures affect your group’s performance? How can we relate this activity to the way in which problems are solved in the

workplace?

Boggled Worksheet

H M A F T 0A R N E B NE 5 P K D AN I J U R ER C T I 5 PW 0 Y A E L

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SCORE:

Two-letter words ___ x4 = ____

Three-letter words ___ x9= ____

Four-letter words ___x16= ____

Five-letter words ___x25= ____

Six-letter words ___x36= ____

Seven-letter words ___x49= ____

Eight-letter words ___x64= ____

TOTAL POINTS = ____

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ACTIVE DEBATE

Overview A debate can be a valuable method for promoting thinking and reflection, especially if

participants are expected to take positions that are in opposition to one another. This design actively involves every participant, not just the debaters.

Procedure1. Develop a statement that takes a position with regard to a controversial issue relating to

your meeting or class topic.2. Divide the group into two debating teams. Assign (arbitrarily) the “pro” position to one

team and the “con” position to the other.3. Next, create two to four subgroups within each debating team. If, for example, twenty-

four people are attending the meeting, you might create three “pro” subgroups and three “con” subgroups, each containing four members. Ask each subgroup to develop arguments for its assigned position. At the end of the discussion, have each subgroup select a spokesperson.

4. Set up two facing rows of two to four chairs each (depending on the number of subgroups created for each position) for the spokespersons of each team. Place the remaining participants behind their spokespersons. Begin the debate by having the spokespersons present their views. Refer to this process as “opening arguments.”

5. After everyone has heard the opening arguments, stop the debate and reconvene the original subgroups. Ask the subgroups to strategize how to counter the opening arguments of the opposing side. Again, have each subgroup select a spokesperson, preferably a different person.

6. Resume the debate. Have the spokesperson give “counterarguments.” As the debate continues (be sure to alternate between sides), encourage other participants to pass notes to their debaters with suggested arguments or rebuttals. Also, urge them to cheer or applaud the arguments of their debate team representatives.

7. When you think it is appropriate, end the debate. Rather than declaring a winner, reconvene the entire group in a circle. Be sure to integrate the group by having participants sit next to people who were on opposing teams. Hold a full-group discussion on what participants learned about the issue from the debate experience. Also, ask participants to identify what they thought were the best arguments on both sides.

Variations1. Add one or more empty chairs to the spokespersons’ rows. Allow participants to occupy

these empty chairs whenever they want to join the debate.2. Start the activity immediately with the opening arguments of the debate. Proceed with

a conventional debate, but frequently rotate the debaters.3. If your time is limited, set aside a short time period to allow three people to speak in

favor of the proposal under consideration and three people to speak against it.

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ARGUING THE FLIP SIDE

Overview One effective way to defuse a meeting or course discussion that has erupted into a

conflict so severe that it is blocking action is to have the participants reverse roles. People may have boxed themselves into all-or-nothing thinking patterns and may not know how to escape from that trap. If they concentrate on presenting one another’s viewpoints, it is possible the participants can resolve misunderstandings, gain more realistic perceptions, and reach a clearer understanding of one another’s positions.

Procedures1. Identify an issue on which participants have boxed themselves into all-or-nothing

thinking patterns. 2. Encourage the group to be willing to experience role reversal, a time-honored conflict-

resolution technique. Explain that you will ask the group to spend from 10 to 20 minutes discussing the dispute that has arisen. During that time, participants will be asked to take on the role of someone with a different position from their own. If only two sides have been presented, participants merely switch their positions for a short time. If there are more that two points of view, ask participants to adopt any position other that their own.

3. Facilitate the role-reversal discussion. Keep encouraging participants to stay in role. Although there may be some laughter during this process, try to keep the mood serious.

4. After the time is up, ask participants the following questions:o “Did you feel that your own views were accurately stated by others adopting your

position?o “What insights did you obtain from arguing the flip side of the issue?

5. Continue a normal discussion of the conflict to determine whether the role-reversal process has helped to move the group beyond where they were.

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KNOWLEDGE TEASERSBY THE NUMBERS

Purpose To offer a lively method to review material, especially technical material

Supplies An overhead transparency or newsprint flip chart page of the Player Instructions for By

the Numbers, prepared in advance by the facilitator. An overhead projector (if using transparencies). A newsprint flip chart and felt-tipped markers. A set of questions, prepared in advance by the facilitator. One or more dice (one if used by the facilitator; one for each table if used by the

participants). One name tent for each participant and assorted felt-tipped markers. Paper and pencils

for the participants. A stopwatch or other timing device. A whistle or other noisemaking device

Steps1. Divide the group into teams of five or six players. Distribute name tents and felt-tipped

markers to each team.2. Define the task: All players at your table are on the same team. Each player on your

team is assigned a different number between one and six. Write your name and your assigned number on your name tent and put it in front of you. I will read a question, then roll a die and announce the number. The player whose number matched the roll of the die must answer the question. If he or she answers correctly, the team receives one point. If he or she answers incorrectly, the team is penalized one point. There is a 15-second time limit for answers.

3. Post the Player Instructions; begin the game by asking a questions and then rolling a die to determine which players are eligible to answer. (Note: For teams of five, if the die shows a six, it will be re-thrown until a number of five or less is shown.) Allow 15 seconds for responses, then call time.

4. If a player has answered correctly within the 15-second time limit, award 1 point to that team. If a player has answered incorrectly, deduct one point from that teams score. Post the results on a newsprint sheet.

5. After a designated time period or number of rounds, the team with the most points is declared the winner.

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FIND POINTS

Purpose To guide participants to find items from clues taken from readings or handout materials. To reinforce learning concepts found in handouts or readings

Supplies An overhead transparency or newsprint flip chart page of the Player Instructions for

Find Points, prepared in advance by the facilitator. An overhead projector (if using transparencies) or a newsprint flip chart and felt-tipped

markers. A copy of the Work Sheet for Find Points, prepared in advance by the facilitator. Paper and pencils for the participants.

Steps1. Divide the group into teams of one to three players each. Distribute a copy of the work

sheet to each team. Post the Player Instructions.2. Define the task: “This work sheet contains learning points from your reading material.

Next to each point is a clue to help you find the information in your reading material and to identify the item correctly. You have five minutes to complete the work sheet.”

3. Call time at the end of five minutes. Have each team in turn read its response to the first item. Award one point for each clue solved.

4. Continue having teams read their responses to the remaining questions, awarding points in the same way.

5. Debrief the activity and discuss any questions that may have arisen.6. Designate winners, as appropriate.

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HEADLINES

Purpose To challenge the participants to create descriptions from brief statements of a topic or

event. To demonstrate the group’s understanding and/or perspective of a selected topic or

event.

Supplies An overhead transparency or newsprint flip chart page of the Player Instructions for

Headlines, prepared in advance by the facilitator. An overhead projector (if using transparencies). A newsprint flip chart and felt-tipped markers. A newsprint flip chart page with a sample headline, prepared in advance by the

facilitator. Paper and pencils for the participants

Steps1. Divide the group into teams of one to five players each and distribute paper and pencils

to each team. 2. Define the task: “You will be given a short headline that describes and event. Take ten

minutes to develop a short article based on that headline. This is an open book activity; you may use any resources to help you prepare your article.”

3. Display the Player Instructions for Headlines and the sample headline.4. After ten minutes, call time. Have each team in turn present its description.5. Discuss and debrief the presentations as appropriate.

HOOPS

Purpose To allow participants to compete to answer questions and to score points.

Supplies An overhead transparency or newsprint flip chart page of the Player Instructions for

Hoops, prepared in advance by the facilitator. A newsprint flip chart page of the Scoring Chart for Hoops, prepared in advance by the

facilitator. An overhead projector (if using transparencies). A newsprint flip chard and felt-tipped markers. A set of questions, prepared in advance by the facilitator. Several sheets of paper, wadded into paper balls. Two baskets or cans (5” or 18 cm in diameter), large enough to hold the paper balls.

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Paper and pencils for the participants. Masking tape. A whistle or other noisemaking device.

Steps1. Divide the groups into two teams.2. Set up two baskets or cans on a table as targets, with one at the near edge and the

other at the farthest edge.3. Set up shooting line with masking tape.4. Define the task: “Each participant attempts to toss a paper ball into one of the targets.

Then he or she responds to a question that I ask. Points are awarded to the team based on the Scoring Chart”.

5. Post and explain the Scoring Chart for Hoops.6. Play alternates between teams: In each round, Team A sends a participant to toss a

paper ball at the target and answer a question, then Team B follows suit.7. After each question, post scores on a newsprint flip chart page.8. After a designated number of rounds or a designated time limit, play ends. Most points

win.

Scoring Variations Set up the targets at the same distance from the shooting line, but use targets of

different sizes. The smaller target is then worth more points that the larger target. Designate a lightening round. Each team selects a player who shoots as many paper

balls at the targets as possible in 30 seconds. Then the team is asked a question, and a correct response earns as many points as the number of balls that went into the target. An incorrect answer receives 0 points.

Pose the same question to both teams. The first team to get a paper ball into a target answers the question. A correct answer scores 2 points, and an incorrect answer scores 0 points.

Scoring Chart Ball in farther targetAND correct answer = 3 points Ball in nearer targetAND correct answer = 2 points Ball misses targetAND correct answer = 1 point

Incorrect Answer = 0 points

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MESSAGE BOARD

Purpose To allow participants to uncover clues about a prepared statement or message. To review topic material from lecture or readings

Supplies An overhead transparency or newsprint flip chart page of the Player Instructions for

Message Board, prepared in advance by the facilitator. An overhead projector (if using transparencies). A newsprint flip chart and felt-tipped markers. A set of questions, prepared in advance by the facilitator. One or more message boards prepared in advance on newsprint flip charts or

wallboards, with message clues covered by Post-it notes or index cards. Paper and pencils for the participants.

Steps1. Divide the group into two or three teams. Distribute paper and pencils to each team.2. Define the task: “Your team’s goal is to identify the message on the posted game board.

The message board will be uncovered, one space at a time, as teams provide correct answers to questions. When a team correctly answers the question, it receives one clue. A team may only guess at the message immediately after answering a question and receiving a clue.”

3. Post the prepared message board and the Player Instructions.4. Address the first question to Team A. If the team answers incorrectly, the question goes

to the next team. If the team answers correctly, it can choose a clue to uncover on the message board. Once that clue is uncovered, the team has 30 seconds to guess at the message.

5. Play alternates to Team B. Again, if the team answers incorrectly; the question goes to the next team. If the team answers correctly, it can choose a clue to uncover on the message board. Once that clue is uncovered, the team has 30 seconds to guess at the message.

6. Play continues until one team correctly identifies the message. That team is declared the winner of that round of play.

Scoring Award 1 point for each question that is answered correctly; subtract 1 point for each

incorrect guess. Award a 5-point bonus for solving the puzzle.

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Sample Message Board

MeditationBreathe deeplyMuscle relaxationVitamins C and BEight glasses of water dailyProper dietReduce fat intakeProper exerciseReduce caffeine intake

Message: “Ways to Cope with Stress”

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HAPPY ENDINGS

GALLERY OF ACHIEVEMENT

Overview This activity is a way to assess and celebrate what participants have been able to

accomplish during a series of meetings.

Procedure1. Divide participants into subgroups of two to four members. 2. Ask each subgroup to discuss what its members are taking away from the meetings. The

discussion can cover both personal and professional outcomes. Then ask the subgroups to list their accomplishments on flip-chart paper. Request that they title the list: “What We Have Achieved.”

3. Paper the walls with these lists.4. Ask the participants to walk by each list and to place a check mark next to achievements

on lists other than their own that they are taking away as well.5. Survey the results, noting the most popular accomplishments. Also mention those that

are unusual and unexpected. Some examples of comments might be:“We have attained a level of teamwork I didn’t think was possible.”“I’m amazed in what an orderly manner the agenda was handled and how quickly the meetings moved.”“We’ve developed the best possible budget we could. It provides for everything really necessary.”“By coming up with funds to convert the old movie theater into a community centre for the arts, we have made possible a program that will bring delight to people of all ages in the community. I’m so proud to have been a part of this committee.”

Variations

1. If the group is small enough, ask each participant to make his or her own list.2. Instead of listing accomplishments, ask participants to list “keepers” – ideas or

suggestions explored during the meetings that are worth keeping or retaining for future use.

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BUMPER STICKERS

Overview Everyone is familiar with the bumper stickers that often amuse commuters caught in

traffic. This strategy enables participants to create their own reminders of meeting accomplishments. These may be signs or lists group members place in or near their work areas or their desks at home to remind then of specific actions to take.

Procedure1. Invite participants to create “bumper stickers” that express the following:

· One thing you have learned at the meeting· A key thought or piece of advice you will keep in mind to guide you in the future· An action step you will take in the future· A question to ponder

2. Urge participants to express themselves as concisely as possible. Have them brainstorm possibilities before making their selections. Encourage them to obtain reactions from others.

· “Build for the Future”· “I’m the Proud Planner of a Day Care Centre”· “Educate a Child, Improve the World”· “Think First, Then Act”· “One Step at a Time, but Make it a Giant One”

3. Provide materials and supplies so that the participants can make the bumper stickers as attractive as possible.

4. Make a gallery display of the bumper stickers.

Variations1. Make some bumper stickers and give them to participants to take with them.2. Have participants write bumper sticker ideas on index cards. Gather the cards and pass

them around the group. Have each participant select three ideas contributed from other members of the group that will serve him or her well.

CONNECTIONS

Overview This is a dramatic and memorable activity that symbolically draws a long series of

meetings or classes to a close. It is especially appropriate when participants have formed close connections with one another and offers a visual picture of their

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accomplishments by sing a skein of yarn to literally and symbolically connects participants.

Procedure1. Bring a skein of yarn to the meeting. Ask everyone to stand and form a circle. Start the

process by stating briefly what you have experienced by facilitating the meeting process.

You might say, for example, that you started out with a roomful or strangers and that you and they, working together, have formed a cohesive and productive organization that has tackled a problem and solved it by connection with one another.

2. Holding one end of the yarn toss the skein to a participant on the other side of the circle. Ask that person to state briefly what he or she has experienced as a result of participating in the meetings. After he or she has spoken, ask that person to hold onto the yarn and toss the skein to another participant.

3. Have each participant take a turn at receiving the skein, sharing reflections, and tossing the yarn connection every member of the group.

Some samples of what a group of managers from different levels of the organization might say include:

· “I learned how important it is to work together as a team.”· “I realize that we all have different personalities and communication

styles.”· “I appreciate being given the opportunity to get to know people on a

personal level.”· “I feel I can be more open and honest.”· “I know how to deal more effectively with others”· “I’m going to think of ways to streamline our operation”

4. Complete the activity by stating that the program began with a collection of individuals willing to connect and work together with one another.

5. Cut the yarn with scissors so that each person, though departing as an individual, takes a piece of the other participants with him or her. Thank participants for their interest, ideas, time and effort.

Variations1. Ask each participant to express appreciation to the person who tossed the yarn to him

or her. 2. Instead of using yarn, toss at ball, a Frisbee, or a beanbag. As each person receives the

tossed object, he or she can express final sentiments.

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GROUP PHOTO Overview

This is an activity that acknowledges the contributions of every participant, while at the same time celebrating the group.

Procedure1. Assemble participants for a group photograph. It is best to create at least three rows of

participants: one row sitting on the floor, one row sitting in chairs, and one row standing behind the chairs. As you are about to take the picture, express your own final sentiments. Stress how much active meetings depend on the support and involvement of participants. Thank participants for playing such a large part in the success of the entire project.

2. Then invite one participant at a time to leave the group and to be the photographer. (Optional: Have each participant merely come up and view what a final picture of the group would look like through the viewfinder.)

3. If the group is not too large, ask each participant to share his or her final thoughts with the others. Ask the group members to applaud each participant for his or her contributions to the group.

4. When the film is developed, send each participant his or her own photograph of the group.

Variations1. Use the photography session as an opportunity to review some of the highlights of the

meetings and any interesting incidents that happened that will keep the joint effort alive in the memories of the participants.

2. Instead of a public disclosure of sentiments, ask participants to write final thoughts on sheet of paper taped to the walls.

BALLOONING MESSAGES

Overview Here is a fun way to end a meeting or course in which participants express their final

thoughts to one another in an anonymous and creative fashion.

Procedure1. Bring to the meeting a bag of balloons of various colors and distribute one to each

participant. Also, give each person a small piece of paper that can be inserted into a balloon.

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2. Ask each participant to write a message on the small piece of paper. Compare it to the insert in a Chinese fortune cookie. Some suggested message topics could be:

· My reaction to today’s meeting· Something I promise to do before the next meeting· Something or someone I appreciated· A reason why the meeting was productive/unproductive· A question that remains from today’s meeting

3. Have each participant insert his or her message in a balloon, blow it up, and then tie it. At a common signal, have participants place their balloons into a large container, such as an oversized trash bag.

4. Give out one balloon randomly to each participant. Invite the participants to pop their balloons and find the inserted messages.

5. Have participants read aloud the message they received.

VariationInstead of using balloons, give each participant a standard piece of paper. Have him or her write a message on the paper and crumple it up into a ball or simply fold it in half. Collect the papers distribute them around the group.

“RAP-UP”

Overview If you don’t mind the play on words, why not wrap up the meeting with rap songs. It’s

an activity that is infectious and fun.

Procedure1. Explain that you would like to “wrap up” the meeting by having everyone “rap” about it.2. Divide participants into small groups of two to four members. Give them the beginning

lines for a rap song they will create and perform in front of the entire group. Encourage them to use a syncopated beat. Here are some possible opening lines:

· The meeting is done,It sure was….

· Now it’s time,To say goodbye…

· Our group is great,Our…

· In closing our meetingWe’d like to say…

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3. Provide 5 minutes for each group to compose its rap song. Here is an example of a completed rap:

The meeting is done,It sure was fine,Time to celebrate it,With some fine wine.How good it is,To be able to shine,With friends so smart,And friends so fine.Yeh, Yeh, Yeh, Yeh!

4. Invite each group to perform its rap and encourage everyone else to repeat it. Enjoy the celebration of hard work. That’s what active meetings are all about!

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REFERENCES

Apps, J.W. (1991). Mastering the teaching of adults. Malabar, FL: Krieger Publishing Company.

Renner, P. (1994). The art of teaching adults: How to become an exceptional instructor and facilitator. Vancouver, CA: PFR Training Associates.

Siberman, M., & Clark. (1999). 101 ways to make meetings active: Surefire ideas to engage your group. San Francisco, CA; Jossey-Bass/Pfeiffer.

Sugar, S. (1998). Games that teach: Experiential activities for reinforcing training. San Francisco, CA; Jossey-Bass/Pfeiffer.

Ukens, L. L. (2000). Energize your audience: 75 quick activities that get them started and keep them going. San Francisco, CA; Jossey-Bass/Pfeiffer.

Ukens, L.L. (1997) Getting together: Icebreakers and group energizers. San Francisco, CA; Jossey-Bass/Pfeiffer.

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