structured learning experiences - games

8/12/2019 Structured Learning Experiences - Games

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The takeaway game (planning, analysis, number skills, ice-breaker, energiser for the brain)Based on an old numbers game this activity can be adapted in many different ways for groups and teams of all sizes.It takes a minute to explain and set up, and as little as a minute to play.You can easily expand the game, add complexity, and turn it into a much longer planning and tactics exercise.The basic game (for two teams, or people in pairs, playing each other):Put fifteen coins (or cards, or keys, or anything) between the contestants.

Explain the rules:

1.

Toss a coin to decide who goes first.2. Each side may remove one or two or three coins in turn.3. The winner is the person/team removing the last coin(s).

More complex game variations:

Start with a greater number of coins.

Allow more than three coins to be removed.

Allow coins to be put back (with a limit because otherwise the game might never end).

Play the game between three or more teams or individuals/pairs (for example playing a number of rounds with several

pairs/threes against each other will lead to tactical collaboration between teams, so as to prevent a strong leaderemerging, which can be fascinating).

Play the game according to coin values, stating maximum value that can be removed/put back each turn.

Play the game with playing cards, using the values of the cards (pictures counting as 10, or Jack=11, Queen=12,

King=13, and Ace =1), and stating a number of points which can be removed at each turn. Again, additional challengecan be added by allowing a limited number of cards/points to be put back.

With increased complexity the activity becomes increasingly suitable for teams and allowing a strategic planning stage.

Mathematically-minded people will realise soon that the simpler versions of the takeaway game can be planned and

controlled quite easily by the team/person playing first. Complex versions of the game are far less easy to plan andcontrol.

Increase the fun element fun by playing the game with (readily identifiable and returnable) items from thepockets/handbags/cases of the players (for example keys, pens, phones, etc). Different items can be given differentvalues, for example, key=1, pen=2, phone=3.

The game obviously allows mathematically-minded people (who are often quiet and understated in the background) todemonstrate their value to the group, which can be an additional benefit of the exercise.

Points to review, for example:

What is the method to ensure victory when playing the basic 15 coin game? (Leave your opponent with four coins,achieved by leaving them with eight at the previous turn, and twelve at the previous turn, meaning that the playerstarting must first remove three coins.)

What does this teach us about achieving successful results?

What does this teach us about the importance of planning and strategy?

How could the method be adapted for greater numbers of coins (to start with, and the maximum removable eachtime)?

What does this teach us about being able to transfer/adapt a winning formula from one situation to the next?

At what point does a task become too complex to predict a guaranteed result? (This is illustrated in the game byadding complexities such as more participants, different item values, and option to put back as well as removal.)

What can we do to maximise our chances of achieving a successful result in complex unpredictable circumstances? (Inthe game and in work/business/life generally?)


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Quick paper tower icebreaker (warm-up, creative thinking, and/or teamwork, skills and processanalysis)

A quick table-top exercise for individuals or teams, and a quick version of thebigger newspaper tower activity.

Issue a single sheet of paper (A4 or international equivalent) to each group member (or one sheet per team if theexercise is to be played as a team game).

Instruction:

Using the sheet of paper only - no other materials - construct the tallest free-standing structure - in 5 minutes.

Points to review:

Planning and timing - who planned and who ran out of time?

Pressure - what were the effects on people and performance from the pressure of time?

Innovation - what innovative ideas were devised?

Risk - what observations could be made about high-risk and low-risk methods/approaches?

Learning - would each team/individual be able to improve their result at a second attempt? (Almost certainly.) Discuss

how and why, and the value of experience.

Best practice - if the whole group were to be given the task to build a single tower what ideas would be combined, andwhat does this tell us about the power of collective ideas?

Skills - what skills were found to be crucial for best performance of the task, and could you have guessed what thesevital skills would be before the exercise, or did they only become apparent after actually attempting the task? Andwhat does this tell us about the identification of skills (to be developed/taught) for a given task?

(If played as a team game) what were the opportunities and challenges in enabling the team to perform the task

effectively? Consider and suggest a process which would enable an effective team approach to the task: Whatelements and principles from this are transferable to normal operations and team-working?

Process improvement - what single tool or additional material (no larger than the width of the paper sheet) wouldachieve the greatest improvement to the result?

Incidentally the best technical approach to this task almost certainly requires the construction and use of connectabletubular rolled or triangular telescopic sections, made from lengthways strips of the sheet. Using this technique it ispossible to make a tower at least three times higher than the length of the sheet. If you know better and/or have pictoriaevidence of a better solution pleasesend itto share with others on this webpage.

The exercise can be adapted to suit your situation, for example giving group members 15 minutes for the task andissuing an extra practice sheet of paper will increase the depth and complexity of the task and the review.
http://www.businessballs.com/teambuildinggames.htm#newspaper%20towers%20team%20building%20gameshttp://www.businessballs.com/teambuildinggames.htm#newspaper%20towers%20team%20building%20gameshttp://www.businessballs.com/teambuildinggames.htm#newspaper%20towers%20team%20building%20gameshttp://www.businessballs.com/contactus.htmhttp://www.businessballs.com/contactus.htmhttp://www.businessballs.com/contactus.htmhttp://www.businessballs.com/contactus.htmhttp://www.businessballs.com/teambuildinggames.htm#newspaper%20towers%20team%20building%20games


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Tactical team shove ha'penny (icebreakers, teamworking, tactics, strategy, problem-solving,assessing and countering competitor threats)

Equipment: a table (at least four feet diameter) with a smooth surface, some coins, and (optionally) blu-tack,paper, colouring pens and scissors.

The activity also adapts as a larger-scale ball game on ground-level, explained at the end of this item.

Split the group to make at least two teams - maximum three people per team. Five teams of three per team is

fine, so is four pairs or other similar splits. Size of teams, number of teams, and number of coins can all beadjusted to suit the situation. Increase the number of coins to increase the complexity and duration of thegame, and to enable more players per team.

Issue each team at least six coins - ideally different sorts of coins, and ensure each team has the samenumber of similar coins. Different size coins create more tactical options.

Then, (optionally) instruct the team to create a team logo or emblem and to cut out and colour the shape andfix to their coins using the blu-tack, like a little sail. This is to make it easy to tell the difference between theteams when the coins are in play.

Otherwise, ensure that (when the coins are placed flat on the table) each team somehow differentiates their

coins from the other teams. (For example if two teams are playing, one team can be heads and the other tails.Or you can issue coloured sticky spots or stars, etc.)

The object of the game is to shove the coins, one coin at a time, from the table edge, to createthe closest grouping of coins on the table compared to the efforts of the other team(s).

Each coin should be moved once only by pushing it 'shove ha'penny'-style, using the pad of the hand at thebase of the thumb: Place the coin (about a third of it) off the table edge, and strike it from the side againstthe edge of the table, using the pad of the hand.

The facilitator must be able to demonstrate this, and allow some practice for the teams to get used to themethod and speed of the table, and for the teams to decide who in the team will do the shoving.

Rules:

1. The winning team is the team to achieve the most (of their own) coins grouped into a specified area,which can be designated and measured by the facilitator before play commences by cutting or tearinga hole in the middle of a sheet of paper, to use as a template. The smaller the area, the more difficultthe game is made. Around 12 inches diameter is a reasonable target area. (Do not put the paper onthe table; use the paper to measure how many coins are in the groupings at the end of the game.Groupings can be anywhere on the table provided no coin is closer than 12 inches from the tableedge.)

2. Coin groupings must be at least 12 inches (30 cms) from the edge of the table (i.e., any coin closer tothe edge of the table than 12 inches does not count towards the grouping).

3. Each coin can be shoved once only.4.

Coins may be shoved so as to move coins of own team, or teams may shove their coins to disrupt thegroupings of other teams (which makes the game very tactical, and is reason for each team havingsimilar coins since big heavy coins are generally advantageous and easier to use than small coins).

5. Teams take turns to shove and only one team may shove a coin at a time (although for icebreakersand big quick games a time limit can be given instead within which teams can shove their coins freely,which creates different tactical implications).

6. Toss a coin or draw lots to decide the order of play (which can be offered as a tactical option in its ownright).

7. State a time limit for tactical discussions between shoves.


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Review points:

Choice between disrupting competitor and building own position.

Strategy at beginning, and how it changed during the game.

Different approach next time in light of experience?

Strategic advantage in order of play?

Were the types of coins used at the best times? (Larger coins can be more disruptive, which is useful at the

end of the game, but they also help in the early stages to crate stopping points and positions of strength atthe early parts of the game.)

Effectiveness of team in considering strategic options and making decisions.

Extent to which other teams' strategy was observed or anticipated.

Fairness of result - element of luck versus skill.

Name the 3-5 key capabilities that a winning team would need to perform consistently well at this game.

Relative importance of strategy, tactical adjustment, decision-making, and skill - any other major factors?

If you were the national coach for this game how would you coach a winning team?

N.B. Before the game the facilitator should consider especially the timing of this game. It can take a long timeif you have lots of teams and lots of coins. To speed up the game and/or create a quick icebreaker exercise,split the group into pairs, issue three coins per person, and change the rules so that all coins must be shovedin no order (a free-for-all basically) and the game completed within 30 seconds. This format has differenttactical implications.

Bigger groups, more teams, and more coins, all require a bigger table.

Bigger scale indoor or outdoor versions of this game are possible using coloured tennis balls on a playgroundor a suitably marked floor or grass area, in which case a hula-hoop serves as an ideal measuring template.


5/7

Dice exercise (sales planning, marketing, sales strategy, selling effectiveness, time management,maximising your productivity)

This is a quick simple activity for a meeting or training session. The activity illustrates some important lessons.

Approach a salesperson (or person with similar responsibilities) with a handful of dice. Hold out the dice, handing just oneto the person. Avoid encouraging them to take the other dice.

Then ask them to throw six 'sixes' in thirty seconds to achieve success or win a small prize, while you (as the facilitator)continue holding the remaining dice in your open hand.

Expect the thrower to build up to frenzied activity as you count down the seconds aloud.

Some succeed, some don't. The lessons of the exercise are in the review.

The learning points are:

The chances of hitting sixes increase with the number of throws - a big part of selling is a numbers game, in which

percentages and ratios are significant. So why not throw quickly from the start to increase your chances? Why wait forthe deadline to increase energy levels?

The thrower could have asked for more dice. (As the facilitator explain in the review that you would have given themmore if asked.) Obviously the more dice being thrown, the more sixes are likely to appear. We can expand our rangeor opportunities by simply thinking how to maximise our effectiveness at the outset of a task. We can ask ourselves

(and others) when we approach a new project - What other ways and potential exist? For example, working togetherin a business to look for cross sales for other departments. And looking for additional distribution methods and market

sectors, which can also dramatically increase potential.

Also, (prior to the exercise) the facilitator can doctor some of the dice to have an extra six. The facilitator keeps thedoctored dice among those retained in the hand. Use correction fluid to make extra dots - fours and twos easilyconvert to sixes. These doctored dice represent the availability and neglect of methods which offer better returns thanthe initial assumption, or 'received wisdom'. This demonstrates the value of research, and perhaps testing, of methodsand targets which produce a better rate of success.

You will uncover more examples related to your own situation which will arise from this powerful yet simple little exercise

Chiefly the exercise is for sales people, but can be used for anyone with responsibility to plan how to use their time, and

especially how best to direct their efforts in order to maximise results and rewards.

Anyone with average skills can easily out-perform the most skilful operator if they target their effort more strongly and

effectively.

Success does not only depend on whatyou do. Success depends mostly on whereand how determinedlyyou do it.

Note: Technically 'die' is the singular for dice, and dice is the plural, as in the famous expression'The die is cast',which isan interesting item of trivia, not least because it is also connected to the expression 'crossing the Rubicon', if people arelikely to be interested.

Thanks to R Chapman (no relation), for the contribution of this excellent exercise. Incidentally die is singular for dice notplural, as I ridiculously stated when I first posted this item, (thanks M Burgess).
http://www.businessballs.com/clichesorigins.htm#the_die_is_casthttp://www.businessballs.com/clichesorigins.htm#the_die_is_casthttp://www.businessballs.com/clichesorigins.htm#the_die_is_casthttp://www.businessballs.com/clichesorigins.htm#cross_the_rubiconhttp://www.businessballs.com/clichesorigins.htm#cross_the_rubiconhttp://www.businessballs.com/clichesorigins.htm#cross_the_rubiconhttp://www.businessballs.com/clichesorigins.htm#cross_the_rubiconhttp://www.businessballs.com/clichesorigins.htm#the_die_is_cast


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Listening games (listening, interpretation, understanding, speaking, creativity)

Exercise 1.First here is a quick self-containedready-made listening exercise(ack Claire Leach) which focuses onlistening only.

Exercise 2.The activity which follows is different to the ready-made game above - it enables a group to devise their ownexercises and therefore includes aspects of creativity and team working in addition to listening.

This second exercise is an activity idea chiefly for demonstrating and developing listening, understanding andinterpretation abilities, but also for general communications and creative and competitive team working.

Split the group into two or more teams of up to five people per team. Split larger groups into more teams and adapt theexercise accordingly - it's very flexible.

Each team member (or a given number of people per team) must read out a passage from a newspaper or other suitably

detailed text to the opposing team or teams.

Rotate the reading around the teams in turn rather than have each team perform all its readings one after the other.

Teams must listen to the readings so as to answer questions later, posed by the team asking the questions. Takingwritten notes while listening is optional at the discretion of the facilitator. If useful and relevant to the skills required theninclude this aspect.

When all the passages have been read, each team must then devise and ask the other team 5/10/20 questions in turnabout the passages they've read.

Optionally the questions can be devised before the readings, which makes the listening challenge easier since there is nointerruption or distraction between the readings and the questions.

The winning team is the one to answer most answers correctly. The facilitator can award bonus points for answers whichdemonstrate particularly good interpretation of the subject matter included in the readings.

Adjust the many variables of this activity to suit your situation, notably: structure teams number and size, number ofreaders, length of passages, number of questions, etc., according to time and group size, and level of difficulty required.

Here's an example:

group of 10 two teams of 5 people

3 readers per team (self-appointed by teams)

passages to be max 100 words or 30 seconds

5 mins allowed for teams to decide passages (newspapers contain ideal content)

3 mins total time for reading the six passages

5 mins for teams to construct 5 questions based on their passages

5 mins to ask and answer 10 questions, 5 questions each team, asked/answered alternately one from each team

winning team is team with most correct answers/points including bonuses

total time including set up, excluding review and discussion, about 30 mins

The activity format can be varied too, for example breaking the questioning and answering into two different sections, sothat teams have a chance to work on their answers, which adds the extra difficulty of noting or remembering thequestions properly too.

Introduce more fun or additional technical aspects by issuing amusing or obscure or very specific reading material.
http://www.businessballs.com/freepdfmaterials/london_bridge_listening_exercise.pdfhttp://www.businessballs.com/freepdfmaterials/london_bridge_listening_exercise.pdfhttp://www.businessballs.com/freepdfmaterials/london_bridge_listening_exercise.pdfhttp://www.businessballs.com/freepdfmaterials/london_bridge_listening_exercise.pdf


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LONDON BRIDGE LISTENING EXERCISE - A FREE RESOURCE FROM BUSINESSBALLS.COM

SECTION 1

The first London Bridge was built by Romans sometime after AD43 and some of its wooden remains have been uncovered on the

north side of the river. During its life the wooden structure was renewed several times, and it was probably to this earliest bridge

that the nursery rhyme 'London Bridge is falling down' refers. Indeed, at one time, one of these structures was washed away by a

flood, and another was torn down by invading Vikings, led by Olaf the Norseman in 1014.

The wooden structure was eventually replaced with a stone bridge, which commenced building in 1176 and featured twenty archesand stone piers with a drawbridge. This took thirty years to complete and houses and shops were incorporated to help pay for the

upkeep of the bridge.

It would have been this bridge that was in place during Charles Dickens' youth and he remembered it in Great Expectations, when

Pip crossed it in great despair, having recently learned that Estella was to be married to Drummle. It also featured in his book David

Copperfield, who spoke fondly of sitting in one of the stone recesses of the bridge, watching the people go by, or looking at the sun

shining in the water and lighting up the golden flame on top of the Monument. One of these stone recesses has been preserved in

the grounds of Guy's Hospital.

Questions: What was the original structure of the bridge? (Wooden)

Who was Estelle going to marry? (Drummle)

SECTION 2

In 1825 a new bridge designed by John Rennie was opened, as the old one could no longer cope with the increasing traffic. This

bridge was widened in 1902, and this bridge featured in Dickens' book Oliver Twist. In fact the steps that used to lead down to the

river to the west of the bridge were known as Nancy's Steps. This was due to the fateful conversation overheard by Noah Claypole

between Nancy and Mr Brownlow on a flight of steps on the Surrey bank, on the same side of the bridge as St Saviour's Church

which is now Southwark Cathedral. Dickens' knowledge of this bridge enabled him to explain that Noah Claypole could concea

himself, yet still hear what was being said.

Questions: Why was a new bridge opened in 1825? (The old one couldn't cope with increasing traffic)

What did Southwark Cathedral used to be called? (St Saviour's Church)

SECTION 3

The stairs that are part of the bridge consist of three flights. Just below the end of the second, going down, the stone wall on the left

terminates in an ornamental pilaster facing towards the Thames. At this point the lower steps widen so that a person turning the

angle of the wall is necessarily unseen by any others on the stairs who chance to be above him, if only a step. It was in this way that

Claypole was able to overhear the conversation which eventually lead to the death of Nancy at the hands of Bill Sykes.

In 1970, this bridge was sold to Lake Havasu City, Arizona, because a larger bridge was needed, and the bridge that we see today was

finally opened in 1973. It is sometimes suggested by mischievous folk that the Americans thought they were buying the far more

dramatic Tower Bridge, but no proof of this notion has ever been found.

Questions: When was the bridge sold to Lake Havasu City? (1970)

Who overheard the conversation? (Claypole)

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