Icebreakers

Icebreakers are structured activities that are designed to relax learners, introduce them to each
other, and energize them in what is normally an unduly formal atmosphere or situation.
Icebreakers are not normally related to the subject matter, where as "openers" are related to the
subject matter that is to be discussed. In addition, they often help to break up the cliques and
invite people to form random groupings in a non-threatening and fun way.

The term "icebreaker" comes from "break the ice", which in turn comes from special ships called
"icebreakers" that are designed to break up ice in the arctic regions. And just as these ships make
it easier for other ships to travel, an icebreaker helps to clear the way for learning to occur by
making the learners more comfortable by helping to bring about conversation.

Listed below are a few icebreakers to help get you started.

The Magic Wand

You have just found a magic wand that allows you to change three work related activities. You
can change anything you want. How would you change yourself, your job, your boss, coworkers,
an important project, etc.? Have them discuss why it is important to make the change. Another
variation is to have them discuss what they would change if they become the boss for a month.
This activity helps them to learn about others' desires and frustrations.

Marooned

You are marooned on a island. What five (you can use a different number, such as seven,
depending upon the size of each team) items would you have brought with you if you knew there
was a chance that you might be stranded. Note that they are only allowed five items per team, not
per person. You can have them write their items on a flip chart and discuss and defend their
choices with the whole group. This activity helps them to learn about other's values and problem
solving styles and promotes teamwork.

The Interview

Break the group into two-person teams (have them pick a partner that they know the least about).
Have them interview each other for about twenty minutes (You can also prepare questions ahead
of time or provide general guidelines for the interview). They need to learn about what each
other likes about their job, past jobs, family life, hobbies, favorite sport, etc. After the interviews,
reassemble the group and have each team introduce their team member to the group. This
exercise helps them to learn about each other.

Who Done That?

Prior to the meeting, make a list of about 25 items relating to work and home life. For example, a
list for a group of trainers might have some of the following:
  Developed a computer training course
 Has delivered coaching classes
 Is a mother
 Knows what ADDIE means and can readily discuss it
 Enjoys hiking
 Has performed process improvement
 Served in the Armed Forces
 Is a task analysis expert

Ensure there is plenty of space below each item (3 or 4 lines) and then make enough copies for
each person.

Give each person a copy of the list and have them find someone who can sign one of the lines.
Also, have them put their job title and phone number next to their names. Allow about 30
minutes for the activity. Give prizes for the first one completed, most names (you can have more
that one name next to an item), last one completed, etc. This activity provides participants with a
list of special project coaches and helps them to learn about each other.

The ADDIE Game (Analysis, Design, Development, Implement, Evaluate)

Make up a reasonable problem scenario for your organization where people need to get
introduced, e.g. "The manufacturing department is bringing in 20 temporaries to help with the
peak season. They want us to build a short activity that will allow the permanent employees to
meet and introduce themselves to the temporaries." Break the group into small teams. Have them
to discuss and create a solution:

 Analyze the problem - Is it a training problem? If they decide that it is not a training
problem, then remind them that most problems can be solved by following an ADDIE
type approach.
 Perform a short task analysis - How do people get to know each other?
 Design the activity - Develop objectives, sequence.
 Develop the activity - Outline how they will perform the activity and trial it.
 Implement - Have each small team in turn, introduce themselves in front of the group
using the activity they created.
 Evaluate - Give prizes to the most original, funniest, etc. by having the group vote.

This activity allows them to learn about each other's problem solving styles and instructional
development methods, it also introduces the members to each other. This method can also be
used to introduce the ADDIE method to new trainers. Time - about 60 minutes.

Finish the Sentence

Go around the room and have each person complete one of these sentences (or something
similar):
  The best job I ever had was...
 The worst project I ever worked on was...
 The riskiest thing I ever did was...

This is a good technique for moving on to a new topic or subject. For example, when starting a
class and you want everyone to introduce themselves, you can have them complete "I am in this
class because..."

You can also move on to a new subject by asking a leading question. For example if you are
instructing time management, "The one time I felt most stressed because I did not have enough
time was ..."

Reviews
While icebreakers are used to start a learning session, reviews are used in the closing of a session
or module. They help to reinforce key concepts or topics.

Frame Game

Give each learner four blank cards and instruct them to fill in four different responses on the
subject: "What were main concepts or learning points of the material we just covered?" Give
them about five minutes to complete the exercise, then collect the cards, shuffle them, and
randomly deal three cards to each learner. (Note: If desired, the trainer can make up four cards of
her own, but they should be philosophically unacceptable with the principles presented. That is,
play devil's advocate.)

Ask everyone to read the cards they just received, and then to arrange them in order of personal
preference.

Place the extra cards on the table and allow them to replace the cards in their hand that they do
not like. Next, ask them to exchange cards with each other. They must exchange at least one
card.

After about three minutes, form them into teams and ask each team to select the three cards they
like the best. Give them time to choose, then have them create a graphic poster to reflect the final
three cards.

Select or vote on best poster that best represents the topic.

Rearrange the Classroom (Change)

Prior to class, set the desks up in the old "traditional" classroom row style. Except, that you
should set your stage (podium, flip chart, etc.) in the back of the class. Start your presentation
(you will be behind them, facing their backs). Explain to them that this is how a lot of change is
implemented in organizations. The leaders get behind their employees and attempt to "push"
them into change. And the attempt to change is about as successful as trying to conduct a class
this way. Note: for another change activity, see Push and Pull Change.

Also, point out that this is how a lot of traditional organizations are set up, in nice even rows
(departments), where it is hard to communicate and learn from each other. But, real teams
develop when we break out of our boxes and design organizations that have cross functional
teams working with each other. Ask them to rearrange the room so that real learning,
communication, and teamwork can take place. Depending upon your learners, you might have to
give them a few pointers to get started, but then get out of the way.

During the next break or after lunch, have them rearrange the room again, using some of the
techniques that they learned. This can be repeated several more times, depending upon the length
of the presentation. But, each time they change the setting, it needs to reinforce a concept that
they previously learned.

Toy Story

Using Legos, Tinker Toys, clay, log cabins, etc., have each
person or small group build a model of the main concept that
they have just been presented. After a given time period, have
each person or team present their model to the group. They
should describe how their
model relates to their work or
the subject being taught.

Encourage creativity!

Ball-Toss

This is a semi-review and wake-up exercise when covering

material that requires heavy concentration. Have everyone stand
up and form a resemblance of a circle. It does not have to be
perfect, but they should all be facing in, looking at each other. Toss a nerf ball or bean bag to a
person and have tell what they thought was the most important learning concept was. They then
toss the ball to someone and that person explains what they though was the most important
concept. Continue the exercise until everyone has caught the ball at least once and explained an
important concept of the material just covered.

Process Ball

This is similar to the above exercise, but each person tells one step of a process or concept when
the ball is tossed to them. The instructor or learner, in turn, writes it on a chalkboard or flip chart.
For example, after covering "Maslow's Hierarchy of Needs," you would start the ball toss by
having everyone give one step in the pyramid of needs, e.g. Safety, Physiological, Esteem, etc.
Milling. Students learn ways to communicate when language is a barrier. The
teacher/FBLA-PBL adviser should gather everything in a circle. Explain that there is to be
no talking throughout the duration of the game. Have the group remain in a circle while you
tape a piece of paper with a blue triangle, an orange star, or a red square on each person’s
back. Choose one to three students to wear completely different figures than this, depending
upon the class size. Once everyone has a figure taped to his/her back, begin the game by
saying, “Go ahead and mill, but no talking.” As students mill around the room remind them,
if necessary, not to talk. Some students may help others group up with like figures. Others
may try to discourage this. After 15 minutes, ask the group to pull back in a circle.
Encourage discussion. How did it feel to be given hardly any rules to follow? What kinds of
ways did you communicate without talking? For those of you that didn’t have any figures
like the others, did you feel left out? If so, did you find yourselves joining other milling
participants that seemed left out?
The Tie is in Style. Through this activity, students learn team sharing. Tape a finish line at
the end of a large space. Have all students stand at the other end of the space in a straight
line. The group is going to participate in a race, but the object of this race is to finish at the
same time. The group should be encouraged to assist others if necessary during the race to
keep everyone moving along at the same speed.
Go Figure! This activity is designed to help students learn to communicate effectively. The
teacher/FBLA-PBL adviser will need a very long rope or several ropes that are tied together.
Have everyone stand in a circle. Each person in the circle is blindfolded. The students grab
(with both hands) onto the rope that extends around the inside of the circle. Once everyone
has a hold of the rope, the rope ends should meet together at one person who will hold onto
each end closing the circle. The group is asked to decide on a figure (diamond, triangle,
square, pentagon, etc.) When the group has agreed on a figure, the teacher/FBLA-PBL
adviser instructs the group to make the figure with their rope without letting go of the rope.
When the group agrees as a whole that the figure is as close as it can possibly get, everyone
will place their section of the rope on the floor, stand back, and look at their work.
Maze Maker. This activity is designed to build trust within a team. Blindfold half the group
to play Maze Mice. Give the other half a long rope to make a maze with their bodies and
chairs as anchors. Some students can hold the rope up about their heads, others can hold the
rope at their wastes, and still others can bring the rope down low to the ground. You should
remember to have a few dead ends in your maze. After the maze is built, those blindfolded
will be lead to the beginning of the maze and, placing their hands on the rope, instructed to
follow the rope to the finish line. The last maze anchorperson will tap each mouse twice on
the shoulder when they are at the end of the maze. Have the Maze Makers and the mice
switch.

TEAMBUILDING GAMES & ACTIVITIES

Teambuilding activities are loads of fun, but they can also be tools for strengthening your
group. They can be good icebreakers for the beginning of a meeting or a way to build
stronger ties with members you already know. Some involve a lot of teamwork and can
result in tighter friendships among the people with whom you work.
There are many gradations of teambuilding activities. We’ve broken them down into
three rough categories. Many were hard to choose a specific category for, so use your
own judgment and understanding of your group when you do these activities.
• Beginning – focus on remembering names and getting acquainted
• Middle – focus on having fun and getting along
• End – focus on strengthening the team, understanding others strengths and
weaknesses
• Cheers – use for stretching, to keep the group upbeat, and to have fun
Beginning
These games and activities would regularly be used at a first meeting, at the beginning of
a gathering, or at the start of a student conference or workshop. With little physical
contact, these games help loosen people up, remember names, and get more comfortable
with people they’ve just met.
Pass the Clap
Focus: Having fun, Visual communication
Stand in a circle. One person has the “clap” in their hands and turns to face a person next
to them. About when they make eye contact or just when they are facing each other, they
clap simultaneously. Then, that next person has the clap and turns to pass it on. After it
has been passed around once and everyone has the hang of it, begin to time him or her.
Encourage people to move around, jump into a different part of the circle, and reverse it.
Whose Shoes?
Focus: Introductions
Have everyone sit or stand in a circle. Ask them to take their shoes off and immediately
toss them into the middle of the circle. Begin by having one volunteer pick a pair of
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shoes; describe the owner (without knowing who it is). Ask for things such as age,
hobbies, or attitude. When he is done describing the owner, he must guess whom the
shoes belong to. Then, the real owner comes forward and continues the activity.
Blindfolded Animals
Focus: Separating into groups
This activity can be used to separate people into pairs or a large number of students into
different groups. With a small group, write the name of however many animals on two
different pieces of paper and have the participants draw one out. With a large group,
have students count off to a certain number and assign a certain animal for each number.
When you say “go”, participants will close their eyes and are only allowed to make the
noise of their animal in order to find their other group members. Animals such as cows,
pigs, dogs, chickens, elephants, cats, and horses all make for a fun, and noisy, activity.
Action Intros
Focus: Learning Names
Make a standing circle. Have one person start by saying an action and their name. The
action should start with the same letter as their name, like energetic Eric or jumping Jill.
When they say their action and name, they can also act out their action. So, jumping Jill
would jump up and down. Have the entire group go around and repeat everyone’s
actions and names each time a new person introduces him or herself.
TAG!
Focus: Get Moving
Here are two variations of tag that will keep participants upbeat and interested.
Hospital Tag Every participant is “it” and also has three lives. When a player is tagged
once, he must put this hand on the part of his body where he was tagged. The second
time, he puts his other hand on that spot. The third time he is tagged, he is out.
Participants will get a kick out of watching people run around with their hands on ankles
or backs while trying to tag others.
Clothes Pin Tag Bring enough clothespins for every player to have at least three.
Again, everyone is it. Give them a certain amount of time to tag as many people with
clothespins as they can. When time is called, players with one or no clothespins on them
are still in the game and can again play for one more round. There are many ways to mix
this game up, but remind players that they’re not allowed to take the clothespins off once
they have been tagged.
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Concentric Circles
Focus: Get to Know One Another
Divide everyone into two groups. Have one group make a circle facing outward. The
second group then makes a circle around the first group and faces inward. Everyone
should be facing someone from the other circle. Each person can talk to the person
across from them for a minute or two before you yell, “SWITCH”, and have one circle
move to the left or right a few steps. If participants seem shy, give them a topic to talk
about each rotation, such as movies, DECA, college, food, etc.
Move It Buddy
Focus: Memorizing Names
Stand in a circle, with one person in the middle. When the person in the middle says so,
participants will be given 30 seconds to one minute to memorize the first, middle, and
last name of the person to their left and right. After the minute is over, the person in the
middle will point to somebody and say “left” or “right”. If he or she pauses or stumbles
saying the full name, he or she is then in the middle. If everyone seems to know each
others names right away, the person in the middle can call out, “Move It Buddy!” and
everyone must rush to a new space and begin memorizing names again.
Middle
These activities and games are for people that have become more comfortable with each
other. People aren’t as concerned about looking silly as long as other people are doing it
too. More contact-oriented games are sometimes okay, but this must be gauged by
watching the participants and their reactions. Sometimes these activities are good for the
end of a shorter meeting. Keep in mind there is a substantial difference between a
meeting early in the year and a meeting in the middle or towards the end of the year.
Blindfold Birthdays
Focus: Verbal Communication
There are many variations of this game. Begin by asking everyone to blindfold
themselves (or close their eyes, but it’s oh-so-tempting to peek!). Then give them the
task of lining themselves up in order of their birthdays. Variations include lining them up
by height or weight or by allowing them to see, but not talk.
Two Truths and a Lie
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Focus: Getting to Know One Another
Go around the group and have everyone say two true statements about themselves and
one false. The rest of the group has to guess which one is false. If participants find it
hard to think on the spot, give them index cards and let them write it down. Then, toss
the cards into the middle of the circle so you have to guess who the person is and what is
false. You may be surprised. You can learn some crazy things about each other!
Count Off
Focus: Non Verbal Communication
Begin by having the group stand in a bunch or sit on the ground in no order. The goal of
this activity is to count to a number twice the number of people in your group.
Participants can only say two numbers during the entire game. Also, only one person can
say a number at a time. If two people say the same number, the group must begin
counting again. Begin by giving them no prep time, but allow the group a minute to plan
if they are having trouble.
I’m Making a Triangle
Focus: Brainteaser
This game may confuse and frustrate those who don’t understand at first. Choose three
people in the group by saying, “Amanda, Collin, and Karie”. Then ask the question,
“Whose triangle is it?” Participants will spend lots of energy and time trying to find a
specific pattern, but there’s an easy solution. The first person to speak after you ask the
question is who the triangle belongs to. It may take the group a long time to understand,
so if needed, be very, very obvious. No matter how obvious you are, there will still be
people who won’t get the pattern!
Floor Designs
Focus: Having Fun, Communication
This activity requires one package of computer or copier paper and a large, open floor
space. Have one participant in the group draw a picture on a piece of paper of anything
they’d like. Then, give the group the stack of paper and tell them to mimic the drawing
on the floor. To make it more interesting, silence certain people in the group. For
instance, only allow one person to do the talking and instructing or, perhaps, only the
guys. If there is a large number of participants, divide the group in half and have the
groups compete to see who can lay out a more accurate picture. This activity is
especially fun if timed and allows for a fun photo opportunity at the end.
60 Second Speeches
Focus: Getting to Know One Another, Speaking Skills
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Have different topics pre-written on pieces of paper about all sorts of different things
(candy, state advisors, television, summer, DECA blazers, parents). One by one,
participants will pick a topic from you and must give a 60 second speech however they
would like. The only rule is that they must not stop talking or hesitate for the entire
minute. You’ll be amazed at what some people end up talking about in just one minute!
End
Near the end (or sometimes middle) of the outing, conference, meeting, or among people
that have spent a lot of time together, these activities are a great wrap up. Some are very
physical and require lots of trust among the group. Make sure all participants are
responsive to the activity before proceeding.
Human Knot
Focus: Teamwork
Everyone stands in a circle and puts their right hand into the middle. They clasp hands
with someone across the circle. Then, everyone puts their left hand into the middle of the
circle and clasps the hand of a *different* person. The group is now in a “knot”. The
object is for the group to untangle itself without releasing anyone’s hand.
Have You Ever
Focus: Get Moving, Get To Know One Another
This is not a game for the first night! In two facing lines, tape small pieces of paper to
mark spots for people to stand on. If you have 20 people, make 19 spots. Leave enough
room between the lines for plenty of movement. The person without a spot stands in the
middle and asks a question. “Have you ever eaten a kiwi?” Anyone who can say, “Yes”,
must then leave their space and find a new one. They can’t stay in the same spot or move
to a spot immediately to their left or right. Whoever is left without a spot now asks the
next question. As a moderator of the game, don’t be afraid to “accidentally” not find a
spot and be in the middle. In doing so, you can change the tone of the game to more
serious questions or more humorous questions, depending on the group dynamic.
Highs and Lows
Focus: Getting Personal
An activity like this is good for a small group or a group that is coming to the close of a
year. Hand out pipe cleaners to each participant and begin by doing the activity yourself.
Start by tying a knot on one end and saying where you born, when, and to whom. Then,
go through your past and identify the highs and lows you’ve experienced, while moving
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the pipe cleaner to display the ups and downs. Other variations that can make people
more comfortable with the activity include describing only high school or this past year.
Replication
Focus: Working Together
This game usually takes about half an hour. The organizers of the game begin by finding
multiples of objects. If you plan to have 3 groups, then find 4 objects (i.e. 4 binders, 4
pens, 4 pinecones, etc.). Then, where none of the participants can see, arrange one set of
the objects. Maybe place the pen horizontally in the middle of the binder open to page 4
and put the pinecone centered above the binder. Then gather the participants, split them
up into three groups, and explain the game. Each group has 2 builders, 1 or 2 runners,
and 1 looker. The looker of each group gets to see the original model. Each group’s
builders get a pile of the objects in a space away from the other teams’ builders. The
interaction works like this: The lookers look at the original display and go halfway to the
builders’ location, where the runner will be positioned. The looker tells the runner all of
the details he can remember about the model. Then, the runner goes to builders. When
the runner(s) get(s) to the builders, the builders can only ask the runner yes or no
questions. “Does the pen go here? Is the binder open? Is it open to this page?” When the
runner can’t remember anymore details or wants to confirm a detail, he goes back to the
point where he can meet the looker. He can converse freely about the details. This goes
on until all of the groups feel they are done or are pretty much done. Then, everyone gets
together and looks at each groups finished model. Replication builds communication
skills and is a good teambuilding effort. It’s fun, too, to look at the different results.
Essence Circle
Focus: Wrapping Up
This is great in the dark under a sky full of stars or at the end of a hard year of organizing.
Everyone sits in a circle and puts their name into the middle (a hat or box). The person
that begins chooses a name to describe but does not say the name. He doesn’t describe
the person’s appearance or clothes; he describes the person’s essence. He talks about
how this person (trying not to reveal gender) always helps make everyone feel better, is
always willing to take the time to listen, etc. After a good description, people can say
who they think it is. (Try to describe in enough detail that it really singles them out, or at
least narrows it down to a few people.) Then the person they were describing describes
the essence of another and so on until everyone has been described. It’s basically half an
hour of compliments and can feel very motivating.
Cheers & Stretches
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If you are in a long meeting, you can use these to get people’s blood flowing and spirits
up.
• Trees Up Here Good – Group repeats the words and motions of the leader
Leader: “Trees up here good!” Jumps up and puts hands high above head.
Others: Repeat
Leader: “Trees down here bad.” Squats down and puts hands on ground.
Others: Repeat
Repeat this whole cycle 3 or 4 more times, then end on “Trees up here good!”
• Ozone Up Here Good – Done the same way as “Trees Up Here Good”, but with
the words, “Ozone up here good. Ozone down here bad.”
• Banana Cheer – Everyone get into a circle. One person volunteers to lead the
cheer. This is a lead/follow cheer. The leader should speak loudly and militarystyle.
Leader: “Bananas, atten-shun!”
Others: “Bananas, atten-shun!”
Leader: “Bananas of the world unite!” Leader raises arms high above head and
touches the palms of hands together. Leader leans over to the right.
Others: “Bananas of the world unite!” Mimic actions of leader.
Leader: “Bananas stand up straight!” Stands up straight.
Others: Repeat.
Leader: “Bananas have no thumbs!” Hides thumbs in space between palms.
Others: Repeat.
Leader: “Bananas do not smile!” Puts a “serious” look on face. No smile. Frown
is good.
Others: Repeat.
Leaders: “Bananas – Are you ready!?”
Others: “Ready!”
Leader: (Quietly) “Peel bananas, peel peel bananas” Slowly pulls apart hands and
makes motions with arms as if peeling off a big banana suit.
Everyone (including Leader): Repeat.
Everyone: Repeat.
Everyone: Repeat.
Everyone: “Go bananas!! Go Go Bananas!!” Jump around and act crazy.
Everyone: Repeat.
Everyone: Repeat.
These are only a handful of ideas that can work in a teambuilding situation. Remember:
every team is different! If one activity does not go as planned, this is not in any way a
signal that the team won’t work out. Communication, instructions, and energy are three
very important factors that will affect any icebreaker or activity. As facilitator, it is your
job to make sure the lines of communication are being open and everyone is
participating. You should also clearly define how the game is played so there will be no
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