Transitions, Bridge-Builders, State Changers
Around the Room and Back Again: Have each participant write down one new application of a topic or teaching strategy identified by the facilitator. Individuals move around the room and share their example with others. As they move, have them collect as many items as possible to add to their lists. Group discussions can then be used to build on the lists and generate knowledge.
Making Change: Make transitions an easy proposition by providing a simple and fast first step.
Art Journal: Have them keep an artistic journal throughout the learning experience to draw what they are feeling.
Synectics: Synectics help participants build analogies for any number of topics. It is a freeing activity in that it allows your audience or class to process information as a group or as an individual. Synectics can serve as a learning scaffold in a variety of situations, especially with new groups.
- Prepare a list of visual clues. These can be postcards, toys, everyday objects, or index cards with photos glued to them.
- Let participants choose cards themselves or distribute randomly. Participants compare and contrast their item to the topic you have chosen. For example: How is _______ like a GPS?
Energizers: If the body is tired, the mind is too. Use energizers that are directly linked to workshop content. Keep each energizer brief, make sure the activity is not threatening, and allow participants to “pass” if they do not want to participate. Energizer Examples: Use musical chairs as a review game, do cross laterals (see next item), create sound effects with musical instruments, toss a ball or beanbag, try on silly hats, mime, leave the room for a 5 minute stroll, drink water, create a chant or jingle, or do deep breathing exercises.
Cross Laterals: Use cross laterals to stimulate both sides of the brain. One example of a cross lateral is to pat your head with your right hand while rubbing your belly in a counter-clockwise direction. (Eric Jensen, 1998)
Case Study: Provide participants with case studies that contain relevant background information. After participants read a case, distribute debriefing questions and divide participants into small groups for discussion.
Mental Maps: Participants draw illustrations or flowcharts that explain their understanding of a topic and then pair-share to discuss.
Now That You Mention It: This paired verbal fluency activity gives participants an opportunity to recall learning, make connections, and discover questions. A key part of this is timing and the way the directions are framed. It is critical that the talking/listening does not dissolve into a conversation. While one person is talking, the other is listening. Have Person A report what she has learned to Person B for one minute. Then switch roles. Repeat the process again, this time for 45 seconds, asking participants not to repeat anything that has been said. Repeat the cycle a third time with only 30 seconds for each participant to talk or listen.
Each Teach: Distribute two articles, two sections of a chapter, or two handouts. Working as partners, Person A reads section 1 while Person B is reading section 2. Person A explains her material to Person B, highlighting key themes. Person B explains the material in a like manner.
Museum Tour: This is a good way to cover a lot of territory very quickly, particularly with an experienced group. Individually, participants generate information about a topic and record one item per 3x5 index card. In small groups, they generate categories for all the cards. They can make a display of their work to share. At this point, you can debrief and discover how the things they have learned inform the day's activities or the group’s interaction.
Unfinished Business: If there is a break scheduled prior to a session of review, always leave some thought unfinished or some task incomplete. Unfinished tasks are recalled easier than those that are completed, according to Eric Jensen. (Eric Jensen, 1998)
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