GUIDE

Game-Based Teaching for Long-Term Learning

Reference number: 2021-2-RO01-KA210-SCH-000049642
Coordinator: Şcoala Gimnazială “Profesor Grozea Nicu” Răstoaca, Vrancea, Romania
Partners:
• Prywatne Liceum Ogolnoksztalcace im. M.Wankowicza w Katowicach, Polonia
• Agrupamento de Escolas de Paredes de Coura, Portugalia
• Ardiçli İmkb Yatili Bölge Ortaokulu, Turcia

1. Thinking Hats (suggested by Nicolae Dǎnilǎ)

Age Group: 12+

Aim: Stimulating creativity, analytical thinking and problem-solving through role-play

Preparation:

Colored hats are used as metaphors for different directions. You can have all six colour hats, as
the author of this method (Edward de Bono) designed it, or only three or four colour hats.

The targeted directions of the six colours are as follows:

· Managing Blue – What is the subject? What are we thinking about? What is the goal?
 · Information White – considering purely what information is available, what the facts are

· Emotions Red – intuitive or instinctive gut reactions or statements of emotional feeling

(but not any justification).

· Discernment Black – logic applied to identifying reasons to be cautious and

conservative. Practical, realistic.

· Optimistic response Yellow – logic applied to identifying benefits, seeking harmony.

Sees the brighter, sunny side of situations.

· Creativity Green – statements of provocation and investigation, seeing where a thought

goes. Thinks creatively, outside the box.

Procedure:

The students are presented the roles to play and they choose the one they think it best suits them,
according to their abilities and knowledge. By wearing a coloured hat, learners are given help,
guidance and more support when they are taking part in discussions. They are also free of the
burden of having to share their own opinions, which can be useful if they have very little to say,
or feel shy about giving their views.

Learners will first work with members of their own group, wearing the same colour hat,
developing their role further by brainstorming words and expressions. Then they will regroup
into colourful hat groups with learners wearing hats in each of the four colours. They will discuss
a list of questions for a limited time. During the discussions they will take on the role they have
been given.

Notes: If this is the first time you have tried the activity, ask learners for some feedback. Ask
them to share their opinion of having a discussion with coloured hat roles.

2. Change places if… (suggested by Nicolae Dǎnilǎ)

Age Group: 9+

Aim: Getting to know more about the group

Preparation:

Have everyone sat in a circle – this game works best sat on chairs.

Procedure:

1. One player (the caller) stands in the middle of the circle.

2. The caller calls “Change places if you have brown hair” for example.

3. The students who have brown hair change places as quickly as possible, moving across the
circle and sitting on an empty chair.

4. The game continues with more “Change places if....”.

Notes:

• It is always more interesting if the teacher plays the game as well.

• Link the questions to a particular topic of the lesson. e.g. for a Victorian theme “Change places
if you think… child labour was unfair.”

Variation:

Take a chair away so that the person left standing becomes the caller.

3. The Longest Shadow (suggested by Izabela Fulara)

This may seem like a fairly simple activity, but it can have a strong impact as it highlights how
powerful planning and teamwork can be.

Age Group: 11+

Using shadows as a metaphor, this activity can be used a starting point for a team discussion on
what legacy or impact they’d like to leave in the organization.

Suggested Learning Outcomes

● Creativity
● Collaboration
● Problem solving
● Leadership

Preparation: Large. Outdoors. This activity works best if conducted in an open field on a bright,
sunny day.

Group Size: 10 – 20 participants

Total Time: 30 minutes

● 5 minutes to brief and setup

● 5 minutes for planning/strategy
● 10 minutes for the activity
● 10 minutes to review and debrief
Procedure:

● Explain the activity: In this activity, the team is tasked with forming shadows in order to
create the longest one they can. The team shadow must be continuous and created only by
positioning themselves to create the longest shadow they can using only their bodies.
● The team receives 5 minutes of planning time. During this time, they cannot test out
their plan but can only have a verbal discussion.
● Once the planning time is over, they have 10 minutes to test and execute their plan to
create the longest shadow.
● At the end of the allotted 10 minutes, the facilitator will measure/check their shadow.
● If there is more time, you can try the variations on this activity (listed below).

Rules

● The shadow that is created by the team must be unbroken – e.g. the individual shadows
must connect or overlap with each other.
● The shadow must be created only using people, not props – e.g. the team has to position
themselves to create longer shadows, and other items such as clothing, shoes etc cannot
be used.

Variations

● Challenge the group to form the largest/longest perimeter of a shape (e.g. star, rectangle
or circle)
● This activity can also be done in pairs to find the longest shadow created by two people.

4. Defend the Egg (also known as the Great Egg Drop)(suggested by Izabela
Fulara)

Age Group: 12+

Aim: collaboration, problem solving, and creative teamwork

Groups build a structure out of ordinary materials and try to protect a raw egg from breaking
when dropped from a high elevation.

Group Size: 4 – 5 participants per one team.

Total Time: 30 minutes

Materials:

1. 1 Raw egg for each team, and extras in case of an accident.

2. Cardboard
 3. Duct tape
4. Newspaper
5. Baloons
6. 40 thin straws per group
7. and other materials of your choice.

Procedure :

1. Divide the group to teams of 4-5 each. Give each team 40 thin straws, 1 meter of duct
tape and other listed materials
2. Explain the rules of the game stating that the aim is to build a protective shield that will
preserve the egg from breaking when dropped from any height of about 8-10ft
3. Each team has a 30-minute time frame to make their structure
4. Assign and write the name of each team on their cardboard for easy identification or
make sure each team have a different color of cardboard.
5. If there is more than one successful team, then the team with the fewest straw used to
protect the egg will be declared winner
6. Separate the teams so they are not too close to each other. This will prevent copying of
ideas
7. Let the games begin and the teams build their structure with the egg inside.

How to Win the Egg Drop

1. Call back all the teams at the end of 30 minutes

2. Collect the structures from each team
3. Drop the structures from the same height level and speed, one after the other
4. Look through the structures to see which one has an unbroken egg
5. Declare the team with the unbroken egg as winner
6. If more than one, the team with the least straws used, wins.

Reflection On the Lesson

1. Let the teams state their experience, what went well and what was worthwhile from the
teamwork
2. Find out if their designs changed or evolved over time
3. Find out what traits of team work, contributions or good leadership that they can glean
from their experience.
4. Find out from the teams if there is anything they would do differently next time
5. Balloon game (suggested by Fatima)
Aims/ Goals - To promote reflection on empathy, mutual help

MATERIAL

- Balloons of various colors

- toothpicks

- Post-its or small paper

- Ballpoint

DURATION 30 minutes

It is necessary a large space (no chairs/tables) and where noise can be made. Although large, the
space must have limits so that the participants do not disperse.

Game:

1st Moment – It takes place in the training room

1st STEP – Each participant receives a post-it (or small piece of paper) and a pen.

2nd STEP – The animator invites each participant to make a brief reflection on “What is my
biggest dream?” After reflection, students should write their dream on post-it/paper.

3rd STEP – After writing the dreams, the animator asks the participants to fold the post-it/paper
twice and write the name on the outside. The aim is for the owner of the paper to be identified
without having to open the paper and read the dream, thus guaranteeing privacy.

2nd Moment – It takes place in a large space (preferably outdoors)

4th STEP – Participants place themselves in 2 parallel rows (face to face) or in a circle and each
one receives an empty balloon. As it is a large space, animators must define the limits of the
game area to avoid dispersion during the game.

5th STEP – The animator asks each participant to place their dream inside the balloon, fill it and
close it with a knot. He explains that from that moment on (with the post-it/paper inside the
balloon), the dream started to be represented by the balloon.

6th STEP – Keeping the initial position, the animator asks everyone to be silent, close their eyes,
and put their free hand (without the balloon) behind their back.
7th STEP – Asking to remain silent, the animator warns the participants that an object will be
placed in the hand behind their back (without ever revealing what it is) and that it is important
that they do not make any comment or reaction. Passing behind the participants, the animators
(discreetly) hand each one a toothpick.

8th STEP – When everyone has the sticks in hand, the animator should give the following
instruction: “Before you start playing, know that there is only one rule: Whoever saves your
dream/balloon wins. 1,2,3 starts the game!”. If the participants do not react, the animator must
repeat the rule, highlighting more and more the “Win” to instigate competitiveness and attack. If
no balloons burst within 5 minutes (which is unlikely), the animator ends the game and moves on
to reflection (see Situation 2 in the reflection paths)

9th STEP – The game ends when there is only one balloon left (since the tendency is to
eliminate the balloon of the other one to save yours) or at 10 minutes. It is important that the
animator is aware of the different approaches of the participants to explore in the reflection: the
protection of the balloon; attacking others' balloons, etc

During the game, the animator must call attention to the participants so that the balloons are
always visible (they must not be hidden under clothing).

3rd Moment – It takes place, preferably, in the game space

10th STEP – The animator leads the reflection (see reflection clues) and, at the end, the animator
must appeal to the importance of the Care Ethics by asking the participants to pick up the
remains of the balloons and papers on the floor as a sign of care towards the environment.
Dreams should be handed over to their owners as a gesture of care for others and a sign that
reconstruction is always possible despite the damage.

11th STEP – Finally, the animator asks the participants to save their dreams and then write them
down in their notebooks.

CLUES FOR REFLECTION (Situation 1) After the game is over, depending on the number of
participants, reflection can take place in small or large groups. With everyone seated, the
reflection is launched asking “What was the instruction given to you at the beginning of the
game?” "Who won the game? If everyone had simply protected their balloon, instead of
attacking, everyone would be saved and everyone would win. The facilitator should promote
reflection on this exercise: “what happened and why?”, “how did you feel (who burst the balloon
and who did not burst the balloon of the others)?”, “would there be another possible outcome?
Which?".

All contributions from participants should be used, reflecting on some issues:

1) Everyone could have won the game. It was not necessary to have a winner and several losers.
Competitiveness often leads us to act in a self-centered way, show little responsibility and little
concern for others.

2) The role of impulsiveness in decision making/behavior. Most people hear the word “win” and
don’t even pause to reflect on the rules and possible ways of playing or behaving during the
game.

3) Access to the “weapon” may also condition behavior. The fact that we have access to the
toothpick does not mean that we use it. In what situations does this happen in our life or in reality
around us?

4) “Don't do to others what you don't want them to do to you”. People who don't pop other
people's balloons often feel angry, frustrated, and powerless. Some change their posture during
the game and start popping the balloons of the others - “they popped my balloon, so I'm going to
pop theirs too”. Reflect on “revenge” behaviors and the ease with which “violence” escalates.
How many times in our lives do we do to others what we don't want them to do to us?

(Situation 2) If the balloons do not burst, the reflection should be on: What happened? What was
the instruction given to you? Why didn't anyone pop the other's balloon? Who won the game?
The contributions of the participants are used to reflect on the previous points and the following:

1) Everyone won. We can and should be concerned about others even in a competitive
environment. Despite competitiveness being a reality at various times in our lives, the way we
live it makes all the difference.

2) Importance of having some discernment before action. When we stop to reflect before acting,
we can find different possible outcomes.

3) They had the “weapon” in their hands, but they chose not to use it and they didn't destroy
anyone's dream.

4) If they had destroyed the dreams of others, the most likely would be to awaken in them a
feeling of revenge. The others could respond in kind.

ATTENTION

• This dynamic works best if a relaxed gaming environment is created from the start. It is also
important that in “step 8” the animator emphasizes the word “win”, which immediately awakens
competitiveness.

• Conducting the reflection in the same space as the game helps not to create a break that could
be caused by moving from one space to another.

• In step 7, never say or imply that you are going to deliver toothpicks.
6. Line game (suggested by Ana)

GOALS

- Promote self-knowledge and group cohesion - Facilitate the identification of similarities and
differences between participants - Develop a feeling of empathy

MATERIAL

- Painter's tape - Sheet with questions to be asked by the facilitator - Computer/mobile phone and
sound columns/ speakers

DURATION

20/30 minutes

PREPARATION

In a large space, glue a line with painter's tape to the floor in order to divide the space in two.
The line must be long enough for participants to stand facing each other along the line (half the
group on each side).

PROMOTION

The animator should ask the group to divide into two subgroups. The first must be placed on the
right side of the line and the second must be placed on the left side, equidistant from the line.

The animator must create the environment for which they are going to live, explaining to the
trainees that the dynamics have to do with the reality of each one, with their life and that they
must be true.

Once in the indicated arrangement, the animator, who has a sheet with a set of sentences related
to the group, begins to read the first one, trying to do it slowly, aloud.

Upon hearing the phrase, all those who feel that it applies to their lives take a step forward,
towards the line. After a few seconds, they should return to the starting position. The animator
then reads the second sentence and the process is repeated.

At the beginning, the sentences are easy to answer. However, as the dynamics evolve, the
questions become deeper and more difficult for this reason, the animator must cultivate an
atmosphere of greater seriousness, asking for a climate of mutual respect, without prejudice and
judgment.

At the end of the dynamic, it is necessary to reflect on what has been experienced. The facilitator
should ask the participants to sit down and share the feelings and thoughts that emerged during
the dynamization, reflecting on the lessons that could be learned. If the group is very large, you
can choose to do the reflection in small groups.

CLUES FOR REFLECTION

1. Philosophy to explore: being able to recognize what makes us unique, also understanding what
unites us. And, for our common humanity, we must be able to recognize that “Much more is
what unites us than what separates us”.

2. We often have preconceived ideas about others, which barely correspond to the truth. This
dynamic helps us to fight stereotypes, identifying bridges with others that we didn't know
existed. When we allow ourselves to know the other as he is, we discover that, regardless of his
context or reality, we are connected.

3. On the other hand, the ability to respect the other as someone other than myself is essential. In
this dynamic, we are also confronted with difference and each one is invited to develop a feeling
of empathy, becoming more tolerant and able to accept others as they are.

PROPOSED QUESTIONS FOR REFLECTION

How did I feel whenever I stayed or moved forward?

How did I see the others?

What can I take away from this experience?

Sheet with possible phrases

Part 1 (easier questions)

Approach the line...

...if you have a friend here.

...if you were born in a country other than Portugal

...if you helped someone this week

...if you made someone smile this week

...if you like cheese

...if you like to listen to Brazilian music

...if you like dark chocolate

...if you like dogs

...if you have sisters or brothers

...if you like the sea

Part 2

From this moment on, the group must be absolutely silent, as the animator will say more serious
phrases and there can be no comments.

You can play calm background music.

Approach the line...

...if you've ever been afraid

...if you've already stopped doing something because you feel ashamed

...if you've ever felt alone

...if you've already lost someone important in your life

...if you're in love

...if you've ever done something because of pressure from your friends

...if you've ever done something you regret

...if you've ever felt truly happy

...if you owe someone an apology

...if someone owes you an apology

... if you have ever been through a period of economic hardship

...if you like yourself as you are

... if you believe you can make this world a better place

7. Cyberbullying

Aims/Goals: To develop the feeling of empathy; raise awareness of the harmful consequences of
Cyberbullying; Learning to put yourself in someone else's shoes

MATERIAL
4 blank sheets of paper

2 posters

PREPARATION

Ask for the cooperation of 5 people. Give each of them a blank piece of paper. Ask them to face
the audience/other participants. Individually indicate to each one the task to be performed, paper
plane, paper boat, paper hat, crumpled paper

Prepare 2 posters indicating “praise” in one of them and “insult” in the other. Ask the audience to
do what the signs say.

Examples of praise

Plane - You are a dreamer, you will achieve what you want, you can fly, you will reach the sky

Boat – You are adventurous, you are fearless, you are brave, you chase your dreams, you are
ambitious, you are the most beautiful fish in my aquarium, your creativity flows

Hat – you are protective, you are loyal, I feel safe around you, you are the friend I can count on, I
feel comfortable with you, you are always there when I need you, you are always on my mind

Examples of insults

Crumpled paper – weak, sleepy, fat, four eyes, selfish, disloyal, good for nothing, bear, silly,
morron, irrational animal, you are not capable, useless, I don't like you, you are like the titanic,
big and without future...

PROMOTION

Ask the person who is going to make the plane to start

Flip the sign that says Praise to the audience

Repeat the process for the people making the boat and hat

Turning the sign that says insult to the audience

Ask the person who is going to crumple the paper to start

CLUES FOR REFLECTION

Bullying destroys, preventing people from reaching their potential

Bullying inhibits and prevents talent building and development

"Don't do to others what you don't want them to do to you". It is essential to develop empathic
and collaborative attitudes, understanding the other and their contexts, without judgments and
value judgments.

8. Creative solutions (Suggested by Şenol Bakıral)

This activity encourages creative problem-solving. Pick four or more different objects, such as a
coffee can, a potato peeler, a knit hat, and a book. Split students into even teams. Now present a situation
where each team has to solve a problem using only those objects.

These scenarios can be anything from students are stranded on a desert island and must find a way to get
off or survive to students must save the world from Godzilla. Give the teams five minutes to figure out an
original solution to the scenario, including ranking each object based on its usefulness.

When the five minutes are up, have each team present their solution along with their reasoning to the
class. (Tip: Don’t make the scenarios so easy that it is obvious which objects will be most useful.)

9. Sneak peek (Suggested by Şenol Bakıral)

This problem-solving activity will help students learn to communicate effectively. Before the
game begins, build a small sculpture with LEGO bricks or building blocks and keep it covered in an area
that is of equal distance from all the groups. Divide your students into teams of four or five, and give each
team enough blocks to copy the structure.

To begin the game, reveal the structure, and one member from each team is allowed to come up to
look at it closely for 10 seconds, trying to memorize it before returning to their team. Once they return to
their team, they have 25 seconds to instruct the group on how to build a replica of the structure. After one
minute of trying to recreate it, another member from each team can come up for a sneak peek before
returning to their team and trying again. The game continues until one of the teams successfully recreates
the original structure.

10. Rock, paper, scissors tag (Suggested by Emrah Bozkurt)

You’ll need some space for this activity. Divide students into two teams. Before you begin, stake
out the boundaries and position a home base at either end for each team. For each round each team must
confer and decide whether they will be rock, paper, or scissors.

Have the two teams line up facing one another, and on your signal, have all players flash rock,
paper, scissors, shoot! The kids on the losing team must run back to their base before they are tagged by
one of the kids on the winning team.

11. Get to know you balloons (Suggested by Emrah Bozkurt)

 Give each student an empty balloon and a slip of paper. Ask them to write a get-to-know-you
question on their paper, such as How many brothers and sisters do you have? Do you have any pets?
What’s one fun thing you did this summer? Next, have them put their question inside the balloon, blow it
up, and tie the end.

When everyone is ready, have them gather on the rug, and, on your signal, toss their balloon up in
the air. Give them a couple of minutes to bat the balloons around, then call stop. Have each student grab
one balloon and come sit in a circle. Go around the circle and, one at a time, have students pop their
balloon, read the question inside, and answer the question.

12. Marshmallow-and-toothpick challenge (Suggested by Ayşe Kınal)

Divide students into groups of equal numbers. Pass out an equal number of marshmallows and
wooden toothpicks to each group.

Challenge the groups to create the tallest, largest, or most creative structure in a set amount of
time. Each member will take turns doing the actual building. Afterward, have each group describe what
they made.

13. No-hands cup-stacking challenge (Suggested by Ayşe Kınal)

This hands-on group challenge is an exercise in patience and perseverance, not to mention a total
blast! Decide how many students you want in each group and tie that number of strings to a single rubber
band, making one for each group.

Each person in the group holds onto one of the strings attached to the rubber band and, as a group,
they use this device to pick up the cups (by expanding and contracting the rubber band) and place them on
top of each other in order to build a pyramid

14. Human alphabet (Serkan Öztürk)

You need a large open space for this game. Have students spread out and guide them through a
few rounds of forming letters with their bodies. For instance, “Use your body to make a T … now make
an O!”

Next, call out a simple short word, such as “so” or “dog.” Students will have to team up to form
the word, with each student using their body to form one of the letters. Start with two-letter words, then
three, then four. If students want a challenge, come up with a phrase that will take the whole class to
complete.

15. Applause, please (Suggested by Serkan Öztürk)

Form groups of between three and five students. One person from each group (the finder) steps out
of the classroom. The rest of the group picks an object (for instance, the pencil sharpener) in the
classroom for the finder to find.
 When the finder comes back in, he/she begins walking around the classroom in search of the
object. The others cannot say anything, but they can give hints by using applause to lead the finder in the
right direction. If the finder is far away from the object, the group will clap slowly and softly. When the
finder gets close, the group will applaud faster and more loudly until the finder picks the correct object.

16. Six-Room-Poem (suggested by Monika Pawłowska)

Age Group : 14+

Time: 20-30 minutes

Preparation: Take a blank sheet of paper and divide it into six parts, or rooms.

Procedure:

1. Room Number 1: Think of something that you have seen outside that is amazing,
beautiful, interesting, or that has just stayed in your mind. Close your eyes and try to see it as
clearly as a photograph-notice all the details about it-and describe it as accurately as you can
in room number one. Don't think about writing a poem, just try to describe your object as
specifically as possible.

2. Room Number 2: In room number two, think about the same object/image, but focus on
the quality of light. For example: Is the sun bright? Or is it a dull, flat day? Are there any
shadows? If it's unclear what the light is like you might have to use some poetic license and
make it up. You can also describe colors.

3. Room Number 3: Picture the same object/image and focus only on the sounds. Are there
any voices? Rustling of leaves? Sound of rain? If it's silent-what kind of silence? Empty?
Lonely? Peaceful?

4. Room Number 4: Write down any questions you have about the image. Is there anything
you want to know more about? Or wonder about?

5. Room Number 5: Write down any feelings that you have about this same object/image.
 6. Room Number 6: Look over the five rooms you have already created and select one
word, or a few words, a phrase, a line, or a sentence that feels important and repeat it three
times.

Read over what you wrote in the six rooms, and then see if you can create a poem. You can
rearrange the rooms in any order; eliminate rooms, words, or Sentences.

17. Hot Potato (suggested by Monika Pawłowska)

Age Group : 4 +

Time: 10 minutes

Preparation: Take a small object/ toy/ ball

Introduction:

Here is a quick and easy ESL game to motivate your students to answer questions. This game
can be played in any situation where the students have to answer questions in class, e.g.
answering exercise questions.

Procedure:

1. Take a small object such as an eraser.

2. Hand the object to a student and then turn around facing away from the students.

3. Tell the students to pass the object around. After a few seconds have passed, shout 'Stop!'

4. The student holding the object at that time must then answer a question set by you.

5. If the student answers the question successfully, they score a point. If not, the game
continues.

6. When a question has been answered correctly, repeat the process. Continue until all the
questions have been answered correctly.

The student with the most points at the end of the game wins.
18. Who Am I? (suggested by Janusz Woźniak)

Age Group: 12+

Aim: Getting to know more about each other

Preparation:

Start by distributing note cards to all team members. Have them write the name of a famous or
historically important person on the card, or if your team is already familiar with each other, they
could write colleagues’ names.

Procedure:

1. Have the students swap cards without looking at them and tape them to their heads. They will
then ask questions to get clues to help them guess the name on the card.

2. For instance, a player’s card could say “Geraldine". The player might start by asking “Is this
person famous?” When they receive a “no” answer, they could move on to “Does this person
like...?” and so on until they attempt to guess the person’s identity.

3. This game could last for a long duration if the whole team plays together. However, you could
complete it in five minutes or fewer if studenci play in pairs or teams of three.

4. The game continues with more “Change cards....”.

Notes:

This game encourages creativity and critical thinking and can also help reveal important details
about students.

19. Interpretative drawing? (suggested by Janusz Woźniak)

Age Group: 12+

Aim: This activity gives students the chance of using their creativity.

Preparation:

You'll need pen, paper and some pictures.

Procedure:

1. Team members pair up and sit back to back.

2. One is given drawing materials and the other is given a picture, making sure their partner can't
see it.

3. Each round takes one minute.

4. The partner with the picture can describe what is in the picture indirectly. They can't say "draw
a house" but they can describe what they see using words like "family, windows, fireplace" and
so on.

5. When time ends, all groups compare their drawings.

Notes:

The results are often hilarious and can help your team members gain insight into the challenges
of communicating clearly.

20. The Snowball (suggested by Nicoleta Dǎnilǎ)

Age Group: 10+

Aim: Getting to know each other

Preparation:

Start by distributing a sheet of paper to all group members. Have them write their name on top of
page, then ask them to crumple the paper so that they make a snowball out of it. Ask them to
stand in a circle and throw all the snowballs in the middle.

Procedure:

1. Have the participants pick up one snowball, unfold it and read the name on; then ask them to
find the owner. Now the facilitator will ask for an answer to a question. Questions may be:

Questions for teachers:

1. What do you teach and to what age groups?

2. What is your hobby?

3. What is your dream destination for a nice holiday?

4. What do you find rewarding in your teaching career?

5. Share something funny about yourself.

6. What do you think your school needs to do more in combating bullying?

Questions for students:

1. What is your favourite colour / food / game / school subject?

2. What do you do in your free time?

3. What would you do if you noticed a colleague being bullied?

4. Which is the nicest memory that you had with your class/group?

5. Where would you like to go and what would you like to do on your next school trip together
with your class/group?

2. For instance, a participant picks up the name Serkan - they will have to find Serkan in the
group and ask him the first question (e.g.: “What do you teach and to what age groups?”); after
Serkan responds, the person asking will write down the answer on the piece of paper, then
crumple it back as a snowball and everybody will throw all the snowballs back in the middle.

3. The question game is repeated (usually for 5-7 questions), but it could last for a longer
duration, depending on the activity aim. The facilitator/teacher can adapt the questions to what
he/she wants to achieve within the group.

Notes:

This can help discover common interests amongst the participants or new ideas or things they
haven’t previously known about each other.

21. The Fox and the Birdhouse (suggested by Nicoleta Dǎnilǎ)

Age Group: 5+

Aim: This activity gives students/participants the chance of focusing on using their body,
making teams and establishing roles within the team.

Preparation:

All the participants will be standing. The facilitator/teacher explains that each
participant/students will play either the role of the fox or the birdhouse; the foxes stand straight,
while the birdhouses need to pair up, raising their hands above their heads, so that, together they
form a roof for the fox.
Procedure:

1. The participants are invited to count 1-2-3: the 1s and the 3s will make the birdhouses, while
the 2s will be the foxes, as in the picture.

2. The facilitator will clap his/her hands saying: “Foxes” or “Birdhouses” ; after each clapping,
the participants will move and find another fox/birdhouse.

3. Each round finishes when all the participants find a place.

4. The clapping may go on and on, changing roles, so that everybody understands what they are
expected to do and what their role is within the team.

Variation:

After several rounds, the facilitator may clap his/her hands and say “Foxes and Birdhouses”. This
time everybody will change their roles with a view to finding a place in a group of 3 and splitting
the roles within the group.

22. Running Dictation (suggested by Nicoleta Dǎnilǎ)

“My neighbour is a very tall, thin woman. She wears a T-shirt. She has big feet, very big feet.
And she wears big black boots. She has a square face and a long, pointed nose. She is always sad
and she has a long, sad mouth. She has a lot of hair. She never combs her hair. It is full of birds.
She has long thin arms and she always carries her little cat in her arms.”

1. Depending on the size of the class, display one or more copies of the text on the classroom
walls or on a table

2. Divide the learners into pairs/groups and have each pair/group decide what roles they will play
(the Readers or the Writer) - there may be more readers, but only one writer.
3. Each team sends one pupil at a time to their text, they read one of the phrases and come back
to write down what they remember of it while another pupil goes up.

4. Applaud the first pair to finish with no mistakes.

23. Human Shapes (suggested by Tudorache Lenuta)

Age group: 9+

Aim : This activity encourages kids to work with each other physically and
intellectually,encourages creative thinking and also allows them to use the given space in a smart
way.

Materials:
· Soft mats or blanket
· Space for activity

This activity can be conducted indoors or outdoors (on clean grass or surface) but without any
obstacles.

Number of participants: 10 to 15

Time required: 20 minutes

Procedure :

This is a small group activity and can be played by the entire group together, or by smaller
subsets of the group.
· Ask the participants to spread out in the area.
· Start with individual letters like B, C, T, etc., and ask the participants to form them
using their bodies. Two or more kids can come together to form one letter if needed.
· Then, the instructor gives the team a word – it should be at least six letters long.
· Ask the participants to quickly form letters of the word using their bodies. They can try
forming the letters by standing or they can lie down on the ground – it is up to them to decide.
The objective is for the
· kids to make use of nothing else but their bodies to for the letters of the word.
· This could also be a competition between teams if you have a very large group and
area.

Tips to the facilitator:

Kids may lie down on the floor to form shapes that they cannot make while standing. Make sure
that the space you choose for the activity is free from dirt and any obstacles that can be harmful
to the kids.
24. Movie time! (suggested by Tudorache Lenuta)

Age group: 12+

Aim : This activity is a creative way to get students to work collaboratively and help kids to
develop their interpersonal skills.

Create a class movie. It’s a big project, so students will have to work together closely. Again,
this team building activity for students requires them to split up in groups.

Procedure:

● Write a synopsis. What’s the classroom story about? Let all your students write a
synopsis and vote for the best one.
● Divide the character roles
● Get the clothing and costumes together
● Prepare the scenes
● Film the scenes
● Put together and edit the scenes
● Organize a movie night.

Plenty to do for all the students in your classroom. It’s the perfect team building exercise that
teaches students to work together and be creative.

25. Colour Game (suggested by Maria de Lurdes Alves Rego)

GOALS

- Reflect on leadership and service

- Understand interdependence as a foundation of servant leadership

- Empower problem solving, teamwork and cooperation

MATERIAL - 4/5 different color self-adhesive labels

TIME - 20 minutes

PREPARATION Ensuring that the chosen space allows free movement

GAME

1st STEP – The animator asks the participants to position themselves in a circle, in silence and
eyes closed until further instruction is given.
2nd STEP – When everyone has their eyes closed and in silence, the animators should randomly
place a tag sticker as quickly as possible on the forehead of each participant who must keep their
eyes closed.

3rd STEP – After pasting the labels on all the participants, the animator explains to the group
that when the signal is given, always keeping silent, they must open their eyes and gather in
groups. You will have 1 minute to complete this task.

Note: It is important to underline that participants cannot talk or try to find out the color of your
label through mirrors, windows, cell phones, etc.

CLUES FOR REFLECTION

The most usual thing is that, in a first phase, each participant is committed in discovering their
own color, until someone decides, to proactively start

matching elements by colour, waiting for someone to help you find your group. After finishing
the exercise, the animator should promote reflection, asking

feedback to participants about the experience – “What happened?”, “What were your first
reactions?”, “What was the purpose of the game?”, “What strategies did you use to solve this
problem?”, “What is the role of the other participants in solving your own problem?”.

It is important to underline the importance of cooperation and decentralization for the solving
this challenge, adding that when we focus on

problems/needs of others, we may end up being able to solve ours too. In this way, the ability to,
in a relational register, interdependent and collaborative, also enhancing the capacities of others
in towards solving a common problem.

ATTENTION

- In step 2 the team can place two self-adhesive labels, of different colours,on a participant's
forehead. In this case, the ideal would be that in the formation of the groups this participant
stands in the middle, making the bridge, between the two groups of colours that have ontheir
forehead. If you choose to introduce this variant, this fact should be highlighted.

Even if none of the groups welcomes the “two-colour participant. The question to be answered
must be the same: why did they choose that person/not chose since it had two colours?

- While the tags are placed on the participants' foreheads, to maintain the concentration and
silence, one of the animators should fill the moment with speech or phrases, for example: “Think
of everything that has happened during this week. In the dynamics, in the sharing, in the
guests…”; “Keep your eyes closed and trust the animators.
26. Cut in Pairs (suggested by Maria de Lurdes Alves Rego)

GOALS

- Promote persistence, problem solving and resistance to frustration

- Team work

- Reflect on the importance of cooperation and communication

MATERIAL - Sheets with geometric figures (see materials) - Scissors with different sizes and
shapes

VIDEO / MUSIC The animator can place a cheerful music in the background.

TIME: 25 minutes

GAME:

1st STEP – The animator organizes the participants into pairs;

2nd STEP – The animator gives each pair a pair of scissors and a sheet with a geometric figure.

3rd STEP – The animator explains to the participants that the objective is for each pair to cut out
the figure, each of the elements of the pair can only take one of the scissor rods. The pair must
find strategies to be able to fulfill the aim to cut the figure without mistakes.

3rd STEP – The animator communicates that the dynamic will last for 3 minutes (suggestion)
and gives an indication for the start of the game.

DYNAMICS CUT IN PAIRS

two

This is intended to be a relaxed dynamic, allowing the overcoming of obvious obstacles to the
proposed challenge. Therefore, the animator's focus should not be to inspire competition among
peers.

CLUES FOR REFLECTION

At the end of the game, the animator leads the reflection with the participants to explore the
following points:

- Be aware of the resources I have, knowing that they may not be ideal and that others have
better resources, but it is with what I have been given that I have to make my way;
- Need to have a strategy;

- Knowing how to stop to evaluate and check if we are on the right path or if there are hits to be
made;

- Adapt to the rhythm and thought of the other, assuming that only with compromises mutual if
the objectives are achieved;

- There will be several obstacles and difficulties during the process. It is important to have
awareness that they are part of the path and that there are great moments to correct situations and
grow with them.

ATTENTION

- To help create group cohesion, it is recommended to bring participants together coming from
different classes (if the group is formed by 2 or more classes).

- Avoid comparing the performance of peers.

- Avoid mentioning who finished first and who had the best or worst result.

- The role of the animator in the reflection is not to go straight to the answers, but guide
participants to reach the answers