Un total de 3 pages ont été trouvées avec le mot clé Ice Breaker.

Easy

[Ice Breaker] - Dynamizer Game

The icebreaker is a method of waking up an audience, stimulating them and encouraging them to speak out. It is very simple to set up and requires very little upstream preparation.

[Ice Breaker] - Dynamizer Game

Group size : Group (10-15 persons), Classroom (20-30 persons), Amphitheater, large group

Modality : Presential

Duration of the teaching method : In a session

Special equipment : A large room suitable for travel

Type of knowledge developed : Social skills

Target Audience : Students, Professionals in training

Course Type : Tutorials (TD)

Preparation time :Negligible

Author and persons who made changes : Nathalie Agbagla

Why am I using this technique?

For my learners...

Facilitate contact between people who know little or nothing about each other.

  • The participants are then "connected" and have more facility to overcome the fear of speaking in a group.
  • They are stimulated, their curiosity is aroused, the participants are more dynamic and attentive for the rest of the session.

For me, teacher or trainer...

Disturbing the students by encouraging them to walk around the room, contrary to their habits, gradually establishes a good mood and an atmosphere of benevolence within the group. He also removes distance from the teacher who proposes him, if he participates.

Framework and steps / Instructions

The framework

It is often offered at the beginning of training in order to facilitate the first contact between learners. It can be proposed at any time when the trainer observes an inertia of the participants (as is the case in the example developed here).

The preparation

A large enough room is needed to allow participants to move around. For example, it is rather difficult to set it up in an amphitheatre because of the constrained layout of the space. If necessary, move the tables and chairs to the sides of the room upstream or ask the participants to do so. It is also possible to create "meanders" or obstacles to avoid the pitfall of less productive circle movements from the point of view of the method's objective.

The process

  1. The trainer first asks them to move around the room in silence.
  2. Then he gradually adds different instructions.
  3. For example, looking into each other's eyes when they meet.
  4. Finally, they have to look at each other, smile at each other and say hello.

Evaluation

There is no method to measure the impact of the Icebreaker Dynamizer. The simple fact of observing the participants, however, allows us to see if it is effective.

At the beginning of the teaching method, if they are confused and lost, it is because the first level of the objective is reached. Then, the trainer must be attentive and look if interactions have improved in quantity (more participation) and quality (caring, listening).

Variants

Possible set point variants :

  1. Ask participants to touch each other's little fingers, say something, shake hands or hug. In the latter case, make sure in advance that it is acceptable to participants or bring it gradually, and respect those who do not want to do so.
  2. When there are many participants (a full amphitheatre), separating them into two groups allows the trainer to manage the situation of the large number and the constraint of space. As a result, the mass effect is reduced. While one group is up, the other half of the amphitheatre follows different instructions.
  3. For example, if standing people are told to be quiet, those who are sitting should talk loudly.
  4. Also possible: while some go clockwise, others go anti-clockwise; some say hello, others respond with a smile, etc..

The possibilities are numerous and leave a lot of creativity to the trainer!

Points of vigilance

Pay attention to the size of the group, individual limits, "habits and customs"...

What if it doesn't work?

If it doesn't work, you have to realize it quickly and adapt to your audience. This requires observation and perception.

For example, propose a more appropriate alternative instruction and stop earlier than expected. Continue with another pedagogical practice, but you must either have prepared it or master it. It is also possible to propose a quick debriefing at the end of the pedagogical practice to remobilize the participants.


Testimonials

This method creates a good atmosphere. Students are surprised, even disbelieved, at first, then get caught up in the game. I had more respondents from them throughout the rest of the course!

This type of course was quite original and much more motivating than a simple lecture!

Facilitate contact between people who know little or nothing about each other.

  • The participants are then "connected" and have more facility to overcome the fear of speaking in a group.
  • They are stimulated, their curiosity is aroused, the participants are more dynamic and attentive for the rest of the session.

Export this page as pdf

Easy

[Ice Breaker] - Interpersonal Presentations

When creating a new working group, it is often difficult to find the time to get to know each other. Especially when hierarchical positions are poorly established, or when strong cultural differences exist within the group. Communication problems can then arise.

That's when you have to break the ice.

[Ice Breaker] - Interpersonal Presentations

Group size : Group (10-15 persons), Classroom (20-30 persons)

Modality : Presential

Duration of the teaching method : In a session

Special equipment : A sufficient number of tables and chairs

Type of knowledge developed : Social skills

Target Audience : Students, Professionals in training, Particularly suitable for groups with cultural heterogeneity

Course Type : Tutorials (TD)

Preparation time :Negligible (re-reading of the methodology for the facilitator and arrangement of the room)

Author and persons who made changes : Jérôme Thonnat

Why am I using this technique?

For my learners...

Facilitate interpersonal relationships among training participants. Begin to build cohesion within the group. Encourage active participation and involvement of group members.

For me, teacher or trainer...

Create a group dynamic that facilitates a caring atmosphere at the breasts of my group of learners.

Framework and steps / Instructions

The framework

At the very beginning of a training session, for groups of people who know each other little or not at all. This phase is particularly useful when there is a heterogeneity of hierarchical or social position within the group.

The preparation

A sufficient number of tables and chairs.

Preparation of a random draw of pairs of participants (optional).

The process

The trainer asks the participants to submit to a presentation plan by answering a list of presentation questions (which can be projected during this sequence) among which are more or less personal questions. Classically we can, for example, divide the presentation plan into 4 parts:

  • Who am I? Who am I? Name, first name, age, marital status, profession
  • Where am I from? Geographically and professionally
  • Where am I going? Professional project, place of this training in my professional project
  • To know me better: My passion in life, my disgust or what irritates me in life, one or two important dates that have marked my life.

Individual presentation :

If the trainer uses the guided presentations in the form of a tour de table, it is preferable that he introduces himself first following the presentation plan that he will have previously presented. This will "de-dramatize" personal questions and give participants some time to prepare.

Evaluation

It is difficult to evaluate the effectiveness of an icebreaker. However, following an icebreaker the atmosphere of the group must seem more relaxed, more serene, less on the reserve.

Variants

Presentations in pairs :

In the case of very heterogeneous groups, the use of guided round table presentations may be relatively anxiogenic and may require the use of pair presentations.

  • The trainer then forms pairs of random pairs of learners (for example, he prepares papers in advance with numbers: 2 n°1, 2 n°2, 2 n°3, 2 n°4,... that he has the participants draw lots).
  • Once the pairs are formed, he leaves 10 to 15 minutes for each pair to isolate themselves and for the participants to interview each other.
  • He then brings the group into plenary and asks everyone to introduce the partner they interviewed.

Points of vigilance

Be generally benevolent. Pay attention to the respect of the word of all and to the expression of shy people.

What if it doesn't work?

Very unlikely. The facilitator can ask questions to encourage the person to introduce themselves.


Export this page as pdf

Easy

Introduce courses and subjects (or training)

Introducing your courses, training or subject matter is important even though it may sometimes seem unnecessary. The idea is to allow the learners to grasp the usefulness of these sessions that he will follow and to explain to them how the sessions will take place. This motivates the learners and improves their posture in front of the courses that will follow.

Introduce courses and subjects (or training)

Group size : Small group (4-5 persons), Group (10-15 persons), Classroom (20-30 persons), Amphitheater, large group

Modality : Presential

Duration of the teaching method : In a session, An entire session

Target Audience : Students, Professionals in training

Course Type : Course

Preparation time :1h for the first time

Author and persons who made changes : No author

Why am I using this technique?

For my learners...

In an educational relationship it is important that everyone's place and role are clearly defined. This lays the foundation for the relationship within the group. That is what this introduction allows. It also allows the learner to question himself about his presence in this course, about what the course will bring him. That way he'll be more involved, more motivated.

It also has a small icebreaker side thanks to the interactions.

For me, teacher or trainer...

It allows to see a little the group that there is opposite, to know its expectations but also its a priori about the matter. And once again to have defined the role of each one and to have explained to the learners the pedagogical approach is important.

Framework and steps / Instructions

The framework

This introduction can only be useful if the teacher will have other courses with the same group, on the same topic/subject. This lends itself well to year-round (or almost year-round) courses. For example, a modern language course (English). The introduction must then be given during the very first class with the learners.

The preparation

There is no particular material, it depends on the form in which you want to make your introduction. You can use nothing, use a slide show (you need a projector and the appropriate cable), use a board, use flip charts, etc....

The process

Before embarking on this introduction, you should of course introduce yourself, and why not also do an icebreaker with the group, or just a tour of the first names (if the size of the group allows it).

THE STEPS

If the group is relatively small, we can start by asking everyone to complete these 3 sentences: during class I would like..., I would not like..., at the end of all classes I want... And everyone gives their answers in turn. If the group is too large, there are possible alternatives (see Variants).

Then we will ask the learners 3 introspective questions:

  • What am I doing here? (when I could be in my bed)
  • What's the point of me attending this class?
  • What can a teacher do? (while I have my computer and internet access).

We ask the first question. The group of learners is then asked for an initial response. If no one is speaking, do not hesitate to name someone. Then the teacher also provides prepared answers. This can take several forms: a simple answer, anecdotes or more playful like a quiz to draw attention to certain points, ... Then with a small transitional sentence we go to the second question and we start again, and we do the same thing with the third question.

  • Question one: What am I doing here?

It is a question of showing the interest of such a subject/course for the learner's personal pleasure/general culture/career path.

  • Question two: What do I need it for?

In continuity with the usefulness of the subject/courses for the learner's professional career, it is necessary to highlight the importance of the knowledge/know-how/being-knowledge that the learner will acquire, how it will be useful to him, how it is already useful to others who have made the same career path.

  • Question three: Why have a teacher?

It is true that new technologies, the Internet in particular, can call into question its usefulness, yet it is rarely questioned and the role of a teacher is rarely defined, as if it were self-evident. This question allows you to set things straight and to introduce the logic and the pedagogical method that will be used throughout the course.

AND AFTER

For the following courses, it is important to follow the pedagogy announced during this introduction, but this is quite obvious.

Evaluation

The impact on learners is difficult to assess. It is up to you, the teacher, to feel if the posture that the learners then take in front of the teaching is the one sought or not. If not, perhaps the introduction should be repeated a little.

Discussing this introduction with the learners, what they thought, if they have any comments,... can also be interesting.

Variants

For the first part with the 3 questions (during the course I would like, ...), if the group of learners is large, can be done differently (otherwise it would take too long). It all depends on what you, the teacher, want to do with it. If the question is purely rhetorical (your curriculum and pedagogy are already established and you will not change them) then instead of asking everyone to answer the question, simply ask a small number of learners, volunteers or randomly selected, to answer it. If you really want to have a clear view of the group's expectations, you can ask them to write their answer on a sheet of paper that you will collect. You can also do both: have them answer on paper and then interview a few learners, but it takes a little longer.

This method can also be used to introduce training. The idea is then to make learners understand the interest of the training (interesting if they do it by obligation) and to explain the pedagogy that will be used during this training time. The detailed training programme can also be presented at the end of the introduction.

Points of vigilance

We must try to anticipate the type of response that learners can give to the questions asked, in order to be ready to bounce back on them. But you also have to be prepared for unexpected answers. And we must also be able to continue if learners do not give the expected answers.

It is necessary to be vigilant with the subjects or supports used to bring its answers. If one of them creates a blockage in one or more learners, they will not participate. It can even block the dynamics of the whole group. And the subjects which block depend on the public, it is necessary to know how to adapt to this one.

What if it doesn't work?

If you use a support, in particular a slide show or other video-projected tool, you are not safe from a technical problem. Then you have to find a solution: either you manage to solve the technical problem, or you do your introduction without support. It is of course also possible not to do the introduction but it would be a shame because it is not something that can be saved for the next course.

Another problem may come from the group: if learners do not know each other and are not comfortable they may have difficulty speaking. Sometimes this is not disturbing, it does not mean that they do not think about the issue in their head. But if this blocks the dynamics of the presentation, then the solution is to randomly assign a learner to respond.


Testimonials

For me the objective of this course is to create group dynamics, to create motivation. It is also about discussing the educational contract between me and the group. I have always had only positive feedback.

Export this page as pdf
Filtrer :  20 Minutes  Action  Activités  Activities  animation  application  apprendre  Ateliers  Autonomie  Autonomy  Barcamp  biodiversity  biological control  Brise glace  case study discussion  Collaboratif  Collaborative  Communication  Compréhension  Connaissance  Contact  cooperative learning  Créativité  Creativity  Curiosité  Curiosity  Développer  debate based learning  Develop  Dispositif  Dynamism  Dynamisme  Entertainment  entomology  Expression écrite  Expression orale  Fun  Game  Goose Game  Graduated  Group  Groupe  Ice Breaker  idées  Idea  Interpersonal  Interpersonnel  intervention  Introduction  jeu  jeu de l'oie  Knowledge  Learn  ludique  Méthode  Method  Mind Map  Motivation  Outil  Pédagogie  Partager  Pedagogy  Présentation  Presentation  progressive  Project  Projet  Relation  Relationship  Représentation  Representation  Rhythm  rythme  Share  Speaking skills  taxonomy  test  Tool  Understanding  WorkShop  World Café  World Coffee  Written expression