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RubiStar is a tool to help the teacher who wants to use rubrics, but does not have the time to develop them from scratch.

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4.4 Creating & Using Rubrics for PBL Assessment

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4.4 Creating & Using Rubrics for PBL Assessment

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4.4 Creating & Using Rubrics for PBL Assessment

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4.4 Creating & Using Rubrics for PBL Assessment

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The Project Design Rubric uses the Essential Project Design Elements as criteria to evaluate projects. The rubric aligns with PBLWorks' Gold Standard PBL model. Definitions and practical examples are used to clarify the meaning of each dimension.

The rubric helps educators understand the difference between a simple "project" and rigorous Gold Standard PBL. Teachers who are new to PBL can see how to move from beginner to expert.

You and your colleagues can use the rubric to guide the design of projects, give formative feedback, and reflect and revise.

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The Project Design Rubric uses the Essential Project Design Elements as criteria to evaluate projects. The rubric aligns with PBLWorks' Gold Standard PBL model. Definitions and practical examples are used to clarify the meaning of each dimension. The rubric helps educators understand the difference between a simple "project" and rigorous Gold Standard PBL.

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4.4 Creating & Using Rubrics for PBL Assessment

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4.4 Creating & Using Rubrics for PBL Assessment

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4.4 Creating & Using Rubrics for PBL Assessment

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4.4 Creating & Using Rubrics for PBL Assessment

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4.4 Creating & Using Rubrics for PBL Assessment

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4.4 Creating & Using Rubrics for PBL Assessment

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Rubrics are grading tools that can be used for summative as well as formative assessment and they are also a very useful tool to help students with self- and peer assessment. While they can be used for grading, they should in fact be seen as a learning resource that is used by students throughout their work.

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Peer Assessment: Reflections from Students and Teachers

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So, how do you do peer assessment? This video describes one way to implement effective peer assessment in the classroom. Watch as teachers and students from ...

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Embedding Assessment Throughout the Project (Keys to PBL Series Part 5)

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Assessment can be integrated seamlessly into project-based learning. Find tools for measuring student understanding from the beginning to the end of a projec...

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THE ROOT OF THE WORD "ASSESSMENT"

IS FROM THE LATIN "ASSIDERE"

WHICH MEANS "TO SIT BESIDE"
The learning objectives for this module are:

1. Understanding the difference between formative and summative assessment

2. Understanding how assessment can be embedded into PBL activities

3. Understanding what a rubric is and why it can help us assess PBL

4. Develop a finalised and rigorous PBL implementation Learning Design

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Update: After over 100,000 people read our original team building games post, we decided to make an updated version that's even more epic than the original. We've added 8 new games-over 1,500 words of fresh ideas that you can use to build a stronger, happier team.
Team building games are a good way to get your team to connect and work together better. Finding the right exercise can be challenging; not every team is comfortable with certain types of activities. It is important to choose an activity everyone feels safe doing.

Here are 32 team building games to choose from, and none of them involve trust falls (whew). Click on the squares below* to learn about each game:
Team Building Game #1: What Makes You Tick

You could think of this as "what makes you ticked off", as this is an exercise in learning about each other's personalities and seeing what kind of personalities will clash. As a group, take a personality test together. Bring in a speaker, if time allows, to expound on the different personality traits, their strengths, their weaknesses, and a plan on how potential clashes can be alleviated.

Choose a personality test that isn't excessively complicated. The DISC personality test is a good choice, as is the True Colors personality test. These tests simplify things and create easily remembered results. During future teamwork efforts, when conflicts arise, a team member can say "remember, I am orange" and the others will know exactly what she means.

Purpose: Knowing what motivates and what demotivates other team members is powerful. By establishing how each team member works best, and how they react in different situations, they can learn how to approach each other differently to succeed in work and personal interaction.
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Team Building Game #2: Ideas As Building Blocks

Create a fictional problem that must be solved. It could be a theoretical product, a brain teaser, a riddle, a design challenge - anything that needs a solution. Assemble your team, and have them write down an idea on a large sheet of paper. They only need to write a sentence or two.

Have them pass the paper to the person on their left, and instruct them to use the new idea to build another solution upon. Continue for several rounds, and then see what the results are. You may want to choose a fictional problem that allows you to reveal one aspect of the challenge each round.

Purpose: This exercise shows the value of everyone's ideas. As you work as a team, brainstorming sessions often sway towards the vocal and dominant personalities even though other team members have valuable ideas, too. By forcing these ideas to have equal footing, each team member's ability to contribute is established.
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Team Building Game #3: Truth And Lie

Give each team member four identical slips of paper. Instruct them to write down three truths and one lie. The lie should be believable to some extent (i.e. not "I've been to Mars"), and the tenor of the truths and lie should not be offensive or crude. Go around the group, one at a time, and have them read the truths and lie in random order. When they are finished, the team should discuss which they think are the truths and which are the lies.

Purpose: This exercise fits into the "get to know each other" category. Extroverts have no difficulty in making themselves known, but introverts often remain an enigma, bowled into silence. This exercise gives them equal footing to reveal facts about themselves as well as expose the assumptions others have made. Participants learn about others and also learn about themselves through the lies they thought were true.
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Team Building Game #4: The Barter Puzzle

Break your team into groups of equal members. Give each team a distinctly different jigsaw puzzle of equal difficulty. Explain that they have a set amount of time to complete the puzzle as a group. Explain that some of the pieces in their puzzle belong to the other puzzles in the room.

The goal is to complete their puzzle before the other groups, and that they must come up with their own method of convincing the other teams to relinquish the pieces they need, whether through barter, exchange of team members, donating time to another team, a merger, etc. Whatever they choose to do, they must do it as a group.

Purpose: This exercise is time-consuming, but it accomplishes creative teamwork on several levels. As a team, they must build the puzzle. As a team, they must find a way to convince the other teams to help them. In other words, they must solve both the puzzle and the problem of getting their pieces back.
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Team Building Game #5: Use What You Have

Divide your team into equal groups. Create a specific project with clear restrictions and a goal. For example, you might have your team create a device that involves movement without electricity, and moves a golf ball from point A to point B. The challenge is completely up to you.

Then give each team the same supplies to work from, or create a pile of available supplies in the middle of the room. Give them a specific time to complete the project, making sure to mention that they can only use what is available, though how they use it is completely up to them. The final reveal is a fun event, and a great opportunity for your team to compete.

Purpose: Problem solving as a team, with a strong mix of creativity, is exactly what this exercise accomplishes. It also brings an element of fun and maker-ism into the mix, with the added twist of learning how to solve a problem with reduced options.
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Team Building Game #6: Created Economy

In the book Weslandia by Paul Fleischman, the young boy Wes creates his own language, culture, and economy one summer. A new startup created a small economy and ended up having a great deal of fun as well as learning about what motivated other team members.

Get your team together and decide if you want to create an economy or some mini-aspect of larger society. Set up the rules you will abide by, leaving enough wiggle room to experience problems that need group agreement to solve as the system is put into action.

Purpose: By creating a "mini" society, your team naturally creates problems and challenges that force them to work together. There are rewards and penalties. Some team members will reveal themselves to be rule-abiders and others as creative rule-benders. The team will quickly learn how others work, solve, and think outside of the typical work-related realm. This will bring new understanding to work-related projects that need solutions.
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Team Building Game #7: Common Book

This team-building exercise takes place not in one sitting, but over time. Make a large, blank journal or scrapbook available in the break room or other common areas. The book may have prompts on each page, asking questions or suggesting things to write or draw. Or, you may have guidelines printed and displayed next to the book (i.e. no swearing, nothing offensive, no complaints, no scribbling out other's work, etc.).

Leave pens, markers, tape, and other items that your team can use to write and draw in the book. Encourage them to write down quotes from things they are reading or from team members, to write about a fun event that happened at work, tape or glue ephemera or anything that helps record the team's culture. When the book is full, put it on the shelf and get a new one.

Purpose: This team exercise creates a kind of living history of your business that you can keep adding to. It is somewhat similar to the Zappos culture book, but allows your team a chance to build it more directly. It encourages creativity, collaboration, and recollection. It also gives you something concrete to look at in the future to see where your team has been and how far they've come.
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Team Building Game #8: Scavenger Hunt

Divide your team into equal sized groups, and send them out with a list of items to locate and bring back. Whether they remain in the office or are to leave the building is up to you. The ultimate goal is to get back first with the most items. You may want to set a time limit so that all groups are back in a reasonable time, whether they found all items or not. A scavenger hunt can be themed, and might involve a variety of clues or other twists that force a team to get creative and work together.

One variation is to make it a digital scavenger hunt in which they must find examples and specific information or web pages online. You may wish to restrict which search engines or methods they use to complete the challenge.

Purpose: A scavenger hunt is a fun activity that forces people to work together as a team. It spurs creativity, particularly if clues or riddles are involved.
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Team Building Game #9: Geocache Adventure

Much like a scavenger hunt, a geocache adventure relies on clues but has the added level of using GPS coordinates to find an item. Each group will need to have a GPS device that will work for finding geocaches. There are several apps available to use on smartphones that would suffice. You may wish to have a set time in which all groups must return. The clues you hide in specific geographic locations could be part of a larger riddle or message that you wish the teams to have revealed to them.

A variation of this might be to use QR codes placed around the office or neighborhood, mixing GPS locations with other clues found in QR codes.

Purpose: This exercise helps team members work together to achieve a specific goal using a specific and narrow process in which close enough is not good enough. It also promotes problem solving in a creative way if riddles and puzzles are involved.
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Team Building Game #10: Show And Tell

It's unfortunate that show and tell is something that ends when you're young. Whether your interest is in the code you're writing or ham radio, there are things each person would like to share with the group. Set aside a regular day for "show and tell" and give the next team member on the list the opportunity to bring something in and/or present on a topic. If you do this over lunch, be sure to cater food and make it a fun time. Require team members to be present. Have a question and answer session afterwards.

Purpose: Most people are eager to let others know interesting things about themselves, but not all team members are able to make that happen. Most teams are lopsided, with some members dominating discussion. Using regular "show and tell" sessions gives all team members a chance at center stage while also becoming familiar with giving a presentation and fielding questions.
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Team Building Game #11: Find The Common Thread

Before your regular staff meeting, break your team into groups. Instruct the groups to find out one commonality among themselves. It might be a hobby or an interest they all do, or having the same favorite genre of music or favorite food. Once they discover a commonality they can agree on, they create a list of what might be stereotypical qualities of such people.

Then, the groups come together to announce to the rest of the groups who they are. For example, they might be "Roller Coaster Buffs" or "Jane Austenites." For the rest of the regular staff meeting (or the day, if you're daring), group members must fulfill the stereotypes they listed. The Roller Coaster Buffs, for example, might periodically raise their arms and holler, or the Jane Austenites might rephrase all of their speech to co-workers as quotes from Jane Austen books. At the completion of the meeting (or day), talk about stereotypes that we assign to people. Discuss how they affect how we perceive other people's abilities. Talk about how people managed to find a commonality, and the process it took to dig it up.

Purpose: The idea is to force your team to confront the foolish nature of stereotypes and how, if people really behaved as we casually write them off to be, the office would be much different. The game also reveals the ability of a seemingly random group of people to find a commonality.
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Team Building Game #12: Mad Lib Mission Statement

Take your company's mission statement(s) and turn them into the popular Mad Lib game. To do this, remove key nouns, verbs, and adjectives. Create a worksheet in which the removed words are shown as a blank line with instructions on what kind of word is needed.

In groups of two, have one team member ask for the correct type of word and the other team member supply the word. Or, if you do not want to break the team into groups, ask the team as a whole to supply one word at a time. Once there are enough words, read the mission statement back. It will sound silly. Now that the team knows what the goal is, ask them for the same word types. See what kinds of words they supply. Repeat the exercise until you get a mission statement that the team feels is correct.

A variation is to categorize the types of words before the first round. So, tell them you are looking for words that apply to the team without telling them you are working on a mission statement.

Purpose: Mission statements can sometimes sound great but miss the mark, particularly if your team doesn't feel it represents them, or that they even understand it. By stripping away the jargon and stiffness and allowing the mission statement to go through several rounds of nonsense, you allow your team to help you craft a statement that is more relaxed and honest.
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Team Building Game #13: Organizational Jenga

Using wooden blocks or an actual Jenga game, mark blocks according to the hierarchies present in your company. For example, you might have some blocks denoted as the IT department, and others as HR. You might have particular shaped blocks marked as "manager" and block shapes as "support staff." The labeled blocks should reflect the composition of your office (e.g. if 10% of your staff is IT, so should 10% of the blocks).

Divide your team into groups, giving them an equal number and kind of blocks. From here, either specify the type of structure each team must build, or provide guidelines and allow them to build any structure they want. When the time limit has been reached, each team, taking turns, must begin to remove a block at a time without destroying their structure. Do not inform them ahead of time that you will be asking them to do this.

If time allows, you may ask them to repeat the exercise. See if they find a way to build a structure that can withstand removal of blocks.

Purpose: This exercise is meant to show how each department and the various managers and staff positions are necessary to complete the task, and that without everyone in place, things fall apart.The second round reveals what "blocks" the team sees as unnecessary as they conceive of a way to deconstruct their structure without destroying it.
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Team Building Game #14: Blind Drawing

Divide your team into groups of two each. Have each person sit with their back to the other. One person will have a picture. The other person will have a blank sheet of paper and a pen. The team member with the picture must not show the other person the image. Instead, the are to describe the image without using words that give it away, while the other team member is to draw what is being described.

For example, the picture might be of an elephant standing on a ball. The description cannot be "draw an elephant on the ball" but instead must use other adjectives and directions. After a set time limit, the drawing time ends and both team members view the original picture and the drawing.

Purpose: This is an exercise that focuses on communication and language. While the final drawing will seldom look like the picture, it is revealing to participants to see how different the interpretation of instructions can be even when they are supposedly talking about the same thing.
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Team Building Game #15: The Perfect Square

Gather your team in a circle, and have them sit down. Each team member should then put on a provided blindfold. Taking a long rope with its ends tied together, place the rope in each person's hands so that they all have a hold of it. Leave the circle. Instruct them to form a perfect square out of the rope without removing their blindfolds. Once the team believes they have formed a square, they can remove the blindfolds and see what they've accomplished.

You can introduce variations into this game. For example, you might, at random, instruct a team member to not speak. One by one, members of the group are muted, making communication more challenging. Or, let the team come up with a plan before putting on the blindfold, but once they cannot see, they also cannot talk.

Purpose: This exercise deals with both communication and leadership styles. There will inevitably be team members who want to take charge, and others who want to be given direction. The team will have to work together to create the square, and find a way to communicate without being able to see. By introducing the "muting" feature, you also inject the question of trust. Since instructions can't be vocally verified, the team member calling out instructions has to trust those who cannot talk to do as they are told.
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Team Building Game #16: What's My Name?

On name tags or similar labels, write down the name of a famous person, or write down people types (e.g. doctor, athlete, nerd, disabled, wealthy, homeless, etc.). Place these nametags on a team member's back so that they cannot see what they are, but the rest of the group can.

For a set amount of time, the entire group should mingle, and ask and answer questions. They should treat each other according to the stereotypical way based on what kind of person they have been labeled. Each team member can use that treatment, as well as the answers to questions, to figure out what the label is. As each team member figures out who they are, they can exit the game and let the rest continue.

Purpose: By confronting stereotypes in both how people treat us and in the questions and answers used, the team can get a better sense of how we mistakenly see people as well as how it feels to be so narrowly defined. This is also a good ice-breaker activity if you have team members that do not know each other yet.
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Team Building Game #17: Watch Where You Step

Using masking tape, create a large polygonal shape on the floor. It should be about 12 feet long by 6 feet wide, at least. Mark the start and stopping points. Make the shape a bit convoluted, choosing a shape that is elongated with the idea that people must make their way from one end to the other. Place a few squeaky dog toys inside the shape, and twice as many full sheets of paper with a large X on them inside the shape. The paper is the mines.

At least two at a time, each person on your team must make their way from start to finish blindfolded. They cannot step outside of the boundary, nor can they step on a mine. If they do, they are frozen. They can only be unfrozen if someone else inside the shape steps on a squeak toy. Their only guidance is the vocal commands of those outside the shape who are not blindfolded.

Purpose: This game is about communication, and trusting each other. Players learn to be observant of multiple action as well as give clear and timely advice.
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Team Building Game #18: Group Timeline

On a bulletin board or other surface which accepts thumbtacks, create a blank timeline. The timeline should start as far back as the oldest member on your team was born or when the company was founded, whichever came first. Mark each year on the timeline. Then, using narrow strips of paper, write down important dates for the company (e.g. founded, merged, changed names, incorporated, new product) and pin it to the correct spot on the timeline.

Give your team members four slips of paper, and ask them to mark down four important moments in their life. Let them pin them to the timeline.

Purpose: This exercise helps show, in a visual way, the different generations and experiences of your team. It leads well into talking about cultural and generational differences and the effects that has on how people work and communicate. It is also an opportunity for team members to learn more about each other.
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Team Building Game #19:What's On Your Desk

Have each team member bring one item from their desk to the exercise. Then, tell them that this item is going to be their new product, and that they must come up with a name, logo, slogan, and marketing plan for that object. Give them a set amount of time. This could be done individually, or in small groups if desired.

Once the time is up, allow each person to present the item and give a two minute presentation on their "product" as if they were selling it. Discuss, as a group, which products were successfully sold and why.

Purpose: For marketing and design teams, this exercise presents the challenge of seeing old things in a new light. When combined with groups working together to sell a common object, you introduce teamwork and crunch-time brainstorming. It promotes creativity and problem solving, too.
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Team Building Game #20: You Get One Question

Come up with several scenarios in which a person would be chosen to do something. For example, it might be a new job hire, marriage, leading an organization, or commanding an army. Ask each team member to come up with the "perfect" question - but only one! - that should be asked of a person that would determine if they were the perfect fit for the scenario. Have each team member write their question down. When all scenarios have been covered, discuss the questions as a group and see what each team member thinks would be the perfect question.

Purpose: Team members quickly learn how each other thinks differently. The perfect question that each comes up with will reflect their motives and what they think matters the most. This is an excellent way to lead into a discussion on how team members determine who is capable and who they will follow or trust.
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Team Building Game #21: Classify This

Collect a variety of objects and put them in the center of a table. The broader the variety, the better (e.g. office supplies, dinnerware, jewelry, toys, game pieces, etc.), Aim for at least 20 different objects. The goal is to collect items that, at first glance, have no apparent connection.

Break the team into groups, giving each group a sheet of paper and pen. Make sure they have a clear view of all the objects. Instruct them to classify the objects into four groups, writing down the groupings on their sheet of paper. They should not let the team groups hear what they are doing. When the time is up, have a spokesperson for each group reveal how they classified the objects, and why. Reasons might vary, from the function of the object to how it looks, or the material it is made of.

Purpose: This exercise promotes teamwork and creative thinking, but it also encourages your team to rethink how they view everyday objects. They are forced to look for commonalities in otherwise unconnected objects. This leads to a discussion on how to work outside the box for solutions to problems that seem wholly unrelated.
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Team Building Game #22: This Is Better Than That

Bring in four objects (or multiple sets of four objects) of the same type (e.g. four different sets of mittens, four different coffee mugs). Write up a conversational scenario for each set that outlines what the perfect item would be, in the order of preference. While none of the four objects is an exact match, each have qualities that reflect that perfect list. Read this scenario to your team, and instruct them to order the objects from best fit to worst fit. When all object sets are done, have team members explain why they ordered the objects that way.

The key to this exercise is to make the scenario complex enough that it isn't immediately obvious which objects are best.

Purpose: This exercise helps your team break down a scenario or problem and figure out which things are the best fit. This dovetails directly into discussion on current projects or challenges facing the group, in which you can, as a group, write a scenario for an actual project you are working on and decide which solutions are the best fit.
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Team Building Game #23: It's Your Problem

Bring the team into the room, and divide evenly into groups of at least two. Tell them they have thirty minutes to come up with a group problem-solving challenge that would make use of: teamwork, creativity, communication.

When the thirty minutes is complete, the team will choose from one of the problem-solving challenges and actually do the activity.

A variation is to use all of the challenges over a period of time so that your team-building activities come directly from your team itself.

Purpose: This exercise puts leadership responsibilities back on your team, showing them that they have the potential to come up with solutions, too. It also gives your team a chance to challenge other team members in ways they might not otherwise find the opportunity to do so in regular workday activity.
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Team Building Game #24: Active Listening

Bring your team in for what they think is just another staff meeting. Have a long document filled with mind-numbing but coherent jargon-filled speech that talks vaguely about sales and marketing goals. Sprinkled in the document are sentences which say something else entirely. These sentences should contain instructions or information that they will be quizzed on after you are finished.

Begin reading it to your team in monotone. The goal is to get them to tune you out. Do not over-emphasize the "real" sentences. When you are finished, hand out paper to each team member. Then, ask them to write down what they thought you talked about. If your real sentences contained random information, quiz them on that. Discuss who heard what, and see who was able to actively listen.

Purpose: This exercise touches on conflict resolution with the idea that many conflicts arise because team members don't really listen. It shows the importance of listening to verbal communication, but also non-verbal communication. They can discuss why they tuned you out, and what you could have done to keep them tuned in.
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Team Building Game #25: Company Concentration

Most of us played the game "concentration" as a child, where you'd have pairs of cards randomly mixed and turned over, and you'd take turns flipping over two at a time. The goal was to collect as many pairs as possible, remembering what you'd seen.

Create a card deck that has images or words related to your company or brand. It might be logos, products, photos of your team, and so on. Whatever route you go, keep the images related. For example, use all photos of your team, or all photos of your products.

Divide up into teams and see which team can match the most pairs in the least amount of time. You might set additional rules, such as requiring the name of the person to be said aloud when the card is flipped over, or some other related bit of information connected to the image on the card.

Purpose: To learn the names, information, and visuals associated with your company. This is particularly effective if you have a lot of new team members and you want everyone to learn their name and something about them.
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Team Building Game #26: Company Concentration: Debate Version

The idea is the same as the "Company Concentration" format, where pairs of cards with visuals on one side are used. However, the goal here isn't necessarily to match up cards and remember where they were, and the images on the cards will not depict team members but will instead depict discussion-worthy concepts.

Teams can get a point for matching up cards, but they can get two points if they choose to successfully debate and argue why the two cards the turned over are associated. If the majority of the room agrees with their reasoning, they receive the points. If not, they lose a point.

You might use cards illustrating user personas, products you sell, procedures you use in development, customer support problems, known issues you're trying to solve, and so on.

Purpose: This game can help in brainstorming (associating two problems together, for example, that hadn't been) as well as getting team members to think on their feet and spot connections they hadn't before. It also forces them to decide what is worth debating or not, as well as whether or not someone has provided a good argument.
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Team Building Game #27: Hello My Name Is

Create a list of adjectives that describe people's attitudes (e.g. grumpy, happy, negative, fearful, encourager, discourager, positive, joker, etc.). Have enough adjectives for every member of your team, and write each adjective on a self-adhesive "Hello My Name Is" sticker. Place the name stickers in a container, and have each team member draw a name sticker out without being able to see the adjective. Have them stick the name tag on their shirt and wear it for a specific period of time, instructing them that all of their responses and interaction for that time must reflect the adjective on their name tag.

You can use this in several ways. Your team could wear them during a typical meeting or brainstorming session to show how good and bad attitudes affect outcomes. They could wear them for a typical work day and then discuss how they felt. Or, you could have them wear a name tag half of the day, and switch with someone for the second half.

Purpose: To show that assigning an attitude or telling someone they are "acting grumpy" can actually affect how they view themselves and how they act during the day. If they switch name tags, they will see how behavior and action often defines feeling, and not the other way around.
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Team Building Game #28: Telephone, On Paper

Give each team member a piece of paper. Have them draw a simple drawing on the paper, without talking to anyone else. Each person then passes the paper to their right. Each team member looks at the drawing they now have, fold the paper in half, and write at the top what they think the picture is of. The paper is passed to the right again. Each person reads the description, folds the paper over to hide the words, and draws a picture of that.

This continues, where each pass alternates between determining what the picture was and drawing what was described. It is important that each turn only reveals the words or picture from the previous round. Separate sheets or pads of paper may be used if that is easier than one sheet of paper, but they should be passed together.

When the paper is back to the original owner, each member reveals what was written and drawn.

Purpose: This activity tends to create a lot of laughter and is an excellent ice-breaker at parties or before long meetings where you want people to be comfortable with each other. The drawings and interpretations tend to bring out discussion and jokes.
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Team Building Game #29: Do The Math

Create "tasks" that are assigned different values. For example, you might have "Climb Mt. Everest" and give it a value of 35, while "Give the dog a bath" has a value of 3.

Give each member of your team three cards with the same number on them so that every team member has a set of numbers different from every other player. One person will have all 1's, while another might have all 10's. The goal is to accomplish the tasks in a set amount of time so that whoever is left will get a prize based on the total value of the tasks completed.

However, in order to "do" the task, they must get people together whose numbered cards add up to the value on the task. Once a card is used, it can't be used again. And once a team member has used up all their cards, they are taken out of the game and out of the running for the prize.

Ideally, there are more tasks and values than can be fulfilled by the cards your team possesses. They must determine which tasks to do, and which cards to use up. Ultimately, not every task can be completed, and not everyone can be a winner. The goal is to get the highest total task value (for the best prize), and work together to achieve it knowing that in order to do so, some will miss out.

Purpose: This rather painful game helps your team work together, understanding both strategy and self-sacrifice. Hopefully, once the game is over you'll see that everyone has some kind of prize or reward, but it's best to allow the team to not know that during game play.
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Team Building Game #30: Problem Family Tree

Give each team member a piece of paper. Instruct them to write down, at the top of the sheet, a problem they have at work. Make sure to tell them it shouldn't be directed at a specific person. These should be complaints about procedure, product, or some other non-human problem they've observed or believe exists.

Next, have them write below that, leaving a slight space, two things they think causes that problem (again, not mentioning specific people but finding a way to focus on systems, ideology, or procedures that people use). Draw a line from the two ideas up to the main problem, much like a family tree structure. Then have them break down those two ideas further, two for each, as far as they can go. The idea is to figure out what small things have led to the big things.

The exercise could stop here, allowing the team members to simply enjoy personal discovery, or they results could be discussed as a group to see if there were small underlying problems that popped up on multiple problem family trees.

Purpose: To help team members to see the real problems they deal with, and what causes them, not as specific people who cause trouble, but as often seemingly small issues that mix with other small issues to create larger problems.
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Team Building Game #31: Triangulate Your Place

Assemble all but one of your team members in the shape of a triangle. They should be facing into the triangle, standing side by side to create the outline of the shape.

Take the remaining member and place them inside the triangle. Let them choose to face whatever direction they want to, and instruct your team to remember exactly where they were in relation to the spinner. They should note who they were standing next to, and how they fit into the triangle shape based on where the spinner is facing.

The spinner should begin to slowly spin around. Without warning, the spinner should stop and stand still. At that point, the team has a set amount of time to reassemble into place so that the end result is a triangle situated correctly according to whatever direction the spinner chose to face.

Purpose: This activity is a great way to get the blood-pumping and to get your team to work together. They need to remember where they belong on the triangle, and help others, too, in order to finish in time.
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Team Building Game #32: Penny For Your Thoughts

Gather pennies (or any other coin) so that you have one for each member of your team, and so that the year on the coin is within your team's lifespan (i.e. you won't have a coin dated older than the youngest on your team).

Dump the coins in a container, and have each person draw out a coin. Have each person share something significant that happened to them in that year.

Purpose: This activity is a simple way for your team to get to know each other, and it's a quick ice-breaker to loosen up team members before a meeting.
Back to Top* I want to make sure to give props to Jimmy Daly and the team at Vero for 'inventing' the creative Grid concept you saw and used in this post. We first saw it in their ridiculously awesome Email Marketing Best Practices guide, and we've seen them use it a few times since. We loved it so much that we wanted to try to create something similar that our own readers could benefit from and enjoy on this blog. We do hope you enjoy it and we hope you go check out the Vero blog. They publish amazing content all the time. Click here to explore some of their latest posts.
Thanks for reading!
Editor's Note: This post was co-written by Julie Neidlinger. Read other posts by Julie and learn more about her here.

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An Epic List of Great Team Building Games - When I Work

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Update: After over 100,000 people read our original team building games post, we decided to make an updated version that's even more epic than the original. We've added 8 new games-over 1,500 words of fresh ideas that you can use to build a stronger, happier team.

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View the interactive image by Kornélia Lohyňová

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The characteristics explored in the previous sections, such as resilience, initative and ownership, are all part of an entrepreneurial mindset. For students to take ownership of the PBL process and move their own and their peer's learning forward, they need to have an entrepreneurial mindset.

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What is resilience? It comes from the Latin resilire, “to bounce back”. Resilience refers to the capacity to return to good mental health after challenging and difficult situations. It is not one specific thing, but a combination of skills and attributes that help to solve problems, cope with challenges, adapt and bounce back when things don´t go as planned. Resilient people learn from their mistakes, they look at their failures and mistakes as lessons to be learned from, and as opportunities for growth.

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Quiz: How Resilient Are You?

You got: You are quite resilient!

Resilience is a quality that helps us through daily stressors and major life crises. While some of our resilience is associated with inborn personality traits, there’s much you can do to develop your resilience level, and the resources below can help.

Your answers indicate that you have many traits and thinking habits that are associated with greater levels of resilience, which is a very good thing. You are likely more able to handle life's crises – both major and minor – and turn difficulties to your advantage, or at least weather them optimally. The resources below can help you to build even more resilience in your life, and help those in your life do the same.

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How Resilient Are You?

You got: You are quite resilient!

Sam Edwards/Caiaimage/Getty Images

Resilience is a quality that helps us through daily stressors and major life crises. While some of our resilience is associated with inborn personality traits, there's much you can do to develop your resilience level, and the resources below can help.

Your answers indicate that you have many traits and thinking habits that are associated with greater levels of resilience, which is a very good thing. You are likely more able to handle life's crises - both major and minor - and turn difficulties to your advantage, or at least weather them optimally. The resources below can help you to build even more resilience in your life, and help those in your life do the same.

THIS TOOL DOES NOT PROVIDE MEDICAL ADVICE. It is intended for informational purposes only and is not a substitute for professional medical consultation, diagnosis or treatment.

How Resilient Are You?

You got: You have some resilience, but could develop more.

Resilience is a quality that helps us through daily stressors and major life crises. While some of our resilience is associated with inborn personality traits, there's much you can do to develop your resilience level, and the resources below can help.

It appears that you have a lot going for you already - several of your answers indicated a sense of resilience, but there's room for improvement. You can build your own inner and outer resources to make yourself more resilient in the face of stress. The resources below can help you with this, and can help others in your life as well. Enjoy!

THIS TOOL DOES NOT PROVIDE MEDICAL ADVICE. It is intended for informational purposes only and is not a substitute for professional medical consultation, diagnosis or treatment.

How Resilient Are You?

You got: You can become more resilient!

R. Brandon Harris/Getty Images

Resilience is a quality that helps us through daily stressors and major life crises. While some of our resilience is associated with inborn personality traits, there's much you can do to develop your resilience level, and the resources below can help.

Your answers indicate that there is room for growth - you can build your inner and outer resources to make yourself more resilient in the face of stress. For example, creating more of a supportive network can help you to stay strong when you're facing a crisis - other people can lend emotional support (like a shoulder to cry on) as well as practical support (like helping you find resources to meet your needs). Maintaining stress-relieving habits like meditation can help you to react less strongly to stress as it occurs, and have more inner strength. The following resources can help.

THIS TOOL DOES NOT PROVIDE MEDICAL ADVICE. It is intended for informational purposes only and is not a substitute for professional medical consultation, diagnosis or treatment.

Thanks for your feedback!

What are your concerns?

Other Inaccurate Hard to Understand

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How Resilient Are You? You got: You are quite resilient! Resilience is a quality that helps us through daily stressors and major life crises. While some of our resilience is associated with inborn personality traits, there's much you can do to develop your resilience level, and the resources below can help.

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3.1 Scaffolding for Student Ownership and Independence

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3.1 Scaffolding for Student Ownership and Independence

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If we want PBL to be a student-driven learning process we cannot simply give students independence and hope they wil just take charge of the process. Students' ownership over the process needs to develop as part of PBL and it is our job to scaffold classroom activities in such a way that allows such ownership to develop.

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3. Developing student-driven activities for PBL
				
				
			
		

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3. Developing student-driven activities for PBL
				
				
			
		

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Next to developing collaborative skills of students, another key part of PBL is for students to take ownership of tasks, initiative at solving problems, and most importantly to stick with these tasks and problems until they have come to a satisfactory conclusion. In other words, we try to develop a student-driven environment in which the energy and persistence of what is happening in the classroom does not primarily come from us but from the students.
The learning objectives for this module are:

1. Understanding the importance of scaffolding the PBL process so that students increasingly develop independence and ownership over the tasks

2. Understanding the importance of a positive environment and mindset for building student confidence and resilience

3. Developing a range of activities, strategies and tools that facilitate an entrepreneurial mindset and entrepreneurial skills

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3. Developing student-driven activities for PBL

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3. Developing student-driven activities for PBL

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IT'S NOT THAT I'M SO SMART,

IT'S JUST THAT I STAY WITH PROBLEMS LONGER

Albert Einstein

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In my class I used for example Google Docs, Padlet, Thinglink, Facebook (or Yahoo, or Google) groups.

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2.4 Finding collaboration partners outside the classroom - Involving the Community, my idea

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2.4 Finding collaboration partners outside the classroom - Involving the Community, my idea

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I do every year projects about entrepreneurship and financial education, with the support of an organization which send us volunteers who make activities with my class. The volunteers are professionals from the "real-world" (specialist from banks, human resources specialists, managers, etc.) In this way students have the opportunity to learn directly from the specialists.

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2.4 Finding collaboration partners outside the classroom

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2.4 Finding collaboration partners outside the classroom

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A key part of PBL is establishing a link to the "real-world". One of the most powerful mechanisms to do this is by involving audiences or partners from outside of the classroom or even better outside of the school. As part of this we explore two different types of collaboration with outside actors:
-  Organizing projects together with another class, where students collaborate not only with their immediate peers but with students at another school. (eTwinning)
- Involving people from the community in students' work. Getting professionals from the "real-world" to come and work with the students creates an entirely new meaning for their work.

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2.3 Effective Collaboration for PBL inside the Classroom - My idea of a collaborative activity

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2.3 Effective Collaboration for PBL inside the Classroom - My idea of a collaborative activity

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A good collaborative activity is a "Treasure hunt". Students divided in groups receive tasks that they have to solve in a fixed time. As the tasks need different skills, and pressed by the time, students divide naturally the tasks according to their skills and work together for answering all the tasks.

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2.3 Effective Collaboration for PBL inside the Classroom - Example of collaborative activity

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2.3 Effective Collaboration for PBL inside the Classroom - Example of collaborative activity

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Code.org - Accelerated Intro to CS Course: Relay Programming #1

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Anyone can learn computer science. Make games, apps and art with code.

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2.3 Effective Collaboration for PBL inside the Classroom - Example of collaborative activity

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2.3 Effective Collaboration for PBL inside the Classroom - Example of collaborative activity

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Broken square is a team building game, which can be used for any type of training with groups

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2.3 Effective Collaboration for PBL inside the Classroom - Examples of collaborative activities

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2.3 Effective Collaboration for PBL inside the Classroom - Examples of collaborative activities

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The following team building icebreakers, activities, and exercises help build unity, teamwork, community, and improved group dynamics. They are often challenging and require planning, problem solving, coordination, and trust. Using them will certainly make a difference. Try these activities with your group or classroom!

Click on a team building activity below for free instructions that can help build teamwork, improve communication, and motivate your team!

Don't forget to debrief with your group after you play these activities. You will find that after playing, your group may have much better trust, communication, and overall improved relationships!

Have suggestions for other teambuilding activities? Send them to us!

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The following team building icebreakers, activities, and exercises help build unity, teamwork, community, and improved group dynamics. They are often challenging and require planning, problem solving, coordination, and trust. Using them will certainly make a difference. Try these activities with your group or classroom!

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Teaching Group Work: Building Student Collaboration and Agency

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Teaching Group Work: Building Student Collaboration and Agency

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Teaching Group Work: Building Student Collaboration and Agency

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2.3 Effective Collaboration for PBL inside the Classroom

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2.3 Effective Collaboration for PBL inside the Classroom

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Collaboration does not just happen, it needs to be learned and we canprovide our students with the environment and the scaffolding to help them become effective collaborators.

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5 Strategies for Fostering a Collaborative Culture in a PBL Classroom

As a middle school teacher I understand that my students are at a developmental crossroads. They want to be seen as independent, responsible adults but at the same time still need guidance in order to be successful. This makes this age both challenging and rewarding to work with, as it allows me as a teacher to help them as they become the independent students they see themselves to be.

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5 Strategies for Fostering a Collaborative Culture in a PBL Classroom

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5 Strategies for Fostering a Collaborative Culture in a PBL Classroom As a middle school teacher I understand that my students are at a developmental crossroads. They want to be seen as independent, responsible adults but at the same time still need guidance in order to be successful.

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These rubrics offer us a useful tool to self-assess if our learning activities are truly collaborative or not.  The rubrics identify four questions you should ask yourself about what happens in your classroom:
- whether students are working with others on the learning activity, and the quality of that collaboration;
- students have shared responsibility for their work;
- the learning activity is designed in a way that requires students to make substantive decisions together;
- the learning activities are designed so that student work is interdependent, requiring all students to contribute in order for the team to succeed.

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One of the key things students should be learning as part of this process is effective collaboration.

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FCS | Module 3 | Collaboration | Deirdre Butler, National University of Ireland

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2. Developing effective collaboration for PBL

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2. Developing effective collaboration for PBL

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COMING TOGETHER IS A BEGINNING,
KEEPING TOGETHER IS PROGRESS,
WORKING TOGETHER IS SUCCESS

Henry Ford
In this module the learning objectives are:

1. Understand how different types of collaboration can be used in the context of PBL

2. Develop a series of strategies and activities to promote effective collaboration between students

3. Develop a series of strategies and activities to promote effective collaboration with actors outside of the classroom

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After reflection, I realized that maybe my previous driving question is not really open-ended, and I decided to change it.
My new driving question has to do with applications of geometry, scale of a plan, and calculations. The learning goals are:
- to make measurements;
- to make a scale plan;
- to make calculations;
- to make cost estimations;
- to make decisions about how to make the costs lower.
The driving question is :
How would you like to renovate your classroom ? (make a scale plan and estimate the costs)

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Learning Diaries and Learning Designs (Responses)

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Form Responses 1

 Timestamp, What is your name, What country are you working in?, What age range do you teach?, What subjects do you teach?, What is the link to your Learning Diary?, What is the link to your Learning Design?, Other comments?
 Nair Carrera, Spain, 13-18, Foreign Languages, https:...

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1.6 P2P - Your PBL Design: Formulating your driving question

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1.6 P2P - Your PBL Design: Formulating your driving question

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I can use to experiment PBL a context about geometrical shapes. The students should discover from more shapes with the same perimeter which has the biggest area (they have to think to all the shapes learnt, to their properties, to calculate the area and to make an analysis of the data). This context is connected with Geometry, suitable for 13 years old students from the 7-th grade.
The Driving Question is:
If you have a garden fence, what shape should have the garden in order to have more room inside?

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John Mergendoller, the Executive Director of the Buck Institute of Education, identifies a useful criterium to evaluate if your driving question in fact does this: How straight-forward is it to answer the question by asking Google? Good driving questions according to Mergendoller are non-Googleable questions. So in this context, let's see if we can turn some Googleable questions into non-Googleable questions.

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Our mission is to realize the power and promise of 21st century learning for every student-in early learning, in school, and beyond school-across the country and around the globe.

As the pioneers in this movement, champions of the 4Cs (Critical Thinking, Communication, Collaboration, and Creativity), and creators of the Framework for 21st Century Learning, P21 is the premier organization ensuring every child-without exception-experiences 21st century learning.

Now Creating Even Greater Impact

And now, as a part of Battelle for Kids, P21 has even greater ability to make tangible and immediate impacts.

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As the pioneers in this movement, champions of the 4Cs (Critical Thinking, Communication, Collaboration, and Creativity), and creators of the Framework for 21st Century Learning, P21 is the premier organization ensuring every child-without exception-experiences 21st century learning. And now, as a part of Battelle for Kids, P21 has even greater ability to make tangible and immediate impacts.

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One of the first steps in preparing a PBL approach is to identify a project question or problem, often referred to as "the driving question". Effectively, this question should be the guiding principle for the entire PBL process that you will go through with your students. The question should be open-ended, engage and inspire students by creating curiosity, and be aligned to the learning goals you would like to achieve.

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1.4 Components of Good PBL -  My view of the five keys

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1.4 Components of Good PBL -  My view of the five keys

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From the five keys, the most challenging for me are: Core to learning and Multifaceted Assessment. My dilemma about PBL is to use it for discovering new Maths concepts, or for applying Maths concepts in new and developing situations. About the first I'm not sure I can follow the rigorous of the subject, about the second I'm not sure it is PBL or "doing projects".
As about the Multifaceted Assessment I am not sure how to do it. As Maths is an exam subject, and curriculum requires very regular and rigid summative assessments, I think the assessments must be very rigorous done, and I'm not sure how to do it in PBL.

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5 Keys to Rigorous Project-Based Learning

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1.3 P2P - Reflections on our current teaching practice

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1.3 P2P - Reflections on our current teaching practice

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As I teach Maths, I am oriented in teaching to make students understand abstract Maths concepts. My usual method is "learning through discovery", which means that, by presenting a problem and guiding students through questions, they rediscover Maths concepts. Then we make applications on different levels. Students works individually or in teams, depend on the complexity of the subject. Sometimes we make practical activities based on a studied concept, and once in a semester students do a bigger project and present it to the others.
I have the problem that some  students don't remember what they have learned the day before, and I address it by making more exercises and applications, so as students learn from practice.
I use some of the approaches mentioned in the video, such as collaboration and cooperation during the classes, in the practical activities and mostly in the semester project. It doesn't always work, most of the time some student work more than others, but I try to let them choose what part of the project everyone does and let me know, so I can observe how each of them works.
As about a subject topic that I teach and I can use to experiment PBL, this could be about geometrical shapes. The name of the project could be "Using less resources" and let students discover from more shapes with the same perimeter which has the biggest area (they have to think to all the shapes learnt, to their properties, to calculate the area and to make an analysis of the data.

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I think PBL is not used more widely in our education system because the school system in general is oriented to the curriculum, learning new theoretical concepts and then applying them. All the programs, school books, exams books etc. are oriented in this way. As curriculum is so big, and there are important Maths exams comming, teachers have no time enough, no resources enough and no training in using PBL.

The biggest chalenges for teachers are, in my oppinion: time, resources and training, and expectations from the others (parents, head-teacher, teacher-evaluators, other school-authorities).

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Propositions Project: 21st Century Skills

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Applying this method in a Maths class brings me a few questions:
- It is possible to learn new Maths concepts with PBL or students needs to have first enough theoretical knowledge in order to apply them?
- There is time enough to use this method often, as it seems time consumer? As we have a big curriculum and important Maths exams, can we really use this method often?
- Are the school facilities good enough for this method? (the arrangement of the tables and chairs, the materials needed, the necessary technology, etc.)
- How can we evaluate every students according to his/her contribution?
- Are the other "actors" involved in education (parents, head-teacher, other teachers, authorities) open enough for this method?

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1.1 What is PBL
PBL is all about the process and the learning that happens as part of this process. In other words the project is the main course. "Doing projects" however, is often an add-on at the end of a topic that has been studied in class,  the project is then the culmination of that work where the students apply their knowledge

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1.1 What is PBL
Differences between "doing projects" and PBL.

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TELL ME AND I FORGET,

TEACH ME AND I REMEMBER,

INVOLVE ME AND I LEARN

Benjamin Franklin
Our learning objectives for this module are:

1. Understand what PBL is and isn't

2. Reflect on our own teaching practice and how this corresponds to a PBL approach

3. Identify different components of effective PBL and which of these will be the most challenging in our context

4. Develop a first idea for implementing a PBL approach in our context and formulate a driving question

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I teach Mathematics in School no. 195 Bucharest, Romania, at the lower secondary level. My students are between 11 and 15 years old. The school is very big (about 2000 students) with pupils between 6 and 15 years old. In every classroom we have access to video projectors and Internet (but not in the same time). We also have a computer room.

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I am a Maths teacher in Bucharest, Romania. I am always interested in improving my teaching methods, and in making my classes more interesting, motivating and engaging. I think that a project based learning approach and the use of new technology are necessary steps in doing this.

My hobbies are: reading, watching movies, travelling, trekking and sports.