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[1] After a few words to reframe the task we were given, [2] we started to share some possibilities for an icebreaking activity helping to know each other. [3] Then we decided to use the task as an opportunity to experience the activity and so, we just started to share together about ourselves using our first names and their first letters to talk about one important thing for each of us. [4] Doing instead of talking about what to do relaxed the atmosphere and made it more playful. Each of us was involved and because the activity was simple and not demanding, it was suitable for all of us. It helped us to get to know each other a little bit in an informal way and to reflect about our collaboration. [5] Then we talked about different rules or settings which could help us to have an efficient collaboration in the next sessions. [6] Afterwards, we came back to another short playful activity, looking for things we have in common (at least some of us). We used not only the information we got in the first activity, but also what we could see on the screen.

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It is important to establish a common ground at the beginning of the teamwork so that everybody feels engaged.

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Present themselves, and their source of energy (e.g. see the sun in the morning...).

To form a team, one could ask everyone to say one word about the topic of the course/meeting.

The team could choose a symbol or an animal as "their" signum.

We (the orange) chose squirrel and talked about the character(s) of a squirrel:

climbing the top of the trees, collecting, busy, fast, flexible, curious.

Good to exchange contact details!

(e-mails and WhatsApp).

Share expectations of this course, as well as our professional background.

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Set the expectations before the icebreaker. The teachers can present themselves and set the ground for the course from the beginning. It would be nice to say something slightly personal so the students feel comfortable doing the same and feel in a safe place. For the ice-breaker activity, interview your neighbor for 5-10 min and afterward, they present their neighbor (a priori they don't know they should present their neighbor). Bingo about a specific characteristic, for example, it could be questions related to the course field, or more personal ones in case that fits the purpose. Connection by searching for specific interests in research or career, creating subgroups based on that, and following discussions. Listen to the students to get ideas for tools that they could suggest to be included in the course - this makes them feel part of the course in an active way. For later activities, create heterogeneous groups.

Challenges: students who don't want to collaborate and work in a group. A possible way to deal with that is to put them in a very active group, with less challenging students. This means the teacher has to have some pre-knowledge on the students, or to adapt as the course goes.

Key parts are: the students to feel part of the course and have an active role, respectfully understanding the ground rules.

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Write down how we will work together; for example who will lead the meeting, who will take notes, show up in time, be prepared, shared rules for coffee, have your camera on in digital meetings etc.

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Using career cards / emotion cards to elicit students' expectations and fears at the begining of a course / semester. The picture methaphors allow students to express themselves without personalising the message. They might feel more comfortable that way.

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Icebreaking activities to get to know each other

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Icebreaking activities to get to know each other

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Activity. Introducing ourselves through our first name, through a little bit of where we are form and what we teach and through a word beginning with the first letter of our name which has an important meaning to us.
One person begins and the others follow spontaneously.

Other activity: finding something some of us or all of us have in common.

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What will help your group work well together in the future?

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What will help your group work well together in the future?

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Writing group contracts (students write contracts in the beginning of a new group. The "rules" for the group, like be in time, make sure everyone gets heard, etc.).

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“Passport Connections” icebreaker: in pairs, each of us will describe our favorite travel memory and our funniest trip mishap, rotating once so you meet two partners.

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How to make everyone feeling relaxed, included

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How to make everyone feeling relaxed, included

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Ice breaking activities. Ask simple questions

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Asking questions in pairs, trying to learn something about your partner and than reporting to others. People only say what they want to share about themselves.

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divide students into teams and let them compete given a task. For instance, every team is given a raw egg, and a limited amount of paper and tape. The teams then have to construct a container for the egg such that the container with the egg can be dropped from a certain altitude without breaking.

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How can you make everyone in the group feel relaxed and included?

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How can you make everyone in the group feel relaxed and included?

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Try to introduce yourself and your faculty/ specialisation in a funny way.

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How can you make everyone in the group feel relaxed and included?

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How can you make everyone in the group feel relaxed and included?

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Try to use some funny stories from personal life and and encourage to share yours

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Principle 1: Cooperation as a value (Building a climate of cooperation)

Principle 2: Heterogeneous grouping (multiple perspectives; classroom setting)

Principle 3: Positive interdependence (each member has different info; roles in the team)

Principle 4: Individual accountability (individual responsibilities, reporting, and feedback)

Principle 5: Simultaneous interaction (students‘ speaking time;student-student interaction)

Principle 6: Equal participation (roles; multiple-ability tasks)

Principle 7: Collaborative skills (teach how to facilitate cooperation)

Principle 8: Group autonomy (TTT: Team Then Teacher; scaffolding)

Principle 9: Assessment (Target–Purpose–Method; self-/peer-assesment)