Icebreakers

Icebreakers are a great way to learn names, build community, and encourage a positive, safe classroom climate.  They help students better understand each other and enable better collaboration and networking.  Good icebreakers are fun and informative.  Some are quick and easy, and others may require an investment of time, but the payoff in increased collaboration and cooperation is a worthwhile investment.  Some good icebreakers for the secondary classroom include:

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Venn Diagram. Hand out a Venn diagram to each group (groups of 3 work best).  Students try to fill each section of the diagram with a characteristic, like, dislike, fact... about themselves that they have in common with one, both, or none of the other group members.  Have each group member introduce one other, sharing one thing they learned about the peer.

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Characteristics Bingo/Tic-Tac-Toe. Create a Bingo or Tic-Tac-Toe board (many templates are available online).  Fill in each box with a "fun fact".  These can be personal characteristics, talents, or subject-specific abilities (e.g. "Is left-handed," "Wears glasses," "Can touch their toes," "Can play a musical instrument," ... "Can recite the quadratic formula," "Can name 10 U.S. Presidents," ...  Walk around the classroom and try to find one person in the class who can "sign off" on each box (limit to one box per person).  The one with the most boxes filled in a given time period (4 - 5 minutes), or the first to complete a Tic-Tac-Toe, is the winner.  Then check in with a few to demonstrate their skills ("Ana.  This says you can recite the quadratic formula.  Let's hear it!")

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Speed Dating Icebreaker:  Have students form two equal lines (or an inside/outside circle) facing a partner.  Students spend 1 minute asking their partner some "getting to know you" questions (provide or post a list of possible questions).  At the signal, they move down the line or around the circle to ask and answer question with another pair.  After a few rotations, ask students to share one thing they learned. (Ex: "Who learned something about Jermaine?  Okay Luna, what did you learn?".... then, who learned something about Luna?  and so on.

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A Picture is Worth 1000 Words.  Ask students to pull up one photo on their phone that is meaningful to them (always give a non-technology option: they may also share a sticker on their notebook, a patch on their jacket, a piece of jewelry...).  Share the significance of the photo in small groups.  Call on a few students to share out with the entire group.

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Line-Up or Group Map. Ask students to line up alphabetically by their first names OR ask them to create an imaginary map in the classroom and place themselves on the map according to a prompt ("Where did you grow up?"  "Where were you born?").  When students have placed themselves on the "map" or in the line, review their names (and places) and ask a reflective question ("Think of one valuable thing that you learned or took away from the place you grew up.").  Share briefly.

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Whose Story is It?  Have students write a brief story or anecdote about a weird, unusual, or funny incident they have experienced ("I ran a half-marathon." "I have watched Star Wars 20 times," "I caught a foul ball at a Dodger game,"When I was a kid, I had to go to the hospital because I put a bean up my nose," etc.)  Drop the stories in a hat and have students guess who the story belongs to.

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Six-Word Memoirs.  Introduce your students to Six Word Memoirs through the website, some samples, and perhaps, a memoir of your own.  Then ask students to create their own Six-word memoir.  This is something they can start thinking about in class, and working on at home.  The "icebreaker" part involves students sharing their memoirs in small groups.  Give them the option of a brief explanation (or not).  Students might be funny or thoughtful or go really deep.  Be prepared!

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2 Truths and a Lie.  This is a tried and true icebreaker activity.  I like to give students a little time to think about this (maybe introduce one day and do it the next).  Each group member (groups of 3 or 4) lists 3 "facts," one of which is NOT true.  Group members try to guess which is not true.  Then explain and go to next group member.  Example: "I am a vegetarian," "I come from a family of 8 children," "I love to draw in my spare time."

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Coat of Arms.  Students create a Coat of Arms (many blank templates are available online).  You can choose or show examples of what they should illustrate in each section (e.g. favorite place, favorite activity, family, future).  Students can trade their Coat of Arms with a partner, who will look at and try to interpret their partner's CoA.

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