Icebreakers

Overview and Introduction: The WHAT and WHO

College students come from a variety of backgrounds, each bringing with them their own personalities, interests and motivation for learning.  Many of them are strangers and may exhibit a wide range of emotions.  One way to establish a feeling of community and to reduce feelings such as anxiety, among strangers is to implement icebreakers.  Icebreakers are in-class activities designed to encourage students to become active members with the instructor as well as with one another.  More importantly, icebreakers allow course instructors to better understand who is taking their course.    

There are a great deal of icebreaker activities available, ranging in ability level and age-appropriateness.  While much of the focus and icebreaker strategies have been geared towards children in the K-12 sectors, these strategies are adaptable and appropriate for adult learners [1].

Icebreakers have traditionally been used during the first weeks of a new course, specifically in the first few days; however, icebreakers can be used throughout the course on a weekly basis.  Instructor prep time is typically 10-20 minutes to write up the directions for students so that all have appropriate access and that they can successfully participate in the icebreaker. Icebreakers typically take about 5-15 minutes of in-class time.  Most of the planning time will center around grouping of students, and additional time can be spent to increase the depth/difficulty of the activity. No special software is needed, nor do icebreakers require funding.

All learners, in any course modality, may benefit from icebreakers.  The grouping of students by the faculty member and type of icebreaker may vary depending on class size and whether the class is in-person or virtual.  UGTAs and course instructors can implement icebreakers.

Implementation and Timing: The WHEN, WHERE, and HOW

The best time is to use icebreakers at the beginning of the course and especially in the first few weeks of a new course.  A routine use of icebreakers is highly encouraged, especially after coming off of school-related breaks or possibly as new groups form throughout the course.  Planning each activity may entail 10-20 minutes, again with a large emphasis on planning for the grouping of students.  In general the actual duration of the icebreaker should fall between 5-15 minutes.

Icebreaker Ideas

Eight Nouns

Class modality:  online, in-person

Materials: none

Using a discussion board or chat feature, ask students to post eight nouns that best describe them.  Provide a few examples by introducing yourself.  Allow the opportunity for students to share out.  This activity helps students find commonalities among one another.

Philosophical Chairs

Class modality: online, in-person

Materials:  faculty member pre-generated statements

Post a statement to the course that can only be  answered with either “agree” or “disagree.”  Students will move to either side of the room based on whether or not they agree or disagree with the statement.  For online students, two breakout rooms will work for this.  Allow students on each side to discuss in smaller groups.  Allow time for students from each side to defend their response.  This activity builds camaraderie and allows students to share their thinking in a safe manner.  Stay away from controversial topics such as: religion, politics, gender identity

Hopes and Fears

Class modality: online, in-person

Materials:  none

Use a discussion board or chat feature.  Ask the students to think about hopes and fears they have for the course.  If this can be done anonymously, students might share even more.  Allow time for students to capture their hopes and fears. Students could be placed into groups, both in class and online.  After five minutes, read the responses to the class and clarify anything that will help the fears subside.  This activity can assist in building trust among students. They will see that others feel the same as they do.  

Recommendations for Implementation

Rationale and Research: The WHY

College students expect the first day of a course to include learning about the course syllabus and course expectations.  They also indicated that the use of an initial icebreaker activity was one of their favorite ways to begin the new course [2].  The use of icebreakers at the beginning of a course has the opportunity to engage students immediately and begin the process of establishing a positive classroom environment.

The end goal of any course is that students walk away learning the course material with the ability to apply the learning to scenarios.  As instructors, you may thoroughly enjoy the content you teach, and devise relevant and engaging lessons and activities.  None of this matters if the classroom environment is not set up in a way where students feel comfortable to speak up.  Icebreakers are activities that can also create an open and safe classroom environment by allowing time for students to build relationships with one another and their instructor.  “As an instructor, your job is to ensure that all students are engaged in learning, regardless of their backgrounds.  The first step in helping students learn is to get a clear picture of who they are, both as a group and as individuals” [3].  

A study conducted by Frisby & Martin found that students who had a perceived rapport with instructors and classmates were related to higher perceptions of class connectedness.  Furthermore, students’ class connectedness was attributed to the establishment of positive classroom environments by the instructor.  Ways in which the faculty in this study created positive classroom environments included:  integrated opportunities for collaborative work, asking probing questions about the material, and calling students by their names [4].

Additional Resources and References

References