32 Icebreaker Activities

Icebreakers help establish a positive environment and provide an opportunity for students to get
to know one another and the instructor, both critical to the retention and success of students.
These activities engage students from the start and help create an environment in which the
learners are expected to participate.
1. Sharing Course Trepidations In pairs or small groups, have students share their
trepidations about the course. This may be particularly helpful in a course associated with
high anxiety such as math or writing. Follow this up by either having students introduce
each other, and/or by asking the groups to share what they consider to be their most
significant concerns or fears regarding the course. As the groups share, the instructor can
validate and address their concerns as appropriate.
2. Simple Self-Introductions In a class where speeches or oral presentations are expected,
have students take turns introducing themselves by giving their name, major, and perhaps
a reason for taking the class (aside from fulfilling a requirement).
3. Draw a Picture of a Significant Event Have students draw a picture of a significant
event that has occurred over the past six months and then have them share it with a
partner. Following this activity have the students introduce each other and briefly share
the significance of their partners picture.
4. Have students draw a picture, symbol or cartoon illustrating why they are taking the
class. Students can share these in small groups or in pairs. Follow up by having students
introduce each other and briefly share about their partners picture.
5. Common Sense Inventory Assemble five to 15 common sense statements directly
related to the course material, some (or all) of which run counter to popular belief or
prejudice. (For example: Suicide is more likely among women than men.) Individually,
have students mark each statement as true or false and then share their answers in small
groups. Allow students to debate their differences. Instruct the groups to reach consensus
and have a presenter from each group share their response to at least one question. Either
provide the correct answers or take the cliffhanger approach and let the class wait for
them to unfold throughout the semester. If you take the cliffhanger approach, you might
consider re-administering this inventory at the end of the semester as a method of
reviewing and/or reflecting on the course.
6. The Circles of (students name) Have students draw a large circle on a sheet of paper
and other smaller circles radiating from it. Students write their name in the central circle
and names of groups with which they identify (e.g., gender, age group, ethnic, social,
political, ideological, athletic, etc.) in the satellite circles. Then ask students to move
around the room to find three classmates who are most and/or least similar to themselves.
This activity helps students appreciate the diversity in the class.
7. Syllabus Icebreaker Have students get into groups of three to five and introduce
themselves. Following introductions, have each group generate a list of five to eight
questions they have about the class. The instructor then hands out the syllabus and the
groups go over it together to answer their questions. Upon completion of the small group
activity, the class then reconvenes and the groups ask any questions that were not
addressed in the syllabus.
8. Getting To Know Each Other Through Writing In a writing class, you might have
students spend 20 minutes getting to know each other through writing, without speaking.

9. The M & M Breaker When students enter the classroom, they take an M & M. When
they introduce themselves, what they share is dependent on the color of their M & M. For
example, a red one might mean they share what they hope to get out of the course. On the
lighter side, a red one might mean they share a recent accomplishment or success.
10. Have students complete a form with spaces for something you already know about the
subject, something you want to learn, and something that could happen in this class
that would make it possible to learn what you need to learn. Have each student introduce
her/himself and share something from the form. Collect their forms to understand, and
when possible, address their needs.
11. Whos In Our Group? or People Search. Have students take approximately 20
minutes to mingle around the room, meeting briefly with as many students as possible.
As they mingle, have them identify a person to pair with a statement and write his/her
name next to it. They can use only one person per statement. Ask each student to briefly
share a little about his or her experience with the statement selected. The statements can
be designed to reflect the course content such as Find someone who has taken a related
course, or Find someone who knows the order of the planets, or they can be
statements unrelated to the course such as Find someone who is wearing shoes without
laces or Find someone who likes spaghetti with clam sauce. You can grant a prize,
such as candy, to the student(s) who gets the most statements completed in the allotted
time period.
12. Identification Have students get into pairs or groups of four. Tell them to (individually)
look in their purse/wallet/briefcase to find something that is significant to them. Each
participant shares with his or her group members or partner why the item is significant.
The exercise continues until all partners or group members have shared. The class then
resumes and class members are asked to introduce their partner or one person from their
group, and share something significant about them.
13. Dinner Plans Have each person complete the following sentence: If I could have
dinner with any person, living or dead, it would be__________ because ___________.
14. Im Unique Ask each person to share one thing that makes him or her unique. This can
be incorporated into a classroom exercise for leaning names connecting the uniqueness
to the name.
15. The Magic Wand You have just found a magic wand that allows you to make any three
changes you want. How would you change yourself, your job, or any other part of your
life? Have students discuss why it is important to make the change.
16. Marooned Break class into groups of 4-7 and tell them You are marooned on an
island. What five (you can use a different number, such as seven, depending upon the size
of each team) items would you have brought with you if you knew there was a chance
that you might be stranded? Note that they are allowed five items per team, not per
person. Have each group report their five items and briefly share why they selected those
items. This activity helps them to learn about another persons values and problem
solving styles and promotes teamwork.
17. Finish the Sentence Go around the room and have each person introduce themselves
and complete the following statement: I am in this class because . . .
18. Familiar & Unique Break the class into groups of four (ideally by counting off). Each
small group must come up with four things they have in common (all working fulltime,
all single parents, etc.). Then they are asked to share something unique about themselves
individually. The group shares their familiar and unique features with the rest of the class.
A master list can be made on the board for the class to look at and discuss if appropriate.

19. Learning from Experience Have participants introduce themselves and explain one
thing they have learned the hard way about the subject you are covering. Post their
learnings on a flip chart and refer to them as appropriate throughout the class/semester.
20. Questions Have each student write a question they want answered about the class on a
Post-it note. Have them introduce themselves and their question. Post all questions on a
wall chart. During, at the end of the first class, or at the onset of the next class session,
address any questions that were not addressed during the first class.
21. Collective Knowledge Working in teams, have students introduce themselves and then,
as a group, identify three ground rules for the class. Have each group report out (sharing
only what they have that is different from what the previous groups reported). As the
groups report, reach consensus as a large group regarding the adoption of the various
ground rules. If you have a computer/projector in your classroom, you might type and
edit these as they are reported. Bring a copy for each student to the next class session.
Consider reviewing and/or modifying as the need arises.
22. Charades Have the class work in teams of four to five. Instruct the teams to identify
one type of person they all find difficult. Then have the team act out that type of person
while the rest of the class tries to guess what they are acting. This can be a fun activity
and can lead to a short discussion about needing to keep a sense of humor when dealing
with difficult people. This might be a good lead-in activity to #21 above.
23. Who Can Develop? Have participants identify someone who has contributed to their
growth and development as a student. As they introduce themselves, have them explain
their relationship to the person that contributed to their development.
24. Developing Yourself Have each person introduce him/herself and share one action they
have recently taken to develop themselves (other than signing up for this class). This can
be done as a large group or in small teams.
25. First Job Have participants introduce themselves, sharing their name and something
they learned on their first paying job.
26. Brain Teaser Use a quiz as an icebreaker. Ask questions that we should all know but
may not. Ask members to answer individually, and then give them a few minutes to work
in small groups to finish answering the questions. The groups should be able to answer
more questions than any one individual. This is a good demonstration of synergy and can
lead into a discussion of the concept. Sample questions: What are the names of the
planets, starting from the one closest to the sun? What is the most populous state in the
U.S.? What eight states begin with the letter M?
27. Good or New Ask each person to share something good or new they have experienced
in the last 24 hours.
28. My Slogan Explain that many companies have slogans or mottos which reflect their
values. For example, Ford Motor Company uses the slogan, Quality is Job One. Ask
each student to write (or borrow) a slogan to describe him/herself and share w/the class.
29. The Best Team Have each person share a description of the best team they have ever
been on and why it was the best. Post characteristics on a flip chart. Debrief this exercise
by having the team identify ways to maximize the best team characteristics. This
icebreaker would be particularly appropriate in a class where teamwork is expected.
30. Three Truths and a Lie Give each individual a 3x5 card and instruct them to write four
statements about themselves: one statement should be false, while three should be true.
Explain that the goal is to fool people about which one is false. Allow five minutes to
write statements; then have each person read the four statements and have the group
guess the lie. Award a prize to the individual who makes the most correct guesses.

31. Guess Who? At the onset of the class session, have each participant complete and
return a 3x5 card with two to three statements about him or herself. For example:
Favorite type of food, best all-time TV show, last movie you saw, last book you read,
dream vacation, etc. During the first (or following) session, read the clues and have the
rest of the class guess which person is being described.
32. Something New On the second day of class, ask each person to share one thing they
learned about someone in the class during the previous class session. Have the rest of the
group try to guess who is being described.
To aid in learning students names, consider using a naming cycle where students introduce
their partner and recall the names of the students previously introduced. This is an excellent, but
time-consuming way to learn everyones name. At the conclusion, introduce yourself after you
have recalled the names of all of the students.
Remember At the conclusion of an icebreaker activity, introduce yourself and how you wish
to be addressed. Briefly, share your background and personal philosophy on learning and
teaching. Avoid saying things like This is the first time I have taught the course, or I was only
asked to teach this course a week ago. While true, these statements make it difficult to create a
positive environment.
Debrief at the end of icebreaker activities (or any activities) by asking your students what the
value of an icebreaker activity is and sharing your rationale for the activity. This is also an
opportunity to remind them that their fellow students are valuable resources.