It's a quick way to get to values underlying actions or opinions. It can be trivial or profound - which is why it is important to make it clear that everyone has a right to veto or pass if they don't like where the 'why?' question is leading (even though it is only reflecting back what they are saying). Children play it naturally - as questioners, if not as 'answerers'. Note (for both versions): It's a good game for adults because it's a child's game! Children are naturally more inquisitive and persistant (both excellent attributes for effective learning!). And so it continues until you get to the meaning of life, or keep going round in circles, or until someone (likely to be the 'answerer') decides that enough is enough - or claims the right of privacy. This is immediately followed by another 'why?'. The person who gave the statement provides an answer. One person reads out their statement and a listener asks 'why?'. Then ask them to form twos or threes (or stay as a whole group if preferred). (See the note below about the right to pass or stop.)Īs a reviewing technique: Don't explain the exercise just yet.įirst, ask each person to write down a statement about the activity or experience to be reviewed - any statement will do. It's easy for B! At a suitable point, swap roles and restart. what they had for breakfast, what they want for Christmas, why they came on the course) and B asks 'why?'. WHY? WHY? WHY? (A makes a personal statement (e.g. This game brings out a more balanced view - after going through some entertaining absurdities along the way. This can be particularly useful if the group are likely to see the activity as 100% success or as 100% failure. You can also use it as a structure for reviewing a group activity. This game can stay in the world of fantasy. Tip: As most players want to contribute both 'good news' and 'bad news', either ensure there is an odd number of players (by joining in or not - as appropriate), or encourage occasional passing (something that should be allowed anyway). The third person continues the story with a 'fortunately', the fourth with an 'unfortunately' etc. (This link takes you to a page about 'rounds'.) The first person says: 'Fortunately. But where warm-ups can lead into reviewing techniques, you will find examples of transitions from 'warm-up' to review technique.Īlternate these two words as sentence beginnings in a 'round'. In warm-ups, the emphasis is on fun and story-telling rather than on the content which may be deliberately trivial. Your own judgement and preferences will determine whether such games provide a suitable or useful introduction. Tip: Remember that 'warm-ups' can be 'turn-offs' if they last too long. If you are looking for an 'icebreaker' to get a new group interacting take a look at Brief Encounters where people meet in one-to-one encounters to share their success stories (and it's fun!). The story-telling methods described on this page include games and exercises that can help to prepare the ground for using story-based review methods. WHY?WHY?WHY? JUST A MINUTE SOUND BITE STORY INTRODUCTION FORTUNATELY.UNFORTUNATELY THREE THINGS (These are part of the 'Stories in Learning' page.) Wondering why stories can play such a key role in learning from experience? WARM-UPS FOR STORY-TELLING CHOICES WITHIN THE STORY SECTION OF THIS GUIDE TO ACTIVE REVIEWING
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