Inspire Team

Spot the Connections

by for .  
#transforming systems
30 - 45
1

Goal

The "Spot the Connections" activity aims to enhance learners' ability to identify and articulate connections between seemingly unrelated items. This fosters critical thinking, creativity, and collaboration as learners work together to uncover hidden relationships. The activity aligns with the module's objectives of promoting systemic thinking and recognizing interconnectivity in various contexts.

Materials

    Instructions

    1. Introduction

      1. Briefly explain the purpose of the activity: to identify connections between items that may not seem related at first glance.

      2. Emphasize that creativity and thinking outside the box are encouraged.

      3. The objects might be connected in terms of

        1. the materials they’re made out of

        2. their look and feel (colour/shape/density/weight etc…)

        3. their use/purpose

        4. where they can be found

        5. who is likely to use that object

        6. a cultural significance

        7. their environmental impact

        8. connected by a frustration or issue people tend to have with that object

        9. And more!

      4. Start with an example: hold up two objects and ask learners to identify the connection between those two objects.

        1. Example: A paperclip and a smartphone charger.

          1. Materials: They share a common material of metal

          2. Purpose: Both service to contribute to organization and connectivity (paper clip connects documents, smartphone charger facilitates connection between a device and a power source)

          3. Frustration: Both can be frustrating to misplace.

    2. Group Formation

      1. Divide learners into small groups of 3-5 members each.

    3. Item Distribution

      1. Provide each group with a set of 5-7 randomly selected items from the list provided in Appendix A.

      2. If virtual, this set can be a set of images.

    4. Identify Connections

      1. Instruct groups to collaboratively brainstorm and identify as many connections as possible between the items within their set.

      2. Encourage learners to think creatively, considering both literal and metaphorical connections.

      3. Items can be connected in pairs or in larger groups. A single item may connect to many items in the group. There may be a connection somewhere with every single item.

      4. Encourage learners to use the worksheet (Appendix B) to identify all of the possible connections.

      5. Option: Rather than using a worksheet, learners can use a large sheet of paper or digital whiteboard and draw connections between all of the items.

    5. Presentation

      1. Each group will present their identified connections to the larger group.

      2. Emphasize that there are no right or wrong answers; the goal is to explore diverse perspectives and connections.

      3. Invite learners to add connections when they see them.

    6. Discussion and Reflection

      1. Facilitate a group discussion on the identified connections.

      2. Encourage learners to reflect on the process, challenges faced, and the diversity of connections discovered.

    Background

    Preparation

    • Review the list of 30 common items in Appendix A.

    • Ensure there are enough sets of items for each small group. If physical items are not possible, generate images of the items.

    • Prepare a suitable space for group discussions and presentations.

    Technology Considerations

    • For in-person workshops, ensure any digital representations are easily visible (i.e. printed images of the items).

    • For online workshops, prepare digital representations of the items in advance and cluster them in a digital whiteboard like Miro. Use video conferencing tools with breakout room functionality for group discussions.


    Additional Context

    Consider the cultural and demographic background of participants when selecting items, ensuring they are relatable and inclusive. Emphasize that the activity is not about finding a single correct answer but exploring various perspectives.

    Tips for Localization

    Bring in items that are used by the learners to enhance relevance. These could be common items used in their hobbies, cultural items of significance, items used in business or professional endeavours, etc…

    Allow for flexibility in interpretation, acknowledging diverse perspectives on connections.

    Debrief Questions

    • What surprised you the most about the connections your group identified?

    • How did the diversity of perspectives contribute to the richness of the connections?

    • In what ways can recognizing connections benefit problem-solving in your personal or professional life?

    • How did the activity enhance your understanding of interconnectivity and systemic thinking?


    Appendix A: Example list of common items

    This is a list of suggestions. There are many other items that could be used for this activity - any kind of common household item is relevant for this activity:

    Alarm Clock

    Backpack

    Bicycle Helmet

    Bluetooth Speaker

    Board Game

    Book

    Candle

    Charging Cable

    Coffee Beans

    Coffee Mug

    Cookie Cutter

    Corkscrew

    Flashlight

    Flip flop

    Grocery Shopping Bag

    Hand Fan

    Hand Sanitizer

    Headphones

    Houseplant

    Keys

    Keychain

    Kitchen Sponge

    Laptop

    Magazine

    Notepad

    Paper Towel Roll

    Pencil

    Playing Cards

    Post-it Notes

    Puzzle Piece

    Refrigerator Magnet

    Remote Control

    Scarf

    Scissors

    Sneakers

    Smartphone

    Stapler

    Sunglasses

    Sunglasses Case

    Sunglasses Cleaner Cloth

    Tape Dispenser

    Tea Infuser

    Tote Bag

    Toothbrush

    Umbrella

    USB Flash Drive

    Wallet

    Water Bottle

    Watering Can

    Wristwatch

    Yoga Mat

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