College Educator Workshops & Conferences

Student Success, Retention & Engagement | On Course

  • Facebook
  • Instagram
  • Twitter
  • YouTube
  • Home
  • Educator
    Workshops
    • Campus Workshops
    • National Workshops
  • On Course
    Textbook
  • Educator
    Resources
    • New Book! Engaging Learners through Zoom
    • Best Practices
    • Video Gallery
    • Workshop Strategies
    • OC Syllabus Collection
    • OC Campus Innovations
    • Articles
  • Clients
    & Testimonials
    • Clients
    • Testimonials
  • Evidence
    • Institutional Studies
    • Research Citations
    • Bibliography for On Course
  • About
    • History
    • Principles
    • Facilitators
    • Ambassadors
  • Contact

Mixed-Up Puzzles

Here is a puzzle activity that I have done a number of times, and it is always well received. The purpose of the activity is, among other possibilities, to explore how students work in a group.

1.  Get three different children’s puzzles (preferably all have similar colors and are odd shaped, i.e. no corners.  I use Cinderella, Tommy the Rugrat, and Dr. Suess’ Horton the Elephant from Mattel’s “My Size Puzzle” series).  Let’s call them #1, #2, and #3.

2.  Take a few pieces from puzzle #1 and put them in #2.  Take a few pieces from #2 and put them in #1.  Then divide #3 in half and distribute the pieces between puzzles #1 & #2.  Now you have #1 in its box with a couple of pieces from #2 and half of #3.  Puzzle #2 is also in its box with a few pieces from #1 and half of puzzle #3.  Puzzle #3’s box is set aside and not used.

3.  Introduce the activity with the group all together.  Ask questions like the following: “What is a puzzle?” (A problem, a game, something you have to think about, etc.)  “What are some strategies you use to assemble a puzzle?”  (Identify the edge pieces, look at the box to see what it is supposed to look like, group pieces that look alike, etc.)   Continue this introductory discussion as long as needed.  You’ll easily be able to adapt this introduction to your needs.  At this point, avoid processing.  This comes later.

4.  Divide the group up into two groups and give each group a puzzle (#1 or #2).  Tell them the task is “to assemble their puzzles.”  You can introduce an element of competition if you like by saying there is a prize for the team that completes the “task” first.  Obviously, each box has pieces of the other puzzle so each group bears some responsibility for the completion of the other group’s puzzle.  Together, both groups must complete the third puzzle – for which they do not have a picture/box to follow.  Because these are children’s puzzles (48 pieces), putting them together is not a difficult task.

5.  After all three puzzles are completed, the group gathers in a circle around the puzzles and processes the activity.  Some topics that will likely come out during the processing are:

–The puzzles didn’t have easily identifiable, straight edges.

 –Each group had pieces of the other group’s puzzle. (How did they respond to this?  Did they hoard the pieces or exchange them freely?)

–What roles did members of the group take on?

 –How did the groups approach the third “mystery” puzzle?  Did they assume it was the other group’s responsibility?  Did they work together or in a parallel way on the third puzzle?

6.  Obviously, the intent here is to use puzzles as a metaphor for group interactions, teamwork & cooperation, and general problem solving.

–Martin Stack, Associate Dean of Students, Alma College, MI

Institutional Studies

Read compelling data from twenty seven colleges and universities using the On Course textbook.

 

These studies demonstrate increases in retention, success and persistence rates as high as 27%.

Book a Workshop!

We have 12 engaging campus workshops and keynote offerings addressing a wide range of student success topics.

 

Contact us for more information!

On Campus Workshops

Bring On Course Professional Development to Your Campus
Workshops can be held virtually or in person!

Interactive Workshops are Ideal
for All Educators

On Course Logo

Workshop Testimonials

This workshop has taken a hardened, crusty educator and softened her once again to be committed and energized to become the best person and teacher she can be.
Chris Landrum
Counselor
Mineral Area College, MO
I arrived as a skeptic, but by the end of the first day I was converted. These strategies are practical and timely. I am looking forward to implementing them in my courses.
Rodney R. Brooks
Faculty, Accounting
Glendale Community College, AZ
On a scale of 1-10, I rate the overall value I received from the workshop as a 15.
Deborah Rayner
Faculty, Computer Science
Harford Community College, MD
This workshop should be required for all faculty, staff, and administrators.
Lamar McWaine
Student Life Coordinator
San Jacinto College, TX
This was an awesome experience for an educator who was burning out!
Shay Jones
Faculty, Foundational Studies
Harrisburg Area Community College, PA
Ways I think the workshop could be improved? You can’t improve on perfect!
Dan VillaireFaculty, EnglishSaginaw Valley State UniversityMI
You have created a workshop that, in my 25 years of professional development, is by far the best experience I’ve ever had.
Jennifer Meehl
Academic Advisor
Landmark College, VT
My first day back I plunged into using On Course materials and methods with my students, and they LOVED it!! And I LOVED it! Thank you so much on behalf of myself and all of my present and future students!
Stephanie Schwartz
Faculty, Humanities
El Camino College, CA
Our college needs to offer this workshop for all faculty, full and part-time.
John McGill
Associate Dean, Biology
York Technical College, SC
Since first attending one of the summer retreats in 1997, I’ve held nine On Course workshops for our college, and I plan to offer more.
Philip Rodriquez
Director, Student Affairs
Cerritos College, CA

Copyright © 2025 On Course Workshop | All Rights Reserved