Instructor Guide: A00 Team Icebreaker

A welcoming first-day activity to build community, form teams, and gauge student backgrounds in cryptoeconomics.

Activity Goals

Create a safe, welcoming learning environment
Form collaborative teams that will work together all semester
Assess students' prior knowledge and expectations
Build excitement and curiosity about the course material
Establish that no technical background is required

Activity Timeline (20 minutes total)

0-5 min: Group Formation

Instructor assigns groups, distributes materials

5-15 min: Team Introductions

Students share backgrounds, knowledge, and learning goals

15-20 min: Team Identity

Groups choose team names and complete rosters

After Class: Compilation

Instructor compiles and shares all team rosters

Pre-Class Preparation

Materials Checklist

Print team roster templates (1 per group)
Print and cut discussion card decks (1 deck per group)
Optional: Prepare name tags or tent cards
Calculate number of groups needed (class size ÷ 4-5)
Decide on group assignment method (random, strategic, student choice)

Recommended Group Assignment Methods

Random Count-Off: Students count 1-2-3-4 around the room, all "1s" together, etc.
- Pro: Quick, unbiased, encourages new connections
- Con: No control over skill/personality balance
Strategic Assignment: Instructor pre-assigns based on background diversity
- Pro: Balanced teams with mixed backgrounds
- Con: Requires advance information, more prep time
Student Choice: Let students self-organize
- Pro: Students feel agency, may work with friends
- Con: Can create imbalanced teams, some students may feel left out

Pro Tip: Class Size Adjustments

Small class (< 20 students): Use groups of 4 to maximize interaction

Medium class (20-40 students): Use groups of 4-5

Large class (> 40 students): Consider groups of 5-6, or run activity twice across multiple class sessions

Facilitation Guide

Opening (2 minutes)

Welcome students and set the tone:

"Welcome to Cryptoeconomics! Before we dive into blockchain and cryptocurrency, let's get to know each other. This is a judgment-free zone - you don't need to know anything about crypto yet. In fact, it's great if you don't! We're all starting this learning journey together."

Phase 1: Form Groups (3 minutes)

Announce group assignment method
Direct students to move to designated areas
Distribute one team roster template per group
Distribute one discussion card deck per group
Ask each group to designate a "recorder" to fill out the roster

Timing Tip

If groups are forming slowly, play background music and use a visible timer. This creates energy and urgency without pressure.

Phase 2: Introductions (10 minutes)

Instruct groups to go around in a circle, with each person sharing:

Name and background (major, origin)
ONE thing they know (or think they know) about crypto
What they hope to learn from this course

Instructor circulation:

Walk around and listen to conversations
Note common misconceptions or particularly insightful comments
Encourage shy students to participate
Suggest discussion cards to groups that finish early

What to Listen For

Common misconceptions: Note these for clarification in Lesson 1
Experience levels: Are some students experts? Complete beginners?
Learning goals: Are there patterns in what students want to learn?
Concerns: Do students express skepticism or fear about crypto?

Phase 3: Team Names (5 minutes)

Announce 5 minutes remaining
Ask groups to choose a team name
Remind them: crypto-themed encouraged but not required
Complete the team roster with all member names
Collect completed rosters before class ends

Optional: Quick Share-Out (3-5 minutes)

If time permits, ask each team to announce their team name. This builds class community and generates laughs!

Troubleshooting Common Issues

Common Scenarios & Solutions

Scenario: A student says "I don't know anything about crypto."
Response: "Perfect! That's exactly where we want you to start. What's one question you have?" or "That's great - you're in the right place. What made you interested in taking this course?"

Scenario: A student dominates the conversation with advanced knowledge.
Response: Gently redirect: "That's great background! Let's make sure everyone gets a chance to share" or privately encourage them to mentor teammates rather than lecture.

Scenario: Odd number of students - one group has only 3 members.
Response: That's fine! 3-person groups work well. Alternatively, join a 3-person group with a 4-person group to make a 6-7 person group.

Scenario: A group finishes 5+ minutes early.
Response: Encourage them to use discussion cards or brainstorm more creative team name ideas. You can also preview a challenge: "Come up with 3 questions you have about blockchain."

Scenario: Students struggle to think of team names.
Response: Offer prompts: "Think about crypto terms you've heard - Bitcoin, mining, blockchain, wallet... Can you play with any of those?" or "What's something you all have in common?"

Scenario: Running out of time.
Response: Skip the optional share-out. Priority is completing the roster. Team names can be finalized and submitted via email if needed.

Activity Variations

For Virtual/Hybrid Classes

Use breakout rooms (Zoom, Teams) with 4-5 students each
Share a Google Form version of the team roster
Use digital collaboration tools (Miro, Mural) for team name brainstorming
Have students submit team rosters via shared document

For Larger Classes (40+ students)

Skip the full-class share-out to save time
Use a shared slide deck where each team adds their name digitally
Consider running a condensed 15-minute version

For Advanced/Technical Classes

Add technical discussion prompts: "What programming languages do you know?" or "Have you ever read a whitepaper?"
Challenge teams to create a team logo or mascot
Ask teams to identify one crypto project they're curious about

For Non-Technical Audiences

Emphasize that this course is beginner-friendly
Add discussion card: "What worries you most about learning technical material?"
Share success stories of non-technical students in previous cohorts

Post-Activity Follow-Up

Immediately After Class

Review all team rosters for completeness
Note any themes or patterns from what you overheard
Identify any students who may need extra support

Within 24 Hours

Compile all team rosters into a master list
Share the master roster with the class (via LMS, email, or shared document)
Consider posting team photos if taken (with permission)

Integrate into Lesson 1

Address common misconceptions you heard
Reference team names during examples ("The Hash Slingers, imagine you're validating a transaction...")
Acknowledge the diverse backgrounds and learning goals
Revisit the question from Discussion Card #10 in the final lesson

Long-Term Use of Teams

These teams can be used for:

In-class discussions and think-pair-share activities
Selected collaborative assignments (A02, A04, A05, A09)
Peer review of individual work
Study groups outside of class

Note: Not all assignments need to be done in teams. Balance team and individual work throughout the semester.

Assessment Notes

This activity is NOT graded. It is purely for participation and community building.

However, you may note:

Students who did not attend (follow up individually)
Students who were disengaged or reluctant to participate (check in privately)
Students with particularly strong or weak prior knowledge (for differentiation)

Creating a Safe Environment

Emphasize repeatedly that:

There are no wrong answers in this activity
Prior technical knowledge is not required or expected
Everyone brings valuable perspectives to the class
The goal is learning together, not competing