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Topic Lead-Ins

Sometimes when a group is meeting for a workshop on a specific topic, participants already

know each other well. In these situations, use an icebreaker that leads into the content of the

gathering. A topic lead-in can play a number of functions. It can:

generate interest in the topic,

activate participants' prior knowledge of the subject,

help the facilitator and participants to identify individual learning needs and goals,

encourage the sharing of information and resources, and

reveal resistance to discussion or learning

Topic lead-in questions can be answered collectively as a group or individually. Use topic lead-

ins liberally because it is appropriate to use them in every session and you can use types for

groups or individuals in a single session.

Group Lead-in Activities - Group lead-ins are particularly useful for introducing the topic,

discovering what is already known and activating that prior knowledge. Here are some activities.

Word Tree - Generate a list of words related to the topic. For example, in an infection

prevention course, ask participants to give you words related to the phrase, "body fluids."

Participants may suggest: "dangerous," "disease," "HIV," "gloves," "infectious," etc. Write all

the words on the board, clustering by theme where possible. You can use this opportunity to

introduce essential terms, too.

Multiple Choice or True/False Quiz - Rather than giving participants a multiple choice or

true/false quiz at the end of a session, try giving it at the beginning. As facilitator, you can walk

around and discretely scan participants' responses to help you to identify where to focus your

attention during the training. Review the answers with the group at the end of the session. Note

that participants should check their own answers.

STDs - Note: Do not share the name of the activity with the participants as they may figure out

what is happening before the end of the activity.

Before the activity:

Prepare enough cards – one for each participant.

On one card, write an "X" on the back so that the ―X‖ is not very noticeable.

On one card write a "C" on the back so that the ―C‖ is not very noticeable.

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On one card write an ―A‖ on the back. On this card, write on the front, ―Do not

sign anyone’s card, and do not let anyone sign your card!‖

Prepare enough blank cards for the remainder of the participants.

To begin the activity:

Ask participants to stand. Give each participant a card. Tell participants that they have 10

minutes to greet three participants on an individual basis (one at a time). For each person they

greet, the participant should:

Ask where s/he currently works

Ask if s/he is married

Tell the other person one aspect that they like about them

Ask her/him to sign their card

At the end of 10 minutes have everyone sit down. Each person—except one—should have three

signatures on his or her card.

Tell the participants that act of signing the card represents a sex act. In other words, if you

signed a card or had someone sign your card it represents having sex with that person.‖

Ask the following processing questions:

―Did everyone get three signatures?‖ Ask everyone with signed cards to stand.

―Who has the card with the ―A‖ on the back?‖ The person with the card with the

―A‖ on the back should not have any signatures. ―A‖ symbolizes ―abstinence.‖

However, often, the person with the ―A‖ card will succumb to peer pressure and

accept signatures. If this happens, make the point that ―everyone always talks

about abstinence to prevent STDs, but in the real world it is extremely difficult for

young adults to be abstinent!‖ If this person has an ―A‖ card that is unsigned s/he

will remain sitting, otherwise s/he will stand.

―Who has the card with the ―X‖ on the back?‖ The ―X‖ symbolizes that this

person has a STD. This person will remain standing. Remain standing if this

person signed your card, otherwise sit down.

―Who has a card signed by any person standing up?‖ (The people still standing

will include the person with the ―X‖ card and the people s/he "infected." Now it

is expected that more people will stand up.)

Ask the same question again, ―Who has a card signed by any person NOW

standing up?‖ Everyone or almost everyone will now be standing, as they have a

card signed by a person infected with a STD.

―Who has a card with a ―C‖ on the back?‖ The ―C‖ represents a condom used

correctly for every sex act. Have this person sit down.

The only people sitting are not infected with a STD. This will include the person with an

unsigned ―A‖ card and the person with the ―C‖ card.

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The message that this activity conveys is that STDs spread widely unless precautions—such as a

condom—are taken with each sex act, abstinence is successful, or one’s sex partners take

precautions when having sex or are monogamous.

Individual Lead-In Questions - Participants can respond to questions in a predetermined order

(e.g., left to right around the room) or by volunteering responses in random order. If you let

participants speak in random order, remember that one of the purposes of this activity is to get

people talking, so try to ensure that everyone in the group participates.

Here are some topic lead-in suggestions to which the participants should respond:

State one or two "burning questions" you hope will be answered in this session.

Describe one strategy/resource you have successfully employed recently (relevant

to the topic of the meeting/training).

State your personal definition of the topic (e.g., in a counseling presentation,

"Client focus means...").

The following lead-ins are particularly useful when the subject matter challenges established

beliefs or practices:

State your opinion on the topic ("I think...").

Complete a phrase or phrases (e.g., in a session focusing on handling client

complaints, "A healthcare provider should NEVER respond to a complaint by...").

To encourage free participation, ask participants to listen to all contributions, but reserve their

comments for discussion later in the session.