Icebreaker Activities

Introduction

Using an icebreaker discussion to start your course can help spark positive connections between you and your students while setting a collaborative tone for the term. It also helps students feel more at ease with their classmates and gives them a chance to introduce themselves, share a bit about who they are, and start building meaningful relationships with their peers.

A Closer Look

Five Icebreaker Activities to Try

To help kick off your first course discussion, consider trying one of these icebreaker activities:

1. The Bucket List

Ask students to share three items from their personal or professional “bucket list”—things they want to experience, achieve, or learn in their lifetime. Encourage them to explain why these goals are meaningful to them. This activity not only helps students express their aspirations but also invites others to find common interests or offer encouragement.

2. Collaborative Storytelling

Start a story with one sentence related to the course topic and ask each student to add a sentence to continue the narrative. Encourage them to build off of what their classmates have written, focusing on close reading to maintain continuity and creativity.

3. Five Pictures

Ask students to create a collage of five pictures or images that best describe themselves now or who they wish to become. These can be pictures they’ve taken themselves or from other sources. Make sure that students cite the sources for the images they choose if they aren’t their own. Students should also describe how the pictures represent who they are or who they aspire to be.

4. Dream Job Scenario

Invite students to describe their dream job in the context of the course material. Ask them to explain what draws them to that position and how the course might help them move closer to achieving that goal. This activity helps align course content with student aspirations. If it applies, you might also invite students to share their LinkedIn profiles or other contact information to build their professional network.

5. Where in the World?

Ask students to share their current location (city, state, or country) and something unique or interesting about that place. They can include a fun fact, local tradition, or favorite spot. This activity highlights the diversity of the class and gives students a sense of connection across different locations.

Example

Here is an example of how to begin the collaborative storytelling icebreaker activity:

⭐ Icebreaker Discussion – Let’s Introduce Ourselves and Write a Story

Instructions

Let’s get to know each other better while writing a story together for fun. I’ll start with my bio and the first sentence of the story. Here are the instructions:

  1. Share a short bio (only a few sentences) with your classmates. Share whatever you’re comfortable sharing. You might share your major or area of study, a career path you’re interested in, or your favorite place to visit. Label your bio with the heading “About Me.”
  2. Now, we’ll all work together to write a story. Write a sentence to the story that follows from your classmate’s post directly above yours. I’ve started at the top of the discussion with the first line of the story. As you add your sentence, make sure it flows from the previous one, building on what others have contributed. Be creative, and remember that this is a collaborative effort—carefully read what others have written before adding your part.
  3. Once everyone has posted their bios and sentences, I’ll compile the story and post the final version in an announcement, so we can see the sentences together and perhaps have a chuckle at the final result! There might also be some things to learn about close reading and working together online.
Evaluation

This activity is worth up to 35 points. A rubric will be used to assess this activity. Please review the rubric to understand the expectations of the assignment before submitting your post.

Online “Cafes”

One way to motivate students to “break the ice” on their own is by creating an online cafe in your course as a social space for students to “hang out” informally. In an online cafe, students can post questions or their thoughts on topics of interest to them, pertinent items in the news, career and academic resources, and so on. They can also reach out to their classmates to start study or writing groups, or to network in their field. The online cafe should be a safe haven that operates both within and outside the course. It’s a place for students to get to know their peers without worrying about how their comments relate to topics discussed in the course.

Additional Resources