Certified Instructors often request information or resources regarding review activities conducted by CPI's Global Professional Instructors during the Instructor Certification Program. This energetic and fast-paced activity focuses on the major terms and concepts taught during the Prepare Training® Foundation Course.

This activity is adaptive and flexible, as well as applicable to many different areas of CPI's Prepare Training® curriculum.

The objectives of this activity include:

  • Review key concepts and skills taught during the Prepare Training® Foundation Course through a faced-paced, interactive format involving all participants.
  • Challenge participants to choose the most correct responses from correct, incorrect, and in-the-ballpark response possibilities.

Materials Needed:

  • Flip-chart paper.
  • Individual index cards, Post-it notes, sheets of paper, laminated cards, or any paper on which to write separate terminology, phrases, and brief statements.
  • Masking tape, painter's tape, push pins, tacks, or whatever is acceptable to the training site for hanging prepared flip charts on the walls.
  • CPI Prepare Training® Foundation Course Instructor Teaching Notes to reference CPI terminology and models.

Preparation—Flip Charts

  1. Prepare flip charts containing headings, outlines, and/or blank graphic models pertaining to terminology you wish to review through this activity format. Examples of prepared flip charts include:
    • Chart # 1 CPI Crisis Development ModelSM (total of eight blanks to complete).
    • Chart # 2 Three reasons for the CPI Supportive StanceSM/Three Elements of Paraverbal Communication (total of six blanks to complete, or three blanks for each concept).
    • Chart # 3 CPI Verbal Escalation ContinuumSM (total of five blanks to complete).
    • Chart # 4 CPI's Three Keys for Setting Limits (total of three blanks to complete).
    • Chart # 5 CPI's Priorities for Violence Response Procedures (total of four blanks to complete).
  2. Number each flip chart.
  3. Hang the flip charts sequentially throughout the room. Each designated section now becomes a participant "station." In this example, each chart is numbered in the order in which the terms and concepts are taught during the Foundation Course.

Preparation—Response Cards

  1. Prepare participant "response cards." These could consist of individual index cards, Post-it notes, sheets of paper, laminated cards, construction paper, or whatever option you wish to use to prepare individual responses.
  2. Prepare all necessary correct response cards that might be selected and placed in the blanks at the stations. (Example correct response: Anxious Behavior.)
  3. Prepare several response cards containing synonyms that might be selected and placed in the blanks at the stations. (Example synonym to Anxious Behavior might be "Fidgeting.")
  4. Prepare several response cards containing terms completely unrelated to the correct responses that might be selected and placed in the blanks at the stations. (Example term that could be unrelated to Anxious Behavior might be "Shiny.")
  5. Scatter all of the response cards randomly in selected areas throughout the room. Try not to place any of the related correct responses in the same general area, as this would make things too easy!
  6. In the same general locations place masking tape, painter's tape, push pins, tacks, or whatever is acceptable to the training facility for participants in attaching their responses to the blanks at the stations. If using tape, it is efficient to prepare short lengths of tape in advance.

Conducting the Activity

  1. Divide the large participant group into equal-sized smaller groups. This activity works equally well with small and large groups. There need to be enough groups to correspond with the number of stations. The size of each group should be manageable enough so that all members of the group can participate. You may need to think about group size in setting up either more or fewer stations.
  2. Direct each group to take their place at their first station before you explain the rest of the activity.
  3. On your start cue, each group will have the opportunity to complete the blanks at their current station by selecting the most correct response from among the randomly scattered response cards available.
  4. Each group should work together as a team in completing their current station as accurately as possible in two minutes.
  5. After two minutes, direct groups to rotate. At that point, they should immediately stop all discussion and activity related to their current station and move on to the next station in a clockwise direction.
  6. At their new stations, groups will check the previous group's responses for accuracy, and adjust any areas needing correction by placing a new response card where necessary. They should then place the incorrect response card back with available cards so that it is available to other groups. They should also complete any blank areas with the most correct response card.
  7. Rotate groups through each station at two-minute intervals, until each group arrives back at their original station. Once there, they should make any final corrections or adjustments.

Concluding the Activity

  1. Scan each of the stations for completeness and accuracy and make your own last-minute corrections or adjustments as necessary.*
  2. Inform participants that each group will have two minutes to prepare a brief explanation of their assigned station. They should be prepared with examples relevant to your workplace during the explanation.
  3. Facilitate each group's explanation in the sequential order of each station, allowing two minutes for each group's presentation.
  4. Once a group finishes their explanation, that group may return to their seats while they listen to the other groups' presentations.

* Certified Instructors may wish to consider allowing "synonyms" as correct answers since they demonstrate participant understanding of that term or concept. For example, it would make sense to accept "Fidgeting" as a correct response in place of "Anxious Behavior" for the first behavior level in CPI's Crisis Development ModelSM. Simply reference "Fidgeting" as a possible example of "Anxious Behavior" when summarizing this behavior level for the large group.