This resource provides ideas for reflective activities that can be used by K-12 educators:

• Block Exchange
• Clapboard Skits
• Shuffle Left, Shuffle Right
• Treasure Chest

Co-opoly is a board game where participants run a democratically managed cooperative business as part of a group. Through this game, paricipants practice communication, conflict resolution, team building skills, and team decision-making skills.

In this activity, participants attempt to solve a puzzle to demonstrate why it can be difficult to "think outside the box."

This activity asks participants to share a cultural artifact that is important to them. The goal is to help participants not only get to know each other, but also learn about different cultures and what makes their own culture unique. 

This set of tools provides participants with several frameworks for analyzing culture. 

This activity uses drawing to help participants identify the importance of critically considering invisible/non-visible habits or elements and recognize and discuss selective thinking and its limitations.  

After watching the YouTube video, Brené Brown on empathy, participants should be able to recognize the difference between empathy and sympathy.

This activity helps participants understand the impact of pressure on another person, learn how to become less reactive in difficult situations, and recognize how instinctive behaviors can have negative repercussions.

The “Where I’m From” project, presented by the Kentucky Arts Council and Kentucky Poet Laureate 2015-2016 George Ella Lyon, ended December 31, 2016. The arts council is no longer accepting submissions, but continues to maintain the project page and poems that were submitted by the project deadline.

A national “I Am From” project, presented by George Ella Lyon and writer/educator Julie Landsman, collects “I Am From” poems, photos, audio, video and other artistic expressions. For more information and to submit your interpretation of “I Am From,” go to https://iamfromproject.com.

These two activities use food to help participants reflect on how stereotypes emerge and understand their negative effects. 

In this activity, participants answer a set of yes/no questions in order to "gain an awareness of [their] cultural conditioning" (Deardorff, 2012, p. 72). 

This activity uses "proverb cards" to help participants practice logical thinking,  recognize and explain hindsight bias, and understand how opposing positions function and the need to have an open mind.

Empathy Ball is an icebreaker game that helps students connect with each other. During the game, students will throw/pass around a ball with questions written on it. When students catch the ball, they will answer the question closest to their right thumb. 

This activity uses a parable to help participants identify feelings of inclusion/exclusion as dependent on context, recognize that structural exclusion can exist, and analyze the inclusive and exclusive ways that people and organizations typically respond to diversity.

This interactive activity helps participants see the ways in which they are both similar and different. 

This icebreaker activity uses a beach ball to help participants learn about each other's interests and lives.

These four activities enable participants to practice negotiation and conflict resolution skills. 

This activity enables participants to share their worldview frameworks, communicate with a person from another culture, and develop openness and curiosity toward another culture. 

These two activities will help participants understand how culture affects our worldview and our behaviors, particularly in terms of rewards and negotiations. 

Through the use of optical illusions, this activity will help participants understand the concept of paradoxes and the opposable mind and alternate mentally between two contradictory ideas.

This toolkit provides several different types of activities that promote inclusivity. 

This activity uses art to help participants "develop understanding about the connection between human needs, personal well-being and human rights; develop skills to reflect and analyse, and foster solidarity and respect for diversity" (Council of Europe).

This activity helps participants "recognize they have automatic ways of doing things they do not think about, and also recognize the power of diversity and appreciate that there is more than one valid way to accomplish something" (Pineda, 2012, p. 69).

This activity uses "emotion cards" to help participants to articulate definitions of their own and others' emotions, practice empathy, better understand their team members’ reactions, and identify ways in which cultural differences affect emotional expression.

This activity helps participants to identify the personal nature of creating categories, identify some differences in verbal communication and misunderstandings that can occur, and acquire partial understanding of the complexity of elements important to another culture.