Manual for training of facilitators (community component ... - INEE

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questions so that each one builds on the previous one. The facilitator must listen well to the responses to be sure that this ‘building’ takes place. And every question needs to be planned and thought through, even though some of them may never be used. Remember; these questions are not a test – they are to help the learners discover new information. The open approach requires fewer questions but the facilitator needs to understand exactly what the knowledge or understandings are so that they can ask the correct questions when necessary. This type of questioning allows a greater ownership of the knowledge discovered by the learner, but it requires a lot of skill and practice by the facilitator. Most of us use a combination of both types of questions, structured closed questions and then open questions. 38
Session presentation (4) of the Facilitators’ Manual for Community Workshops Objectives To help the participants understand the activities and the structure behind them To familiarize the participants with the activities and how they are undertaken Small group work This time is for one of the small groups to conduct their session. Another group will now present their demonstration session. Watch for how well the facilitators have followed the session plan and how well they understand it. Watch also for their basic facilitation skills: blackboard work, observation of the group, whether there is bias in who they ask to respond to the questions, how well they listen, and how clearly they communicate and the level of language they use. At the end of the session, ask for feedback from the group and then give your own feedback. Remember to comment on what they did well, as well as on where they were less effective. 39
Page 1 and 2: Manual for Training of Facilitators
Page 3 and 4: The ideas and opinions expressed in
Page 5 and 6: Introduction This manual is one of
Page 7 and 8: Preliminary Note This manual has be
Page 9 and 10: Initial welcome and introduction En
Page 11 and 12: Introduction of the participants Ob
Page 13 and 14: Introduction of the peace education
Page 15 and 16: Analysis and preparation of session
Page 17 and 18: Force is often violence, but it may
Page 19 and 20: Activity Small groups In your small
Page 21 and 22: Principles of adult learning Review
Page 23 and 24: Session presentation (1) of the Fac
Page 25 and 26: Motivation Reinforcement Retention
Page 29 and 30: the learner already has. It also me
Page 31 and 32: Activity The listeners should liste
Page 33 and 34: Activity 1 Activity 2 Divide the gr
Page 37: We must help participants through a
Page 43 and 44: Because Peace Education is about at
Page 45 and 46: Planning a peace education communit
Page 47 and 48: Evaluation of the course Objectives
Page 49 and 50: Appendix 1: Analysis sheet for sess
Page 51 and 52: Appendix 3: Adult learning Adult le
Page 53 and 54: Appendix 5: Revision exercises 1.
Page 55 and 56: Appendix 7: Peace education facilit
Page 57 and 58: 5. Are there any subjects/topics yo
Page 59: ...................................

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