This activity can be found in Pretty et al, (1995) - University of ...

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09 PRC1How have participants managed their “change journey” throughthe duration of the course?ObjectiveTo help participants reflect on their own reactions/feelings that emerged duringthe course and identify strategies that helped/could have helped them to dealwith these reactions/feelings.Time30 minutesMaterialsParticipants’ learning logsTask and OrganizationInput for Task: Participants’ learning log compiled throughout the course.2.1 (5 minutes - groups) Either individually, or if they feel comfortable, with apartner, participants should review their ‘learning logs’ and visuallyrepresent their individual “journeys” over the period of the course; any upsand downs, highs and lows that they experienced. This can be done by theuse of pictures, graphs/curves or any way they see fit.OutputPosters with representation of participants’ change journeys.Feedback(15 minutes – walkaround display) Ask participants to display their posters,anonymously if they want. Take time with the participants to walk around theroom looking at as many “change journeys” as possible, comparing responses tothe course and participants’ feelings at the various stages of the workshop.(10 minutes - plenary) Invite a few participants to share their journey byexplaining their visual representation. Participants will discuss what they (asparticipants) did/could have done to manage the reactions/feelings that emergedduring the course.98 Jamaica All Age Schools Project: Facilitator Training for School Based Resource Teachers
09 PRC2How can we manage reactions to change?ObjectiveTo help participants understand change and develop strategies to managereactions to change.Time20 minutesMaterialsChart listing participants’ reactions to ‘facilitation’ fromSession 02 BC1Task and OrganizationInput for Task: List of participants’ reaction to facilitation.2.1 (10 minutes – groups) Present the list of reactions from session 02 BC1 tothe participants. Ask participants to read the reactions, and to discuss andlist:♦How these reactions compare to their ‘change journey’ explored in theprevious session 09 PRC1.♦ What strategies a facilitator might employ to manage those reactions.(They should consider, not only ways of dealing with resistance ornegative reactions to change, but also ways of harnessing positivereactions.)OutputList of strategies to deal with identified reactions.Feedback(10 minutes – plenary) Discussion of ideas, begin by taking one idea from eachgroup in turn.99 Jamaica All Age Schools Project: Facilitator Training for School Based Resource Teachers
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The following took part in National
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The materialsThis manual contains m
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HO handoutsMt materialsAreas of the
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01 In1What is School Based INSETObj
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2 Number of Resource Teachers for G
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Role of Tertiary Unit‣ to act as
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The Learning SchoolThe Learning Sch
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01 In3What is the role of SBRTs, Pr
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02 BC1How do we react to change?Obj
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Mt 02 BC1.119 Jamaica All Age Schoo
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HO 02 BC2.1How do feelings about ch
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02 BC3What factors help or restrain
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Mt 02 BC3.2FORCE FIELD ANALYSISThis
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27Chart your feelings and reactions
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29Name & Purpose ofthe sessions09 P
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03 UF1What is facilitation?Objectiv
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03 UF2What is the role of a facilit
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Mt 03 UF2.2BEHAVIOURS OFDIRECTIVE L
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03 UF3What are participants’ resp
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39 Jamaica All Age Schools Project:
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04 RF2What are the SBRTs’ persona
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05 BSG2What role do individual pers
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Page 83 and 84: 07 FS2How do we convey non verbal m
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Page 87 and 88: Mt 07 FS3.1Listening scenariosPair
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