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

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Mt 02 BC3.2Example of a Force Field Analysis diagram: (incomplete)Action Strategy: Involve parents in their children’s literacy developmentTask: Parents listening to students’ reading in classHelping ForcesHindering ForcesTeachers are willingNot enough books for allSome parents areLow level of parental literacySufficient space inMany parents have young children tol k fThe thicker the arrow, the stronger the force.26 Jamaica All Age Schools Project: Facilitator Training for School Based Resource Teachers
27Chart your feelings and reactions to each area of the workshop before and after each series of sessionsName & Purpose ofthe sessions01 In Backgroundto INSETBEFORE: What is your firstreaction to this topic?AFTER: What is the most important thingyou learnt from this topic that will help youin your role as SBRT?How do you feel about the topic now?HO 02 BC3.3Learning LogJamaica All Age Schools Project: Facilitator Training for School Based Resource Teachers02 BC Bringing aboutchange03 UFUnderstandingfacilitation04 RF Role of afacilitator
Page 3: The following took part in National
Page 6 and 7: The materialsThis manual contains m
Page 9 and 10: HO handoutsMt materialsAreas of the
Page 11 and 12: 01 In1What is School Based INSETObj
Page 13 and 14: 2 Number of Resource Teachers for G
Page 15 and 16: Role of Tertiary Unit‣ to act as
Page 17 and 18: The Learning SchoolThe Learning Sch
Page 19 and 20: 01 In3What is the role of SBRTs, Pr
Page 21 and 22: 02 BC1How do we react to change?Obj
Page 23 and 24: Mt 02 BC1.119 Jamaica All Age Schoo
Page 25 and 26: HO 02 BC2.1How do feelings about ch
Page 27 and 28: 02 BC3What factors help or restrain
Page 29: Mt 02 BC3.2FORCE FIELD ANALYSISThis
Page 33 and 34: 29Name & Purpose ofthe sessions09 P
Page 35 and 36: 03 UF1What is facilitation?Objectiv
Page 37 and 38: 03 UF2What is the role of a facilit
Page 39 and 40: Mt 03 UF2.2BEHAVIOURS OFDIRECTIVE L
Page 41 and 42: 03 UF3What are participants’ resp
Page 43 and 44: 39 Jamaica All Age Schools Project:
Page 45 and 46: 04 RF2What are the SBRTs’ persona
Page 49 and 50: 05 BSG2What role do individual pers
Page 51 and 52: Mt 05 BSG2.1REDSReds are the party
Page 53 and 54: Mt 05 BSG2.1GREENSThe green style h
Page 55 and 56: HO 05 BSG2.2Communicating withdiffe
Page 57 and 58: Mt 05 BSG3.1Cooperative SquaresObje
Page 59 and 60: Mt 05 BSG3.21 of 5 (see Mt 05 BSG3.
Page 61 and 62: Mt 05 BSG3.23 of 5aab57 Jamaica All
Page 63 and 64: Mt 05 BSG3.25 of 5add59 Jamaica All
Page 65 and 66: 06 MTF1What is the role of content
Page 67 and 68: Mt 06 MTF1.1Strips to place on the
Page 69 and 70: 06 MTF3What tasks can we use to ens
Page 71 and 72: 06 MTF4How can feedback to tasks be
Page 73 and 74: HO 06 MTF4.1Feedback Approach8Mixed
Page 75 and 76: HO 06 MTF5.1Task types and methods
Page 77 and 78: HO 06 MTF5.1Session 21 Arrange part
Page 81 and 82:
Mt 07 FS1.1What does this cartoonte
Page 83 and 84:
07 FS2How do we convey non verbal m
Page 85 and 86:
HO 07 FS2.2How do we convey non ver
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Mt 07 FS3.1Listening scenariosPair
Page 89 and 90:
Mt 07 FS4.1Read the newspaper artic
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HO 07 FS5.1Types of QuestionsOpen-e
Page 93 and 94:
07 FS7Why is it important to summar
Page 95 and 96:
08 P1How can we plan for facilitati
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93The cycle below is intended to il
Page 99 and 100:
08 P3How facilitative are our plans
Page 101 and 102:
97 Jamaica All Age Schools Project:
Page 103 and 104:
09 PRC2How can we manage reactions
Page 105 and 106:
10 WF1How will SBRTs begin the proc
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