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

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HO 03 UF3.1How do you feel about these training approaches?We’ve got their attention. Now what??SKILLSSequence activitiesLESSONPLANNINGRememberSequenceHelp merememberCheck timingCheck ifactivitiesmeetobjectivesTaken from Pretty et al (1995)38 Jamaica All Age Schools Project: Facilitator Training for School Based Resource Teachers
39 Jamaica All Age Schools Project: Facilitator Training for School Based Resource Teachers
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 and 30: Mt 02 BC3.2FORCE FIELD ANALYSISThis
Page 31 and 32: 27Chart your feelings and reactions
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: 03 UF3What are participants’ resp
Page 45 and 46: 04 RF2What are the SBRTs’ persona
Page 47 and 48: 43 Jamaica All Age Schools Project:
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 79 and 80: 75 Jamaica All Age Schools Project:
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
Page 87 and 88: Mt 07 FS3.1Listening scenariosPair
Page 89 and 90: Mt 07 FS4.1Read the newspaper artic
Page 91 and 92: 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
Page 97 and 98:
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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