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

06 MTF1What is the role of content in facilitative and directive approaches totraining?ObjectiveTo enable participants to explore the difference between content and process in trainingand facilitation.Time30 minutesMaterialsContent/Process diagram drawn on flipchart paper; Mt 06 MTF1.1– Strips for continuumTask & OrganisationInput for task: participants’ own perceptions, facilitator’s input1.1 (10 minutes – plenary) First elicit from participants the difference between contentand process. Then ask participants to look at and try to interpret the diagramsfound on the next page (make a chart). Point out to participants that in both modelsit is the process that makes the content useful and meaningful to the person.Refer back to the Directive–Facilitative continuum in Session 03 UF2. Point out toparticipants that at the Directive extreme, the trainer is the main source of content,whereas at the Facilitation extreme most of the content comes from theparticipants. It is important for facilitators to be able to identify the main source ofcontent or input in any task given, and design an appropriate process.1.2 (10 minutes – groups) Ask participants to draw a continuum on a piece of flipchartpaper. Give participants the slips from Mt 06 MTF1.1 with the SBRT activities onthem and ask them to stick them above the continuum line according to howfacilitative or directive the approach/process will be. In doing so, they shouldconsider both the nature of the content, and the balance between trainer/facilitatorand participants as potential sources of that content.OutputA range of activities related to those of an SBRT placed on the Directive/Facilitativecontinuum.Feedback(10 minutes – walkaround display) Groups display their continuum charts and walkaround looking at each other’s. Ask them to note any issues raised and they will bedealt with in the next session.61 Jamaica All Age Schools Project: Facilitator Training for School Based Resource Teachers