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

More documents

Recommendations

Info

06 MTF2To what extent should a facilitator remain neutral to content?ObjectiveTo raise participants’ awareness of the need to remain neutral to content.Time20 minutesMaterialsTask & OrganisationInput for task: participants own ideas2.1 (5 minutes – groups) Ask participants to brainstorm advantages and disadvantagesof remaining neutral in relation to content, i.e. not ‘telling’ participants the ‘right’answer; or the ‘right way’, but rather accepting the responses of participants andopening them up for discussion.OutputA list of advantages and disadvantages.Feedback(10 minutes – plenary) Ask participants to share their advantages and disadvantageswhile 2 scribes record them on separate flipchart pages.Discuss the issues raised from these. Pay particular attention to the 'seductive’ nature ofcontent and the temptation for the facilitator to be drawn in.64 Jamaica All Age Schools Project: Facilitator Training for School Based Resource Teachers
06 MTF3What tasks can we use to ensure a facilitative approach to content?ObjectiveTo raise participants awareness of a range of methods and tasks that can be used, andwhere they fall on the Directive – Facilitative continuum.Time45 minutesMaterialsDirective-Facilitative continuum; HO 06 MTF3.1 - Task typesTask & OrganisationInput for task: participants own perceptions3.1 (5 minutes – plenary) Elicit from participants and record as manytraining/facilitation methods as possible (e.g. lecture/presentation; role play; groupactivities; demonstration; plenary discussion; case studies etc. List these onflipchart.3.2 (5 minutes – groups) Ask participants to identify where these methods fall on theirdisplayed Directive – Facilitative continuum (from MTF1) and to write them belowthe continuum line.3.3 (5 minutes – plenary) When they have completed the task above explain that forthe purpose of this course we are more concerned with those that fall in the middleand moving towards the ‘facilitative’ end of the continuum. Introduce the concept oftasks as a means of introducing participants to ‘content’ in a more facilitative way.Give participants HO 06 MTF3.1 which shows a range of task types.3.4 (10 minutes – 5 groups) Ask participants to identify how they could use each tasktype to introduce and develop understanding of ‘content’ in a workshop for G1 to 4teachers on developing students’ skills in a particular area, e.g. writing,multiplication. Give them an example to illustrate e.g. we could ask teachers torank a set of activities from those which most require reading for understanding tothose which require only visual matching.Give each group a different set of tasks types to look at Group 1 - (brainstorm,rank, sequence); Group 2 - (classify, select, reflect); Group 3 - (compare, arrange,evaluate); Group 4 - (match, map, design); Group 5 - (adapt, create, predict);OutputList of possible task types for each activityFeedback(10 minutes – walkaround display) Groups browse the findings and add their owncomments and ideas to others sheets.65 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 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: Mt 06 MTF1.1Strips to place on the
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
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 103 and 104: 09 PRC2How can we manage reactions
Page 105 and 106: 10 WF1How will SBRTs begin the proc
show all

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

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?