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

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Mt 06 MTF5.2Session 1Give participants the following handout and ask them individually, without discussing it, torespond to each statement by marking a cross (X) on the scale according to how strongly theyagree or disagree with each statement.Mark a cross (X) on the line according to how strongly you agree or disagreewith each statement below.1 A facilitator must be genuinely interested in the participants.AgreeDisagree2 Sometimes it is just not possible to develop rapport with a group.AgreeDisagree3 A good trainer/facilitator should be able to operate across the whole Training-Facilitation Continuum.AgreeDisagree4 Effective facilitation relies more on attitudes than on skills or knowledge.AgreeDisagree5 Facilitation inevitably involves some degree of manipulation.AgreeDisagreeWhen participants have completed the attitude scales ask them to stand up, walk around theroom and share and compare their responses with as many other participants as possible,taking time to explain their opinions. Give them sufficient time to talk to several otherparticipants.72 Jamaica All Age Schools Project: Facilitator Training for School Based Resource Teachers
HO 06 MTF5.1Session 21 Arrange participants in groups. Give all participants a copy of a one page text on the subjectof training/facilitation. Assign each group a section of the text and ask them to individuallyread their section, discuss it with the other members of their group and note down the mainpoints of the section.2 When the groups have completed the task, rearrange the groups so that each new groupcontains one person from each of the previous groups (i.e. the whole text is represented).Participants should take it in turns to feed back the main points of their excerpts andrespond to any questions from other group members.Session 31 Elicit from participants the meaning of the word ‘metaphor’ – give examples. Working ingroups, ask participants to draw their metaphor for a successful workshop.2 When the groups are finished, display the posters around the room and give participants 5-10 minutes to walk around the room looking at each others’ work and noting any questionsor comments they have.3 Briefly discuss each poster giving groups the opportunity to ask and respond to questionsand comments from other groups.Session 41 In groups, ask participants to list what they see as the five greatest challenges/problems fora facilitator.2 When they have done this, ask each group to pass their paper to the next group. Eachgroup should read what the other has written and note down any potential solutions againsteach of the problems/challenges.3 Repeat this process until each group receives its own paper again. Allow time forparticipants to read through the responses they received.Session 51 In plenary, elicit from participants 10 qualities/attributes of an effective facilitator. List theseon the board/flipchart.2 Ask participants, individually, to put these qualities in order of priority e.g. the quality theyconsider most important should be marked with a 1 and so on. They should not discuss theirresponses at this stage.3 When they have finished ranking the qualities, they should find a partner and discuss theirresponses. They should aim to agree on a new order which satisfies them both.4 Pairs should join together to form groups. Again, they should try to agree on an order.5 Finally, groups feed back in a plenary session and a final ranking is done on theboard/flipchart.73 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
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 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: HO 06 MTF5.1Task types and methods
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
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