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

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HO 08 P1.1Planning Facilitative SessionsHow do people learn?♦ When their schematic knowledge is used.♦ When they are actively involved in creating new knowledge.♦ When they are challenged in a supportive environment.♦ When they see connections between what they already know & do and the new.♦ When they see a purpose for learning; that it is something they can ‘use’.♦ When they enjoy it.Workshops can be like jigsaws where participants explore ideas in a range of topics but areunable to put the pieces together as they have no clear idea of the ‘whole picture’. People learnbest when they see connections: the links from one topic to another, when all the pieces of theworkshop form a coherent picture. For this reason we should ensure that any workshops weplan, whether they last for a few hours or a few days, follow a clear plan where all topics andsessions are clearly linked. We can take a step by step approach to ensure this.First we determine the topic of our workshop, then for each topic we determine our objectivesthat will lead our sessions. We may also develop a series of focus questions that will help usmake a clear link between our sessions. This is particularly useful for participants.Once we have our objectives and focus questions we need to plan the strategy we will use tofacilitate the participants’ learning. This will involve the areas of task, output and feedback.TaskWhat input will be used to engage participants with the ‘content’ area of the lesson?♦ Own knowledge and ideas♦ Ideas presented from an external source, e.g. reading a text, watching a video,listening to a presentation,What task type will we use to ensure that participants are engaged and challenged?We need to design tasks that will challenge participants to create new knowledge, whiledrawing on their previous knowledge. Refer to the range of tasks in HO 06 MTF3.1OutputWhat will the output from the task be?This can be simply a list of ideas or activities, or it can be a something quite detailed such as alesson plan or teaching materials for a lesson.FeedbackWhat is the most appropriate form of feedback to enable participants to share ideas?The style of feedback should vary according to the use to which the ideas will be put. In somecases there may not be any feedback to a session where the feedback ideas will form the inputof the next session. Refer to HO 06 MTF4.1 for a range of feedback activities.92 Jamaica All Age Schools Project: Facilitator Training for School Based Resource Teachers
93The cycle below is intended to illustrate the areas we plan for each session, and how each session feeds into the next.TOPICHO 08 P1.1Cycle of sessionsJamaica All Age Schools Project: Facilitator Training for School Based Resource TeachersFeedbackOutputObjectiveSessionFocus questionTaskObjectivesFeedbackSessionOutputTaskObjectiveFocus questionFeedbackSessionOutputTaskObjectiveFocus question
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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
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HO 02 BC2.1How do feelings about ch
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02 BC3What factors help or restrain
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Mt 02 BC3.2FORCE FIELD ANALYSISThis
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27Chart your feelings and reactions
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29Name & Purpose ofthe sessions09 P
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03 UF1What is facilitation?Objectiv
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03 UF2What is the role of a facilit
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Mt 03 UF2.2BEHAVIOURS OFDIRECTIVE L
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03 UF3What are participants’ resp
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39 Jamaica All Age Schools Project:
Page 45 and 46: 04 RF2What are the SBRTs’ persona
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Page 49 and 50: 05 BSG2What role do individual pers
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Page 55 and 56: HO 05 BSG2.2Communicating withdiffe
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Page 61 and 62: Mt 05 BSG3.23 of 5aab57 Jamaica All
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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
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
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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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