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

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08 P2How can we use these areas to plan facilitative sessions?ObjectiveTo enable participants to put into practice the ideas generated in the workshop.Time80 minutesMaterialsTask & OrganisationInput for task: own ideas2.1 (5 minutes – plenary) Explain to participants that they will be asked to planone or more sessions, the topics will be from the areas that teachers will beinterested in, e.g. classroom organisation, methodology, maths, languagearts, and continuous assessment.Brainstorm a list of topics, make them as specific as possible, i.e. ‘reading’and ‘writing’ are not specific enough.2.2 (1 hour – groups) Divide the participants into groups of equal size accordingto their specialist area (literacy, maths, assessment) and invite each groupto sign up to a topic. Explain that each group will develop a series of linkedsessions on their topic. They should write an overview of each sessiongiving: objectives, focus questions, task, output and feedback, and adetailed plan for one session with instructions for the facilitator. Theseshould be written on flipchart paper for display.OutputPlans for linked sessions.Feedback(10 minutes – walkaround display) Participants browse the session plans togather ideas that may benefit their own plans. There is no need for furtherfeedback as the plans will be looked at in more depth in the following session.94 Jamaica All Age Schools Project: Facilitator Training for School Based Resource Teachers
08 P3How facilitative are our plans?ObjectiveTo enable participants to check to evaluate the potential effectiveness of theirplans.Time80 minutesMaterialsHO 08 P3.1How facilitative are our plans?Task & OrganisationInput for task: own ideas3.1 (10 minutes – groups) Participants should read the questions in HO 08 P3.1– How facilitative are our plans? and using their reflections on the sessionplans developed in the previous sessions determine whether there are anyquestions they feel should be added.Briefly share any questions they feel need to be added.3.2 (20 minutes – groups) Each group will evaluate a plan that is not their own.One member from each group should be the ‘Special Envoy’ who sits withthe group who is evaluating their plan. The plan is evaluated using thequestions in HO 08 P3.1. Ideas can be posted on the plans using post-its.OutputEvaluation of a planFeedback(10 minutes – Special Envoy) The groups return to their own plans and theSpecial Envoy reports the findings of the evaluation. The groups then make anychanges to their plans in order to improve them.(5 minutes – plenary) Briefly list the areas that participants found they need to bemore aware of when planning in future.95 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
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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:
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04 RF2What are the SBRTs’ persona
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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
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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
Page 95 and 96: 08 P1How can we plan for facilitati
Page 97: 93The cycle below is intended to il
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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