Curriculum (PDF) - Biovision

Systematic training process
Learn how to learn
Unity is strength
Problem-posing/problem-solving
Every FFS is unique
Topic 2: Levelling of
expectations
To avoid disappointing FFS participants
and making some even drop out, it is important
that the participants become aware
of what they expect. At this very early
stage participants can level out unrealistic
expectations before committing themselves
to participate in the FFS.
Learning objectives
On completion of this topic participants will
be able to:
Indicate what they expect from the FFS
course
Understand that not all their
expectations are achievable through the
FFS course
Learning activity
Facilitator-led introduction: Why would
you like to join an FFS? What do you
hope to gain? What do you expect from
the facilitator?
Group exercise – participants divide into
smaller groups discuss questions and
present to the whole group their ideas
Facilitator-led discussion on unrealistic
and realistic expectations
How to level expectations
Level expectations after the participants
have introduced themselves. You can
do this exercise with the whole group or
with smaller groups
Ask the following questions.
• Why have you joined the FFS?
• What do you hope to gain?
• What do you expect from the
facilitator?
10 | Push-pull curriculum
• What do you think the facilitator
expects from you?
Divide the group into sub-groups of at
most 5 participants and give them time
to discuss the questions
One participant in the sub-group can
write the answers on a flip-chart
Invite a representative of each subgroup
to present their responses to the
whole group/class
Summarize the group expectations
Guide the discussions and respond
to each expectation. Ask the group
members what they think about each
expectation and whether it is realistic
and achievable within the FFS cycle
It is the responsibility of the facilitator to
make sure that unrealistic expectations are
levelled out and realistic expectations are
made part of the FFS programme.
Topic 3: Setting of learning
norms
For the smooth running of the FFS, it is
important to set ground rules and norms
to ensure a suitable learning environment.
Interruptions such as people coming late or
under influence of alcohol, mobile phones,
absenteeism, domineering people, cases
of non- participation, are not good for a
learning environment.
Learning objectives
On completion of this topic participants will
be able to:
Create a climate that enhances the
learning process
Prevent negative influences that would
interfere with the success of the FFS
Enhance members’ accountability to the
group
Train other participants how to organize
and better manage themselves