Facilitation Activity Bank

Transcription

1 Facilitation Activity Bank In this Facilitation Activity Bank we have compiled a list of EWB s favourite workshop activities for covering workshop content and wrap-up discussions during a workshop! Goal of this Resource: The goal of this resource is to help facilitators and those who are designing workshops effectively structure the workshop content and wrap-up discussion to achieve the learning objectives that have been established for workshop participants. A variety of ways to structure content and wrap-ups have been included to address a variety of different purposes. It is helpful here to refresh your memory of the general structure of a workshop (as outlined on page 12 of EWB s Peer-to-Peer Learning Guide): 1. Introduction Introducing the topic, the workshop goals and the key people involved. 2. Icebreaker or Opening Activity Introducing participants to one another and beginning a conversation around the workshop content. 3. Workshop Content Presenting, and engaging with the key workshop material in a meaningful way. 4. Wrap-Up Discussion Highlighting key points from the material and connecting them back to workshop goals. 5. Conclusion Closing the conversation around the workshop material by addressing any outstanding issues or questions, and connecting material to next steps or action items. As stated above, this resource will specifically support you in developing a structured way to address workshop content (part three) and wrap-up discussion (part four). More resources on facilitation have also been included at the end of the document. Table of Contents: 1) Considerations for Designing a Workshop. page 2-4 2) Activities for Workshop Content.. page 4-7 3) Activities for Wrap-Up Discussion.... page 7-9 4) Sources and Additional Resources.. page 10 Page 1 of 10

2 Part 1) Considerations for Workshop Design When designing a workshop, there are a lot of factors to consider, but we re here to help! We ve created a list here of some of the factors you should try to address in your workshop design, as well as how they might impact the workshop if they are not adequately addressed. 1) Local Context Impact: The context of the workshop will impact the design by changing the language and examples that are most relevant to the participants Use relevant language and examples to demonstrate any points you are trying to make Avoid jargon and regionally specific language 2) Different Learning Styles Impact: The learning styles of the participants will affect what workshop style works best for each person. Try to cater to all three learning styles to increase the amount of knowledge that is retained throughout the workshop Add visual elements like flipcharts, diagrams, and pictures, add auditory elements like story-telling or group discussion and add kinesthetic elements like a learning carousel or scenario to act out 3) Comfort Level of the Participants Impact: The comfort level of the participants will impact their willingness to share with one another, and engage in tough debate about topics Have participants introduce themselves to one another at the beginning of the workshop through an Icebreaker activity Have participants work in small groups before sharing in large groups to lessen discomfort with speaking in front of the entire group Create a list of group guidelines to guide participation throughout the workshop (for example: one person speaks at a time, no one has to participate but everyone is welcome to, etc) 4) Objectives of the Workshop Impact: The objectives of the workshop will affect the content covered and scope of the discussion Outline workshop goals at the beginning of the workshop and do a go-around of expectations to understand what participants are expecting from the workshop and address any that you will not be covering Create a parking lot to capture topics or questions that do not fit within the scope of the workshop Page 2 of 10

3 5) Number of Participants Impact: Large groups may take more time during the workshop, but also might have a higher energy level. Large groups also might not allow as much depth since each individual has less time to share. Small groups may take less time during the workshop, but also might have a lower energy level. Small groups also allow for more depth since each individual has more time to share. Since you may not know the size of the audience beforehand, it is useful to prep for a small or large group For small groups, think about ways to keep the energy high as well as questions to take the discussion further since you might have extra time For large groups, think about ways to use the high energy, or keep some of it contained as you move through the workshop. Also think about how you can create opportunities for participation that take less time than doing a full go-around of the group 6) Time of Day Impact: If you re running a workshop first thing in the morning, last thing in the night, or anywhere in between, the time of day can impact people s attention and energy levels so it s a good idea to be prepared for this one no matter when you re presenting. Keep an energizer in your back pocket in case you need to pump up the group unexpectedly Think about bringing a snack to the workshop if your going to be running the workshop between meals 7) Time Allotted for Workshop Impact: The time allotted for the workshop will impact how much time there is for additional questions, hearing points from everyone and wrapping up. Use one piece of flipchart to collect ideas. This creates a limit for the number of people to hear from and can save time. Create a parking lot to capture topics or questions that do not fit within the scope of the workshop Have a time-friend or time-jerk to let you know what the time is every minutes so you can keep on time without checking your watch all the time. 8) Available Space/Room Set-up Impact: The available space and room set-up will help set the tone for the workshop so it is important to ensure that the space and set-up you have reflect the tone that you want during the workshop. For more formal, presentation based workshops, think about grouping tables together to form clusters For more casual, discussion based workshops, think about creating a U shape with the chairs, or ditching the chairs altogether and sitting on the floor. Page 3 of 10

4 9) Materials/Technology Available Impact: The materials use have can affect the level of participation that people have in the workshop, so try to ensure that your materials reflect the level of participation that you want in the workshop. For workshop with less participation, think about using PowerPoint or over head slides to present material For workshops with more participation, think about using flipchart or the blackboard to present material since there is room to write in participants comments and questions Part 2) Activities for Workshop Content 1) Skits/Scenarios 1) Divide participants into small groups and ask them to develop a short skit to demonstrate their worst experiences with the particular skill. For example, if the workshop is on building presentation skills have each group present a skit demonstrating the worst presenter they have ever seen, or something that they themselves find particularly difficult 2) Have each group present each scenario. 3) As a whole group, have a discussion about the problems with each scenario. For example: The group identifies that the small group acted out a skit that demonstrated a low level of eye contact while they were presenting. 4) After all the groups have presented their skit introduce the process that we re going to use for looking at strategies to address the issues raised. We explain that the time available allows is to only work with one or two of the skits. 5) Ask participants which ones they would like to work on. 6) The group chosen presents the skit again. 7) Participants reconvene to their groups for ten minutes to develop concrete strategies for addressing the situation. 8) Ask each group to choose a member to take the place of the facilitator in the skit and replay it in a different way, using the original group as the participants. 9) After all the groups have had the opportunity to practice their strategies, the facilitator leads a discussion of the approaches that have emerged. 10) Note the main points on flip chart. This activity is particularly good for building skills like public speaking or facilitation Allows time for addresses specific challenges Skits are often best for groups that know each other well, or have a high degree of comfort with one another so may not be appropriate for groups with lots of new members Skits can take more time than anticipated because of the transitions between groups so build in time for transitions, or keep a tight watch on time Page 4 of 10

5 2) Case Studies 1) Introduce the case study to the workshop participants (who created, where, when, etc) 2) Divide participants into smaller groups and hand out the case study and corresponding questions to be discussed by the smaller group, and some flipchart for notes. 3) Give participants a pre-determined amount of time to read and discuss the case study. 4) Ask groups to make a summary of the discussion to share with the rest of the group (see section 3 for support on wrap-up discussions) 5) Have groups present back so that all of the participants get the ideas and thoughts of everyone else in the group. Appropriate for covering a larger amount of information in a short time Useful for identifying challenges, problem-solving, or discussing themes The group will likely need questions to guide their reading and discussion of the case study, so prepare these in advance 3) Games 1) Using Development Jeopardy or EWB Bingo as a template create a game 2) Brainstorm all of the information that you would like people to learn through the game and create a list of questions that lead to these answers. 3) Structure the group into the appropriate number of teams and facilitate a process for answering all of the questions To share knowledge To have fun Games are meant to be fun so try to throw in some fun or joke questions to keep the game lively and entertaining Think about how to create the game-show atmosphere with props, a lively facilitator and costumes! 4) Small Group Discussions 1) Make a short presentation on the topic of the workshop 2) Divide the participants into small groups and provide participants with some guiding questions for discussion 3) Ask groups to make a summary of the discussion to share with the rest of the group (see section three for support on wrap-up discussions) 4) Have groups present back so that all of the participants get the ideas and thoughts of everyone else in the group To learn and ensure knowledge is passed between participants To cover a larger amount of material in a short time Page 5 of 10

6 Your presentation should be relatively short to keep the activity interesting for participants Telling the participants what kinds of information to pay attention to before the presentation will help them focus and remember points afterwards 5) Prepared Handout 1) While preparing the workshop create a handout that participants can read to spark discussion and exploration. 2) Create a short handout that participants would read before or during the session. 3) Let everyone read the handout, then get into small groups (4-5 members) and discuss the information in the handout. 4) Each group can then present the main points of their discussion at the end of the session. (Check out the Presenting Back section at the end of this document.) To share new information To address questions, challenges or debates within the topic People will read at different paces so keeping the handout short, or giving more time will ensure that everyone has time to finish reading Handout don t only have to be text based think about pictures, diagrams or even small items that you can hand out to spark conversation 6) Group Presentations 1) Create handouts covering different aspects of the topic of the workshop. 2) Divide the participants into groups and give them each a different handout to focus on. 3) Groups should take minutes to create a presentation to present back to the entire group. 4) Using flipchart, a skit or other creative way, each group should present back to the group the most important and interesting ideas from their handout. 5) After each group presents, have a general discussion with the whole group on what everyone learned and what they are taking away from the presentations. To share new information To address questions, challenges or debates within the topic Group presentations can take a long time, so give guiding questions or time limits to keep on time If every group does a similar style of presentation it may seem repetitive or dull so try to encourage different groups to present in different ways. Page 6 of 10

7 7) Storytelling 1) If the group has a number of people who have knowledge that they can share it might be a good idea to have a story telling session or a question and answer session 2) The members who have the knowledge can field questions or just tell stories of their experiences on the topic or that are related to the topic. 3) This is a very informal session but can be of incredible value for those telling the stories and for those listening and asking questions. To share new information in a more personal way To connect with EWB s overseas work and the past experiences of members This can be a great way to incorporate experienced members into the learning program at your chapter Prepping people in advance to tell stories that illustrate particular points (i.e. poverty is complex) will avoid putting people on the spot Part 3) Activities for Wrap-Up Discussions 1) Learning Carousel Have each group post their flipchart notes on the wall and keep one group member by the flipchart to explain it to others Participants can then circulate between to check out the work of all the other groups Participants should try to see all of the flipcharts if possible Time required: minutes (depending on the number of groups) Supplies: Flipchart, markers and tape 2) Buzz Groups Have participants break up into different groups than they worked with in the activity In the new groups have each participant talk about the key points that came up in their groups discussion Each participant in each group should do this and a general small group discussion should ensue about the workshop topic Time required: 15 minutes Supplies: none Page 7 of 10

8 3) Sticky-Clusters Participants get into pairs and report back key points on sticky notes Sticky notes are posted and clustered according to similarities Discussion about the clusters is used to wrap-up the workshop Time required: 15 minutes Supplies: Sticky notes, flip chart, markers, tape 4) One Point One Group Participants are in small groups, and each group calls out one important point from the workshop content Rotate around the room hearing from each group Continue rotating until no groups have unique points left to share If possible, creating clusters or headings for themes can help participants understand the workshop material Time required: minutes Supplies: none 5) Spokesperson Ask one or two people from a few of the groups to present back their ideas from the workshop activity Ask the rest of the group if they have anything new ideas to add Time required: 15 minutes Supplies: none 6) Skits Each group creates a skit to depict a problem or approach Time required: 25 minutes Supplies: none 7) Advertisements Have each group create an advertisement showing the key points the group thinks are important Groups then present their advertisement (either a billboard style or acted out TV commercial) back to the rest of the group Time required: 20 minutes Supplies: Flipchart, markers and tape Page 8 of 10

9 8) Song, Poem or Rap Have each group create a song, poem or rap that incorporates their key points Groups then present their song, poem or rap back to the rest of the group Time required: 20 minutes Supplies: None 9) Head, Heart, Feet Post a flip chart drawing on a wall or place the paper person in the middle of the floor with head, heart, and feet explicitly shown. Distribute three sticky notes to each participant. Ask participants to identify three things (one per sticky note) they learned in the workshop/session: a new idea, a feeling, and an action idea or skill (something they can use outside the workshop/session). (Invite contributions in words, headline form, or drawings.) Ask participants to put their sticky noted on the larger flip-chart. Time required: 15 minutes Supplies: Flipchart, sticky notes and markers Page 9 of 10

10 Sources: Burke, Bev, and others. Educating for Changing Unions. Toronto, Ontario: Between the Lines, 2002 Arnold, Rick, and others. Educating for a change. Toronto, Ontario: Between the Lines, 1991 Chambers, Robert. Participatory Workshops, a sourcebook of 21 sets of ideas and activities. London, England: Earthscan, 2002 Additional Resources: 1) EWB s Peer-to-Peer Learning Guide This facilitator s guide is for EWB chapter members who want to improve their personal facilitation skills and improve their chapter s member education program. It includes tips on how to manage group dynamics, how to structure a workshop, and what to say in tricky facilitation situations. 2) Energizers and Icebreakers Energizers can boost the energy of the group, and help get people s blood flowing! Icebreakers can be a great way to start a member learning session. 3) The Facilitator Feedback Form This form can be used for facilitators to get feedback after a member learning session on their facilitation. All of these resources, and more, can be accessed here: Got feedback? Send your tips, comments or thoughts to: Sarah Takaki Director of Member Learning & School Outreach Programs sarahtakaki@ewb.ca ext. 227 Page 10 of 10