There are no PowerPoint presentations for this module. Flipchart paper, flipchart stand, markers, pens, masking tape, idea cards (3x5) and scissors

Transcription

1 module THE PRINCIPLES AND PRACTICES OF ADULT LEARNING AND FACILITATION SKILLS Application Behaviour Change Communication Strategies for HIV/AIDS PURPOSE The purpose of this session is to introduce participants to the principles and practices of adult and experiential learning and to describe the facilitation qualities and skills that are necessary to use when facilitating activities with adults and young people. OBJECTIVES By the end of this module, participants should be able to: Discuss the principles and practices of adult learning; Define experiential learning and explain experiential learning practices; Explain how to facilitate learning for adult learners; Explain the role of a facilitator; and Identify the qualities and skills of a good facilitator. TIME 6 hours and 10 minutes MODULE OUTLINE Session 1 What is? Activity 1.1 Principles and Practices of Adult Learning Activity 1.2 Experiential Learning Activity 1.3 The Role of a Facilitator Activity 1.4 Qualities of a Good Facilitator Session 2 and Techniques Activity 2.1 Non-verbal Communication Activity 2.2 Verbal Communication 3 hours 40 minutes 2 hours 2 minutes HANDOUTS.1 Comparing Pedagogy and Andragogy.2 Facilitating Experiential Learning Activities.3 The Role of the Facilitator in Adult Learning.4 How to Be A Good Facilitator. Verbal and Non-verbal Communication.6 POWERPOINT PRESENTATIONS There are no PowerPoint presentations for this module. MATERIALS NEEDED Flipchart paper, flipchart stand, markers, pens, masking tape, idea cards (3x) and scissors 1

2 ADVANCE PREPARATION Review entire module; Photocopy and organize handouts for participants; Review and test PowerPoint presentations if any; Write module and session objectives on flipchart paper; Prepare for exercises and activities in all sessions. Specifically: Activity 2.1, Step 3 Write each assigned skill and corresponding characteristic on an idea card. Prepare the following content on flip chart paper: Activity 1.2 Step 3 Graph of the Experiential Learning Cycle Step 7 Definitions of the Steps of the Experiential Cycle Activity 1.3 Step 1 Definition of Step 3 Scenario Activity 1.4 Step Qualities of a good facilitator Activity 2.1 Step 2 Five different ways your body language can relay a message Activity 2.2 Step 2 Definitions of open-ended and close-ended questions Step Definition of paraphrasing, and examples of participant s, statement and facilitator s paraphrasing 2 Application Behaviour Change

3 Session 1 WHAT IS FACILITATION? 3 HOURS 40 MINUTES Activity 1.1 Principles and Practices of Adult Learning 1 hour Step 1 Step 2 Step 3 Begin this module by reviewing the objectives of the module with participants. (Allow 3 minutes for Step 1) Then tell participants that as reinforcement agents carrying out campus rein forcement activities, they will need to facilitate activities with fellow students. To do so, they must first understand some essential characteristics of adult learners. (Allow 2 minutes) Tell participants that they are now going to do an exercise where they will learn about the different styles of learning. Ask participants to draw on flip chart paper two pictures showing each of the following situations as they remember them: How they learned as a pupil in primary school. How they have learned in a training session they enjoyed. Additional instructions: They must do this without using words! They should work quickly and not worry about being artistic. Their drawings should be large enough for everyone in the room to see. Participants have 1 minutes to draw the two pictures. Note to Facilitator: Distribute 2 large sheets of flip chart and a marker to each participant AFTER you give instructions (Allow 1 minutes) Step 4 Once the 1 minutes is up, ask the participants to post his/her drawing on the wall. Post the primary school pictures all together and post all the training session pictures together. Step Once all the drawings are posted, walk around the room with the participants, examine the drawings and ask them to compare: The student/teacher relationship The relationship among learners The learning environment (Allow 1 minutes) 3

4 Step 6 Now bring participants back to sit down in plenary and ask them to help you generate a list of differences between classroom learning and adult learning. Write their contributions on flipchart paper. Then compare their list with Handout.1 Comparing Pedagogy and Andragogy. (Allow 10 minutes for this discussion) Step 7 After you have exhausted the comparison, ask participants: Which kind of learning is more appropriate (or useful) for conducting campus reinforcement activities? Why Make sure these points are come out in the discussion: Adult learning is more appropriate because young people learn better when we: Use active and participatory learning formats. Establish a safe environment. Build fun into learning. Use variety in teaching methods, which keeps learners engaged. Provide plenty of voluntary social interaction. Facilitate sharing of young people s experiences Provide sufficient opportunity for young people to provide feedback and practice new skills Encourage measuring their progress and self assessment (Allow 10 minutes for this discussion) Step 8 End this activity by pointing out to participants that up until now they have been exploring the differences between learning as a child in the classroom and learning as an adult. Review these take away points with them: Adult learning requires the active participation of the learner in the learning process. The role of the facilitator, therefore, is to help the learner through this process of learning Tell participants that in the next session, they will examine another important aspect of adult learning experiential learning. Tell them to review Handout.1 Comparing Pedagogy and Andragogy in their spare time. 4 Application Behaviour Change

5 Activity 1.2 Experiential Learning 1 hour 2 minutes Step 1 Begin this session by explaining to participants that experiential learning is another very important element of adult learning. Then ask participants to think about a recent experience from which they learned something significant. Ask 2 participants to describe this experience and to share what they learned from the experience. Ask them if they think they will remember what they learned for a long time? Why or why not? Step 2 Tell participants that the only way we learn is from our experiences. For example, a child learns to be wary of touching a stove after burning her fingers. Tell participants that as we get older, our learning experiences become less physical or tangible. Instead, many of the experiences from which we learn can be quite abstract, such as listening to a lecture or a radio program. Nevertheless, at the heart of learning is an experience of some kind - and most importantly, our reflection on it. (Allow 3 minutes) Step 3 Introduce the following graphic on flip chart paper to participants and tell them that Experiential learning is often thought of as a learning cycle with experience and reflection being the first two phases. Generalization, and Application form the third and fourth stage of the learning cycle; Experience [1] Application [4] Reflection [2] Generalization [3] *Learning Cycle (David Kolb) Tell participants that they will now examine the cycle in more detail. Step 4 Break participants into four groups and assign one of the steps of the cycle to each of the groups. For example, one group will be assigned Experience, one group Reflection, and so forth. Tell participants to remember these groups because they will be working together for most of the day.

6 Tell each group to think about what they know about adult learning, their experiences in adult learning trainings or activities and any other experiences and come up what they think a person would do at their respective step. Groups will have 10 minutes to come up with a short definition and should record it on flip chart paper. They will have 1 minute each to present their definition. (Allow minutes for grouping and instructions) Step Give the groups 10 minutes to complete their group work. After the 10 minutes is up, bring them back to the plenary. Step 6 Now invite the groups to share their results in plenary. Give each group 1-2 minutes to present their results. Step 7 After groups present their results, thank them for sharing their work and reveal the following content on flip chart. Go through the definitions of each of the steps with participants and reference what they presented if it coincides with the definitions: Experience -Engage in an experience in a particular situation and observe its effects Reflection - Consider one s thoughts and feelings and perhaps discuss them with friends - Process the experience and make generalizations - Understand what one did, thought and felt during the experience Generalizing - Understand the general principles or the generalizations behind the relationship between the action and its effects. - Make conclusions or lessons one has learned from reflecting on the experience Applying - Decide how one will apply one s new learning - Apply the generalizations or lessons learned to a new situation Step 8 Now ask participants to stay in their four groups and answer the following question for all their particular phase/step: Analyze the exercise where you drew pictures to compare schooling with training for adults. Identify what phase of exercise was your group s particular phase/stage. In other words, identify the experience, the reflection, the generalization and the application phases of that exercise. (Allow 10 minutes for group work) 6 Application Behaviour Change

7 Step 9 Bring groups back to the plenary and have them present their analysis. Make sure the following answers are brought up in the discussion: Experience: Recalling learning in school and learning in a training situation and drawing pictures of each. Reflection: Looking at everyone s drawings and comparing and discussing them. Generalization: Agreeing on how learning in school differs from the way adults need to learn. Application: Deciding which approach is most appropriate for a trainer to use. (Allow 1 minutes for this discussion) Step 10 Bring this activity to a close by asking participants the following questions: How would you define experiential learning? Answer: Learning by reflecting and then drawing conclusions from your own experience in order to apply them to similar situations in the future. Is experiential learning trainer-centered or learner-centered? Answer: Learner-centered What is the role of the facilitator in the experiential learning cycle? Answer: that the role of the trainer is to help the learner progress through the phases. Step 11 Close this activity by telling participants that the most important take away points are that: Adults learn best when learning is interactive and participatory, i.e. they use a mixture of listening, seeing and doing Adult learners bring their own personal knowledge and experience to any learning process Through experiencing the four stages of the experiential learning cycle, each participant is involved in his/her own education. Refer participants to Handout.2 Facilitating Experiential Learning Activities and tell them to review it in their spare time. (Allow 2 minutes) 7

8 Activity 1.3 The Role of a Facilitator 1 hour 1 minutes Step 1 Begin this activity by telling participants that now that they have learned about how adults learn best via adult and experiential learning, they will examine what it means to facilitate an adult learning activity. Present the following definition to the plenary: is a method of bringing out and focusing the wisdom of the group, often as the group creates something new or solves a problem. - Hogan (2002) Tell the group that facilitation is the best way of holding adult and experiential learning activities because it helps the facilitator draw on the knowledge and experience of the group. Step 2 Now ask participants: - What is the role of the facilitator? Have 2-3 participants share their thoughts. Step 3 Tell participants that they will conduct a game called Topsy Turvy that will help us examine the role of a facilitator. In this game, we will use a scenario about an AAU reinforcement agent preparing to conduct a campus event. Have participants return to their four groups from the previous activity. Once they are in their groups, reveal the following scenario on flip chart and read it to the participants: Selam finished the AAU MARCH Certificate Curriculum Training three months ago. She and her team have designed their RA event and one of the activities is a group discussion with a football club about safe sex on campus. Selam is preparing to con duct the discussion and is worried about how things will progress. Step 4 Now tell participants that they will have 10 minutes to come up with a list of five things Selam can do as a facilitator that would make her facilitation of the group discussion unsuccessful. An example: She doesn t introduce the topic or objectives. Participants are lost and confused because they don t know what they will be doing/talking about NOTE TO FACILITATOR: Make sure each participant has a large sheet of flip chart paper that is divided into two columns, one with a header FAIL and the second column with this header SUCCESS. 8 Application Behaviour Change

9 Step Bring the groups back to plenary and ask one of the groups to present their list. Once they have presented and you feel like the groups conducted the exercise correctly, tell the groups to go back into group work and make a list of corresponding positive actions that Selam can do as her role as a facilitator so that the negative list does not happen. Example: She presents the objectives and clarifies the purpose of the discussion to the group. Group will have 10 minutes to develop this list. (Allow 10 minutes for presentation and instructions) Step 6 Step 7 Have the groups work on their positive list of actions. Make sure you or your co-facilitator wander around and provide support to the participants. After the 10 minutes are up, bring the groups back and have each group present their negative list and their corresponding positive action that Selam can do to make her facilitation of the discussion successful. Groups should present in 3 minutes or less. As they present, make sure you highlight the following: Similar ideas between the groups Different solutions to the same negative action Similar positive solutions used for different negative actions (Allow 1 minutes) Step 8 Thank the groups for presenting and add the following list of few aspects of a facilitator s role to what they have presented. Reference their contributions as necessary: Plan the meeting and set the agenda Understand or be knowledgeable about the expectations of participants Present the objectives and introduces the activity Set ground rules for the activity Keep group focused and discussion on track Provide time and space for participants to reflect on experiences Manage time Monitor group s mood and dynamics Manages conflict in the group Make the process enjoyable Provide closure to the session and link to purpose of the training (Allow 7 minutes) Step 9 Now ask participants: How will performing these actions help them as facilitators of AAU reinforcement activities on campus? (Allow minutes for this short discussion) 9

10 Step 10 Bring this activity to and end by reminding participants that: A facilitator is like a conductor. Great music emerges when everyone is communicating together. Good communication, just like good music, is more about listening than talking. If everyone plays all the time, there is nothing but an unpleasant noise. It is the conductor s job to help each player to listen to others, to keep quiet until it is the right time for them to play. The take home message is that the facilitator MUST maintain a smooth group process that encourages group interaction and fosters interpersonal learning. Refer participants to Handout.3 - The Role of the Facilitator in Adult Learning for a more exhaustive list of what the role of a facilitator is that will help them during their reinforcement activities on campus. (Allow 3 minutes) Activity 1.4 Qualities of a Good Facilitator 1 hour Step 1 Begin this activity by telling participants that now that they have examined the role of a facilitator, they will take a look at some of the qualities that a good facilitator must have. Ask participants in plenary: What qualities do you think a facilitator needs to have in order to generate a supportive environment for young people to learn? Take 3-4 answers from participants. 10 Step 2 Step 3 Step 4 Tell participants that they will delve a bit deeper into this question. Tell participants to break into their four groups from the previous activity. Once participants are in their groups, give the following instructions: Draw a stick figure of a facilitator on a large piece of flipchart paper As a group, come up with a list of four things that are characteristics or qualities of a good facilitator Draw objects that represent those qualities and place them where you think they belong on your facilitator (For example: you could draw ears on the stick figure to represent being a good listener) Remember the principles of adult and experiential learning to help you with coming up with your list of qualities Groups will have 1 minutes to come up with their list and 2 minutes each to share their results in plenary (Allow minutes for grouping and giving instructions) Make sure the groups have flip chart paper and markers and have them work on their list of qualities. (Allow 1 minutes for group work) After the 1 minutes has finished, bring the groups back to plenary and have them explain and present their qualities. Application Behaviour Change

11 Step After groups of presented, reveal the following list of qualities of a good facilitator on flipchart paper and review it with participants. Make sure that you reference their contributions: A good facilitator must be Patient Understanding Confident Dynamic Energetic and enthusiastic Non judgmental Humorous An encourager A good listener A good communicator Sensitive to the needs of others Understand the purpose of the discussion/activity Informed about the subject matter Flexible during the process Seek clarification from participants Available to talk after the activity Prepared Step 6 After your review the list of qualities, initiate a short discussion with participants by asking participants the following questions: Why is it important for a facilitator to have these qualities? How does one gain these qualities? (Allow 8 minutes) Step 7 Bring this activity to a close by emphasizing to participants that as a facilitator, it s important to find a balance between all of these qualities. Many of these qualities can be learned and applied, but the MOST IMPORTANT thing is to the facilitator s ability to relate to individual group members. A facilitator needs to make group members feel valued and encouraged so that they continue to participate, value their experience and learn. How each of the group members feel contributes to the dynamics of the group as a whole and therefore affects what the group will achieve. (Allow 2 minutes) Step 8 End the activity by referring participants to Handout.4 - How to be a Good Facilitator for a longer list of tips and qualities that they will need to possess as facilitators of AAU campus reinforcement activities. 11

12 SESSION 2 FACILITATION SKILLS 2 HOURS 2 MINUTES Activity 2.1 Non-Verbal Communication Step 1 1 hour minutes Begin this activity by telling participants that when we facilitate we use both non-verbal and verbal communication skills. In this activity they will explore how to use non-verbal skills. Ask participants: - What is non-verbal communication? Have 2-3 participants share their answers. Step 2 Tell participants that non-verbal communication is the use of body language (a set of expressions we make using our bodies) to communicate with others. Non-verbal communication helps others understand how you are feeling and what you are saying without words. Add that facilitators must be aware of the non-verbal messages they are conveying to their audience with their body language. Tell participants that there are different ways your body language can relay a message. Reveal on flipchart these five non-verbal skills that we use in our everyday interactions: Appearance Posture Gestures Eye contact Facial expression Step 3 Divide participants into five groups by telling one person from each of the original four groups to form a new group. Then tell the groups they will now show how we can say something without words. They should develop a 30 second skit of a facilitator who represents the characteristic given to them on a card for their assigned skill. Give each group one of the cards with their category and characteristic written on them. Group 1 Appearance (Characteristic: disorganized) Group 2 Posture (Characteristic: relaxed and comfortable) Group 3 Gestures (Characteristic: agreeing with audience) Group 4 Eye contact (Characteristic: not interested in audience) Group Facial expression (Characteristic: annoyed and irritated) Tell them to keep their skill/characteristic to themselves as the other groups will guess what they are saying when they act it out. (Allow 3 minutes for grouping and instructions) 12 Application Behaviour Change

13 Step 4 Step Step 6 Give groups -7 minutes to develop their short skits. (Allow 7 minutes) Once time is up, pull the groups back to plenary. Ask each group to act out their skill and characteristic without speaking. Tell the other groups to guess what characteristic is being acted and using which of the five skills. After each group has acted out their words, facilitate a discussion about non-verbal communication using the following questions: What are other gestures, expressions or body language that we commonly use? Answers can include: Making eye contact and looking directly at the person who is talking Moving your hands up and down Nodding your head, pointing Standing in the font of the audience while talking Smiling Using signals, gestures or movements to get someone s attention Nodding your head up and down to show agreement or approval Shaking your head side to side to show disagreement or disapproval Silence to show disapproval Should we only use non-verbal communication when facilitating? Why/ why not? Answer: Since the possibility of being misunderstood is a given, it is important that we use gestures, signals and movements (non-verbal communication) correctly. Step 7 Explain to participants that that knowing how to communicate verbally is an important aspect of facilitating an activity. However, the skill of listening is a very important non-verbal element of working with groups. Ask participants: if there is a difference between hearing and listening? After 2-3 participants have shared their answers, explain to them that hearing is natural and people are hearing all the time (unless they are deaf). A person listens by paying attention to and thinking about what someone is saying. Deaf people can listen even though they cannot hear. Most of the time, people hear but they do not listen. Listening is a learned skill and gets better with practice. Step 8 Divide participants into pairs. Ask one person to tell the other a 2-minute story about a happy time they spent with a friend or family member. Explain that the partner who is listening cannot talk but can show interest and understanding without words. After two minutes, have the listening partner take another two minutes to retell the story that the speaking partner just told. 13

14 After the two minutes is up, tell the pairs to switch so the person who listened to the story first is now the storyteller. Have them tell a story to their partner for 2-mintues. Their partner cannot talk but must listen. After two minutes, the listener should now retell the story to the storyteller. Step 9 Bring the pairs to back to the plenary and ask them to share their experience using these questions: Did the listening partners retell the story correctly? When you listened, how did it feel to listen and not be able to talk? Did they feel they listened better when they knew they could not speak? Why is being a good listener important for being a good facilitator? Step 10 Write down the term LISTEN on flip chart paper and explain to the participants that as facilitators, we need to learn how to listen. If we rearrange the letters in listen, we can make the work silent! Emphasize to participants that we can do this if we: Listen with our eyes by looking at the person who is talking Listen with our ears by not talking when someone else is talking Listen with our mind to try to understand what the person is saying Listen with our heart by trying to feel what the person talking is feeling (Allow 3 minutes) Step 11 End this activity by telling participants that the more we practice listening the better listeners we ll be. Refer participants to Handout. - Verbal and Non Verbal Communication for tips on how to be utilize these skills while facilitating. (Allow 2 minutes) 14 Application Behaviour Change

15 Activity 2.2 Verbal Communication 1 hour 20 minutes Step 1 Begin the activity by telling participants that now that they have examined different types of non-verbal communication, they will now explore different types of verbal communication skills that facilitators need to have. Ask participants when do we use questions? Possible answer: When we want to get information. Emphasize to participants that there are correct times and ways to ask questions: Questions must be clear so that the person understands what you are asking We need to listen when people answer so they know that we really want to hear what they have to say Choose the right time to ask questions Don t ask people personal questions that make them feel uncomfortable Step 2 Now ask participants: What is a closed question? Offer the following definition and example after participants contribute their answers: Closed-ended questions can be answered by very short responses, often just one word. For example, with a Yes or a No. Example: Do you agree with this? What is a close-ended question? Offer the following definition and example after participants contribute their answers: Open-ended questions require a longer, more thoughtful answer. Example: How is this different from that? Why do you feel that way? (Allow 10 minutes for this discussion) Step 3 Ask participants to work in pairs for the following task: Discuss your ideal friend with your partner. Round 1: One partner will interview the other with using only closed-ended questions (3 minutes) Round 2: The interviewee will now become the interviewer, but this time only using open-ended questions. (3 minutes) (Allow 8 minutes) Step 4 Assist participants in reflecting upon the role-play experience by asking the following questions: What happened when you asked closed-ended questions? What happened when you asked open-ended questions? What were the differences in the quality of your conversation when using the two types of questions? The facilitator asks open-ended and occasionally closed-ended questions to guide the discussion and to expand both the facilitator s and participants understanding of the subject being discussed. (Allow 10 minutes for this discussion) 1

16 Step Now tell participants that another important facilitation skill is paraphrasing. Ask a few participants: What do you think paraphrasing is? - Possible answer: Restating what you someone says in your own words. Reveal this definition on flipchart paper and review it with participants: Paraphrasing is repeating back to the speaker a little of what was said either in her/ his own or similar words. This makes sure the facilitator understands the participant contribution. Paraphrasing also prompt encourages people to continue to share. An example of paraphrasing would be: Participant Statement: The university has tried to conduct different types of HIV prevention activities on campus, but the university always just ends up printing the same HIV pamphlets since I entered school three years ago. Facilitator Paraphrasing: So what you re saying is that the university keep doing the same thing year after year? (Allow 10 minutes for Step ) Step 6 Step 7 Tell participants that paraphrasing: Shows you understand what the participant is trying to say Helps you clarify what the participant said Shows the participant that the facilitator is actively listening to what they have to say (Allow 2 minutes) Explain to participants that they will take a closer look at paraphrasing in a short while. Explain that another important facilitation skill is giving and receiving feedback. Being able to do so ensures that the receiver feels comfortable in their learning environment and will continue to contribute to the process. Ask participants to discuss the following questions in groups of three: - What are the best ways of giving constructive feedback? Step 8 Bring pairs back to the plenary and ask a few of the groups to share their results with the rest of the group. Make sure that some of the points below from Handout.6 - are included in the discussion: Feedback should explain why you feel that your suggestion might be helpful to improve the facilitators presentation Feedback should be given in private and not in front of others Feedback should be given calmly and respectfully Feedback should be given as soon as possible. Feedback should be a two-way dialog Feedback should be both positive and negative (Allow 7 minutes) 16 Application Behaviour Change

17 Step 9 Step 10 Tell participants that they will now practice paraphrasing and providing feedback in mock group discussion. Tell the participants that in their groups of three, they should decide who will be a Speaker, who will be a Facilitator and who will be an Observer. Share these instructions with the groups: For the Speaker: Talk about yourself for minutes by answering the question, what aspects of the role of group facilitator do I think will be most challenging and what do I think will be most exciting? For the Facilitator: For minutes, facilitate the conversation with the speaker only using paraphrasing and open-ended questions. For the Observer: You re not going to speak for the next minutes but you need to watch the conversation very carefully. At the end, you ll be giving the facilitator constructive feedback on his/her paraphrasing and questioning. (Allow 3 minutes for instructions) Give the groups 4 minutes to carryout their mock mini group discussions. (Allow minutes for group work) Step 11 After they finish the discussion, bring groups back to the plenary and process the activity using the following discussion questions: How did it feel to facilitate this discussion? Did you find paraphrasing difficult or easy? Why? What feedback do the observers have for the facilitators? How does it feel to receive feedback? Step 12 End this activity by explaining to participants that these are the types of qualities and skills that they will need as they facilitate activities about HIV and AIDS related issues with their peers in the university. Emphasize that learning these qualities and skills takes time. The more they conduct these activities, the more comfortable they will become with internalizing these qualities and using these skills. Explain that it is important for facilitators work on the same team to give each other constructive feedback so that they know what skills they need to work on. Emphasize that this is crucial to providing a safe, enjoyable, inclusive, learneroriented environment for your peers to reflect on HIV and sexuality issues and explore how they will apply healthier behaviors in their own lives. Refer participants to Handout.6 - for reviewing in their spare time. 17