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Roger Greenaway's Active Reviewing Tips ~ ISSN 1465-8046
is no longer published but you
can view more back
issues in the ARCHIVES For Roger's blog and other writings please see the Guide to Active Reviewing |
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Active Reviewing Tips 2.2 No Questions Asked
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Active
Reviewing Tips for Dynamic Experiential Learning http://reviewing.co.uk Active
Reviewing
Tips 2.2 No Questions Asked
~
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ISSN
1465-8046
You
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~ A C T I V E . R E V I E W I N G . T I P S
~ ~ FOR DYNAMIC EXPERIENTIAL LEARNING ~ ~ the free monthly newsletter associated with the ~ ~ 'GUIDE TO ACTIVE REVIEWING' <http://reviewing.co.uk> ~ ~ Editor: Roger Greenaway < roger@reviewing.co.uk> ~ ~ Vol. 2.2 February 1999 ~ ~ No Questions Asked + Revolver ~ ~ Members: 242 - a special welcome to new list members REVIEWING
=
PROCESSING = REFLECTION = DEBRIEFING
~~~
From
the editor: No Questions Asked ~~~~
Many
review
sessions in active learning seem to follow this default
pattern:
1)
The
activity, exercise, simulation or other experience comes to
a finishing point.
2)
The
reviewer asks questions to those involved - to prompt
discussion.
3)
The
review session is ended by the clock, or when interest
disappears, or when future action has been agreed.
Suppose
facilitators
were expected to facilitate reviewing *without* asking
questions. What would they do instead? And what would
learners do?
Yes
I
am questioning a questioning style of reviewing by asking
questions about it (well spotted!). But let's imagine the
rule:
'NO QUESTIONS ASKED BY THE FACILITATOR' I
don't just want to say "Yes questioning skills are very
important but so are many others".
I
want to show why NOT ASKING QUESTIONS is a really good idea.
I
want to suggest that there are many ways in which
facilitator questions are counter-productive and
un-facilitative.
I
want to suggest that many question-led review sessions are
poorly planned events.
I
want to suggest that facilitators ask questions when they
don't know what else to do.
I
want to show how facilitators steal 'learning' cycles from
learners and turn them into 'training' cycles and 'planning'
cycles.
I
want to suggest that question-led reviews rarely produce
sufficient 'involvement' to count as good use of learning time. I am thinking especially about learners who remain on the sidelines of such sessions - learners who are un-stirred by someone else's agenda or sequence of questions (however 'soundly' based on someone else's theory). What
are
the indications that questioning is not working and that an
alternative approach is needed? Without an effective way of
monitoring the effectiveness of questioning, you will get
stuck with questions. One shot facilitation.
Most
of
the time questions are NOT necessary. What is necessary much
of the time is FACILITATING. By not asking questions, we
increase our chances of discovering, creating and using some
of the many other strategies and methods that can assist
facilitation.
I
have still not dug deep enough. Because so far my argument
is little more than a suggestion that questions are probably
the most common reviewing method and a method that
facilitators often default to. But if the default pattern is
working OK, why change it? Why explore and develop
alternatives? Why not simply develop your questioning skills
and use more and better questions?
Your
challenge
is to try facilitating a reviewing session without asking
any questions. It can be done! And it can be more effective.
Try it and see. If you don't know where to start, visit http://reviewing.co.uk
for ideas or view the Active Reviewing Tips Archives at http://reviewing.co.uk/archives/index.htm
or try 'Revolver' - this month's Active Reviewing Tip
(next).
What
are
your favourite alternatives to asking questions? Write in to
roger@reviewing.co.uk - you have a ready-made audience
looking for answers! ~~~ Reviewing Tips ~~~ 'REVOLVER'
works
so well that I use it in most of my reviewing skills
training workshops. I invented it about 10 years ago after a
game of co-operative basketball that was inspired by Terry
Orlick's 'Co-operative Sports and Games Book'. (Basketball
also has Scottish-Canadian origins.) Each time I use this
method participants come up with new variations and
applications.
Why
is
'Revolver' such a winner?
The fact that people keep changing their positions (both physical and attitudinal) has something to do with it. So does the freedom that the simple structure allows - freedom to explore and express different views. What
are
the benefits?
# It's fun! (and a good way to explore serious topics.) # It works with all ages. # Participants join in on different sides of a debate and (at least temporarily) unfreeze from their fixed positions on an issue. # Better mutual understanding # A more 'all-round' perspective of the experience # Participants learn (something about) what it is like to be in other people's shoes What
is
it?
Revolver is a way of organising a discussion that enable learners to explore an issue from 2 (or more) sides. How
does
it work?
# The two sides (chosen arbitrarily) sit opposite each other in chairs arranged in semi-circles. # Each semi-circle of chairs represents an opposing view about the chosen issue. # Every 30 - 60 seconds, everyone stands and moves round one place. # No-one has to speak, but when you do speak you must express a view that fits the 'side' of the debate you are sitting on. Confused?
There is a page at http://reviewing.co.uk/discuss/discuss2.htm that goes through some of the finer points of 'Revolver' (e.g. on the role of the judge, and variations). If you prefer learning by doing then enquire about reviewing skills training workshops from roger@reviewing.co.uk :-) A
dynamic combination
The downside of 'Revolver' is that people may not know what each other's true position is at the end of a 'Revolver' discussion. Participants are often interested to see if (and how) each other's views have changed. This can be quickly achieved by using 'Positions' before and after 'Revolver'. Everyone is invited to stand on a spectrum that joins the two opposing views. Positions was described in Active Reviewing Tips 1.3 which is now archived at: http://reviewing.co.uk/archives/art/1_3.htm ~~~ Site News: Roger's Bookshop ~~~ If
you
have been wondering how you can say THANK YOU for this
free newsletter and you never quite get round to sending in tips, links, feedback, comments, articles etc. there's now another way you can help - by being a *helper* or *customer* at Roger's Bookshop (in association with Amazon.co.uk). To
be
a HELPER, please recommend books to include on the virtual
bookshelves. If you can write a few lines about why you are recommending them, so much the better. I am looking for books that you think would be of interest to readers of this ezine - 'classics' or recent titles. So
far
I only have some of my own books and a few best-sellers
for sale directly from my site. But the plan is to gradually build up a collection of titles that are recommended and reviewed by me and by you. To
be
a CUSTOMER, just visit http://reviewing.co.uk/bookshop/index.htm
and browse. Why visit a bookshop with only a handful of
books in it?
As well as the benefits mentioned above you get access to the WHOLE of the amazon.co.uk catalogue and ANY books you buy from amazon.co.uk via any amazon link at http://reviewing.co.uk brings a little income to your friendly editor :-) ~~~~ Future Issues: INTERVIEWS ~~~~ Here
is
a real opportunity to share some personal insights about
reviewing and to learn from each other. This is the interview structure I will be using. Answer one or more of these questions as briefly or as fully as you like. #
One of my favourite examples of reviewing is ...
#
One of my concerns about reviewing is that ...
#
I like to improve my reviewing skills by ...
#
The miracle reviewing technique would ....
Please
copy
and paste your responses into a new message and send
it to: < roger@reviewing.co.uk> State clearly whether you want to be anonymous or if you would like your name and address included. ~~~~
Other
Websites and Ezines ~~~~
Short
of
space and ideas this month - recommendations welcome
(from me and the 241 other list members!) Write to < roger@reviewing.co.uk> ~~~~
NEXT
ISSUE: 'ARTips 2.3 Therapy for All' ~~~~
What do music, art, play, exercise, adventure, drama, brief, group, narrative, recreational, psycho- and solution-focused have in common? All are therapies brimming over with ideas for active reviewing. More next month! Contributions welcome. |
Roger Greenaway's Active Reviewing Tips ~ ISSN 1465-8046
is no longer published but you
can view more back
issues in the ARCHIVES For Roger's blog and other writings please see the Guide to Active Reviewing |
|
HOME |
HELP |