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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 |
|
Active Reviewing Tips 2.6 Reviewing in Large
Groups
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Active
Reviewing
Tips for Dynamic Experiential Learning http://reviewing.co.uk Active
Reviewing
Tips 2.6 Reviewing in Large Groups
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1465-8046
WELCOME
TO
NEW READERS especially from South Africa -
where experiential education and training are playing an increasingly important role in helping people work together to build new communities in school, work and play. You
are
receiving this free monthly newsletter either because
you asked [thank you] or because someone has forwarded it to you [check the message header above]. ~
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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. 2.6 June 1999 ~ ~ REVIEWING WITH LARGE GROUPS ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ REVIEWING
=
PROCESSING = REFLECTION = DEBRIEFING
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CIRCULATION
SURGE - Welcome to 66 new readers!
Thank
you
to readers who have been forwarding their copies of
Active Reviewing Tips - or promoting it in other ways. There has been a rapid growth in readership since the last issue. If you like what you read, please forward this issue to a friend who will appreciate receiving it. Thanks! :-) The
last
issue of Active Reviewing Tips was more ''theoretical''
than usual. So, as promised, here is a more practical edition about ... REVIEWING
WITH
LARGE GROUPS
ISSUES
AND SOLUTIONS
Discussion-based
reviewing
works best with small groups.
Small groups of 6-10 people are an ideal size for creating a supportive climate in which learners can receive individual attention. If
groups
are too SMALL discussions may lack range and variety.
If groups are too BIG it is difficult for each individual to get involved. **
So
how can you conduct reviews effectively when the
facilitator-learner ratio is 1:20 or 1:30 or higher? ** The
best
solution is to employ (or train) more staff!
But
what
can you do if you don't have enough staff with the right
skills for facilitating small group reviews? Here
are
some other solutions ...
many of which involve ACTIVE REVIEWING METHODS. Most
of
these solutions are suitable for both youth and adult
groups. These
solutions
can also fit a range of programme designs.
For
example:
the large group may have all done the same activity together, or they may have done the same activity in separate small groups, or they may have done different activities in small groups. You
can
mix and match the following strategies and methods for
reviewing with large groups in any combination you like... ~
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REVIEWING
WITH
LARGE GROUPS
STRATEGIES
AND METHODS
INDEPENDENT REVIEWING TASKS Just as you can give a group a clear briefing for an independent activity task, so you can give a group a clear briefing for an independent reviewing task. There is an art to designing independent reviews just as there is an art to designing independent activities. WHEN TO ANNOUNCE THE REVIEWING TASK The reviewing task can be set up in advance so that the briefing for the task includes the briefing for the review. Alternatively, the reviewing task can be announced when the activity task is finished or when the time available for the activity task has come to an end. HOW TO ANNOUNCE THE REVIEWING TASK You can give the briefing for the reviewing task: - to all groups at the same time - one group at a time - via one or two representatives from each group during or after the activity task - spoken or via a written brief or using a combination of the two BRIEFING VIA REPRESENTATIVES Briefing via representatives is an excellent option if this system is also used for briefing groups for the tasks. It helps to give activity tasks and learning tasks equal status and importance. Briefing via representatives also creates a useful forum in which questions can be asked, problems can be anticipated and adjustments can be made. USING OBSERVERS This is one of many useful strategies that can be set up in advance. Observers
are
provided with pen and paper, instant cameras, tape
recorders, video cameras, checklists, shooting scripts or just good memories. Observations
can
be fed back during the activity, during activity
breaks or at the end of the activity. During
long
activities observers can be rotated, or observers may
participate fully in the activity task but are briefed to look out for specific kinds of behaviour. For example, all may look out for 'positives' or each may look out for a different aspect of 'good teamwork'. N.B.
If
feedback is to be given without a trained facilitator
present, you will probably want observers to focus on positive behaviours. This may well be something you would choose to do anyway - if you yourself were managing the review! See 'reviewing success' at http://reviewing.co.uk/success/ INDIVIDUAL REFLECTION (ALONE) Here are four basic options: SOLO
or
MAGIC SPOT: with or without questions to ponder, with or
without tasks to do DIARY
WRITING:
open, structured or scrapbook style - private or
for immediate sharing or for portfolio building QUESTIONNAIRE
ANSWERING:
to create a 'snapshot' of a state of
mind, to follow a sequenced reflective process, to generate data for analysis - to generate a personal profile via a scored inventory or simply to compare answers with others. ART
WORK:
for a personal record, for personal exploration or for
sharing responses and insights with others INDIVIDUAL REFLECTION (WITH OTHERS) Participants carry out any of the 'alone' activities listed above - but with one or more others. The
facilitator
reviews with the whole group in ways that take
each individual back through their experience of the activity. Guided
reflection
or watching a video of the activity can be
suitable ways of helping individuals to reflect and (privately) relive their experiences in large groups. These
silent
and passive methods should normally be followed with
a more sociable and participatory reviewing activity in twos or threes or in home groups. USE A TEAM OF FACILITATORS Use a team of facilitators, each reviewing with a small group. The team of facilitators can be group members who have been prepared for this role. STAGGER THE PROGRAMME Stagger the programme so that half of the group do independent activities while the other half of the group take part in facilitated reviewing. This doubles the amount of reviewing that a facilitator will manage during a programme. It also requires facilitators who are capable of facilitating events that they have not directly witnessed. This can be an ideal opportunity for asking a group to start a review by presenting an action replay (rehearsed or improvised) of what happened. CO-REVIEWING IN PAIRS (OR THREES) Set up independent tasks that will take learners through a partial or complete reviewing process. Three examples: QUESTION
TRAIL:
pairs follow a trail with a review question at
marker posts along the trail. CHAT
CARDS:
pairs are given a sequenced stack of chat cards. Each
card is turned over once each person has answered the question or has chosen to pass. WALK
AND
TALK is a combination of the above two methods. You will
need a suitable outdoor space. 'Walk and Talk' is best done in pairs, but pairs can be changed from time to time. A structure for this involves having question cards spread out on a large sheet or table, one question per card. Each pair chooses a card and walks out to the edge of the area (e.g. a large field) with one person as the questioner. At the edge of the field, the roles are reversed. This process helps to ensure that the time is shared equally between each partner. Back at the centre the card is swapped for a new one. Partners can also be swapped. The supply of questions can be sequenced (e.g. ''past -future'', or ''me - us - them'', or "I was - I am - I will", or "good - better - best"). This is easier if the cards are colour coded or numbered. Alternatively the cards can be self-made by participants with each card representing individual or shared learning goals. REVIEWING THROUGHOUT THE LARGE GROUP Two examples: INVESTIGATORS
AND
WITNESSES: Set up half the group as
investigators and half as witnesses. Teams of 2 or 3 investigators each have a different question and visit witnesses to find the answers. To even things up, roles can be reversed at half time. The first teams of investigators can focus on the activity experience, the second team of investigators can focus on learning and the future. QUESTION
PAPERS:
Large sheets of paper (each with a question) are
scattered around the reviewing area. In the time allowed ask everyone to visit a certain number of 'question papers' and to record key points from their discussions. One or two people can be asked to specialise in each topic. These people remain at the flipchart for their topic and record key points. Feedback can be to a plenary session or by everyone touring a display of the question papers. SHARING EXPERIENCES OR LEARNING THROUGHOUT THE LARGE GROUP Four examples: DISPLAY:
Display
flipcharts, pictures, collages, sculptures,
newspaper front pages or other artefacts or souvenirs from the reviewing session FEEDBACK
via
DRAMA: 'action replay' (many variations possible)
or a 'learning journey' on the theme of 'past, present and future'. FEEDBACK
via
POEMS or SONGS: an entertaining and inspirational
way of sharing experiences - following an independent creative reviewing task. PLENARY
FEEDBACK:
Feedback from each subgroup in a plenary
session. This can be a big yawn session unless feedback is tightly controlled or imaginatively presented. But flashy presentations alone do not solve the numbers problem - when there is a lot of experience and learning to share in a short space of time. 4
x 4: Feedback within new subgroups each having one
representative from each of the reviewing subgroups e.g. if a large group of 50 people have each just reviewed in 5 groups of 10, learning can now be shared across all 5 groups in 10 groups of 5. So why is it called '4 x 4'? Because I first used this method in a group of 16 people. Scale it up as you like, but keep the sharing groups small to encourage sharing of a worthwhile quality - unless all you want is a sharing of headlines. TIME-KEEPING If you expect reviewing tasks to be achieved within a certain time, or if you expect review time to be shared out fairly within a subgroup, be sure to appoint a timekeeper within each subgroup. To reconvene large groups be imaginative and original in the methods you use. That's all I can say. I'll just leave you with plenty of space to be original! If
you
are interested in training workshops or more resources
about active and creative reviewing please write to roger@reviewing.co.uk Many
of
the methods described in the Online Guide to Active
Reviewing at http://reviewing.co.uk can be readily adapted for use in large groups. The strategies described above will help you to make suitable adaptations. Or get in touch if you want more ideas or advice: roger@reviewing.co.uk AND
FINALLY
...
In the interests of 'balance' perhaps the next issue of Active Reviewing Tips will be about less remote reviewing methods that involve you more closely in the reviewing process. But what matters most is what learners are doing - not what you are doing. ~
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~ READER SURVEY RESULTS
Thanks
for
those who responded. There was a clear (though not
unanimous) preference for the AEIOU sequence. If you missed (or want reminding about) the last issue, you may like to know that AEIOU stands for: Actions
~
Experiences ~ Insights ~ Opportunities ~ Undertakings
I
have since come across a few more reviewing/learning
sequences - including one by John Heron that provides the most substantial theory base I have yet discovered for active and creative reviewing. It is certainly more substantial, holistic and practical than Kolb's much quoted theory of experiential learning. Look out for a review of John Heron's Complete Facilitator's Handbook in a future issue of Active Reviewing Tips! ~
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~ THERAPY LINKS
Future
issues
of Active Reviewing Tips will return to the theme
of adapting and importing practical ideas from creative arts therapies. Meanwhile, you might find this site a useful place to explore some interesting connections ... The
National
Expressive Therapy Association
News Items About Expressive Therapy http://www.geocities.com/SoHo/Museum/5408/news.html Let
me
know what you find - especially if you think your
discoveries will interest other readers. Write to roger@reviewing.co.uk ~
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~ ADVERTISING AN OPPORTUNITY IN CHINA
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a great opportunity to work with a small exciting,
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Brown,
Executive Director andyb@public.east.cn.net
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~ YOUR ACTIVE REVIEWING TIPS
If you would like to write in on any ''reviewing'' topic please send your message to roger@reviewing.co.uk (for private messages) or to roger@reviewing.co.uk (for publication). If there is any doubt, I will always contact you to ask your permission before publishing anything you write. |
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 |