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Zooming In and Out

when Facilitating Learning - part two

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Roger Greenaway's Active Reviewing Tips ~ ISSN 1465-8046
Active Reviewing Tips is a free monthly publication from Reviewing Skills Training.
Enjoy the new look, the easier navigation and the original and practical content.


  Active Reviewing Tips 15.3
 

 


Zooming In and Out  when Facilitating Learning - part two

~ 1 ~ EDITORIAL: Mind the Gap
~ 2 ~ EVENTS: Active Reviewing Workshops with Roger Greenaway
~ 3 ~ ARTICLE: Zooming In and Zooming Out - part two
~ 4 ~ BOOK REVIEW: The Well-Played Game 2013
~ 5 ~ ARCHIVE: Where did this review method come from?
~ 6 ~ PREVIOUS ISSUE and FUTURE ISSUES
~ 7 ~ About Active Reviewing Tips

~ 1 ~ EDITORIAL: Mind the Gap

There has been a gap of several months since the last issue, so I hope your hunger for Active Reviewing Tips has been growing during this long interval. As a reminder (if needed) ... 

Active Reviewing Tips is a free newsletter from Roger Greenaway that will help you to re-charge your reviewing and facilitation skills.

Typical contents:

  • a practical feature on reviewing tips
  • links to sites about active learning methods
  • tips, comments and ideas from readers
  • what's new in the Guide to Active Reviewing at http://reviewing.co.uk

Maximum frequency: monthly.

"15 years of promoting better learning experiences without chalk, flipcharts or marker pens."

Tip # 1  My updated description of the Horseshoe method ("Where do you stand?") now includes sample questions that illustrate a wide range of applications for this handy scaling method. The tip is to download this 2 page pdf to discover how the questions correspond to your own work goals.

Tip # 2  if you are interested in holding a trainer-training event about reviewing or transfer, start the process soon - I am holding my prices for bookings made before the end of March 2014. Current prices are published here

Enjoy reflecting on 2013 and I look forward to greeting you with the next issue of Active Reviewing Tips early in 2014 - to help you re-charge your reviewing and facilitation skills with practical tips and tools that place experience at the heart of learning and development.

Roger Greenaway
roger@reviewing.co.uk
http://reviewing.co.uk

Don't just do it - actively review it!


~ 2 ~ EVENTS: Active Reviewing Workshops with Roger Greenaway

Lithuania 12-14th February 2014, Lithuania. [Please enquire for details.]

uk 22-23rd March 2014, Castleton, Derbyshire. I am one of several presenters at the Lindley Annual Festival of Outdoor Learning. I am facilitating half day workshops about 'Reviewing in Twos' and 'Reviewing in Groups'.

Malaysia 14-18th April 2014, KL Malaysia. Experiential Learning and Debriefing Skills. A trainer-training workshop with Prof. Colin Beard and Dr. Roger Greenaway. The 2014 programme will be a revised version of the 2012 programme. [Please enquire for details of the 2014 programme.]

Singapore late April 2014 Singapore - tbc.

Poland 4-8th May 2014, Poland. The Sudety Mountains, nr Wroclaw, Poland are the venue for the 2014 conference of Experiential Educators Europe. Along with most other participants I will be bringing a workshop to this international gathering.

The above information is copied from
The Calendar of Reviewing Skills Training Workshops
where you will find the most up to date list of open/public workshops provided by Roger Greenaway.

The other newsletter: the Experiential-CPD Calendar
The Experiential-CPD Calendar lists 'trainer-training' and 'educator-training' events from several UK providers. The events listed here are of interest to facilitators who work indoors or outdoors. The Experiential-CPD calendar features a 'Thought for the Month' about experiential learning from the editors or from readers.

~ 3 ~ ARTICLE: Zooming in and zooming out when facilitating learning - part two


ZOOM IN OR ZOOM OUT?

by Roger Greenaway, Reviewing Skills Training

In part one of this article I asked, "Are you a 'zoomer in' or a 'zoomer out' when you facilitate learning?" I then gave examples of how you can 'zoom in' or 'zoom out' with questions and also with review tasks. And in answer to the question 'Why Zoom?' I wrote:

"Whatever you current focus, it is always worth considering whether to go large, go small or stay much the same. You are not looking for the perfect focus that you make permanent. This is because there is a value in changing focus and making connections from one scale (or zoom setting) to another."

Part two shows how 'zooming' has featured in some learning models that you may know::

  • One way zooming (the funnelling model)
  • Zooming both ways (some more balanced models)
followed by some practical examples:
  • Which zoom setting when?
  • Examples of zooming in for close-up reviewing
  • Examples of zooming out for wide-angle reviewing
  • Examples of reviewing methods that zoom both ways
some thoughts on zooming and the transfer of learning:
  • Zooming and the transfer of learning
and some follow-up links and references for those who want to explore zooming further:
  • References and useful links

You will now discover more about why and how we can all benefit from the frequent use of a 'zoom lens' when our purpose is to learn from experience – or to help others to do so.

The full article on zooming in and zooming out (parts one and two together) is now available at:
http://reviewing.co.uk/articles/zooming_in_and_out.htm


~ 4 ~ Book Review: The Well-Played Game (2013)

The Well-Played Game: A Player's Philosophy
by Bernard de Koven (2013)

Reviewed by Roger Greenaway

If the title sounds familiar, it might be because 'The Well-Played Game' was first published in 1978 and was followed by a revised edition in 2002 – which is currently on sale at Amazon for 637! Its re-publication in 2013 gives these playful insights a new lease of life – and at a more affordable price! The 2013 edition also includes a new foreword by Eric Zimmerman and a new preface by the author, Bernie de Koven.

'The Well-Played Game' is difficult to classify because it is so original and unconventional. For example, it ends with a 'Nonconclusion' comprising four 'Inklings'. The three main reasons that I enjoyed re-reading this unique treatise are:

1. It is a detailed forensic analysis of how games (of all kinds) work – providing clear insights into the social 'DNA' of a well-played game.

2. The style is entertaining and playful – making the journey wonderfully consistent with the subject of a well-played game.

3. There is an unrelenting focus on the experience of a well-played game.

As with all good books, it can be enjoyed at many levels – as a player of games, as a play leader, as a game designer, or as a designer/facilitator of any activities (educational or recreational). By the end of the book I could even accept the author's "Inkling # 3" that "If we can create even larger games that we can all play together – all of us – then there will be no separation between us and others, no we and they. We will all be one community. All one species."

Bernie's writing makes me smile and brings me many 'aha' moments. It has been a considerable influence on my own approach to designing (and playing) debriefing games, such as making it easy for people to opt in and out, designing half games that leave space for participants' creativity, and always keeping the Joker (wild card) in play – giving everyone the right and opportunity to change the game.

For more details about what you will find in the Well-Played Game (including intriguing concepts like 'The Well-Timed Cheat', 'The Fair Witness', 'The Practice Game', 'The Bent Rule', 'Restoring Balance', 'Quitting' and 'Quitting Practice') please see my full review.

~ 5 ~ ARCHIVE: Where did this review method come from?

Participants in my reviewing workshops often ask where certain tools and techniques come from. Knowing the history of how particular tools have developed might be of value to you in two ways:

Firstly - knowing the background may help you to use these reviewing tools more effectively.

Secondly - knowing more about the process by which these tools were created, might just whet your appetite for developing your own reviewing tools. This article will help you to tap into your own powers of innovation.

But why invent or develop new tools when there are so many ready-made ones to choose from? Is it not better to use a few tools you know well and just add some ready-made, tried-and-tested methods when you want a bigger and better toolkit? Why go to all the trouble of inventing something new? (Although if you think of inventing as 'trouble' you might never get started.)

I hope this exercise in reviewing the origins of reviewing methods will awaken or sharpen your own innovative instincts while also providing a few tips along the way.

So where did these reviewing techniques come from? 
  • A happy accident (arising from participants' creativity) ...
  • To stimulate creativity ...
  • The lack of resources, leading to creativity ...
  • Developing variations of a method that works well ...
  • Finding a new use for an old method
  • Recognising the shortcomings of an existing method and doing something about it ...
  • Seeking greater efficiency
  • Responding to needs during a programme ...
  • Turning principles into practice ...
  • Turning research findings into practice ...
For the full article with examples to go with the principles, please see Innovations in Reviewing


~ 6 ~ PREVIOUS ISSUE and FUTURE ISSUES

The previous issue of Active Reviewing Tips is archived at this address.

Topics under consideration for future issues include:

  • Reviewing in twos (as a break from whole group reviewing)
  • Making the case for active reviewing
  • Making reviewing a memorable experience
  • Reviewing as a takeaway skill for participants
  • Evaluating Active Reviewing: how well does it work?
  • Reviewing for different outcomes (using the same activities)
  • End of programme reviews
  • Co-facilitating reviews
  • The art of improvising
  • Remote Reviewing
  • Reviewing over a cup of tea (informal reviewing)
  • Readers' Questions about Reviewing (please feed me with questions for this 'FAQ')
  • Sample designs for learning and development
  • Integrated practice in experiential learning (when does an activity become a review? when does a review become an activity? examples of integrated practice - and do these
    challenge or demonstrate experiential learning theory?)

Please write to roger@reviewing.co.uk if you have any topics you would like to see included or put at the top of this list (which is not yet in any particular order).


~ 7 ~ About Active Reviewing Tips

TITLE: Active Reviewing Tips for Dynamic Experiential Learning
ISSN: 1465-8046
EDITOR: Dr. Roger Greenaway, Reviewing Skills Training
EMAIL: roger@reviewing.co.uk Feedback welcome - especially about this new format.
ARCHIVES: Index of back issues
HOME PAGE: Active Reviewing

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