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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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ARTips 11.4 Reviewing
for Different Ages
|
The previous issue 'Reviewing when short of time' is now
at: <http://reviewing.co.uk/archives/art/11_3.htm>
|
~ 1
~ EDITORIAL: WHO DOES IT BETTER - BABY OR GRANDAD? How do people learn from experience at different ages? Who does it better: baby or grandad? Reviewing for Different Ages is the main topic for this month's Active Reviewing Tips. And the conclusion may surprise you. Part 2 of Reviewing For Different Ages arrives next year but to save you the cliff-hanger, you can read the conclusion in this issue, or view the whole article at: http://reviewing.co.uk/articles/reviewing-for-different-ages.htm While writing this article about learning at different ages, Nigel Paine's article on 'Five learning myths to dump before the New Year' appeared on Training Zone. Two of these 'myths' happened to be about age and learning: Myth #2: Learning gets harder as you get older There is no evidence that older people find learning difficult. They might find what you offer hard or off-putting but the idea that we make excuses for older employees or even cut them out of the development process because of age is dangerous nonsense... Myth #3: Generation Y need a totally new kind of learning Age is a dangerous area to fixate upon. Someone of 45 can demonstrate all the characteristics of a generation Y persona, and someone of 25 won’t! ... Read the research if you do not believe me. Those are Nigel Paine's words from his article at <http://digbig.com/5bawba>. I have asked him to help me track down the research. Meanwhile, take a look the examples in the article below and find out whether the examples resonate with your own experience or at least 'ring true'. This may not be 'proper' research but I will certainly let you know of any research I find that supports or calls to question the tips that I provide. I will also be happy to include any examples (or tips) that you can add to what you find here - whether they support or question the conclusions of my article. Enjoy this coming season for all ages! Amongst other things it is the season for reviewing the last year and looking forward to the next. So enjoy every aspect of your holiday - even the reviewing! Roger Greenaway roger@reviewing.co.uk PS UK customers of my Active Learning Bookshop, please note the free delivery offer all the way to Jan 1st 2010. Every sale through my bookshop benefits Save the Children: <http://reviewing.co.uk/reviews> |
~ 2
~ ARTICLE: REVIEWING FOR DIFFERENT AGES
Küthe, Jacob Lindeblad, Karin
Murris, Katriona Rioch, Kaye
Richards and Richard Coaten.
How do we learn differently at different ages and stages of
life?
And how can we help others learn from their experiences at
different ages and stages in their lives?
In his book 'What is the difference?' Professor Alan Rogers
claims that adults and children learn in much the same way.
This
challenges the dominant view in adult education theory that
adults and children learn in different ways.
My own view is that other factors can be more significant
than a
person's chronological age - but age is still a factor. In my
own
writing about reviewing and reflection I do not usually
distinguish between different ages and stages of life. This
one-
size-fits-all approach recognises the potential for using any
idea with any age - if you are prepared to make adjustments.
'Age-neutral' writing gives you access to a wider range of
ideas.
A game from early years playwork can become an astute
intervention for a business consultant - and vice versa.
I do accept that if you speak to a 5 year old as if they are
a
senior manager (or vice versa) you may not be successful. But
then again you just might be! Every time I am tempted to make
a
generalisation about what is and is not suitable for
different
ages, exceptions spring to mind.
For example, Dorothy Heathcote (a professor of education)
developed a drama-based technique called 'Mantle of the
Expert'
in which very young children are treated as if they are much
older - and they rise to the occasion. When treated as if
they
are responsible and wise, children respond as if they are
responsible and wise (at least within the structure of
'Mantle of
the Expert').
And as for the value of people 'old enough to know better'
playing like children, I have many tales I could tell. There
are
many who specialise in this area of play for all ages such as
Bernie de Koven (Major Fun) found at <http://www.deepfun.com> or
the FunFed in London who 'whole-heartedly believe in joy,
upliftment and laughter for adults' <http://www.thefunfed.com>
Now that you have read several paragraphs without an 'active
reviewing tip' in sight, I will now place these general
observations about age-appropriate activity in the context of
reviewing.
What should we bear in mind when reviewing with different age
groups? How can we adapt the same reviewing activity for
different age groups? Or do people automatically adjust and
take
part in a reviewing activity at their own optimal level?
Here are my current thoughts about reviewing with different
age
groups - mixed in with stories from friends and colleagues
who
have kindly contributed to this article with their own
experiences of reviewing with different age groups.
LEARNING FROM EXPERIENCE APPEARS TO BE AN INNATE QUALITY
[Ages 0-5]
A lot of learning happens in the first five years of our
lives.
Some of this learning is fed to us, but much of it happens
through active learning - through active curiosity, playing,
exploring and experimenting. Under fives have a lot of
patience
and persistence when things don't work on the first attempt.
Under fives were not taught how to learn from experience.
Learning from experience appears to be an innate quality.
Under
fives are naturals at active learning. And they get a bit
restless if they are expected to sit still and listen to long
lectures. They prefer listening to long 'stories' but they
often
interrupt, ask questions and like to participate.
> And the
funny thing is that most of these observations hold
true for over
5s, over 20s, over 50s and over 80s.
ENQUIRY AND REFLECTION FOR ALL AGES
[Ages 5-100+]
P4C = Philosophy for Children + Philosophy for Communities
Philosophy for Children is an approach to learning that
emphasises enquiry and reflection. For work with younger
children
Professor Karin Murris's 'Teaching Philosophy Through Picture
Books' (now 'StoryWise') has had considerable impact on
primary
school education, along with the growing P4C movement
promoted by
SAPERE: the Society for Advancing Philosophical Enquiry and
Reflection in Education. Communities of Enquiry can be
created at
any age - from very young to very old: SAPERE has a
partnership
with Age Concern in its work with Philosophy for Communities.
As with Dorothy Heathcote's 'Mantle of the Expert'...
> You are
unlikely to discover the wisdom of children unless you
provide them
with an opportunity to demonstrate their wisdom.
> Also -
Pictures seem to be a good way in to philosophy.
Philosophy is
not just about ideas that are expressed in words.
REFLECTING ON VALUES - USING PICTURES AND DECIDING LINE
[Ages 10-12]
Jacob Lindeblad writes ...
Lindeblad worked with 5th and 6th graders who were mocking
each
other. By using pictures with the decision line the children
reached a common understanding of what good comradeship was
all
about. The children used the decision line for choosing
pictures
that best represented their ideas about good comradeship. Now
the
chosen pictures are hanging in the classroom as a visual
reminder
of what they need to have and to see: good comradeship.
Jacob Lindeblad <www.lindeblad.dk>
Deciding Line (with pictures)
> Deciding
Line generates high involvement, and the use of
pictures and
appreciation makes it easier to achieve consensus.
CHANGING A NEGATIVE PEER CULTURE - WITH CREATIVE FEEDBACK
METHODS
[Ages 15-16]
When working on a residential youth programme, we were
visited by
a facilitator who was working on adult programmes at the same
centre. He was astonished at how soon in a programme these
teenagers were able to give and receive feedback.
My reply was that the young people were giving lots of
feedback
to each other when they arrived - and it was 100% critical!
Because this created such a negative environment for
learning, we
worked hard to change this from the very start of the
programme.
One method we used was to have young people lie down on paper
(from a newsprint roll) and have their outlines traced by a
partner. Using pens and paint everyone would then move round
each
other's life-size portraits adding colour, features, clothing
and
items as a way of sharing their impressions of that person.
Collective Portraits:
<www.evaluationservices.co.uk/dlo/CollectivePortraits08.pdf>
Other visual feedback methods:
CREATING A SAFE PLACE TO TALK FRANKLY - THE DIARY ROOM
[Ages 15-16]
Dr. Kaye Richards tells me that she and Alison Butcher
created a
novel but familiar context when interviewing young people for
a
research project at Brathay <http://www.brathay.org.uk>. They
recreated the Big Brother Diary Room. The young people would
go
into the diary room one at a time and sit in the comfy chair.
Big
Brother's voice would come through from the other side of a
screen.
This appeared to have the effect of encouraging young people
to
speak more openly than might be the case in a 'normal'
interview.
It is novelty that captures imagination and shifts people
into a
different way of thinking and communicating. And if the idea
is a
good cultural fit, the chances of success are greater.
> A change
of context can help to engage people more deeply -
especially if
the context is both novel and familiar.
LETTING YOUNG PEOPLE EXPLORE THEIR WORLD - THROUGH IMPROV
DRAMA
[Ages 15-16]
I was teaching the 'leavers class' - the class that would be
leaving school with few or no qualifications. In fact many of
them had left this class already and my first task was to
track
them down and persuade them to attend. To cut a long story
short,
we ended up doing improv theatre about changes in the local
community that were already affecting employment - and their
own
employment prospects. The drama we were creating together was
directly related to an issue that mattered to all of them.
Their
acting skills were better than their reading and writing
skills,
so I helped them produce a playscript closely based on their
own
improvisations.
The 'leavers' performed this play (about leaving) again and
again
- sometimes changing roles, sometimes adding new scenes and
even
writing their own scripts. Unfortunately they did not have
the
confidence to perform the play to other students, but they
did
allow the playscript to be used by other classes. Just before
leaving school they gained an unlikely reputation as
playwrights.
This is probably the closest I came to 'active reviewing' as
a
teacher (before encountering it as a trainer). The work
stayed
close to the experiences and concerns of the young people.
The
primary method (improv acting) was something they enjoyed and
it
played to their natural talents rather than dwelling on their
lack of ability in reading and writing. As their confidence
in
acting grew, they got drawn in to reading and writing the
playscript. And they received congratulatory feedback from
many
students from other classes who had read and performed the
play
which they had created.
> Finding an
active way in which these students could reflect on
their
experiences as 'leavers' helped to engage them in the
learning
process.
> Genuinely
believing that these students had the ability to
create and
perform a play was also an essential ingredient.
COMMUNICATING WITH PARENTS - WITH THE HELP OF A CLAY MODEL
[Ages 15-16]
Katriona Rioch told me this story when she was project leader
at
the Clydesdale Youth Project ...
At our parents' evening it was rare to see so many parents
turning up and showing an interest in their sons. A lot of
the
conversation was about the clay models that the boys had
taken
back home. Each model was a self-portrait in clay. Few
parents
knew (or cared) much about what was happening in this group
until
they saw the clay models. The models prompted conversations
with
parents about the young person's self image, how they saw
themselves and thought about themselves. For many this made a
welcome (if awkward) change from being ignored or
reprimanded.
The clay model and the subsequent discussions with the young
person and then with their youth workers resulted in parents
showing renewed interest in their sons and in their
responsibilities towards them.
> A creative
process (such as the making of a clay model)
promotes
reflection and dialogue - with all who see the product.
GIVING FEEDBACK - USING A FOOTBALL METAPHOR
[Ages 18-22]
A group of apprentices were talking a lot about football.
Perhaps
they understood the world of football better than any other.
So I
used their interest in football and their knowledge of the
game
for setting up and managing a feedback session.
The starting point was to identify the skills and qualities
needed for different positions on the field of play. I then
asked
them to put aside any knowledge they happened to have about
each
other's footballing skills. Now they had to place each other
(physically) on the field of play, giving reasons why they
were
suited to a particular position. For example, a centre
forward
might be seen as a talented individual who does very little
until
someone shouts at them; or a defender might be seen as
someone
who is reliable but is always cutting others down. Once they
got
going, the quality of feedback was surprisingly sophisticated
-
much more so than if I had asked them to give straight
feedback
to each other.
> Start from
strengths and existing knowledge. These apprentices
knew about
teamwork on the football field but had not so far
applied these
insights to their own teamwork and team roles.
REFLECTING ON WORKING, RELATIONSHIPS AND CHANGE - WITH MUSIC
[Ages 25+]
A participant in a management development programme told me
...
"We decided that in our drama we wouldn't use words, we would
just use drama and music and percussion, and be fairly
creative
... The theme was "working relationships and change". So we
were
thinking about chaos into harmony. Percussion and wind
instruments - discord, trees, panic and fear and harmony and
we
brought together the rhythms, and with the harmony and the
tune
at the end and that was very powerful because it wasn't
constrained by jargon or language or anything ... That was
why it
was powerful ... because it was a totally different setting
and
yet we were asked to produce a drama on working relationships
and
change and we did!"
> Using
music for reflection removes the normal constraints of
words and
jargon and can lead to a deeper understanding.
For the use of music in organisation development see:
REFLECTING AND LEADING - CREATIVELY
[Ages 25+]
The Center for Creative Leadership has explored and developed
the
use of creative methods in leadership development. The
research
findings of Charles Palus and David North are described in
The
Leader's Edge. Among their proposed six key competencies for
leaders are imaging, serious play and crafting.
> Creative
arts have a useful role to play both in reflecting on
leadership and
in being effective leaders.
The Leader's Edge is at the top of the list in the leadership
section of the Active Learning Bookshop:
REVIEWING WITH A DEFENSIVE GROUP - LETTING THE GROUP DECIDE
[Ages 25-35]
Bill Krouwel writes ...
Working with a group from the I.T. department of a financial
institution, we found that we just couldn't penetrate the
rather
defensive attitude which the group seemed to share.
At our wits end, we shared our concerns with the group and
gave
them space (45 minutes) and a place (the group room) to
reflect
on this. After 20 minutes or so, we heard thumps, bumps and
silly
laughter. A little later we ventured back into the room to
find
the group playing "tig" (AKA "tag").
After the game was over, there was a relaxed and cheerful
atmosphere...
On reflection I think they were probably a little wary of
making
fools of themselves in front of each other - but after "tig",
nothing we might inflict on them would look as silly...
So the group adopted a children's game....
Bill Krouwel
> Sometimes
the smartest move is to share your concerns, leave
the room and
let the group surprise you with their solution.
OLDER PEOPLE - REFLECTION THROUGH MOVEMENT, DANCE AND SONG
[Ages 70-100+]
Dr. Richard Coaten finds that people with dementia may have
difficulty with cognitive approaches because their cognition
is
damaged. But they can access their remaining potential
through
other senses, especially those which are embodied. They are
especially responsive to dancing, movement, singing and
reminiscing with objects. Stimulating memories through
smells,
food, music, dance and pictures matters even more when people
are
so vulnerable and frail - because reaching them through these
senses may be the only route left to communicate with them.
The principles of active and creative reviewing seem to apply
even more to people with dementia. This conjuring up of
memories
through several sensory channels helps to instill a sense of
well
being which supports personhood in dementia. Those who care
for
them can also be enlivened through such work because they can
more readily connect when communicating in these enriched
ways.
People with dementia do not like being referred to as
'patients'.
They can be just as resistant to negative labelling as
teenagers.
>From the perspective of active learning, labelling people
in the
passive role of 'patient' instantly places them in an
inactive
role as a recipient of services - rather than as an active
participant in their own well being.
Thank you Richard for miraculously arriving in my office
while I
was writing this article about reviewing with different age
groups.
These insights come from Richard's PhD thesis: Building
Bridges
of Understanding: the use of embodied practices with older
people
with dementia and their care staff as mediated by dance
movement
psychotherapy. (University of Surrey, 2009)
> If
chatting over a cup of tea isn't working, remember that
there are whole
other worlds and channels through which people
can recall,
reflect and discover.
REVIEWING WITH DIFFERENT AGES - WHAT I HAVE LEARNED
When I set out to write this article about 'Reviewing with
Different Ages' I thought I might end up with a reasonably
tidy
list of age-related tips. But looking through all these
examples
I have ended up with just one 'extra big' age-related tip -
which
is to take care that you do not limit your choices based on
assumptions about what is (or is not) 'age appropriate'.
Of course, what you choose needs to be appropriate for the
people
you are working with. And if you are not sure what is
appropriate, then try letting the people choose. Some of the
above examples show how groups and individuals have chosen
how to
reflect on their experiences - and made good choices.
A recurring theme, in the examples above is the value and
richness of moving beyond purely verbal approaches and making
reflection a more active and creative process. In some of the
examples, there are no words at all, but the usual story is
that
the greatest power comes from a mix of methods that engage
the
whole person in the process of reflection.
Here are the key points again. They make more sense if you
can
relate them to the original example. And they make even more
sense if you can relate them to your own experiences. Given
my
'extra big' age-related tip above, I have removed most
references
to age in the summary below.
* Learning from experience appears to be an innate quality
that
can last a lifetime.
* Enquiry and reflection for all ages > You are unlikely
to
discover the participants' wisdom unless you provide them
with an
opportunity to demonstrate their wisdom.
* Reflecting on values - using pictures and deciding line
>
Deciding Line generates high involvement, and the use of
pictures
and appreciation makes it easier to achieve consensus.
* Changing a negative peer culture - with creative feedback
methods > If everyone knows that they will each have their
own
turn at both giving and receiving feedback, they will readily
become more responsible and conscientious about doing so.
* Creating a safe place to talk frankly - the Diary Room >
A
change of context can help to engage people more deeply -
especially if the context is both novel and familiar.
* Letting people explore their world - through improv drama
>
Finding an active way in which these people could reflect on
their experiences helped to engage them in the learning
process.
> Genuinely believing that they had the ability to create
and
perform a play was also an essential ingredient.
* Communicating with the help of a clay model > A creative
process (such as the making of a clay model) promotes
reflection
and dialogue - with all who see the product.
* Giving feedback - using a football metaphor > Start from
strengths and existing knowledge. These football enthusiasts
knew
about teamwork on the football field but had not so far
applied
these insights to their own teamwork and team roles.
* Reflecting on working, relationships and change - with
music >
Using music for reflection removes the normal constraints of
words and jargon and can lead to a deeper understanding.
* Reflecting and leading - creatively > Creative arts have
a
useful role to play both in reflecting on leadership and in
being
effective leaders.
* Reviewing with a defensive group - letting the group decide
>
Sometimes the smartest move is to share your concerns, leave
the
room and let the group surprise you with their solution.
* Reflection through movement, dance and song > If talking
isn't
working, remember that there are whole other worlds and
channels
through which people can recall, reflect and discover.
If you wish to add in your own examples, it is never too late
because this is a web text to which I will be more than happy
to
include your own contribution to this growing document.
Please
write with your comments or contributions to:
roger@reviewing.co.uk
The full article, including all examples received so far is
at:
|
The Active Learning Manual demonstrate active learning methods
using short videos. You can view my introductory video and
three
one minute videos at https://www.youtube.com/user/rogerreview
Do you have access to the equipment and skills to take and edit
2
minute videos of a similar style and quality to the pilot
videos
For a limited period I am offering a third day's training free
in
exchange for two minute videos that I can add to the Active
Learning Manual collection. To discuss this, or other
possibilities, please write to me at: roger@reviewing.co.uk
|
Roger's Active Learning Bookshop has raised over £1,500 for
Save
the Children since January 2006. Thank you for your purchases.
Christmas shoppers may like to know that you can get FREE UK
DELIVERY for the rest of 2009: there is no minimum purchase for
Super Saver Delivery. (Super Saver excludes 3rd party sellers
where the product is not despatched by Amazon.)
Do ALL your Amazon shopping (not just books) via the Active
Learning Bookshop and not only do YOU get a good deal, so do
CHILDREN around the world who need our help.Please support them
by buying your books (and any other Amazon goods) via Roger's
Active Learning Bookshop at: <http://reviewing.co.uk/reviews>
|
~ 6
~ EVENTS: FACILITATION TRAINING [VARIOUS PROVIDERS] If you are a provider of facilitation training, please send me
the details if you would like the details included in future
issues of Active Reviewing Tips.
Brathay
Professional
Facilitator Programme
31 October - 4 November, 21 - 25 November 2010
facilitatethis! invites you to take part in ...
Advanced
Facilitation
Skills
Harrogate, England
9-10 March 2010
a chance to add still more depth and breadth to your
facilitation
competency with this 2 day programme designed to dig, stretch
and
build on your skills and understanding of these core skills
through a mixed programme of core input, work sessions,
profiling, case studies, challenge in the great outdoors (with
our partners Log Heights), peer review and facilitated
sessions.
http://www.facilitatethis.co.uk/training/
Annual Festival of Outdoor Learning
Sharing
best
practice
Castleton, Derbyshire, England
13-14 March 2010
Building on the success of previous years, we are planning
another full schedule of great workshops at our Hollowford
Centre
in Castleton
Festival Pricing NO INCREASE FOR 2010 £50 for the Saturday
(inc.
2 cooked meals), £40 for the Sunday (with a hot lunch) and
overnight B&B at £16 per night (all including vat)
Discounts are
available for organisations sending three or more staff
For more info call 01433 620377 or email
jess@hollowford.org
http://www.lindleyeducationaltrust.org/hollowford/index.htm
Nick Eve's
The
Facilitator's
Development Programme
Kington, Herefordshire, England
16-19 March 2010
http://www.elementsuk.com/fdpopencourse.html
Footprint Consulting invites you to take part in...
Natural
Change
Facilitators’ Course
Doune Bay Lodge, Knoydart, Scotland
19-24 April 2010
Natural Change is an experiential programme designed to engage
and support leaders of pro-environmental behaviour. This
Facilitators’ Course trains people to lead Natural Change
programmes.
This course is a professional development programme for those
interested in facilitating groups outdoors using approaches
pioneered on WWF’s Natural Change Project.
It is the first course of its kind in the UK, and is being run
to
create a community of professionals who are able to lead future
programmes using the Natural Change approach.
http://digbig.com/5baqyr
[takes you to a pdf with course info]
14th Experiential Education Europe Conference Denmark 2010
Annual
meeting
of experiential educators and trainers
PRE-CONFERENCE: 26-28 April 2010
CONFERENCE: 29 April - 3 May 2010
These unique occasions are well worth tracking down and
experiencing. 'Meeting' is an understatement.
Taking
Learning
Outdoors! Active experiential learning
22nd-28th May 2010
APPLY
BY
EARLY JANUARY 2010
Schilpario, Italy
In-service training course
Course description:
http://digbig.com/5barfc
(Comenius database)
and here:
CLOSING
DATE FOR APPLICATIONS: EARLY JANUARY 2010
Email: info@adventurascotland.co.uk
REVIEWING
SKILLS TRAINING WORKSHOPS
How to bring a workshop closer to you ...
If you would like to host an open event or arrange for an in-
house customised trainer-training programme please get in
touch.
Write to: <roger@reviewing.co.uk>
And/or refer to this recently updated page of sample
programmes:
|
Just in case you missed the very first issue of Active
Reviewing
Tips (or have forgotten what it was about) here are some tips
about asking questions from Active Reviewing Tips Issue 1.1 ...
However active or creative your reviewing style, the chances
are
that you will be asking a lot of questions. And that the
chances
are also that most of your questions will be 'looking for
trouble' rather than 'looking for success'.
Here is a list of some commonly used questions paired with some
success-focused alternatives.
KEY
- Negative or neutral question
+ Success-focused alternative
- What went wrong?
+ What went right?
- What are your needs?
+ What are your strengths?
- What did you learn?
+ What did you learn to do better?
- What issues shall we put on the agenda?
+ What issues can we now take off the agenda?
- How can you improve?
+ What strengths could you make more use of?
- What's missing from this group?
+ What are the assets of this group?
- What would you do differently next time?
+ What would you do the same next time?
- What do you want to achieve?
+ What is your recipe for success? And what will you now apply
that to?
For more questions, for more background and for several pages
about reviewing success, start at the Questions For Success
page:
from where you can find several more pages on the subject!
Success is that important!
You too can search the archives by going to this index page:
|
~ 10 ~ About Active Reviewing Tips
EDITOR: Dr. Roger Greenaway, Reviewing Skills Training 9 Drummond Place Lane STIRLING Scotland UK FK8 2JF
Feedback, recommendations, questions:
roger@reviewing.co.uk
The Guide to Active Reviewing is at http://reviewing.co.uk
'One of the best training sites I've ever seen' Training
Journal
COPYRIGHT: Roger Greenaway Reviewing Skills Training
POSTSCRIPT I enjoyed the co-authoring aspect of this issue about reviewing for different ages. As often happens when I write, it was also a learning journey. I look forward to opportunities for other kinds of collaborative writing in future issues. I think it is a win-win-win formula: better for authors and readers. Is anyone interested? Proposals welcome! |
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