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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 |
|
New readers may also like to see the previous issue 11.4
'Reviewing for Different Ages' which is now at: <http://reviewing.co.uk/archives/art/11_4.htm> Or BETTER STILL you can now read the complete article at: <http://digbig.com/5baywh> |
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~ EDITORIAL: MYTH BUSTING In '5 learning myths to dump before the New Year' Nigel Payne's Training Zone article included two learning myths about age: "Myth #2: Learning gets harder as you get older "There is no evidence that older people find learning difficult... If you build the sharing of experience and knowledge into the equation, your older staff can be your most effective ambassadors for learning. "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! ... Fixating on one group is naive and divisive and simply will not work. Read the research if you do not believe me." [Extracts from Nigel Payne's myth busting article at <http://www.trainingzone.co.uk> Direct link to article: <http://digbig.com/5baywk>] This is what I wrote to Nigel. Subject: "Read the research if you do not believe me" "Nigel - I enjoyed your article and would like to refer to your Myths 2 and 3 (about age) in an article that I happen to be writing about reviewing with different ages. "Please pander to my laziness or give me a clue about how to follow your tantalising comment on Myth #3: 'Read the research if you do not believe me'. I do believe you AND I would love to see the research. "My article draws on my own experiences and those of other trainers. It started out as an attempt to come up with tips or principles for working with different age groups, but ends up not far away from concluding that adjusting for age often results in limiting what is possible. When the article is published (soon) I will send in the link. "Thanks for the myth busting - a very useful activity! I have accidentally followed a similar pathway - in relation to age." Roger Roger Greenaway roger@reviewing.co.uk ARTips readers: when I do find the research, I will let you know. |
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~ ARTICLE: REVIEWING FOR DIFFERENT AGES
The full article, including all examples received so far is
at:
http://reviewing.co.uk/articles/reviewing-for-different-ages.htm
REVIEWING WITH DIFFERENT AGES - WHAT I HAVE LEARNED When I set out to write '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. 1.Learning from experience appears to be an innate quality. > And the funny thing is that most of these observations hold true throughout life. 2.Finding the right question or finding the right method? > What I learned from this was to seek alternatives to asking questions - or at least to offer alternative ways of responding. 3.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. 4.Giving and receiving balanced feedback > When everyone knows they will have a turn at both giving and receiving feedback, motivation, care and quality increases! 5.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. 6.Reflection, appreciation and feedback - using Smurfs > Choosing a Smurf makes it easier to think and talk about personal qualities - especially when there is a wide variety to choose from. 7.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. 8.Active Learning - the importance of feedback > When using active learning include suitable opportunities for feedback. Remember that feedback can be active and creative too! 9.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. 10.Letting people explain things in their own language > In experiential learning the best explanations arise from facilitated reflection on experience - even when learning about learning. 11.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. 12.Learning from participants how important reviewing is to them > By reviewing activities we show that we care about what people experience, that we value what they have to say, and that we are interested in their progress. When people feel cared for, valued, and respected they will be better learners! 13.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. 14.Reflecting on street life - with poetry > When participants write and read poetry, the reflective and mutually supportive nature of a group can be transformed. 15.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. 16.Reflecting on leadership - with pictures > A varied collection of pictures can really help people think things through - especially when touching, moving and rearranging pictures is also part of the process. 17.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. 18.Reflecting on a development programme - with paint > To get in touch with your creative self and let your thoughts run free, it is helpful to use a creative medium for reflection! 19.Reflecting and leading - creatively > Creative arts have a useful role to play both in reflecting on leadership and in being effective leaders. 20.People gauging opinion more quickly - with active reviewing > Challenge norms and take risks if you want to leave safe routines and discover more effective ways of learning. 21.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. 22.Reflecting - with drama > Drama presented a different kind of challenge, and drawing as it did on their own experiences, it proved to be highly relevant. 23.Telling a life story through drama > Enthusiasm for learning and development is not age-related. And those who know most about learning from experience are probably those who have done most learning from experience. 24.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:
http://reviewing.co.uk/articles/reviewing-for-different-ages.htm |
The Active Learning Manual is a pilot project using video to demonstrate active learning methods. You can view my introductory video and three one minute videos - Action Replay - Moving Stones - Talking Knot at https://www.youtube.com/user/rogerreview If you are a client (or potential client) who has access to the equipment and skills to take and edit 2 minute videos of a similar style and quality to the pilot videos at https://www.youtube.com/user/rogerreview For a limited period I am now 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. Do ALL your Amazon shopping (not just books) via <http://reviewing.co.uk/reviews> and not only do YOU get a good deal, so do CHILDREN around the world who need our help. I worked for Save the Children for 4 years so I know about the value and quality of the work they do. Please support them by buying your books (and any other Amazon goods) via ROGER'S ACTIVE LEARNING BOOKSHOP at: <http://reviewing.co.uk/reviews> |
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~ 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
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> Or view the sample training workshops at <http://reviewing.co.uk> which has had a new year makeover and is much easier to navigate. |
Learning Styles: Concepts and Evidence (2009) Harold Pashler, Mark McDaniel, Doug Rohrer, and Robert Bjork conclude that at present, there is no adequate evidence base to justify incorporating learning styles assessments into general educational practice. http://www.psychologicalscience.org/journals/pspi/PSPI_9_3.pdf Different Strokes for Different Folks? A Critique of Learning Styles by Steven A Stahl http://digbig.com/5baywt (pdf) Dale's Cone of Experience has been widely misinterpreted says Michael Molenda, Indiana University (2003) http://www.indiana.edu/~molpage/Cone%20of%20Experience_text.pdf |
~ 8 ~ LAST ISSUE: Reviewing for Different Ages
(Part One)
Reviewing for Different Ages (Part One) is now at: <http://reviewing.co.uk/archives/art/11_4.htm> Or BETTER STILL you can now read the complete article at: http://reviewing.co.uk/articles/reviewing-for-different-ages.htm |
~ 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! |
Each month Active Reviewing Tips brings you:
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ARCHIVES CONTENTS of this issue
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