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Roger Greenaway's Active Reviewing Tips ~ ISSN 1465-8046
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~ EDITORIAL: How do you do ...? In Catcher in the Rye, Holden Caulfield imagines himself patrolling the edges of a field of rye in which children are playing - so that he can stop them from falling over a cliff. This could represent one of the most minimal frames for learning - providing a huge space and patrolling the edges where there is a risk that participants may come to harm. As we get more ambitious and interfering (as facilitators of learning) we might try to find or create a space that is not only safe but is also a place that is good for reflection. What often happens at this point in choosing or designing learning spaces is that that one idea dominates and we put all our eggs in one basket - or all our ideas in one frame. For example, the group circle is a great space for reflection - some of the time. The same could be said for going for a walk with a good listener and friend - a great space for reflection, some of the time. The same could be said for the frame of a learning cycle. As facilitators I think we need a variety of frames that are inclusive and suitable for a range of different kinds of reflection. Rather than adopting or creating one frame that fits all (because it won't) how about having a number of frames that you keep moving around? Whatever your main frame happens to be, the main article in this issue of Active Reviewing Tips invites you to play with a few more. Please note that to reduce the size of this email I have included only part of the article. For the full article you will need to follow the link to the relevant web page. Roger Greenaway roger@reviewing.co.uk PS Thank you Sam. Sam has allowed me to include his '10 Questions to Ask Before Conducting a Review' - in section 7 below. I know that a lot of readers of Active Reviewing Tips are also writers. Please feel free to comment on what you read in this issue (eg sharing one of your favourite frames) or to offer a paragraph or two on topics coming up in future issues - listed in section 8 below. Before publishing anything you write I will always ask for your explicit permission first (just in case you were writing to me 'off the record'). |
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~ ARTICLE: Facilitative Frames for Reflection I have been trying to find a useful level of description that is one step back from the details of front line practice. I am calling this level of description 'facilitative frames'. These 'close-to-the-action' frames can, I think, help us make good on- the-spot decisions as facilitators of experiential learning. The frames I have described in this article are just some of the possible frames through which you can look at what you do, and through which you can shape what you do to facilitate learning. 'Timeframe' seemed like an obvious place to start. I have zoomed in on just one aspect of this frame: beginnings and endings. For a spatial frame, I have focused on the group circle and how the circle shapes what happens - for good or for ill. I then look at some of our choices as facilitators when framing opportunities for individual reflection. Other influential frames are those of culture, content and purpose as well as any learning or training models that frame our own thought processes or those of participants. These and the frames I have chosen to highlight in this article are all frames that influence the learner and the learning climate. As facilitators we should be aware of the various frames that are helping or hindering learning. Whether we adjust the frames ourselves or choose to involve participants in doing so, it could be that intervening at the 'frame' level is one of the most powerful kinds of intervention. ARTICLE STRUCTURE 1. Time as a Facilitative Frame - Beginnings and Endings 2. Space as a Facilitative Frame - The Group Circle - Beyond the Circle: other facilitative frames 3. More Frames for Facilitating Reflection 4. What! No Learning Cycle? TIME AS A FACILITATIVE FRAME In a reviewing session participants need to feel that time is on their side and that it is not working against them. This does not mean that you give participants as long as they like for reflection, but it does mean that you need to give people sufficient time for what you are asking them to do. I am sure there are many useful angles to explore in relation to time and timing of reviewing sessions. I have focused on just one aspect: beginning and ending a session (of any length). BEGINNINGS AND ENDINGS It is a nice touch to finish a session in a way that reflects where it began - both in relation to ideas as well as to the activity involved. For example:
Returning to the starting point in these ways becomes more than 'a nice touch' - it also reveals something about the journey within the reviewing session itself. Such choreography should feel satisfying to participants. If you get too enthusiastic about such designs, participants may sense that it is more for your satisfaction than theirs - making your 'nice touch' far less satisfying all round. A review session is a journey with a beginning, a middle and an end. If the whole session is spent sat in the same place it may not feel much like a journey, but the principle of matching endings to beginnings can still apply to more static reviews. Fortunately you are a facilitator of active reviews - and you are looking for tips for active reviewing! SPACE AS A FACILITATIVE FRAME There are many useful angles to explore in relation to how you frame and use space and how different spatial geometries help or hinder the process of reflecting on experience. In previous issues of Active Reviewing Tips, for example, I have looked at various uses of room-sized scales and maps. In this issue I have chosen to focus on the group circle as one of the basic spaces used for the facilitation of experiential learning in groups. THE GROUP CIRCLE The group circle is a space and shape that supports many styles of reflection. The circle has a lot going for it as a 'facilitative frame' especially when it is associated with cultural traditions in which the circle encourages open sharing, respectful listening and democratic participation. But circles do not always function well as a facilitative frame for reviewing. These tips are designed to help you get the most out of circles without falling into the traps: 1. EQUALITY A circle can represent equality if everyone is at much the same level and if there is no focal seat of power within the circle. If the available space is limited (creating a distorted circle) or if the furniture is not sufficiently uniform (creating different eye levels or different levels of comfort) the circle ceases to look or feel equal. - A workaround is to split the group in half and work with one half at a time. Half the group sits in a well-formed circle while the other half are observers or learning buddies during the next swap between inner and outer groups. - Another workaround is to work with the whole group and to ask that they return to a different seat whenever you ask them to form a circle. 2. EYE CONTACT There may be times when as a facilitator you want to dissolve into the circle and be on the same level and have the same status, but there are other times when you may wish to take a more dominant position and shift your status such as when giving a special input. Some facilitators move their seat a little way into the circle while others stand and walk around in the middle. Both of these moves mean that you instantly lose eye contact with everyone - with the result that you become less observant and risk losing connection with some participants. Even in a perfect circle you can easily lose eye contact with your immediate neighbours - which is one of the reasons why it is good for you (and others) to move around from time to time to get a different view of each other. 3. PECKING ORDER In some cultures (national cultures, work cultures or street cultures) there is an understanding that the most senior people in the group will speak first even if everyone is sat in a circle. Although circles help to even out status and encourage wider participation than usual, the cultural values may only be very slightly affected by rearranging the furniture. If people feel that the circle is threatening their status in any way, then everyone may feel uneasy, uncertain and reluctant to speak - including the most senior person. In these cases introduce tasks and exercises that require a range of different configurations (other than the whole group circle). Observe the situations and configurations in which people are participating more freely and openly. These are the ones to use more! 4. INTIMIDATION In some groups, relatively shy people can feel intimidated by the whole group circle. Shy people can feel as if they are on stage because everyone else can see them. This feeling can be accentuated if they have no table or desk in front of them. I see this as a sign for some kind of 'pre-work' to help people feel more comfortable sitting in a circle. Exercises that involve lots of short conversations with frequently changing partners help to develop one to one connections throughout the group and help to increase comfort in the whole group. Also when shy participants who wish to speak have a visual aid, such as a picture they have chosen, they can feel more at ease because the rest of the group will tend to divide their attention between the visual aid and the person speaking - rather than having all eyes on the speaker. 5. SIZE MATTERS Circles can be too big or too small. It is usually the case that the more people there are in a circle the more intimidating it can be. But in some situations people find small circles more intimidating - because it can feel too intimate (or even harder to hide) in a small circle - resulting in some individuals feeling even more exposed. This is especially true if the shy person finds themselves in an unfacilitated group in which the dominant person lacks sensitivity. 6. REFLECTIVE SILENCE A circle can represent peace and harmony and high quality listening. In a Quaker circle people make whatever statements they like after a pause for thought following the previous speaker. Whoever chooses to speak does not need to make a connection with what the previous speaker said. This is a particularly reflective kind of circle space because it includes the tradition of pausing for reflection rather than having a busy conversation. But some people are uncomfortable in silences. If using silence (Quaker style or any other style) it can be a more friendly and reflective silence if you first explain something about the value of silence for reflection. 7. THE SPACE IN THE MIDDLE When the circle has no obstructions in the centre (no fire, no table, no projector stand) there is plenty of scope for mixing circle work with games, tasks or performances in the central space. I will often make, or ask groups to make, maps, diagrams, sculptures or storylines in this central space. It is effectively an instant stage or presentation space. Something to watch out for is where there is so much of interest at floor level that all eyes are looking down for a sustained period of time. This is one occasion where it can be better to work at table level so that the objects being moved, or the pictures being talked about are much closer to eye level - making it much easier for people to communicate with each other about whatever is on display. If acceptable, an easier solution is for everyone to sit on the floor with the objects or pictures. There are many reviewing methods that either require (or fit well with) the group circle. I reviewed several of these in my article on Turntaking Methods - which complements the more general observations above about ways in which circles can be used as facilitative frames for reviewing. See: http://reviewing.co.uk/archives/art/11_1.htm The circle is often the basic form to which everything returns - it should feel to participants as if it is their home circle rather than being the facilitator's performance space. If you really want a performance space, change the set-up (or move to a place designed for performance) rather than invade a space with which the group could be developing an increasing affinity and sense of ownership. It is worth investing time and effort in making the circle a place that supports learning and development for each and every individual. Once the circle becomes the home and 'holder' of such values, facilitation becomes a whole lot easier! BEYOND THE CIRCLE: OTHER FRAMES In a paradoxical way, one of the best ways of sustaining reflective work in the circle is to break up the circle from time to time and introduce a variety of reflective activities. These activities might start or finish in the circle but they take place outside the circle in many different ways. In case you are one of the (many) facilitators who likes to do all of their work in a circle, please allow me to give you four more reasons for leaving the circle from time to time. 1. HABITS AND PATTERNS ARE DIFFICULT TO CHANGE Habits and patterns quickly form in a group circle (including your own facilitation style with a particular group). And once these habits and patterns become routine they are difficult to change. If you find it difficult to change how you are facilitating, then imagine how difficult it would be for participants to change the ways in which they are contributing and behaving. 2. EVEN SUPPORTIVE ROUTINES BECOME RESTRICTIVE Even when the group climate appears to support learning and development, it is likely that some of the routines are stifling for some individuals or are locking people into fixed patterns. The more satisfying the routines become the harder they are to change. Both group and individual development is restricted once routines that have served them well in the past have lost their utility and value. Leaving the circle means leaving the routines of the circle and finding another space in which a different kind of learning and development is possible. Breakthroughs beyond the circle can make breakthroughs within the circle more likely to happen when people return. 3. POSITIVE GROUP PRESSURE CAN BE TOO MUCH OF A GOOD THING Peer group pressure can be incredibly strong. And when you are sat in a circle with your peers that pressure will be at maximum strength. Of course, as a facilitator, you will be working hard to make such pressure a positive force. But even positive peer group pressure can be overdone: the individual also needs space to reflect and make choices - away from the intensity of the group circle. 4. THE FIRST RESPONSES TEND TO BE THE LEAST REFLECTIVE I have reached this conclusion through reasoning that the first person to speak in answer to your question has spent less time reflecting on your question (compared to anyone who responds later to the same question). And I have observed that the tone of a discussion tends to be set by the opening responses - before the most reflective people have spoken up. If a typical group setting is dominated by the least reflective people, then some smart facilitation is needed to favour reflective responses - if your intention is to encourage reflection in the group circle. You can try to counter these hindering forces within the group circle, but some kinds of reflection are easier to support by using facilitative frames OUTSIDE the group circle. Some of these are described in the next section. MORE FRAMES FOR FACILITATING REFLECTION These frames are presented in a rough sequence from frames for private reflection through to frames for shared reflection. 1. THINKING Time and space for own thoughts. Internal unstructured reflection. No sharing expected. No input or structure other than the avoidance of distractions and the participant knowing that it is a time reserved for private reflection. Examples: - silence - eyes closed - magic spot - mood music 2. THINKING AND PREPARATION Exactly the same as 'Thinking' except that there is an expectation from the start that participants will be invited to share their thoughts afterwards - perhaps in the group circle. This is one strategy for helping to overcome problem 4 above ('the first response tends to be least reflective') because whoever speaks first (even if it is the usual first speaker) has had time to reflect in some depth before speaking. 3. VIEWING Seeing a visual reminder of the event as a prompt for internal reflection. No sharing expected, but sharing is likely to happen naturally and spontaneously. Examples: - watching a video of the event or performance - viewing photos of the event or performance For more structured reflection you can ask people to choose significant moments to pause the video, or you can ask people to choose a picture. (See 'Choosing and Sharing' below) 4. LISTENING TO OTHER PERSPECTIVES Receiving new data related to the event. Receiving new perspectives or angles. More for listening than responding. Examples: - hearing a verbal report from an observer - hearing responses from other participants - listening to a guided reflection - receiving personal feedback This could be the conclusion of a reviewing session, or it could be followed by sharing responses in a group circle, or there can be an in between stage eg moving from 'Listening' to 'Thinking and Preparation' (see above) before moving back into the group circle. 5. FILLING IN This might take the form of a log book in which each page has a different kind of reflective activity to complete. This semi- structured process is used in a range of settings from Outward Bound, to online and distance learning, to journals used in management development. For example, the Executive Edge Learning Journal(TM) is said to contain everything that participants need to facilitate their own learning processes - activity frontloading, rules and debrief questions. See my review at: http://reviewing.co.uk/reviews/krouwel-ricketts-willis.htm#ai Examples: - completing a sentence, a form, a questionnaire. - filling in diagrams with words - writing answers to questions - completing a logbook or learning journal Such recordings tend to be quite private, so it should be clear from the outset whether such recordings are for the writer's eyes only, or whether they are for sharing. Some more suitable options for sharing follow below. 6. MAKING A SOUVENIR Reflection aided by a creative process starting with a blank page or other 'blank' media. Output for self or for sharing. Examples: - making notes - drawing pictures - drawing diagrams - making models - making music - sculpting ... If the souvenir is for sharing, there are some important choices to make at this point. One disadvantage of going straight into the circle for sharing at this point is that it can be a predictable and superficial routine - the more so the larger the circle. The alternative described below is more varied, goes deeper, generates more interesting group dynamics and takes about the same time. One alternative is to share souvenirs in 2s or 3s and invite people to leave all souvenirs on display during the break. After the break ask if anyone has questions about any souvenir that they would like to ask in the group circle. This can result in one or two people being invited to present their souvenir to the whole group. This alternative allows everyone to share their souvenir in some depth with one or two others while also allowing a chosen few to re-present their souvenir to the whole group. 7. CHOOSING AND SHARING For some basic choices about sharing see the comments above about sharing the souvenir. Examples: - choosing a word or phrase - choosing a picture - choosing an object - choosing a point on a scale or diagram - choosing a place on a metaphor map or flow chart - choosing a question to answer 8. REFLECTING IN SMALL GROUPS The facilitative frames presented so far in this section are primarily for individuals to collect and explore their thoughts on their own before sharing them with others in pairs, in small groups, or in the larger group circle. But with a few tweaks, most of the above processes can be initiated in 2s or 3s, so that a higher proportion of reflection time is interpersonal. For example, pairs or small groups can: - answer a question together - choose a picture together - find an object together - make a picture, map or model together - making music or percussion together. For an example see: http://reviewing.co.uk/research/ivw9.htm#m8 These kinds of reflecting together are a half-way house between reflecting in the group circle and reflecting alone. But do not think of this 'half-way house' as a poor compromise in which participants would really prefer to be reflecting on their own or reflecting in the larger group. Although facilitators might like to think that the most significant kind of reflection happens in a facilitated group, there is plenty of evidence to show that significant reflection also happens privately and in small unfacilitated groups. (This is one kind of 'remote facilitation' which is scheduled for a later issue of Active Reviewing Tips.) 9. CONVERSATION, DIALOGUE, DISCUSSION Participating in a live, fluid, dynamic, responsive and reflective way - mutually generated in the moment, interweaving, reinterpreting, co-creating, negotiating, exploring, learning, developing. Examples: - participating in a learning conversation with one or two others or in a whole group discussion. - ditto, enhanced by using visual aids to enrich discussion. - ditto, enhanced by using space and movement in special ways to aid discussion. So we are now back in the whole group circle facilitating a wonderful discussion. Some facilitators reach this point entirely within the group circle. They are talented and I admire them. I hope this article has helped you to appreciate the value of other frames and how these can support circle work. I hope you will discover how moving between these various facilitative frames can be even more effective for supporting experience-based learning. WHAT! NO LEARNING CYCLE? Most writers about experiential learning tend to present a sequence or cycle as the primary frame through which to understand and facilitate experiential learning. From within this frame, the main focus of the facilitator is 'What kind of question shall I ask next?'. But, as I argue in my writings about the Joker, there is nothing special or magical or theoretically superior about any particular sequence for learning. Cycles are weak frames on which to build a successful facilitation strategy. I think it is valuable to keep a range of different kinds of facilitative frames in mind (including learning cycles, group circles and other frames described above) and to use these to construct your own strategies. If every way of seeing is also a way of not seeing, then every facilitative frame is facilitative in some ways and unfacilitative in others - so use more than one! And if you have a favourite frame that is not included above, please write to roger@reviewing.co.uk and (if you like) I will include your frame in the next issue. |
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~ ACTIVE LEARNING MANUAL: HOW
TO SAVE MONEY WITH A CAMERA
The Active Learning Manual is a pilot project using video todemonstrate 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 I am interested in making or collecting further short videos of a similar quality add to the Active Learning Manual collection. If you already have (or wish to make) suitable videos please write to me at: roger@reviewing.co.uk |
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~ ACTIVE LEARNING BOOKSHOP Roger's Active Learning Bookshop has raised £1,776 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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~ ARCHIVES: Reviewing for What? Reviewing for All Reviewing for Development Reviewing for Different Ages Reviewing for Fun Reviewing for Leaders Reviewing for Newcomers Reviewing for Peace and Conflict Resolution Reviewing for Results Reviewing for Starters Reviewing for Teams You can readily access the Reviewing for ... series from the Archives Index at: http://reviewing.co.uk/ezine1/art001.htm And if you would like to suggest a further title for this series please write to: roger@reviewing.co.uk |
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~ EVENTS: Reviewing and Facilitation Skills Training 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. Workshops that I am providing are marked (RST) for 'Reviewing Skills Training'. 5-6 March, 2011 Annual Festival of Outdoor Learning An extensive and varied programme of workshops for anyone working in the outdoors - including 2 workshops with Roger Greenaway Hollowford Centre, Castleton, Derbyshire enquiries@hollowford org http://www.hollowford.org 15-16th March 2011 (RST) Active Reviewing the key role that reviewing plays in Outdoor Learning with Roger Greenaway, Reviewing Skills Training The Wembworthy Centre, Chulmleigh, Mid-Devon More details: Phil Berry, IOL South West 17th March 2011 Enhancing Learning Power introducing ELLI and the Learning Power Dimensions Wallacespace, London Explore potential applications of Learning Power in your learning design and delivery, in order to improve the effectiveness and business results of individuals, teams and organisations you work with. http://rsvpdesign.co.uk 17-18 March, 2011 Facilitation Fundamentals Your next opportunity to attend our two day training workshop. Freshen up your facilitation skills, increase your confidence and leave with a host of tools and techniques to get the most out of meetings & events. http://www.facilitatethis.co.uk 25th March 2011 METALOG® training tools Workshop Harrogate METALOG® training tools are multifaceted interaction activities and learning projects for indoor and outdoor use http://www.metalogtools.co.uk/en_gb/workshops/ 26 March - 1 April, 2011 The Reflective Leader Educational Improvement and Development Polopos, Contraviesa, Andalucia, Spain Unique fully EU funded (Comenius and Grundtvig) CPD opportunity for teachers, headteachers, QIO’s, lecturers at all stages/ages of education. http://ec.europa.eu/education/trainingdatabase/search.cfm UK-2010-1141-002 24 - 26 April, 2011: EEE Preconference 27 April - 1 May, 2011: EEE Conference Experiential Educators Europe 15th EEEurope annual conference Debeli rtic peninsula, Slovenia http://www.eeeurope.org 12th May, 2011 (RST) Reviewing Outdoor Experiences Aviemore with Roger Greenaway, Reviewing Skills Training hosted by Alan Smith, John Muir Award http://www.jmt.org/jmaward-training-events.asp 13-14 June 2011 (RST) Luohu, Shenzhen, China How to Facilitate Learning from Experience and make your Debriefing more Dynamic and Effective with Roger Greenaway, Reviewing Skills Training http://www.sino-associates.com 15-16 June 2011 (RST) Luohu, Shenzhen, China How to Transfer Learning and give your Training Lasting Impact with Roger Greenaway, Reviewing Skills Training http://www.sino-associates.com HOT NEWS For the latest listing of open workshops provided by Roger Greenaway check this page: http://reviewing.co.uk/_news.htm MADE FOR YOU If you would like to host an open event or arrange for a customised in-house programme please get in touch by writing to: <roger@reviewing.co.uk> OFF THE SHELF View the sample training workshops at http://reviewing.co.uk/trainingworkshops.htm I do not charge any extra for customised programmes because customising is such a significant success factor. |
| ~ 8 ~ PREVIOUS AND NEXT ISSUE OF ACTIVE REVIEWING
TIPS PREVIOUS ISSUE What do Facilitators do? is now at: http://digbig.com/5bdkjh Thank you to my New York Team Building fan for enthusing about the last issue on Facebook: 'Blown away - a must read!' NEXT ISSUE: REAL REVIEWING Tips for preventing and overcoming a common problem - when responses are glib, superficial, repetitive, cliched, dull ... Plus some tips about thriving in situations where something more urgent or more real sweeps aside your careful preparations. Please feel welcome to contribute your own ideas and experiences on the theme of 'real reviewing'. Write to roger@reviewing.co.uk now if you would like your thoughts included in the next issue - or wait to be inspired and write in afterwards for the following issue. FUTURE ISSUES Future issues will include: DESIGNING A REVIEWING STRATEGY for a whole programme REMOTE REVIEWING - when the facilitator is at least one remove from the 'reviewing action' QUESTIONS FOR REVIEWING - will be taking a fresh look at the art of questioning for facilitators. REVIEWING IN DIFFERENT CULTURES - a little like the multi- authored article on Reviewing with Different Ages, I am hoping to share my own experiences AND find readers who would like to become writers and contributors. FACILITATION FRAMES - part two. Please let me know what you would like to see in a future issue of Active Reviewing Tips. Or perhaps you have an article or paragraph or tip you would like to submit? |
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~ WHAT'S NEW IN THE GUIDE TO ACTIVE REVIEWING REFLECTION BEFORE ACTION is a new, improved and retitled version of 'Reviewing for Starters' which you can now find at: http://reviewing.co.uk/articles/Reflection-Before-Action.pdf |
| ~ 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 ARCHIVES: http://reviewing.co.uk/archives/index.htm The Active Reviewing Guide is at <a href="http://reviewing.co.uk/">http://reviewing.co.uk</a> "Your site is a 'goldmine' for lots (and lots) of people. Thanks from all of us!" Chris Cavert COPYRIGHT: Roger Greenaway 2011 Reviewing Skills Training |
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