Instructional-Design-Toolkit
Uploaded by
lamathjabinpsyInstructional-Design-Toolkit
Uploaded by
lamathjabinpsyIn partnership with pravah
and vyaktitva
Instructional Design
and Facilitation
Manual
CONTENTS 1
2
From Trainer to Navigator
The ADDIE Model — Big Picture
Pg 10
Pg 12
Acknowledgement Pg 04
2.1 Analysis Pg 16
About Breakthrough and Pravah and Vyaktitva Pg 05 Learning Gap Analysis
Audience Analysis
Introduction to the Resource Guide Pg 06 Writing Learning Objectives
A Story to Start Our Interaction Pg 08
2.2 Design Pg 36
Content Analysis & Structuring
The essential ground rule before we set Pg 09 Workshop Outline/Design
to skill-build through this manual Session Design
2.3 Development Pg 49
Developing Material
2.4 Implementation Pg 51
IGNITE
2.5 Evaluation Pg 56
Evaluation Myths
Levels of Evaluative Training
2 Methodology Toolkit // Instructional Design and Facilitation Manual
Acknowledgments About About Oxfam The global Edutainment partnership for social change
has consistently added value to existing experiences. It
does not seek to replace national in-country initiatives,
Pravah and Vyaktitva Team: The conceptual framework and the models have been developed
Breakthrough Novib but complement and strengthen them.
by Vyaktitva and Pravah and are part of the core training called ‘Big Ticket’ offered by these Global collaboration creates space for debate and
organisations across the country for the last 17 years. Breakthrough is an innovative, high-impact, In 2010, Oxfam Novib, Puntos de Encuentro, learning and provides economies of scale, a global
international human rights organisation using Breakthrough, the Soul City Institute of Health and network to address common issues, coherence of
education, media, and popular culture to transform Development communication and The Communication approach, and opportunities to share and exchange
Content creation Pauline Gomes, Ritikaa Khunnah, Sunita Menon attitudes as well as advance equality, justice and Initiative formed a global partnership in social ideas and information
and Urvashi Gandhi dignity. We currently work in India and the United communication and Edutainment which aims to scale
States, the world’s two largest democracies, on several up Edutainment strategies.
Content review Ashraf Patel, Ishani Sen and Sunita Menon issues including violence against women, sexuality,
Production coordinator Pauline Gomes
HIV and AIDS, racial justice and immigrant rights.
Breakthrough has been systematising its
Many civil society organizations supported by Oxfam
Novib have indicated they want to explore the
potential of Edutainment to achieve their goals.The
About Pravah
Field testing and inputs Ishani Sen, Ritikaa Khunnah, Sunita Menon
and Urvashi Gandhi
organisational learning around the issue of gender,
sexuality and violence against women to expand
global Edutainment partnership is keen to invest in
global learning on Edutainment. It aims to make new
and Vyaktitva
its human rights work. It has also been developing media accessible to mass audiences, in order to foster
Copy-editor Asha Verghese various tools with issue focus, insights on campaign social change, strengthen alliances and build social Set up in 1993 in New Delhi, Pravah (NGO) works to
methodology and case studies, which are rights based, movements. build youth leadership for social change, through a
Administrative participatory as well as uses popular culture, arts, range of innovative programmes with adolescents and
assistance and support Harsh Vardhan media and technology. The expert Edutainment organizations (Puntos de young people. It also trains teachers and promotes
Encuentro, Breakthrough, the Soul City Institute) share youth-led initiatives, incubates youth organisations
Design Tenzin Yeshi and Simrat Singh Breakthrough has felt the need to develop their knowledge, tools and strategies with civil society and partners with other organisations to advocate
standardised instructional design with basic facilitation organizations in 11 countries: Afghanistan, Pakistan, and build capacities towards youth-centric leadership
skills so that its partners and stakeholders can use Bangladesh, Vietnam, Egypt, Niger, Nigeria, Sudan, development. For more, visit www.pravah.org.
these tools effectively.This manual is being designed Somalia, Mali, and Rwanda.The Communication
as part of this endeavour, in partnership with Pravah Initiative will support the linking and learning Vyaktitva is a people’s performance consulting firm. It
and Vyaktitva, and seeks to build design and facilitation component through their EE online platform (www. provides advisory services in organisational capability
capacities of internal facilitators/partner organisations. comminit.com). building to corporate entities and others since 1997.
The manual is based on the conceptual framework and For more, visit www.vyaktitva.net. Instructional design
the model developed by these two organisations and The purpose of the global partnership is to help develop concepts form part of a core training/intervention
is set in Breakthrough’s own context of gender training. high quality, tailor-made edutainment strategies in offered by these organisations across the country for
combination with community mobilization strategies. the last 17 years called the ‘Big Ticket’ programme.
4 Methodology Toolkit // Instructional Design and Facilitation Manual
Introduction
Learning Objectives How to Navigate Directing the
of the Manual through This Manual learning curve
to the After completing the manual, the This toolkit is designed for Concepts Details the input
reader will be able to; facilitators with some experience concepts of instructional
of working on gender issues design and facilitation
Resource
1 Describe the role of instructional with Breakthrough and/or partner
design in enhancing performance organisations and seeks to build Applying Concepts
and identifying learning needs their skills in designing and Illustrates the concepts by
linked to goals. facilitating workshops/sessions/ sharing examples through
Guide
2 Explain the process of creating training programmes.This manual filled-in templates from the
and delivering a training module. has been designed to give such context of Breakthrough
3 Perform audience and task facilitators comprehensive and
analysis. easy-to-understand information on Own Project Template
4 Write effective learning objectives. the art and science of instructional Enables you to apply to
5 Analyse content, develop lesson design and facilitation skills. your project and thus build
Instructional design is the science that links a training blocks and develop course maps. your instructional design and
6 Design workshops and sessions Each section of the manual facilitation skills
programme to real learning needs and thereby enhances using adult learning principles. comprises concepts, example
performance. Instructional design is defined as “a systematic 7 Describe effective facilitation templates, own project templates Summary Recaps the
behaviour for speaking/ and a summary of the section. section for you at a glance
process that is employed to develop education and training influencing, listening and
programs in a consistent and reliable fashion” (Reiser & responding.
Dempsey, 2007).
6 Methodology Toolkit // Instructional Design and Facilitation Manual
A Story to A professor decided to study Zen philosophy. He
therefore began learning about Zen in his own academic
way and soon had some command over it. He read
All this time, the master was silent. He began pouring
the tea into a cup.The professor continued talking.The
cup was full, and soon the tea began spilling out of the
The essential Ground Rule 1
Empty your cup.
Ground Rule 2
The more you give in,
Ground Rule 3
Get uncomfortable.
Start Our numerous books, surfaced web sites and attended many
conferences. He presented a paper on Zen philosophy in
cup and then on to the table.The master continued to
pour the tea, but the professor did not notice. He kept on
ground rule As you are all trainers with
the more will you get
out of it. We believe real experiential learning
Interaction before we set
a conference for which he received much acclaim. At the talking. Finally, the tea fell on his lap and almost scalded considerable experience, you comes from taking risks, challenging
end of the conference, only one wizened and old man him. He shouted and said “Master, can’t you see the would already be familiar with great This is your journey of learning from ourselves and getting out of our
remained.The professor asked him how he had liked his cup is full and spilling over?”The master in his calm ways of designing and facilitating this manual on instructional design comfort zones because as GB
paper. “Nice”,the old man replied, “but if you really want
to master Zen philosophy, you have to meet the Zen
voice replied, “Just like you, professor. You are so full
of yourself that anything that I pour will spill out. So go to skill-build trainings.Though we value this
experience, we do not want it to
and facilitation tools and applying
them to real-life situations. We have
Shaw said, “Progress is made by
discontented people”.
through this
master and learn from him”. back, empty your cup and then we can talk about Zen”. come in the way of new learning. mapped possible routes, but the
We therefore invite you (though we more you practice and give in, the
The professor then decided to climb a mountain and are not Masters) to ‘empty your cup’ more will you get out of it.
meet the Zen master who lived in a small hut at the
top. He reached the hut by four o’clock in the afternoon.
The Zen master greeted him and offered him tea.The
manual before beginning to train. We will be
looking at radically different ways
of learning and teaching through
professor accepted the offer and sat on a chair near this manual. In order to get the
the table.The Zen master was silent, as he was going maximum learning, you will need to
through the traditional ritual of making tea. However, be open to a considerable amount of
unable to handle the silence, the professor began talking unlearning.
about his purpose of visiting the master. Full of his own
thoughts on Zen, during the monologue, the professor
talked about his own mastery over the subject.
8 Methodology Toolkit // Instructional Design and Facilitation Manual
1 FROM TRAINER
TO NAVIGATOR
Organisational Perspective
Remove any issues or roadblocks to performance
from the perspective of people’s competence.
Hence, it is critical to identify the exact learning
gap and provide a learning solution.
Learners’ Perspective
Correct identification of learning gap
Are we pursuing the right kind of training?
Distinguishing between:
‘Must have’ training
Summary
The partnership of stakeholders is critical.
In the new world, stakeholders, including
learners, expect much more from the trainer.
Therefore, the new paradigm is to look at
Further, we should focus this training solution ’Added value’ training training more as navigation.
on those 20%, which cause 80% of our problems, ’Nice-to-have’ training
“A good teacher never strives to explain his vision. rather than on the outliers. Meeting the heightened expectations of learners
Training as grease for the wheels of organisational Keeping the learners involved
He simply invites you to stand beside him and see
change: It is critical to understand the sector and Enabling classroom learning to be transferred
what he’s seeing.” its context. to real life and own community
— J . K rishnamurthy
Give me a lever long enough...and
single-handed I can move the world. Funder Perspective The following figure will further illustrate why this balance
Learning is becoming an important strategic tool for is shifting from the trainer to the navigator paradigm:
— A rchimedes
organisations. Long-term performance has been linked to The resources used need to be optimally utilized
to achieve the set goal. Tilting the Balance
It’s a complex world. We need to learning in many studies. A learning organisation puts learning The training should lead to sustainable change in
learn how to deal with Complexity, as a priority for good and consistent achievement. the community/organisation. Training for knowledge vs Training for action/
so that we can create our future Training should at the least use some innovative performance
instead of reacting to the present. practices. Instructor-led vs Learner-led
However, who is responsible for the learning in a learning
— from P eter S enge ’ s Knowledge Expert/ vs Learning facilitator
organisation? In this kind of organisation, the trainer sets a
T he F ifth D iscipline
Community Perspective Information Downloader
context in which the learner can take ownership of the learning.
Content vs Process
Personal mastery is core. The S/he acts more like a navigator of the learning journey in which The quality of services or programmes offered
changes required ahead are not only need to improve after the training. Learning by telling vs Learning by doing
the learner is the captain.
in our organisations [communities] The training needs to lead in increasing the Learner as passive vs Learner as
but in ourselves as well. capacity/skills/knowledge/resources of the acceptor of knowledge constructor and
In this paradigm, the stakeholders, including learners, expect community. owner of knowledge
— from P eter S enge ’ s
T he F ifth D iscipline much more from the trainer. Let’s look at the expectations of
the stakeholders.
10 Methodology Toolkit // Instructional Design and Facilitation Manual
2 ADDIE Model
Most people feel that a trainer needs to be a charismatic speaker.
However, according to us, it is the programme design that needs
During the Analysis phase, we define and
develop as clear an understanding of the
audience’s needs, constraints, existing
knowledge, analysis of task at hand and the
desired outcome of the training that we can.
The ID Process – The ADDIE Model
Analysing & Defining
Learning Gap/Opportunity
The Design phase endeavours to identify the
to be charismatic. Even an average speaker can deliver a great topic content, key teaching points, participation
WHY & WHO?
programme if it is well designed. If you design the training well tools and methods, learner exercises and Audience analysis
assessment criteria that are to be used. ask analysis
and prepare for it in advance, facilitation becomes only a small
Writing learning objectives
part of the big picture. The Development phase creates and begins
production of the learning materials to be used
This process will help you create a vision for your training in the training.
programme and a structured plan for achieving it. When there Evaluating the Intervention Designing Learning Solutions
Implementation delivers the material by
is a vision, the tasks towards achieving it are completed with actually facilitating and/or delivering the
HOW WAS IT? WHAT & HOW?
passion and quality. We will use a well-known instructional developed plan to the intended learning group Pre- and post-needle change
Adult Learning Content structuring
or audience. check Workshop and session design
design process that has five steps. This process has been Assessment of feedback and
Principles
Strategic choice of
called ADDIE, using the first letter of each step. Most of the The Evaluation phase assesses the impact participation tools
current instructional design models that you will find in today’s effectiveness of the topic content and training
workplace are variations or spin-offs of the original ADDIE model. materials utilized in the training programme
and makes necessary improvements for the
next implementation or presentation.
The ADDIE framework consists of five phases — Analysis, Design, Implementing Learning Developing Courseware
Development, Implementation, and Evaluation — and together In the coming chapters, we will examine each Solutions WHAT EX ACTLY TO PUT IN?
phase in detail. HOW TO ROLL IT OUT?
they represent a dynamic, flexible guideline for building effective Developing presentation
Facilitation process slides and handouts;
training and performance support tools.
Building buy-in of learner preparing examples, case
Inspiring audience towards studies, and role plays
change
Ensuring real-world connect
12 Methodology Toolkit // Instructional Design and Facilitation Manual
Adult 1 Make the learner responsible for his learning. 4 Take people from what they know to what they
don’t know.
8 Involve the learner in the learning process,
making it a two-way communication.
Learning When the trainer is the one in charge, a learner can
feel out of control, anxious and afraid of what’s
to come.The trainer assumes responsibility for
People come to the training with some structures
in their minds.They try to connect new inputs to the
It is important to involve the other person in the
learning experience.The higher the participation
Principles the learner’s goals. However, shouldn’t we be
transferring that responsibility to the learner, for after
structures they recognise.Therefore, take people
away from what they know to what they don’t know.
the better is the understanding, and therefore the
better is the learning. Hence, design your session in
all, they are the learners’ learning goals? This transfer a way that encourages learners to get involved in the
Central to the ADDIE model are the Adult of control and responsibility to the learner is the key 5 Use peer learning — teams learn better than learning activity.
Learning Principles or what we call the 10 to moving from a Trainer to a Navigator paradigm. individuals.
Commandments of Accelerated Learning. To 9 Invoke feelings, as learning is enhanced by
support adults in any learning environment, 2 Introduce challenge in learning to draw learners Learning from peers is both faster and easier. engaging emotions.
some specific principles need to be fore out of their comfort zones. Competing in teams enhances performance as
individuals feel inspired to learn from each other to Engaging and connecting with learners’ emotions in
grounded, which will exponentially increase the
We are creatures of habit. We find it very difficult to achieve their collective goal. an integral part of a trainer’s role.Therefore, invoking
impact of the training. We outline these upfront
get out of our comfort zones. However, the greatest feelings does enhance learning. The steps of ADDIE give us the science of designing Summary
so that we remember them, as we proceed with learning comes when we challenge our patterns 6 Learning happens best by doing. our programme, while the 10 Commandments provide
the steps of the ADDIE model. and move out of these comfort zones.Therefore, 10 Learning is a process, not an event. us with the art. Instructional Design is a combination of What is the ADDIE model?
you will need to make learners uncomfortable and Learning comes from creating and not from mere science and art. It can never be followed in a formulaic What are the 10 Adult learning principles/10
change some of their habits through the training passive acceptance. If you allow the learner to make way. Each designer adds her/his own touch and Commandments of Accelerated learning?
programme. choices and take ownership, it can drastically reduce interpretation. Instructional design is both a science and an art.
the learning time.
Learning = Change in behaviour.
7 Build a win-win, fun, informal atmosphere during
3 Learners need to keep the big picture in mind all learning.
the time.
An informal, win-win atmosphere keeps the learner
The big picture provides a framework for learning. It engaged in the processes and inspires her/him to
allows learners to distance themselves ever so often learn without it seeming like a big task. Fun needs
and look ahead. For example, in a dense jungle, the to be an integral part of the methodologies used
guide climbs a tree for direction finding and also in training; the fun element has proved to be really
provides the rationale for meaningful small actions. effective over the years.
Therefore, it is essential to ensure that all are aligned
to the big picture.
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2.1
Analysis Learning Gap Analysis
We often tend to provide a solution that we have rather
Let’s identify the process flow in diagnosing the
learning gap:
First, identify the problem that has called for this
4 Case Study: Government Senior
Secondary School
School Management Committee:
It comprises 14 members, including the principal,
vice principal, 4 senior teachers, 4 parents, 1
completion of syllabus. Some enjoy teaching, while
others feel settled in their government jobs. As
they believe discipline is important, they consider
Analysis is one on the most critical than one that is needed.This is because we are more training solution. A government high school located in Gumla, panchayat leader from the community, 1 education corporal punishment to be okay, especially for
phases in the ADDIE framework. This comfortable in dealing with a problem we know rather Next, collect all the data on the symptoms that are Jharkhand is affiliated to the state board and offers expert, 1 anganwadi worker and 1 ANM (auxiliary senior boys.They like the fact that the students in
than one that we don’t know. pointing to the problem (how do you know that there education up to senior secondary level (class XII). It nurse).The committee generally abides by what the this school perform better in academics than other
step helps you analyse the task at is a problem?) and its possible causes. caters to students from a lower income background principal and teachers decide; parents usually don’t public schools in the area.They don’t want to get
hand. It facilitates you to gather all A similar approach is often used in addressing issues Then, interview everybody (all stakeholders) related and the school building is quite old. have a voice except doing their bit to support the into personal issues and want to be as objective and
necessary information about your that arise from a community/institution. People tend to the issue and get their views. school to be able to give a good education to their outside of the system as possible (apne kaam se
to give a solution that they are most comfortable Now, analyse the data and the collected views of the The school runs in two shifts. While the morning children. Sometimes, as the community leaders are kaam rakhna hai).
learners and enables you to articulate with implementing. As facilitators/trainers, we may people. shift is for girls, the afternoon shift is for boys.There politically motivated, they try and influence the kind
your learning objectives for the suggest training as a solution for any sexual assault/ Next, identify the people-related root causes. is a half an hour gap between the two shifts. of education provided in the school. Profile of Students:
programme. In short, it provides all the harassment-related incident in an institution. However, Now, decide where you want to reach, i.e., the desired In each class, there are two sections. While there
we need to recognise that the gender discrimination/ stage. History: Principal: are 20 students in primary classes, there are 15 to
answers to the questions of the WHO sexual harassment (SH) problems that arise in Finally, you can define the gap between the existing The school was founded in 1951 to impart quality He is 57 years old and has 33 years of teaching 20 students in middle and senior school. Both the
and WHY of the learning programme. institutions/communities are multidimensional and and the desired stage.This will give you the learning education to girls and boys, who do not have easy experience. He is looking forward to his retirement. male and female students are from lower income
sometimes their solutions lie beyond training.These gap. access to education. It has tried hard to keep its He is very conscious of the school’s image and backgrounds.There is considerable pressure on
may not have set solutions even though the problems pass percentage above 85% for the last few years. its academic record. He strives to maintain its them to do additional work besides studies (such as
This chapter will equip you with three critical may look similar. Applying Concepts Most of the teachers have been with the school for academic record though the infrastructure has for boys to help their fathers in outside work/girls
analytical skills: To build your skill of diagnosing the learning gap, as a long time. However, the infrastructure has not suffered over the years. However, as he also realises to help in household work/to take care of younger
The learning gap analysis helps you improve a an illustration, we have written a case study using the improved considerably over the years. While the that this is the reality of government schools, he siblings).They want more facilities in the school,
1 Learning Gap Analysis learner’s performance instead of merely delivering a Learning Gap Analysis template. Sarva Shiksha Abhiyaan brought in some money feels he cannot do much about it. such as computers. As boys enjoy sports, they play
training module. It also helps you place your training and facilities, it has been difficult to maintain the kho-kho, cricket and gilli-danda.
2 Audience Analysis in the larger context of institutional/organisation school’s infrastructure on these budgets. Vice Principal:
development. He has 15 years of teaching experience and is a Profile of Parents:
3 Writing Learning Objectives Key Stakeholders for School Development: good administrator; he generally wants to maintain As they are largely from a lower income
Director, State Project, Sarva Shiksha Abhiyaan: He the status quo. background, they are mostly preoccupied in earning
is responsible for all state schools in the area. He is their living and thereby meeting their basic needs.
a progressive man who wants to make the all-round Profile of Teachers: They feel good that they can send their children
development of children a reality. He works closely There are 30 teachers, mostly female. However, there to school, but are more concerned with their sons’
with the block development officers to ensure the are male teachers for sports, math and science. Most education rather than that of their daughters’. With
block’s growth in three education initiatives. of the teachers have a middle-class background and regard to their daughters, the parents’ major concern
have been in government service for years. Most is their safety and security.They are generally open
of them come regularly to school because the vice to tuitions as additional support for their children’s
principal is strict about attendance and the timely education, as they cannot teach children themselves.
16 Methodology Toolkit // Instructional Design and Facilitation Manual
Next, you speak on this issue with a female teacher, the school can ensure the safety and security of our
The Problem:
GRAPH A Enrolment of girls from primary to
middle to senior school
G R A PH C Sexual Harassment complaints
The Project who also plays the role of counsellor in the school: girls, I will be happy to send them, but otherwise we
The school has been able to attract both male and I have been hearing of such incidents in undertones. have no time. We have to work day and night to make
Primary Middle Senior
female students from the area. While the student The State Project Director of Education, Sarva Let me come straight to the point. Nobody wants our ends meet; these things add to our pressures.
strength and 85% pass marks are well appreciated Shiksha Abhiyaan, has heard of this issue and the to acknowledge that girls are being teased and that
by the community, girl students dropping out from problem, which is getting quite visible now. He boys are indulging in some sexually inappropriate Then, you also meet his daughter, to find out what
middle school upwards is the main problem that has invited you, a facilitator from an NGO working behaviour. As female teachers are themselves she has to say:
the community is now facing. As a result, there on gender and sexual rights with adolescents and scared of the senior boys, they avoid confrontation, Boys hang out outside school when our shift ends.
are hardly any girls till the 10th and 12th classes. 2007-08 2008-09 2009-10 2010-11
adults, to conduct training workshops in the school which leaves female students without much of a Though all the teachers and the principal see this,
Earlier, the teachers and the school administration with the teachers. You talk to several people to choice.There are no systems and mechanisms to they don’t say anything to them.They say this is
did not pay much attention to this, considering it to understand the situation. Given below are some address this. I myself feel very ill-equipped, so I am something that happens outside the school. Boys
be a parents’/girls’ problem. But now with parents excerpts from the interviews: happy that you are here. Hopefully, something will can do anything and get away with it. What can I do
complaining of the safety of the girls, this has also Incidents where girls felt annoyed and harassed happen. When one of the teachers tried to talk to a as a girl? You tell me…if anything happens, we will
begun impacting the primary classes, as there are When the morning shift ends, girls have You first meet the principal to understand his boy’s parent, she got into a conflict. Subsequently, be blamed for it and anyway once our parents find
no senior girls around who can accompany/guide complained that boys rush in from the gates as the perspective: she withdrew, and ever since, she has been silent. out, they will not listen to us; they will simply stop
the juniors. 2007-08 2008-09 2009-10 2010-11 girls go out, touching them in the process, which You: Hello Sir! I am from ‘Walking Together’ non- sending us to school.Therefore, in the long run it is
makes them uncomfortable. No action was taken; government organisation. I was briefed by the Then, you speak to one of the male teachers to get better that we keep quiet and continue coming to
the teachers merely asked the girls to be careful Director-Education on the situation of girls dropping his perspective on the issue: school for as long as possible.
The problem is manifested as: while leaving the school if they wished to avoid out from middle school and the increase in SH See madam, boys will be boys? How much can you
Graph A: Enrolment of girls from primary to such incidents. complaints. I have come to understand things better control? They anyways get beaten up for discipline Finally, you talk to the director education, after
middle to senior school has been falling over the A girl student stopped coming to school because and to see how we can work together. issues. You can beat them up for this as well. having collected information from various people
years. GRAPH B Average attendance of boys and girls her friend said that she felt very embarrassed at her Principal: Sure! I am open to any intervention, but Anyway, I don’t think anything serious happens and hearing many viewpoints:
Class 4th Class 5th Class 6th name being linked to another boy on the classroom you see these are issues beyond our control.There within the school. Girls are dropping out because Director-Education-SSA: Many such incidents of girls
Graph B: Attendance records: Many girls are door. However, the principal was not ready to are no time gaps between the girls’ and boys’ shifts their parents are not interested in educating their facing harassment and sexual remarks are coming
absent from classes 6 onwards, while the acknowledge that this incident could have led to the as well as no separate toilets for girls. Parents daughters. Girls who ask for it get it; later they to light in public schools. As this government senior
attendance of boys is constant girl dropping out of school. He called the parents have been complaining about this. I have sent complain if the relationship goes bad.This is all secondary school has performed well academically,
once to enquire about this matter, but did not bother the required applications but you know how our due to the influence of TV.Television is the biggest please focus on this aspect. We want girls to learn
Incidents of parents not wanting to send their to pursue it when the parents did not turn up. government works…I work hard with teachers and menace. We should ban watching TV. to deal with such situations, so that good quality
daughters to school after attaining puberty Boys have been found to bring adult magazines students to secure good academic results. You see it education can be accessed by both the girls and
in their bags and to stick some pictures under is not easy, as parents also come from communities Next, you decide to go and speak to one parent, boys of the area.
Graph C: Complaints by girls/parents of increasing the desk. Many times, the girls have not reported that are really deprived. As girls get married young who is part of the school management committee: As you all have worked extensively with other
SH incidents. this to their teachers, as they are embarrassed here, parents have to also spend on their marriages. See, Madam, I think the school did try but girls are schools, you are experienced in working with many
and feel uncomfortable. A few times when this As a result, the parents feel, “Why should a girl feeling insecure.Therefore, something needs to be groups.Therefore, I will give you access to the
was reported, boys were given strict warnings; study beyond primary school? What will she do even done. We can’t send our girls to a school where they school and its teachers for conducting training/
Boys Girls they were also told that any boy caught with such if she is educated?”They feel that sending their girls are not safe. We are answerable to our community workshops – whatever you think is appropriate to
material would be given strict punishment to primary classes is an achievement in itself. and also have to think of their marriage. As long as address this issue.
18 Methodology Toolkit // Instructional Design and Facilitation Manual
Applying
Concepts
The Exercise Method/System People Issues
� No adequate complaint mechanism in schools to � Teachers and school admin feeling ill equipped and uncomfortable in dealing
What is the real issue/learning gap within the school? The given template helps to collect your thoughts and capture your prevent/deal with sexual harassment with the issue
� Teachers not interested in student learning/ � Teachers/school admin not acknowledging the issue
reflections and clarify your reasoning before arriving at the learning gap. growth; consider academic results as their job � Teachers avoiding challenging the status quo
� Corporal punishment in school � Inability to see the connection between academics/education, gender, and
Learning Gap analysis template � System allows school to get away from dealing economics
with SH � Unaware of the long-term impact on girls of SH
S. No. Step Description � Places responsibility on girls rather than school/ � Teachers/school admin/parents wanting to shirk their responsibilities
institution � Understanding the power and influence in a patriarchal society Problem/Issue
1 Stating the problem/issue Adolescent girls dropping out of the government high school in Gumla, Jharkhand � Adolescent girls dropping out of the
government senior secondary school
in Jharkhand
2 Data on some symptoms of the problem, such as � Fall in the enrolment of girls from 2007 to 2011 in middle and senior school, while that of the boys is increasing Infrastructure * Context/Culture
attendance rate drop, conversion ratio to programmes, � Attendance of girls falling from class 4 to class 6, while that of the boys remains constant � No separate toilets for girls in school � Morality around sexuality
feedback score and incidents � SH complaints have increased drastically from 2007 to now (2011) � Need for facilities to be improved for quality � Differential value of education for boys and girls
� Incidents of SH that have been reported academics � Marriage being the prime focus for girls
3 Recording impressions of different stakeholders about possible causes (supported by data wherever possible)
4 Voice of the principal � There are infrastructural issues, such as no separate toilets for girls.
8 Identify the people-related root cause � Teachers and school admin feeling ill equipped and uncomfortable in dealing with the issue
� As parents are from low income backgrounds, they consider schooling as an unnecessary economic burden. How
� Teachers/school admin not acknowledging the issue
does it add value to a girl’s marriage, which is their primary aim?
� Inability to see the connection between academics/education, gender, and economics
� I am concerned about the academic reputation of school.
� Unaware of the longterm impact on girls of SH
5 Voice of teachers � Nobody wants to acknowledge the problem. � Teachers not sensitised to the genderbased power and influence processes in a patriarchal society
� As female teachers are themselves scared of senior boys, they avoid confrontation. � Teachers/school admin/parents wanting to shirk their responsibilities; unwilling to challenge the status quo created
� There are no systems and mechanisms to address the problem. � Blaming the girl
� They feel very ill equipped to deal with cases of SH. 9 What is the desired state of the abilities of the audience? � The audience for the training intervention comprises teachers. They need to be able to:
� They avoid challenging the status quo. When a teacher talked to a parent, a conflict ensued, and she had to � Stem the dropout rate of adolescent girls.
withdraw; it was felt that boys would be boys. � Create a safe space in school for girls and boys to continue education.
� Parents are disinterested in sending girls to school as they don’t see the value addition to marriage/economics. � Negotiate/dialogue with all stakeholders including parents to ensure the continuing education of students.
6 Voice of one parent � Girls feel insecure, which results in dropouts. 10 What is the real learning gap? � All stakeholders including teachers, parents, school admin and students do not see the interconnection between
� As marriage is the primary aim, such incidents create a negative image of the girl. We can’t risk it. education, career, marriage and life skills such as confidence, conflict resolution, decisionmaking, and awareness
� I have no time to engage with such issues. on social issues.
� Teachers do not want to challenge the status quo.
� Teachers and school do not understand the importance, impact and need for addressing the SH of girl students.
7 Voice of students � There is inaction by school authorities including teachers. � Teachers are illequipped (in information and behaviour) to deal with conflicts arising from the interplay of power,
� We feel powerless. economics and gender oppression.
* Context includes structure, staffing, strategy, culture and leadership.
20 Methodology Toolkit // Instructional Design and Facilitation Manual
Own Project
Template
Own Project Method/System People Issues Some guidelines to look out for:
Using the template below, conduct a learning gap analysis for your training project: It is important to understand the big picture and the
multiple effects of the problem.
Sometimes, while determining the development
Learning Gap analysis template needs, we get misled by the assumptions and
Business Problem impressions of various parties.Therefore, it is
S. No. Step Description imperative that we seek the views of all concerned
stakeholders. Ensure that we speak with the primary
1 Stating the problem/issue
Infrastructure * Context audience, concerned organisation’s/institution’s
personnel, other stakeholders including funders
2 Data on some symptoms of the problem, such as and parents.
attendance rate drop, conversion ratio to programmes,
You can start your analysis if the impressions about
feedback score and incidents
problems, symptoms, and causes of different
stakeholders match. When they differ from each
3 Recording impressions of different stakeholders about possible causes (supported by data wherever possible) other, you need to broaden and deepen your
8 Identify the people-related root cause explorations. For example, increase the sample size,
4 Voice of the principal
talk to other concerned parties, such as the partners
and members of the community where they work.
While conducting analysis, also list non people-
related causes. If we find that people abilities are
5 Voice of teachers
not contributing to the issues but method, context
9 What is the desired state of the abilities of the audience? technology or other factors are, then we should
report these accordingly rather than force fit a
training programme because the problem will
persist even after the training intervention.
10 What is the real learning gap? If the cause is people performance, then dig deeper
6 Voice of one parent to identify the exact ability that is lacking. Don’t
leave it as a generalised gap, such as ‘managing
ability is lacking’ or ‘communication skills not up to
mark’. Here, it is useful to make a note of behaviour
7 Voice of students that point to the desired state. From here, it is easier
to arrive at the real gap/opportunity.
It is also critical to research on diagnostic and
* Context includes structure, staffing, strategy, culture and leadership. analytical skills.
22 Methodology Toolkit // Instructional Design and Facilitation Manual
Applying
Concepts
Project title:
Audience Analysis What decisions are affected by the audience Training the teachers of the government senior secondary school to facilitate girl student access to quality education and preventing them from
profile? dropping out from middle and senior school
A critical step in analysis comprises understanding The profile of the audience will impact some key
the audience for whom the course is intended. What decisions in designing your training programme, Audience Analysis Template
you plan as the learning content will depend on which includes:
S. No. Component Description
the existing knowledge and the learning gaps and
needs of your learners. Therefore, before designing Content Depth and Complexity 1 Course need (How will the course fill the learning gap to Adolescent girls will be able to access quality education in public schools feeling safe and confident.
Selection ofTools for Participation arrive at the desired state of ability?)
effective programmes it is imperative to conduct an
Instructional Strategies
in-depth audience analysis, as this helps you as Current abilities to perform
The Kind of Examples/Scenarios
the instructional designer to determine the learners’ Tone/Language Used 2 Audience profile
current abilities and their learning needs as well as Test and Feedback Style
to develop their profiles. This will ensure that your Sex Male and female
training sessions are designed to meet the learners’ How do you gather data about your audience? Qualifications (For a student group, indicate the classes in Graduates and Post graduates/B. Ed
requirements. For students: which they are studying.)
Discussion with the principal, teachers and parents
Direct interviews with sample audience (telephonic Years of experience (if it is not a student audience) 10 years and above
or face-to-face) Language ability Hindi
Individual profiles from school records and
concerned teachers Previous training received in this area None
Other published data (such as report cards, school
Motivation to learn and attitude towards instruction Very low; comfortable with the status quo; only a thorough input session will move them out of their comfort zones and
magazine and student files) make them understand the need to follow this in their daily lives; feel disconnected to the issue
For an adult audience: Any other useful-to-know characteristics of the group (such Need to support those teachers who are sensitive to the issue by giving them some meaningful roles; however, as they are
as cultural and regional backgrounds and typical learning uncomfortable with technology, it is preferable to use hard copy material in training rather than computers, etc.
Individual profiles from school/organisation
style if any)
records
Specifically designed questionnaires 3 Competencies (knowledge, skills and attitudes. What is Possess minimal knowledge and skills about gender issues and sexual rights as the teachers have never been exposed to
Interviews with a sample audience the level of the audience in the content area today?) such training in the past.
4 Institutional context Uncomfortable in talking about issues of gender, sexuality and SH; silence around such issues is not only prevalent but
(What are the values, behavioural norms and any other encouraged by all in the school; teachers don’t want to take responsibility of such issues and don’t consider responding
cultural dimensions displayed in the school?) to such issues to be part of their job; their primary focus is to complete the syllabus and get good academic results; all
stakeholders, including the parents and girls, attach great importance to sexual morality
5 Problems faced Completing the syllabus is the teachers’ primary focus; they neither find the time and nor are they interested in doing
(What are their concern issues?) anything beyond academics in school; parents are also too tied up in livelihood issues to demand a safe space for their girls
to continue their education
24 Methodology Toolkit // Instructional Design and Facilitation Manual
Own Project
Template
Own proect Template Some Guidelines for Writing Learning Guidelines for writing Specific
Audience Analysis: Objectives objectives – psmart The second guideline for writing objectives is that
the objectives need to be specific.
The audience’s need for the course is like a vision Performance-oriented Example: Apply Kolb’s experiential learning cycle
S. No. Component Description statement for the intervention. Here, we should Why am I taking this training? The first guideline for writing objectives, as shared to ID.
give the broad goal or the desired state that the – Setting Objectives above, is that it needs to indicate performance. Non-example: Apply learning theories to ID.
1 Course need (How will the course fill the learning gap to arrive at the desired
state of ability?) audience will achieve after the course. This implies that we need to be specific as to which
While capturing the current ability of the In any meaningful training, facilitators need Example: Write instructional objectives. learning theory/gender issues/concepts the trainee
Current abilities to perform audience, list their knowledge, attitudes, skills to be clear about the outcomes of the learning Non-example: Learn about the three parts of an will be able to apply after we have concluded the
and behaviour. Also understand the values and programme. This will give direction to the objective. training.
2 Audience profile
cultural context in which the audience operates. learning efforts and provide a plan for the course. Example: Make a pyramid in five minutes.
Sex
Try to determine the positives of previous Instructional objectives also provide you with a Non-example: Work with the given set of toys. Measurable
training experience in this area. It will be useful The third guideline is that the objectives need to
means to check if the requirements of the course
Qualifications (For a student group, indicate the classes in which they are studying.) to understand how excited the audience is about There are some unacceptable verbs that we be measurable, so that at the end of the training
have been met. Well-crafted objectives are the first
the training. should not use while writing objectives. However, we will be able to easily measure whether we have
Another piece of critical information, which
step towards ensuring that the content and the on examining such verbs listed below, we will be met our objectives or not. It would not be left at
Years of experience (if it is not a student audience)
determines the examples we use and also helps methodology of the programme is useful and these slightly uncomfortable as we use these very often. the inference or intuition/feeling level. We will also
us build the What’s In It For Me (WIIFM) for the have facilitated a desirable change in the learner. Appreciate: Appreciate the importance of be able to demonstrate the success of the training
Language ability
training, comprises the problems faced daily by computers in business. programme to the outside world. When measurable
Previous training received in this area the audience in the context area of the course. What is an objective? Understand: Understand the structure of an atom. objectives are not framed at the beginning of the
Even though you may have a good Internalize: Internalize the functions of tools. training, we are likely to struggle in achieving
Motivation to learn and attitude towards instruction understanding of your training audience due to An objective describes the intended result of any Enjoy: Enjoy classical music. our objectives. Further, as facilitators, while we
your close rapport with them, it is still advisable instruction rather than the process. It describes Learn: Learn the rules of the game. may be slightly uncomfortable with assigning or
Any other useful-to-know characteristics of the group (such as cultural and regional
backgrounds and typical learning style if any) to perform the analysis because it helps you to what a learner will be able to do or accomplish Know: Know how the Indian postal system works. specifying numbers to the qualitative trainings
think in a structured way about the audience from after the instruction. As it describes learner Feel: Feel the need for the timely completion of that we conduct, once we try these in a couple of
a training standpoint. ‘performance’, the words that are used to write rounds. training programmes, we will be able to gauge
3 Competencies (knowledge, skills and attitudes. What is the level of the audience One-to-one dialogue and group facilitation Use: Use a computer. their effectiveness. It could also be a trigger for us
in the content area today?) objectives need to articulate the desired activity
skills are important for the success of this step. Work: Work with the given set of toys. to push ourselves as facilitators because we know
that the trainee will be able to perform after going
4 Institutional context These include listening, responding (empathy, that we are aspiring for this intended result.
searching and confronting) and questioning.
through the learning programme. Well, we need not worry. By the end of this chapter,
(What are the values, behavioural norms and any other cultural dimensions
displayed in the school?) we will share examples of what verbs we could
then use, and a little practice in using these will
5 Problems faced
(What are their concern issues?) help us create effective learning objectives. We will
ourselves see the difference!
26 Methodology Toolkit // Instructional Design and Facilitation Manual
Example: After this programme, the trainer’s Relevant Quiz: Some guidelines to look out for:
average score should be 4.2 or more on a given 1-5 Objectives need to be defined to meet the audience
scale as feedback from participants. profile. State, with reasons, whether the following statements To write good instructional objectives, remind State the objectives as:
Non-example: After this programme, the trainers are valid or invalid objectives; and make the invalid yourself: After successfully completing the course, you
should get better scores as feedback from Example: The trainer can list the basic guidelines objectives, PSMART: How will the learners use what they learn? will be able to:
participants. and principles of adult learning necessary for What are the competency gaps/opportunities Conduct the life skills education programme
workshop and session design. Objectives Valid/Invalid Reasons
that the course will achieve? with students.
Achievable Non-example: The trainer can describe the What are the behavioural patterns that you Design a workshop using the ADDIE model.
Sometimes, we may make very ambitious adult learning theories of major educational 1 Learn the concepts of would like the participants to display?
objectives, way beyond what the current training psychologists. instructional design. Instructional objectives should correspond to the Enablers are objectives that enable the fulfilment of
will be able to achieve.This guideline emphasises competency or behaviour you would like the training a terminal objective. All rules that apply to objectives
the need to check ourselves against framing such Time bound 2 List the 10 principles of adult to develop. apply to enablers.Therefore, for the objective: Write
learning.
objectives. Another downside to this is that, if we All objectives need to clearly articulate by when we Remember, what the learners have learned will instructionally sound objectives, the enabler would
continue to make such unrealistic objectives, we should see the intended result, such as by the end 3 Understand how gender bias be tested based on the instructional objectives. be: Explain the rules for writing instructionally sound
may feel de-motivated as trainers when we fail to of day one, end of the training or the end of the first impacts the equal rights of Instructional objectives should be written objectives.
see the fulfilment of our training objectives. quarter. girls. keeping in mind a longer intervention without
4 Sensitise government officials limiting them only to the programme.
Example: Participants will be able to facilitate all Example: The trainer designs and delivers one towards women’s rights. Stress on how learners will apply the knowledge
sessions from the life skills curriculum with a rating technical and one behavioural programme using the and skills they gain from the course
of 8 on a scale of 1-10. ADDIE model within the first quarter. 5 Analyse how different needs Therefore, instead of stating the objectives as:
of the stakeholders clash or
Non-example: At the end of the training, participants After successfully completing the course, the
align.
will be able to motivate adolescent girls to volunteer learner will be able to:
for gender work. 6 The participants become Describe the importance of running a life skills
aware of their role as education programme with students.
Another way of doing this, say if I wish to motivate educators. Explain how to design workshops using the
adolescent girls, could be to frame learning ADDIE model.
objectives for different stages of the intervention.
This process could give me an insight of how
many and what kind of interventions would be
required to achieve my ultimate aim of say inspiring
volunteerism.
28 Methodology Toolkit // Instructional Design and Facilitation Manual
Applying Applying
Concepts Concepts
Applying Concepts Bloom’s Taxonomy
Critical Competencies and Objectives Template While formulating your objectives, you need to
Graduate school
The focus is on learning to appraise the given idea on
determine the level of learning at which you want
Evaluation the basis of specific standards and criteria
to pitch the training. As a guideline, you can use
Objectives
Bloom’s taxonomy to determine the level of the
Critical Competencies/ PSMART Objectives objectives set for your session.
Behaviour to Be Developed
The focus is on integrating two ideas
Knowledge/perspective of the dynamics of gender in � Explain how gender influence flows in a patriarchal society and compare this with matriarchal and matrilineal societies. Synthesis to create a new one.
Indian society � Describe the role and impact of gender bias and discrimination on access to rights for girls. Bloom’s level looks at addressing the level of the
� Describe the importance and need of making students aware of inappropriate behaviour, such as gender-based discrimination and learner. Bloom has defined six levels of requirement
SH. for a learner. Every level subsumes the level below
The focus is on distinguishing or
undergraduate
Systems thinking skills � Analyse how the gender-based power structure maintains itself through influencing economics, education, culture and life-style. it. It takes into consideration what the learners
Analysis classifying from another, based on
� Analyse how the different needs of the stakeholders clash or align. are going to do with what they have learned
� Diagnose the misalignment of elements in the school and social system that lead to the high dropout rate of adolescent girls from after the programme. While aiming at lower than the given information.
school.
� Identify the leverage point that will release energy in the system to stop girls from dropping out of school. necessary will cause learners to immediately lose
interest, aiming a little higher may demoralize and
Ability to understand adolescent behaviour Using the information is
� Place adolescence as a stage in human development and identify the developmental tasks that adolescents face. discourage them. Application
� Analyse the dynamics between boys and girls at this stage and the difference in their responses based on the gender-based power the key criteria.
structure.
� Facilitate positive interactions among adolescent boys and girls. This description is in four columns, i.e., definition,
sample verbs, sample behaviour and skills
It focuses on interpretation
demonstrated.The verbs used in each may not Comprehension
high SCHOOL
Deep self-awareness � Analyse the importance of self-exploration and disclosure in interpersonal relationships. and the translation of ideas.
� Examine how patriarchy defines their concept of ‘Who am I’ and the stances it takes. be exclusive. One has to see the context of the
� List own values and prioritise them. statement to categorise them in six levels.
� Explain how girls dropping out of school is connected to their lives.
� Identify and describe their role as educators.
It focuses on recall and
Knowledge recognition. Information
� Display good listening and responding behavioural patterns.
Ability to take responsibility and resolve conflicts � Describe the importance of taking 100% responsibility in resolving conflicts. transfer is important.
� Explain various modes of handling conflicts.
� Describe the law and practices against SH at the workplace.
� List resources/mechanisms that they can use to support them in taking this issue forward.
� Apply the 10 steps of building win-win agreement with all stakeholders to their personal conflict situations.
� Apply the conflict positive process to the gender conflict situation.
� Create a process plan for teachers who wish to continue this process.
30 Methodology Toolkit // Instructional Design and Facilitation Manual
Own Project
Template
Level Definition Sample Verbs Sample Behavioural Patterns Skills Demonstrated
Own Project Template
1. Knowledge The student recalls or recognises Write, List, Label, Name State, The student will define the six Recalling information
information, ideas and principles in the Define, Describe, Identify, Recite, levels of Bloom’s taxonomy of Knowledge of parts, events and places PSMART Objectives Template:
approximate form in which they were Select, Arrange, Recognise, the cognitive domain. Knowledge of key ideas For your training programme, write effective
learned. Memorize, Duplicate learning objectives in the given template. Ensure
2. Comprehension The student translates, comprehends Explain Summarise, Paraphrase, The student will explain the Understanding meaning that the objectives are performance oriented and
or interprets information based on prior Describe, Illustrate, Match, purpose of Bloom’s taxonomy Grasping information SMART.
learning. Defend, Compare, Predict, Give of the cognitive domain. Identifying examples
Example of Translating knowledge into new context Overall training program goal:
Interpreting facts
Comparing and contrasting objects
Ordering and grouping objects
Critical Competency/ PSMART Objectives
Inferring causes Behaviour to Be Developed
3. Application The student selects, transfers and Use, Compute, Solve, The student will write an Using methods, concepts and theories in new
uses data and principles to complete Demonstrate, Apply, Construct, instructional objective for each situations
a problem or task with a minimum of Modify, Classify, Practice, level of Bloom’s taxonomy. Solving problems using skills or knowledge
direction. Operate, Perform
4. Analysis The student distinguishes, classifies and Analyse, Categorise, Compare, The student will compare and Recognising patterns
relates the assumptions, hypothesis, Contrast, Separate, Differentiate contrast the cognitive and Organising parts
evidence or structure of a statement or effective domains. Recognising hidden meanings
question. Identifying components
5. Synthesis The student originates, integrates and Create, Design, Hypothesize, The student will design a Using old ideas to create new ones
combines ideas into a product, plan or Invent, Develop, Combine, classification scheme for Generalising from given facts
proposal that is new to her/him. Organise, Plan writing educational objectives Relating knowledge from several areas
that combines the cognitive, Predicting and drawing conclusions
affective and psychomotor
domains.
6. Evaluation The student appraises, assesses Use, Judge, Recommend, The student will judge the Comparing and discriminating between ideas
or critiques on the basis of specific Critique, Justify, Solve effectiveness of writing Assessing the value of theories
standards and criteria. objectives using Bloom’s Making choices based on reasonable/logical
taxonomy. arguments
Verifying the value of evidence
Recognising subjectivity
32 Methodology Toolkit // Instructional Design and Facilitation Manual
Summary
2.2
Content Analysis and
Summary
Analysis is one of the most critical phases, which helps
The Design Structuring
Sequence the content in line with the instructional
strategy that you have chosen.
Develop the course map or structure in accordance
you connect learning to practice.
Learning gap analysis helps you to put the ladder
Phase What do I put in my training programme/
with the instructional sequence.
against the right wall. workshop? – Content Structuring We will look at these steps in greater detail:
While conducting audience analysis, we determine the The designer in you is revealed at this Content structuring is one of the key tasks in
course need, the tasks and critical competencies that stage of the programme planning. You instructional designing.The objective here is to 1. Collate data:
you will be developing as well as the real-life problems start, chunk, prioritise and sequence the content Sources could include prior instruction material or
faced by the audience and what might interest them. structure and prioritise the content and into knowledge that can be quickly assimilated secondary data, such as books, information from the
In the objective writing stage. we find answers to design your workshop and sessions. You and applied. It is nothing but organising the given internet, organisation’s archives and job descriptions
questions such as: choose the tools and methodology to be information in a meaningful manner based on your and primary data, such as observation, interviews with
Why write performance objectives? objective. subject matter experts and questionnaires.
What are the guidelines for writing SMART and adopted for the learning programme as
performance-oriented objectives? you strategise how best to impart the How does content structuring help? 2. Create lesson themes or chunks:
How are teaching objectives different from learning instruction. This step deals with the What Structures help organise our thoughts more Lesson themes or teaching points usually contain one
objectives? effectively. single idea/key message that you want to teach.This
How do you write effective objectives? and How of the programme. It includes: They design the content in a sequence where each is the most critical step of content structuring.They
topic links to the previous one in an organic and are also called teaching points.They focus on a skill to
meaningful manner. be taught – usually the procedure and principles.They
What is Bloom’sTaxonomy? 1) Content Analysis and Structurin They provide a framework for the development of the are actionable, i.e., what learners should do – that they
topic in a logical fashion. currently are not doing well – and not what they should
2) Workshop Design know.They bridge the gap between general concepts
The steps in content structuring are as follows: and specific actions taken in particular situations.
3) Session Design Collate data: Collate all the data that you believe will
help to clarify the topic at hand. Example: You want to teach the youth in your
Create lesson blocks or chunks: Create all the material community how to use computers.Some lesson
that is closely connected to each sub topic. themes could include how a computer works and basic
Prioritise the content: As the content may be huge applications, such as writing letters and notes, taking
compared to the objectives of the workshop and the print outs and sending emails
time allotted for it, you may have to prioritise these
on the basis of - . a) must have; b) should have and c)
good to have.
34 Methodology Toolkit // Instructional Design and Facilitation Manual
Gender Discrimination (Adolescence)
Sex/Gender Gender Stereotypes Gender Discrimination Gender Violence Perpetrators Preparedness
and Redress
Biology Socialisation Physical Economic Individual System
+ Psychological (patriarchy)
Boy Girl Cultural Forms Impact – Institution Individual Institutional
social, economic,
cultural, life-style Care-provider
(multi stakeholder)
4. Sequence the instruction in line with the instructional Teach simple, immediately applicable concepts before
strategy: complex ones.
We must remember that a training programme is a Overall, keep the audience and learning gap in mind.
sequence of experiences encountered by learners.There
could be two ways of determining the sequence: The first 5. Develop the course map or structure in accordance
Mind maps 3. Prioritise the content: is where the course unfolds in a linear sequence decided with the instructional sequence:
Mind maps give us a view of the entire course structure. This decision is based on how much the learner needs by the trainer, and the second is where the training The course map is a document that is similar to the Table
They also give us a clear idea whether or not the content to know, how much time there is for practice and what programme has a series of individual modules decided of Contents in a book. It defines the sequence, sub topics
is addressing the objectives with which we had begun. the learners already know. We can prioritise the learning by the trainer, which the trainer can play around with, and linkages between sub topics.The course map can be
A mind map can also help us in prioritising the content content according to a) what you think the learner must depending on the audience levels and preferences. Some detailed to any number of levels including chapters, sub-
or making decisions regarding what the learners ’must know, i.e., content that is vital to achieve the performance useful principles in sequencing are given below: chapters, sub-sub-chapters.The most commonly used
know’, ’should know’ and ’could know.This is the third objective; b) should know, i.e., important information detail is at three levels – Module/ Section,Topic/ Unit,
step in content structuring. that can be included if time permits or else it could be Put learning events in the right order. Lesson/ Topics.The titles need to have an actionable verb,
included as handout or reference material; and c) could Take learners from the known to unknown. consist of short phrases rather than complete sentences
know, i.e., information that is nice to know. and represent the complete idea in a brief manner.
36 Methodology Toolkit // Instructional Design and Facilitation Manual
Applying Own Project
Concepts Template
Applying Concepts Own project template
Given below are top-level lesson blocks for the proposed training intervention
Content Structuring Template Content Structuring Template
No. Objective Lesson Block Priority (M,S,C) No. Objective Lesson Block Priority (M,S,C) Guidelines for content
Session-1 Examine how patriarchy defines adolescents’ Talk about the major events in their life. Must structuring:
concept of ‘Who am I’ and the stances they take.
Examine how patriarchy has influenced their stances. Must
Test their knowledge of different tools available to explore themselves. Could Lesson themes should be actionable as far as
possible.They should be typically processes
Session-2 Analyse the dynamics between boys and girls at Observe the difference in the responses of boys and girls due to gender-based power structures. Must or procedures that learners should follow or
adolescence and the difference in their responses specific behaviour they should or shouldn’t
based on gender-based power structures. Understand adolescence as a development stage and the developmental tasks faced by adolescents. Should
display.
Examine the different needs of boys and girls at this stage. Could Wherever concepts have to be explained, the
lesson theme should bridge the general concept
Session-3 Describe the role and impact of economics on Study the economic underpinning of gender oppression. Must
with specific actions that the learners are
gender oppression.
What is gender oppression? Should supposed to take in a particular situation.
Lesson themes can be at different levels, but
Examine case studies of how economics contributes to gender oppression. Could they must always contain one single idea/key
Session-4 Diagnose the misalignment of elements in the Identify the challenge that we wish to treat. (high dropout rate of adolescent girls from school) Must message.
school and social system that lead to the high While prioritising, you should be ruthless about
dropout rate of adolescent girls. Map the different elements of a school and the social system from the standpoint of the challenge. Must throwing out ’nice-to-know’ information.
Sometimes, the same cake can be sliced in
Diagnose the misalignment (gap) between each element. Must
different ways. When you aggregate or chunk
Understand the system as a living organisation. Could lesson blocks together, think of different ways in
which they could be put together.You need not
Session-5 Apply the steps of conflict positive process flow in Five steps of the conflict positive process flow Must
always chunk by objectives.
any personal and gender conflict situation.
Impact of conflict in society Should
Different types of conflict Could
Session-6 Describe the importance of taking 100% Consider I/They factors – taking responsibility vis-à-vis resolving conflicts. Must
responsibility in resolving conflicts.
Practice taking responsibility in a conflict situation. Could
38 Methodology Toolkit // Instructional Design and Facilitation Manual
Applying
Concepts
Workshop Design
Here is the workshop outline for the proposed teacher’s intervention with the government senior secondary school.
Overall Goal: Teacher buy-in and skill building to curb the dropping out of girls from the government senior secondary school
Workshop Design Classic tutorial 1. Behaviour-inducing tools1
Instructional Objectives: 3. Analyse how the gender-based power structure maintains itself through influencing
Teach a concept and then give a practice assignment. Example: Role plays, Games and simulations, At the end of the workshop, participant teachers will be able to: economics, education, culture and life-style.
Instructional stratergies: To encourage It is best used: Outbound adventure and Icebreakers and energisers 1. Identify and describe their role as educators in society. 4. Examine how patriarchy defines their concept of ‘Who am I’ and the stances they take.
your participants to be proactive learners, 2. Describe the importance and need for making students aware of inappropriate behaviour, such as 5. Apply the conflict positive process flow to personal and gender conflict.
it is critical to have an atmosphere that is To teach a topic that includes spiralling concepts and 2. Group discussion generating tools2 gender-based discrimination and SH. 6. Create an action plan for curbing the dropping out of girls from the school.
trusting and supportive and one in which all skills in a safe, reliable way Example: Case studies, Group assignments,
Workshop Outline:
participants can talk freely about the issues When the learner prefers a structured or traditional style Brainstorming.
of teaching Day Session Key Teaching Points Methodology/Tools for Participation Materials Required Duration
raised and express their differences of opinion
3. Self-reflection tools2
without fear of ridicule or criticism. Apart 1 Introduction Introducing the participants Game Introduction record sheet 1 hour
Activity/Task-based workshop: Start with Example: Self-audits, Psychometric instruments, Mind Breaking the ice Icebreaker Projector
from your facilitation style, your instructional problems and give concepts when you give maps. Understanding Breakthrough’s work on rights Presentation Crew contract
strategies and tools normally help create this feedback. It is best used: Contract building Story telling
atmosphere. The specific strategies and tools To teach complex concepts and subtle knowledge (such 4. Making real-world connection
you choose would depend on a number of My role as an educator Who Am I? Guided meditation, Meditation script, music, laptop 3 hours
as ‘How people learn’) or personal, emotional subjects Example: Stories, Puzzles, Case studies. Importance of creating a safe space for students Case study and speaker
factors, such as the objectives of the course, (such as ‘Honesty and commitment’) What do I need as an educator to do this? Themes of Case study scripts
the profile of the learners and the time When the learner wants a hands-on experience the workshop to emerge:
available. The three broad strategies you can Perspective building on adolescence and gender
Exploratory dynamics
use are as follows: System thinking
Give only initial concepts and then push learners to Deep selfawareness
discover on their own, based on a certain structure and Conflict resolution skills
then report back to have a collated understanding. It is
best used: Perspective building on Understanding adolescence as a development stage Interactive session 1.5 hours
adolescence and gender and the developmental tasks faced by adolescents Presentation
dynamics
To teach advanced, complex skills and concepts with What is gender and its influence in patriarchal Quiz Quiz questions with fact sheet 2.5 hours
vast expanse and depth of data societies? Case study/Role play Case study script/Role play
1 These tools are explained in the next chapter on To help learners become independent for meeting their Understanding inappropriate behaviour/Gender Handouts Handouts
Development, providing guidelines on preparing
individual learning goals discrimination/SH
presentations, case studies, role plays, games and
theatre of the oppressed. Additional explanation about When the audience consists of experienced learners, 2 Systems thinking Mapping different stakeholder needs Simulation game Latasica game 3.5 hours
the tools, such as who are comfortable searching for information and Conflicts arising due to differing needs of Role play Maslow needs hierarchy
2 These tools are explained in the next chapter on navigating the web stakeholders Group process Role play script
Development providing guidelines on preparing When the audience understands the basics of the field Longterm impact of unresolved conflicts
presentations, case studies, role plays, games and
theatre of the oppressed. Additional explanation about of study Taking stances on gender Personal values; link between values, attitude and Polarisation exercise 1.5 hours
the tools, such as simulations, brainstorming, self- In order to encourage active participation during your conflict behaviour; prioritising one’s values Discussion
audit, ice-breakers and energisers has been included workshops, you can use any of the following tools : Patriarchy influencing the stances that I (teachers) take
in annexure 1 on Methodology/Tools for participation.
Follow-up Plan:
40 Methodology Toolkit // Instructional Design and Facilitation Manual
Own Project
Template
Own Project Template Guidelines for Workshop Session Design Session Learning Wheel
Outline: Adapted from Donna E. Walker’s Learning Cycle
Use the following format to put down the workshop Workshop design is the big picture, while
design for your project: session designs are the micro pieces that
Keep the audience analysis, objectives and course help you achieve the big picture (objectives Real World Connection Mind Jog
map in front of you while putting together the of your workshop). As much as the workshop
Overall Goal: (SATISFACTION) (AT TENTION)
workshop outline. needs to be designed, so does each session
Instructional Objectives: The sequence of the sessions should be a major Action Plan, Brainteaser,
in the workshop. Further, each of the sessions Learner
1. consideration. If necessary, revisit the course map Examples, Case Interesting Story,
in the workshop should be considered to be a
2. sequence based on your choice of instructional Studies Icebreaker /Energiser
3. strategy. Also remember that learners assimilate
complete learning experience.
4. better if taken from the known to unknown, from
5. Information Personal Connection
6.
simple to complex and from the big picture to details. Using ADDIE as a framework, we use Donna
Though the task-based instructional strategy goes E. Walker’s ‘Learning Cycle’ to design Application ( RELEVANCE)
Workshop Outline: against the logic of general to specific, it works well sessions. This five- stage session flow ensures
Case Study, Games, KWL, Self-Audit, Mind
for some kinds of training. that learning effectiveness is maximised by Information Exchange
Day Session Key Teaching Points Methodology/Tools for Materials Required Duration
Roles Plays Map, Role Modelling
Participation The choice of participation tools depends on both understanding that learners have different
content and audience. Also remember to walk the thin Six Hats,
kinds of learning abilities (as described by Brainstorming, Case
line between fun and learning, between heart and
David Kolb). The Walker’s Cycle used for (CONFIDENCE) Study
brain and between models and application.
The involvement of the audience is a must for effective
designing the sessions of this curriculum is
learning. Use participation tools, such as case studies depicted below
and syndicate groups even for knowledge download. Mind Jog knowledge.The exercises used at this stage try to
At the beginning of the workshop, it is critical to The idea is to gain the participants’ attention and make the session relevant to the learner’s real world
energise the participants with an icebreaker. make them comfortable with each other. It also ‘as is’. Ideally, it should show a trail leading to new
Plan energisers between lessons, especially after helps to start the session on a positive note and knowledge. Some of the suggested tools include
Follow-up Plan:
concept sessions. arouse curiosity about the issue that the session is KWL (know, want to learn, and learnt at the end of
There should be one substantial activity/exercise in dealing with. Mind jogs need to be short and easy the session), Mind Maps, Role Modelling and Self-
the morning session and another in the afternoon. to facilitate.They should lead into the topic.The Audits.
Immediately after lunch, have some activity, and as suggested tools for this step include brainteasers,
far as possible, don’t schedule heavy sessions for the stories and icebreakers. Information Exchange
afternoon. Through this, we are able to build confidence
Personal Connect about new knowledge, facilitate exchange of
This step helps to bring out the ‘WIIFM’ connection information between and among the participants
and prepares the participants for absorbing new and deduce some key concepts through discussion
42 Methodology Toolkit // Instructional Design and Facilitation Manual
Applying Applying
Concepts Concepts
Information To describe what Role play The facilitator should give three scenarios to three different groups of participants and request them to enact these in the 50
and presentation to supplement participants’ realistic scenarios (thereby reconfirming what they Real World Connect
Exchange actions constitute SH form of role plays. The groups may add to the play in keeping with the characters. The situations are as follows: minutes
information. At this stage, the facilitators allow have learned in the previous stages) and facilitate The activities at this stage seek to elicit personal
(under the law of this 1) A male teacher comments on the woman’s ‘bindi’.
participants to come up with concepts instead a multi-perspective view.This stage also seeks to learning and satisfy the participants that new country) 2) A class 12 boy pats the back of a class 6 girl as a friendly gesture after school.
of downloading these concepts for them and add fresh insights into the concepts and apply the knowledge will lead to better performance.The 3) A class 11 boy forces a female student to stay after school and offers to help her in her project if she keeps him happy.
allow extensive peer discussion and learning.The skills to real-life situations without taking real risks. design of this stage enables participants to connect To analyse the key
facilitators need to concentrate on refining and As trainers, we need to ensure that the activities personal learning to what they have learned from points of the Vishaka After each role play, participants are asked whether or not each of these comprises SH or when will it become SH. The
guidelines, which is the facilitator should write on the board the arguments that come up and facilitate the discussion on what constitutes SH.
building on participants’ inputs. Some possible tools are drawn from the participants’ backgrounds and the session.The facilitator needs to help trainees set
law on SH in India Summarise that according to the legal definition of SH: SH includes such unwelcome sexually determined behaviour
for this step include Six Hats, Brainstorming, Group experiences and enough complexity has been up clear performance-oriented and SMART goals. In (whether directly or by implication) as:
Assignment and Case Studies. built into it in order to get a variety of responses. this way, both the facilitators and the participants get a)Physical contact and advances
Also provide a challenging goal for the activity and the opportunity to informally assess how effectively b)A demand or request for sexual favours
Information Application develop measures for evaluating achievement. the participants have learned. Some tools that you c)Sexually coloured remarks
The purpose of this stage is to build confidence in could use here include Action Plans, Examples and d) Showing pornography
the participants about new knowledge, support them Some suggested tools for this stage include Case Case Studies. e) Any other unwelcome physical, verbal, or non-verbal conduct of sexual nature
The facilitator should connect these points to the responses that came up during the mind jog.
in applying the key concepts that they have learnt to Studies, Games and Role Plays.
The discussion should also bring out other key points of the Vishakha guidelines (the law in India on SH at the workplace),
and the facilitator should back it up with a presentation and a handout.
Questions to lead the discussion could include:
Applying Conepts
Given below are samples of two session designs from the proposed teachers’ intervention Who’s responsible for ensuring a safe and healthy workplace?
Is it applicable to schools?
Session Name: Sexual Harassment
Do boys also get sexually harassed?
Session Duration: 2 hours Focus on prevention.
What complaint mechanisms need to be set in place?
Flow Step Key Message(s) Methodology/Tools Description Duration Refer to already prepared slides.
for Participation
Mind Jog To list learners’ Game Let participants stand in a circle and throw a ball of paper at any person across in the circle. Ensure that a new person 10 Information Describe the steps Small group Make two small groups to discuss the following tasks respectively and present to the large group. 25
perception of the issue gets the ball each time. minutes Application that the school needs exercise 1) What the school needs to do to prevent SH minutes
of SH Whoever gets the paper ball will state in one word/sentence ‘what constitutes SH’ (the response needs to be to take to prevent and 2) Recommendations for a draft school policy
spontaneous). State: There are no right and wrong answers here. deal with SH cases.
The facilitator must write the sharing on the board/flip chart, and we shall return to it.
Real-world Individual exercise The facilitator to individually request participants and teachers to: 15
Personal To narrate an incident Reflection Think about an episode in your life when somebody looked/commented on you as a woman/man and you did not like it. 20 Connect 1) Decide on the role they wish to play in preventing /implementing SH recommendations. minutes
Connect in their life when they Write the episode in one line. minutes 2) Create an action plan for themselves, based on the role they wish to play.
were sexually harassed How did it make you feel, and who did you share it with?
To recommend action What did you want to do about it?
to be taken in such 10 minutes to do this
cases, based on how it Then, the facilitator asks them to share this in pairs, ensuring that there is a safe trusting space between the participants.
made them feel
44 Methodology Toolkit // Instructional Design and Facilitation Manual
Applying Own Project
Concepts Template
Session Name: Conflict positive flow:Taking stances on gender conflict Own Project Template
Session Duration: 1.5 hours
Session Wheel Template
Flow Step Key Message(s) Methodology/Tools for Participation Description Duration Session Name:
Session Duration:
Mind Jog Introducing the topic Inner space game Most important values of famous people 5 minutes
Personal Connect Personal reflections Self-reflection Identifying and clarifying own values 10 minutes Flow Step Key Message(s) Methodology/Tools for Participation Description Duration
Information Application Applying value clarification and ranking Polarisation exercise, small group discussion Participating in a debate, and ranking/ 40 minutes
process prioritising values underlying the stances
taken
Information Exchange Values, attitudes and behaviour Discussion and inputs How decision making happens 30 minutes
Real World Connect Connecting to real-life situations and Personal stance Stance on gender issue and prioritisation 10 minutes
reflections of values
Guidelines for Session Design: List down real-life examples that you will use
during the session.
First, figure out all the lesson blocks continued in the List the thought-provoking discussion questions
session.Then, put down the key messages that you that you will ask during the session.
want to convey in each step of the session flow plan.
Choose participation tools for each step.
Refer to session flow plan slides in the book for
guidelines for designing each step.
The session flow plan should be detailed enough to
include examples you will use, stories and jokes you
might want to tell, and even questions that you want
to ask the participants.
46 Methodology Toolkit // Instructional Design and Facilitation Manual
Summary
2.3
Summary
As learners in the training programme might have
Development Developing Training Material
What exactly should I put in?
Make visuals large enough for all to see. Check from
the last row of the audience.
Use a maximum of 30 numbers (up to 5 digits each) per
many varying learning styles, it is easier to let them Having analysed and defined the learning visual aid. Give bottom line information, conclusions
personalise learning in their own preferred ways. opportunity, and designed the ‘what and the how’ and final results.
Course mapping can be done through a simple five- of your learning solutions, the next step would be
step process. for you to work on the specific contents of your Developing Case Studies:
The lesson blocks or teaching points are critical. course and put down what exactly you would like to Case studies are structured experiences that enable
One of the steps, sequencing, gives us strategies for communicate.This would include developing your participants to be transported to the real world
instructional flow. presentation material including slides and handouts outside the classroom.They allow participants to
The workshop design and selection of tools for as well as preparing the participation tools, such as reflect on and analyse a specific situation.This
involving participants are based on the course map the Case Studies, Role-Plays and Games that you will help them draw inferences about their own
and flow of instruction. would use during the workshop. workplace in an objective manner, which they would
Use the session learning wheel for designing the not be able to do while in the thick of things. You
session. Preparing Presentations: Some Guidelines: could use a case study at the following stages:
Concepts are best understood when illustrated Slides/charts are intended as a way of
through examples. communicating key ideas and information Information exchange –To bring out complex concepts
briefly and succinctly. Some guidelines for your or subtle knowledge; for e.g., to understand different
presentation are given below: attitudes towards women
Information application –To teach judgment decision-
Use slides/charts sparingly. A rule of thumb is one making and problem-solving skills; e.g., to clarify
slide/chart for every two minutes of presentation time. values
Make slides/charts pictorial: Use graphs, flowcharts, Real world connect –To bring out examples of using a
pictures, etc. Avoid tables to the extent possible. concept or skill in the real world
Keep the message brief. Present only one key point per
slide/chart so that the focus of the slide is simple and Writing a case study: Please ensure that you describe
clear. the scenario, the structure and the people in some
Choose words that reinforce your message; don’t detail. Also state some facts so that there is enough
repeat every word of your presentation. data and some complexity for the reader to analyse.
Make text and numbers legible. Bring it to the point where you wish the learner to
Use colour carefully.There should be a maximum of take over and end with a clear exercise, e.g., the
three to four colours per slide. Contrasting colours will government senior secondary school case study in
provide maximum visibility. the learning gap section of this manual.
48 Methodology Toolkit // Instructional Design and Facilitation Manual
2.4
Role Plays: Some Guidelines
Through role plays, behavioural patterns are
performed in a risk-free environment to allow
Crafting Theatre of the Oppressed Sessions:
Theatre can be used in a class room situation very
effectively for different purposes. Essentially, there
Implementation Steps in Facilitating Experiential Learning
(Pfeiffer and Jones):
Experiencing is the doing part of experiential learning.
Speaking to Inspire:
A useful structure when planning your talk would be
to use Keller’s principle of ARCS - Attention, Relevance,
peers to learn through observation and to also give
constructive feedback to those participating in the
are two ways of integrating theatre in the classroom
– the overt way, such as asking students to act
Facilitation Almost any activity that involves either self-assessment
or interpersonal interaction can be used as the ‘doing
Confidence and Satisfaction.
role play. You could use a role play: out a scene or making them do role plays and the part’ of the experiential learning.This step is often Some other tips to be considered include the
covert way, which includes situations where the The Implementation Phase is where the developed associated with games or fun. following:
In the information application stage of the session teacher uses her/his own theatrical skills in order course is actually put into action, and the final Publishing is the data processing stage of the learning
To teach behavioural skills to accomplish various tasks, such as using voice product is delivered to the target audience. experience.The idea is to encourage participants to Analyse the audience in advance by trying to get into
To enable participants to view the situation from a modulation to draw attention or using appropriate share what they saw and how they felt during the their shoes.
different perspective or the perspective of a role that body language while interacting with the class.You process.The intent here is to make available to the group Put down the desired outcome from your talk.
the participant does not play in real life, e.g., the role of could use theatre: In delivery/facilitation, the attempt is to shift the personal experience of each individual at both the Prepare in advance stories, examples and the real-world
a student the focus on instruction from the trainer to the cognitive and affective level. connect.
To demonstrate effective and ineffective behavioural To analyse and resolve conflicting situations trainees, through the use of experiential learning Processing is the systematic examination of commonly Use threeT’s –Tell them what you are going to tell them,
patterns in front of the larger group to develop a To generate dialogue on any issue techniques. Experiential learning enables trainees shared experiences by the people involved. Here, Tell them, andTell them what you just told them.
common understanding of a concept, e.g., differences To generate awareness to develop a sense of ownership over what is participants essentially reconstruct the patterns and Structure the talk around a few ideas and deliver them
between submissive, aggressive and assertive To understand communities’ needs and priorities interactions of the activity from the published individual one at a time.
learned. Trainees are expected to integrate their
behavioural patterns. To give the participants a feeling of being in the thick reports. It is the ‘talking through’ part of the cycle. Your talk should have an opening, main body and a
learning into new self-concepts on their own terms.
of it as players rather than as objective speakers Generalising involves an inferential leap into people’s conclusion.
Designing Games:
The stress is on active participant involvement personal and work lives. As this step helps make the Be passionate and excited about your subject; at the
Games are structured experiences that use rather than passive receptivity, which helps learning experience practical, the learning is likely to be same time, be sincere and authentic.
competition-based scenarios simulating real-life trainees to more effectively internalize what they superficial if it is omitted or glossed over. Talk with your audience not to them – identify yourself
situations to highlight the key points learned about have learned. Applying requires participants to apply generalisations with the audience.
various attitudes, skills and knowledge. You could to actual situations in which they are involved. Ignoring Use concrete and familiar language that creates
use a game: Facilitation is the art of letting group processes such discussion jeopardises the probability that the pictures.
play themselves out in a positive, healthy manner learning will be useful, as individuals are more likely to Give honest and sincere answers to their questions.
In the information application stage of the session towards a certain goal, without pushing, pulling or implement their planned applications if they share them
To induce effective and ineffective behavioural telling participants how to respond. This requires with others.
patterns, which display knowledge, skills or attitude or a facilitator to be adroit in allowing discussions to
the lack of them The foundation of effective facilitation rests on
flow in an unstructured manner, while at the same
To engage the participants intellectually and speaking to inspire along with listening, responding
time defining and clarifying each moment.
emotionally empathetically and eliciting involvement through
effective questions.
50 Methodology Toolkit // Instructional Design and Facilitation Manual
Essentials of Active Listening:
Reaching an Agreement IGNITE No. Competencies
1 Inspiring:
Did you know that your mind can process 600 words
Using Keller’s principle of ARCS (Attention, Confidence, Relevance and Satisfaction)
per minute, while a sender can send only 150 words The following is a list of the IGNITE Showing passion and energy about the subject
per minute? The key to listening is to engage your competencies required for an effective trainer/ Being sincere and authentic
mind with the topic during the time that the mind is facilitator. IGNITE stands for Involving, Group Using the principle of three T’s – Tell them what you are going to tell them, Tell them and Tell them what you just told them
free. Generating interest and connecting through stories and examples
Empathising Searching dynamics, Not controlling, Inspiring, Time Using concrete and familiar language that creates pictures
optimising and Effective learning. A balanced Varying the tone of voice to show enthusiasm and energy
Active listening is the key to good facilitation and is Displaying effective non-verbal communication (making appropriate facial gestures, free hand/arm movements, smiling face
facilitator uses all of aspects to be effective. In
essential to engage all the learners in the process. and sufficient variation in facial expressions and moving around appropriately)
this model, ‘Not controlling’ and ‘Inspiring’ are
As it enables you to understand the other person’s Giving honest and sincere answers to participants questions
viewpoint, it elicits a more effective response from the key points for becoming a navigator. 2 Group Atmosphere:
you. Creating an energetic and charged atmosphere for training
Handling differences of opinion and conflicts between participants
As an active listener, you need to fully concentrate Feeling the pulse of the participants and uncovering their real apprehensions
Cutting through excessive formality/politeness and creating situations for positive confrontation
on what is being said. An essential characteristic Co-advising Confronting Cutting down/channelizing over participation
of active listening is to be non judgmental and
3 Not Controlling:
make an opinion only after receiving the complete Being more of a facilitator, rather than a trainer
message. By empathising, you would be able to Speaking with the participants rather than speaking to them
get into the speaker’s shoes. One way of letting the Nudging the programme to move in the right direction when needed and letting go
speaker know that s/he has been understood would Responding Styles: Walking the thin line between process and outcome as well as between structures and letting these evolve
be to paraphrase what s/he is saying. Responding is a critical aspect of facilitation and Not providing answers but allowing them to emerge from the participants
Not advising but allowing participants to evolve their own solutions, areas of improvement, action plans, etc.
inseparable from listening. When we are responding
Some active listening behavioural patterns relate to: to others, you need to follow the following 4 Involving Participants:
Getting into the shoes of the audience; inducing/inviting members to participate through questions, answers, opinions and
Making eye contact sequence:
views
Responding with affirmative nods and facial Ensuring that participants are invited to speak every few minutes
expressions Empathetic (“I understand……) Actively and empathetically listening, asking questions and responding
Asking questions Critical (“Why didn’t you ask me this earlier?”) Checking frequently for understanding by asking questions
Repeating/summarising what has been said Searching (“Yes, but have you ever seen it happen in Keeping an eye on the group dynamics – especially on the active and inactive participants
Maintaining eye contact with all participants throughout the session
Not talking too much real life…..?”)
Not interrupting in between Advising (“First, you should learn the method of 5 Time Optimising:
Managing the session within the planned duration
Balancing between the role of a speaker and a listener problem solving, then come to the tools…”)
Cutting short irrelevant questions and discussions
Reviewing the schedule every hour
Changing the schedule if necessary
Balancing the flow of discussion and guiding it in the required direction
52 Methodology Toolkit // Instructional Design and Facilitation Manual
Summary
6 Effective Learning: Summary
Clearly sharing the objectives of the programme with the participants
Following the stages of the Session Flow Plan – Mind jog, Personal connect, Information exchange, Information application
and Real world connect
What does IGNITE stand for?
Using examples to explain the bullet points on slides and not merely reading the slides What are the essentials of active listening? What are
Influencing and inspiring participants to learn and share what they have learned some active listening behavioural patterns?
Using the board to note participants’ inputs and the key points that they have learned What is the process of building agreement?
Meeting shared objectives What is Keller’s Principle of ARCS? How is it used in
Closing the session by conducting a quick recap of the key points learned as well as soliciting questions and feedback from
the participants
‘Speaking to Inspire’ learners?
7 Managing Information:
Be very clear on the key take-away for the session.
Align the process of recording the key take-away.
If the information is to be recorded using a particular pre-set structure, then it is a good idea to prepare in advance the flip
chart or whatever other medium that you will be using.
If you are not capturing the exact words, then it is best to confirm with each participant that you have interpreted her/him
correctly.
Two key skills involved are ‘structuring information’ and how to ‘summarise’.
Set up a separate area on the board or a flip chart for points that will be temporarily parked.
Use capitals and different colours for each line.
Summarise what the group has discussed to reiterate the points.
54 Methodology Toolkit // Instructional Design and Facilitation Manual
2.5
Evaluation Evaluation Myths
This brings us to certain myths that we may hold about
Myth 2
I don’t know what information to collect.
If the objectives are measurable and the training
Levels of Evaluating Training Administering psychometric tests pre- and post-
intervention to indicate a significant positive move.
The final and critical step of the ADDIE process evaluation.Therefore, at the outset, it is important to focuses on performance, much of the confusion Kirkpatrick’s four levels of evaluating Level 4: Societal Benefit
is the evaluation of the training programme/ examine some of them.These have been excerpted about data collection evaporates. However, you have training: Number of conflicts between the adolescent boys
intervention. The evaluation will enable you as from the handbook of training evaluation. a problem on your hands if objectives are narrowly and girls decreased by X%.
the designer and implementer of the intervention focused on content and learning activities. Level 1: Reaction Attendance of girls went up by X%.
to appraise the effectiveness of your intervention Myth 1 Example: Feedback taken from teachers on the last Greater autonomy was given to the students’/
I can’t measure the result of my training effort Myth 3 day of the training through feedback forms as well student council in taking up issues within the school.
in addressing the learning gap that you had
Recent years have seen the proliferation of technology There are too many variables affecting behaviour as verbally Students took up projects on gender-related issues.
identified at the outset. Since the intervention
and methods to measure the impact of almost any change. They could be volunteering some of their time for
itself may comprise a combination of workshops/ programme.The impact can be gauged through the Level 2: Learning motivating parents to send girls to school or for
It is possible to isolate variables over which trainers
trainings and follow-up discussions/meetings with following: have control. Example: Feedback after one month of the training leading a campaign within the school on SH.
participants, the evaluation should be undertaken through online forms on what the teachers
at each intermediate stage as well as at the Observe the change in participants vis-a-vis skills, Myth 4 remember of what they have learned. Jack Phillips has added another level to the model
completion of the entire intervention. Both the competencies, abilities and attitudes pre and post the Evaluation would probably cost too much. given by Kirkpatrick.This level is:
evaluation process as well as the parameters for intervention.This would necessitate the assessment That’s a call you have to take. It is useful to build the Level 3: Transfer to the workplace (or behaviour
evaluation should be set out for each stage. The of these through a self-audit by participants, tests cost at the design stage itself. change) Level 5: Return on Investment – ROI
key question that the evaluation should answer is administered by the facilitator and published data. Example: In a programme that integrates Gender Before we wrap up the topic of evaluation, we need
what has been the impact of the intervention? Study the available and qualitative information gleaned and Rights Education in the classroom teaching to remind ourselves of the Five Most Common
through interviews and discussions both before and with students.The teachers can identify the impact Reasons for Failure, to ensure that we have not
after concluding the entire intervention. of this integration on themselves as well as on the been trapped by any of these:
Assess the feedback given by participants, both formal students. Evaluation can be conducted at the end Programmes are not linked specifically to strategies,
and informal, at every stage of the intervention. of one year (when the teachers complete teaching problems and challenges in the organisation.
Demonstrate the change in attitudes, skills and one batch of students) to assess how this has Programmes are designed to create awareness and
behavioural patterns as assessed through participants’ impacted the school.This can be done with the help understanding, but not competence.
application of what they have learned of: Programmes focus on individuals rather than
A learning log for teachers to document their operating units. Programmes do not partner with
reflections and their observations of students’ operational leaders for results.
behavioural patterns Participants attend programmes for reasons other
Feedback through structured interviews conducted than personal or organisational needs.
with teachers, students and the Principal Programmes fail to help participants confront reality.
Students demonstrating greater awareness of
issues around them in school as well as outside
56 Methodology Toolkit // Instructional Design and Facilitation Manual
Summary
Summary
Finally, the proof of the pudding is in the eating!
Annexure #1 Methodologies/Tools for
Participation
Personality: Powerful methods of predicting how
someone will typically behave
Ability: Measuring aptitudes, such as how someone
How have the learners fared at the different levels of will perform when solving problems or reasoning with
evaluation? Simulations verbal information; many measure potential rather than
Reaction (1) A training simulation is a virtual medium through the current level of knowledge
Learning (2) which various types of skills can be acquired1.The Career interests:These help to identify the types of work
Transfer to the workplace (or behavioural change) (3) word simulation implies an imitation of a real-life to which someone would be suited.
Social benefit (4)Return on investment (5) process, in order to provide a lifelike experience. 360-degree feedback: This helps in gathering feedback
This has proven to be a very reliable and successful on an individual’s performance or personal attributes
method of training in thousands of industries from a range of sources, from juniors to superiors4, e.g.,
worldwide2. Example: Role play simulations or MBTI is a psychometric instrument that is often used to
simulation games such as broken squares are ways of understand personality types, to help us relate better
how you may use these in gender trainings. with ourselves and others in our team.
Self-audits Brainstorming5
These are self-evaluation questionnaires that allow This activity encourages creativity and generates
you to audit your current knowledge, skills and many ideas quickly and helps explore and introduce
abilities. Self-audits can be created based on subject new subjects, issues or topics. It is participatory since
knowledge and skills, or they may be based on any participant can provide their inputs during these
professional standards from external organisations. sessions. It can be used to answer specific questions
After completing a self-audit, if appropriate, you may or address issues that may be subjective in nature,
be able to link evidence to highlight your abilities or such as issues that may have several perspectives
create action plans that help you develop new skills3, or situations that may have several possibilities, e.g.,
e.g., a self-audit on facilitation skills is a list of open- traits of masculinities and/or femininity or what are
1 Gopinath, C. and Sawyer, J. (1999). Exploring the Learning
from an Enterprise Simulation, Journal of Management ended questions that allows the facilitator to reflect on rights? How can conflicts be resolved non-violently?
Development her/his facilitation skills.
2 Ellet, Bill (1997). TMR Shortlist of Business Simulations, Methodology:
Training Media Review Publications Psychometric instruments When planning the workshop, decide on the issue
3 http://portfolio.pebblepad.co.uk/sqa/pdf/Self-Audit.pdf These are questionnaires or tests that help businesses you would like to brainstorm. Prepare a list of guiding
4 http://www.opp.eu.com/products/faqs.aspx to select the right people, facilitate individual and questions for participants to probe for inputs from
5 http://www.mindtools.com/brainstm.html team development as well as increase organisational them. You can also write these questions on a chart
6 Based on the essay Establishing Rules for Discussion by Felisa effectiveness.They mainly fall into the following paper or have it projected on a wall next to the board.
Tibbitts, Human Rights Education Associates; available on: categories: A board may be used to jot down points, words or
[http://www.hrea.org/pubs/rules-discussion.html]
ideas that the participants have raised.
58 Methodology Toolkit // Instructional Design and Facilitation Manual
Inform participants that they must refrain from Kanchenjunga, etc.). It could be the first, middle, or seven minutes of brainstorming, tell the groups that case, different groups can be assigned to talk about Stand away from the groups but be available on the number of groups you wish to create –
commenting on each others’ ideas/thoughts during nick name. the lists that they have created are perfect, no matter different influencing factors. Not interrupt unless participants seek clarifications usually between four and seven groups). For
the exercise. Do remind participants about the ground how many items they have, and debrief. Not focus on only one or two groups example, for creating groups of five: ask the first five
rules discussed and agreed upon by the group. Variation: People call out their first names preceded Methodology: Intervene only when requested to; else, let the to call out their individual numbers from one to five.
Also request the participants to keep their inputs brief. by an adjective beginning with the same letter as I’ve Done Something You Haven’t Done: Sometimes, it is helpful to decide prior to the members engage in discussions with each other The sixth person begins with one again, and so on.
Ask members/participants to contribute their ideas; their first names (e.g., heavy Hema or idealistic Have each person introduce her/himself and then session, about how the groups will be divided, e.g., When everyone has a number, ask all participants
these could be words or thoughts (short phrases). Imran). follow this by mentioning something that s/he has randomly, or on the basis of age, sex or experience. with the same number to form one group – all the
Encourage all the participants to contribute; however, done, which each believes no one else in the class/ Alternatively, the activities listed below can also The smaller groups could share some of the number 1’s together, number 2’s together, etc. If the
pass anyone who does not want to participate, i.e. Things in Common: group has done. If someone else has done it, the help us in forming groups. In case the groups discussion highlights with the larger group.This desired number of groups is larger/smaller, you
don’t force anyone to participate. Divide the participants into groups of four or five participant must mention an alternate activity until formed are going to be larger than five people and means that one member from each group would can increase/decrease the count and the number of
Stop the brainstorming when ideas/words run out. people by having them number off. (You need to do s/he identifies something else that no one else has the session will be longer than 10 minutes (at least), be the representative. S/he would summarise the groups.
Once all the possible ideas have been presented, this because people generally begin a meeting by done. it may be helpful to nominate one person from each discussions and the main points that emerged from
check with the group if any clarifications are required. sitting with the people they already know best). For group to lead the discussion, take notes, present the group work and provide information about how Friends
Have the person who presented the idea/word make example, ask the first person to call out their number Group Formation Activities their case, etc.The group members could also select the group functioned.This debriefing helps the Ask all the participants to move randomly around
the required clarifications, as there can be scope for as one, the second as two and so on till five.The next There can be several ways in which this can this person. other participants add to their perspective, reinforce the room and follow the pace of the facilitator’s
discussion at this point. person begins again with one. When everyone has a be conducted. It will depend on the number of some of the messages and also seek clarification for clapping. As the speed of the clapping increases,
number, ask all the 1’s to get together, all the 2’s to get participants and the nature of the exercise. In case When assigning group work, ensure that the concepts. so does the movement of the participants.Then, the
Icebreakers together, etc.You will end up with five groups. the group comprises more than 25 people, it may instructions are clear and include the duration of the facilitator calls out a number, and that number of
When participants are meeting for the first time, Tell the newly formed groups that their assignment is be best to form small groups. However, when group work as well as the task the groups have to At the end of the group work, the facilitators could people must come together to form a group, e.g., if
start with an icebreaker that helps everyone to to find three things they have in common with every the exercise calls for sharing intimate/personal undertake. ask participants if they found the activity useful and the facilitator calls out “four friends”
, the participants
learn each other’s names and related personal/ other person in the group, which are unrelated to the information, it is best to form pairs. if they learned anything from it.They could also ask will divide themselves in groups of four and so on.
professional information. If you are facilitating more work they do.Tell people not to include body parts (we During group work, the facilitator/s might need participants for suggestions about how to improve
than one session, choose a variety of icebreakers all have legs; we all have arms) and no clothing (we all Dividing the participants into pairs or groups to move between groups to help clarify certain the activity.The facilitator could write these down for Family Picture:
– you can use one to get people chatting and wear shoes; we all wear pants).This helps the group provides members with the opportunity to interact instructions or respond to queries while the group future planning. Participants have to create a family portrait with
exchanging personal information, another to help explore shared interests more broadly. and participate. work is being completed. However, the facilitators five to six members, such as a nuclear family, a joint
memorize or review names and yet another at a Instruct them that one person must take notes and must not direct discussions during the group Activities to form groups: family, extended family, a childless couple, a modern
stretch break.The facilitator should use one or more be ready to read their list to all the other groups on It also helps to generate numerous ideas quickly work. Sometimes, groups or pairs require help These activities can be used to form groups for family or a family living in a city or village.Tell all
of the following, depending upon the age, maturity completing their assignment. as well as helps people to think about concepts, with beginning the task; it would be useful to be various sessions. Generally, for trainings and participants that you want to see who’s who in the
and experience of the group members. Share the lists with the whole group. As people are share their experiences and learn from others more prepared with a few questions. Further, as pairs and workshops, participants tend to sit with people family.Thus, a family can comprise a father, mother,
your best source for laughter and fun, the reading effectively. In addition, it also allows for several groups sometimes stop working when the facilitator whom they know or are friendly with.The activities daughter, cat, etc.This only works when participants
My Name of the lists always generates much laughter and issues to be addressed simultaneously. For example, approaches, the facilitator may need to move away below can help you to form groups democratically. observe each other very carefully to ensure that the
People introduce themselves and share what discussion. in the case of violence against women, groups could or help with the discussion. During group work, the family roles are not repeated (i.e., you do not end up
they know about why they have been given their be formed to discuss the effects of culture, religion facilitators should: One, Two, Three: with two fathers).
respective names (e.g., my mother wanted to name Time: 10-15 minutes, depending on the number of and/or gender on violence against women. In this Ask the participants to give themselves a number
me after her great aunt Hema who once climbed groups; to restrict the activity to 10 minutes, after starting from one to a particular number (depending
60 Methodology Toolkit // Instructional Design and Facilitation Manual
Note: This activity can also be used to explore brush, a direct hit or stepping on something causes People to People: Partner Tag: be done in larger groups with males playing females Methodology:
gender roles by analysing the positions of various a ’crash’.The ’airplane’ may step around, over or This energiser is to be played with an odd number Everyone has to form pairs and walk around. Of and vice versa. This can begin in a participatory manner; begin by
members of the family within the portrait. For under the obstacles. Also, the airplane can only fly of people.The purpose of this activity is to create a these one pair only, separate. Now, one of them has discussing with the group if they would like to feel
example, is the patriarch in the middle? Where do forward. It can however turn in any direction.The human twister.The group stands in pairs in a circle to chase the other person.The person being chased What is in Your Wallet/Purse? free about expressing and learning from each other.
wives stand relative to their husbands? directions must be given from the pilot’s point of with one person in the middle.The middle person has to find a new partner by linking their arm with Ask a male and a female participant to volunteer
view; this is a good exercise for fledgling directors. calls out commands, such as “hand to hand” or one person in anyone of the pairs walking around. for this activity and hand in their wallet and purse Suggest to the group that it might be possible to
Energisers: “elbow to shoulder” to twist up pairs. After two to As soon as the link is made, the extra person respectively and place these in the centre. Ask arrive at a common understanding for the best way
Energisers are used to get a group moving, re-focus Animal Circle: three twists, the middle person calls “people to becomes the new chaser and the game continues. group members to guess what might be found in in which to listen and speak.
concentration, give it a break from long periods of The group stands in a circle with one person in people”.As soon as they hear this, everyone raises the purse and the wallet. Certain items mentioned
sitting down and excite the group about the next the middle as the Director.This director points to their arms and yells, running across the circle. All, Sexuality Energisers: by the group would be gender based.Then, ask the It is best to have everyone participate in the
part of a programme. Use them in small doses to anyone, who must ’make’ an animal shape using including the person in the middle, must find new These energisers can be used to bring out volunteers to open their wallet/purse and show the discussions; therefore, try to bring in the quiet
rejuvenate the group after lunch, first thing in the two people on either side of her/him (a total of three partners. As a result, one person will be left out and participants’ assumptions of gender stereotypes and group the contents one by one. members/observers into the discussion with
morning or between sessions, if participants are people). If the director counts to five before this be the new middle person. Repeat. will help in discussing sexuality as well. probing questions.To do this, it is sometimes helpful
losing focus or feeling tired. Pick and choose from person ‘makes’ the animal, then s/he comes into the Whole Group Discussion6 to structure the discussion till everyone begins
the following: middle of the circle to replace the director. Clothespin Samurai: Mirror: This method helps participants explore and discover participating. At that point, the facilitator could allow
The group forms a circle.Two persons are put in the Place people into pairs, a male and a female. One their attitudes to issues.This also helps members the discussion to flow freely. However, refrain from
Blind Lead Animal example: An alligator can be made with the middle blindfolded and with a ’sword’ (made out person is the actor, the other, the mirror.The mirror to analyse and learn from other participants’ leading the discussions or presenting your own
One player is blindfolded, and the room is filled with middle person making its jaws with two arms and of a rolled-up newspaper).The two persons in the does whatever the actor does, mirroring her/his experiences. Further, it provides an opportunity opinions.
obstacles (scatter some chairs; leave all kinds of junk the two people on her/his side making the tail by middle have several clothespins attached to their actions exactly, without sound. After some time, to practice and improve listening, speaking and
on the floor).The idea is that the rest of the group holding the hips of the middle person. clothing (back, arms, legs, shoes, etc.), which they the pair switches roles. Instruct both partners to participation skills that are important for respecting Have the group suggest some principles and/
will lead the blindfolded player through the room, must defend from the other group members using maintain constant eye contact during this activity others’ rights. or rules that they would like to follow for group
by talking.This is also an excellent trust-building What are you doing? their ’sword’. Group members must remove the pins so that the actions of both the persons involved are discussions.
activity. The group stands in a circle.The first person without getting whacked by the sword. Whoever is as close to identical as they can manage. One can The atmosphere during the discussion is also
starts by miming an action (e.g., brushing teeth). whacked is automatically out. Continue till all the discuss how comfortable the pairs were during eye important; it must be one of trust and mutual Write these on a large piece of paper.This can also be
Airplane: The person to her/his left asks, “What are you clothespins have been stolen. contact, how it felt, why such feelings arose, etc. It respect that can lead to greater understanding displayed throughout the workshop to use, alter or
The person blindfolded (or just with eyes closed) is doing?” and the first person answers by naming is likely that persons who are especially unused to among the participants.Therefore, it is important add to as required so that participants and facilitators
led through a maze composed of furniture and the a second action/activity (e.g., climbing a ladder). Eye Contact Samurai: daily interaction with the other sex would have felt to remember and practice ground rules during this may refer to it and ensure that it is being followed.
other participants. He is an ’Airplane’ lost in the fog The questioner must then act out climbing a ladder, The group forms a circle with one person in the somewhat uncomfortable. exercise. At the end, add any points that might be missing; for
being talked down by the ’Air Traffic Controller’, who while the person to her/his left in turn asks, “What middle, who calls “heads down”.Everyone bows this, you can refer to the ground rules.
must remain in her/his ’Tower’. Standing on a chair/ are you doing?” No one stops this miming activity their heads. When the middle person says, “heads Mimicking the Other Sex: It is best to begin the workshop with a whole group Once this is done, it might be useful to discuss the
rehearsal block lends visibility to the controller.The until everyone in the circle is performing some up”,everyone raises their head to face the front. If Ask one male and one female participant to act out discussion, as it helps to understand and begin possible consequences for violation/non-adherence
airplane also only has a limited amount of fuel left activity or action. any pair makes direct eye contact, they must swap a day’s routine in a female’s life (by the male) and practicing standard behavioural patterns. However, to these rules; depending on the group consensus,
(1-3 minutes) to make a safe landing (arriving at the places with the middle person trying to get into a male’s life (by the female). Certain stereotypical rules can also be added during the workshop. you could write these down.
tower).The airplane is also allowed two ’brushes’ one of the two places.The person who is left out actions, which can be related to gender differences, Suggest that the group consent to follow the rules and
(i.e., limited contact with an obstacle).The third becomes the new middle person. will likely arrive and can be discussed.This can also ensure that this actually happens.
62 Methodology Toolkit // Instructional Design and Facilitation Manual
Sharing personal stories and self-reflection
The facilitator could go around the room while is too personal, endeavour to handle this separately You need to have adequate questions for two or three As this is a very personal experience for participants,
the discussion is happening and have some quiet from the group if necessary. rounds at least. it may be emotional at times.Therefore, it is best
participant present her/his thoughts/ideas or After discussions, do rephrase the main points Divide the group into smaller groups of four or five to ensure that this is a free-flowing exercise in
opinions. discussed. members. More members can cause confusion in the which everyone need not necessarily participate.
The facilitator should affirm the participation group and also increase the duration of the exercise. This can occur between exercises or during group
of group members.This can be done by The members can choose to name their groups or the discussions.The facilitator needs to be aware in
Tips for facilitators: complementing individuals or groups for their effort facilitators can suggest some interesting names, such case this is occurring in smaller groups.The sharers
If possible, have participants sit in a circle where or creativity or directly encouraging some of the as those of fruits, cities and food items. should not be forced to re-tell their story to the
they can see each other, as this ensures better group members to express their ideas (although Provide the instructions, such as the amount of time larger group unless they desire to do so.
participation. they should not be coerced to do so).This can also within which each group must respond to questions,
In case the members don’t know each other before be done by building on the ideas that have been how the question will pass if at all, what the scores will Guidelines:
this exercise, you can make an introduction.The expressed.These can be expressed through words, be, will there be any bonus scores and how will the While a member is sharing, it is important not to
introduction can also be made before a member facial expressions and body language. Similarly, it questions/round proceed, i.e., which group will start interrupt the speaker. Do ensure that there is a proper
speaks. is also important to ‘listen’ to the members of the and which will be the next in turn. closure following the sharing.
It is a good idea to begin by establishing ‘ground group in the same way. Ensure that the score-keeper and time-keeper are also Please also ensure that there is no cross talk between
rules’ before the discussion.The rules should ideally aware of these instructions. other participants while the sharing is happening.
be suggested by participants. Wrapping up Remember to re-emphasise the importance of
Begin the discussion with open-ended questions Try and link the discussions with the previous and Tips for facilitators: respect for diversity, non-judgmental approach and
to facilitate group participation.Try to avoid trick following sections. It is best to conclude the session It will be best to have prepared some extra questions confidentiality during the closure.
questions or leading questions as these can be with positive aspects of the discussions and repeat before-hand. Do thank the person for sharing her/his story with
discouraging for participants. Avoid asking too many or paraphrase the key messages or points that were If you know the total number of participants, calculate everyone.
questions simultaneously.This can be confusing; raised during the discussion. the number of groups that will be formed since this The facilitator will need to be aware and in complete
participants will require some time to analyse and put will also determine the amount of questions that you control during this process, in order to address any
their thoughts together before responding. Quiz need to prepare. reactions from the members or the sharer.
During the conversation, do not redirect participants This exercise contains questions that are ‘closed’, The time required for the exercise will depend on the
unless the same point is being repeated several times i.e., they have one correct answer. It is an interesting number of groups/teams and the members in each
or the discussion is moving away from the topic/ way to conduct a session on factual information. team.
theme. It also helps to lay the ground for the following Clarify the rules and give clear instructions before you
Try to maintain the flow of the conversations in order sessions that might be factual or conceptual in start the exercise.
to keep it respectful, especially if a conflict begins to nature but draw from facts. Since the purpose of the exercise is not to ‘win or
occur. It may be necessary in this situation to address lose’ but to learn, focus on asking questions in such
the feelings and ideas that might have caused the Methodology: a manner that gives an equal opportunity for every
conflict.Try to check the participants from making Prepare a set of questions based on the topic/theme/ team to respond.
personal remarks in such cases. In case the conflict issue. Ensure that the questions are not ‘open-ended’
and that they don’t have multiple responses.
64 Methodology Toolkit // Instructional Design and Facilitation Manual
Annexure #2 Reflection Templates Then, using the spaces provided, rank ‘4’ for the
sentence ending that describes how you learn best
down to a ‘1’ for the sentence ending that seems No.
The Learning Style Inventory
Sentence R Column 1 R Column 2 R Column 3 R Column 4
least like the way you learn. 1 When I learn….. I like to deal with my I like to watch and listen I like to think about ideas I like to be doing things
Reflection Template 1 feelings
Example of a completed sentence set: 2 I learn best when….. I trust my hunches and I listen and watch carefully I rely on logical thinking I work hard to get things
David Kolb’s Learning Style Inventory feelings done
0. When I learn:
The Learning Style Inventory describes the way 3 When I am learning…. I have strong feelings and I am quiet and reserved I tend to reason things out I am responsible about
I am 4 I am 1 I am 2 I am 3 reactions things
in which you learn and how you deal with ideas happy fast logical careful
and day-to-day situations in your life. It has
been taken from http://www.businessballs.com/ Remember 4 I learn by…… feeling watching thinking doing
kolblearningstyles.htm 5 When I learn……. I am open to new I look at all aspects of an I like to analyse things, I like to try things out
4= most like you experiences issue breaking them down into
We all know that people learn in different ways, 3= second most like you their parts
but this inventory will help you understand what 2= third most like you
a learning style can mean to you. It will help you 1= least like you 6 When I am learning…… I am an intuitive person I am an observant person I am a logical person I am an active person
understand better: And: You are ranking across – not down
7 I learn best from……. personal relationships observation rational theories an opportunity to try out
How you make career choices and practice
How you solve problems
How you set goals 8 When I learn…… I feel personally involved in I take my time before I like ideas and theories I like to see results from
How you manage others things acting my work
How you deal with new situations
9 I learn best when….. I rely on my feelings I rely on my observations I rely on my ideas I can try things out for
myself
Instructions 10 When I am learning… I am an accepting person I am a reserved person I am a rational person I am a responsible person
On the next page, you will be asked to complete 12
sentences. Each has four endings. 11 When I learn…… I get involved I like to observe I evaluate things I like to be active
Rank the endings for each sentence according to 12 I learn best when….. I am receptive and open I am careful I analyse ideas I am practical
how well you think each one fits with how you minded
would go about learning something new perhaps in Total the scores from each column Column 1 Column 2 Column 3 Column 4
your job.
66 Methodology Toolkit // Instructional Design and Facilitation Manual
45 Concrete Experience (CE)
The Cycle of Learning 40 ‘Feeling’ Reflection Template 2: Example Statement
35 Response Style Exercise
The four columns that you have just totalled relate 33 “As a senior member of the team, I was asked to supervise the new recruits. It’s been three months, and by now I’m
to the four stages in the Cycle of Learning from 31 quite sure that one of them seems more interested in his own needs and personal interests than he is in working on our
30
Experience given by David Kolb. In this cycle 29
This exercise has been created by Pravah departmental goals and standards.”
are four learning modes: Concrete Experience 28 and Vyaktitva for the BigTicket programme.
(CE), Reflective Observation (RO), Abstract 27 It contains a series of 10 statements made by Responses:
26
Conceptualization (AC) and Active Experimentation 25
your peers. Besides each are four responses. A. “Why do you think he is putting his own needs ahead of that of the organisation?”
(AE). Enter the total scores from each column: 24 Select the response that you most agree with… B. “Maybe you haven’t spent enough time communicating your department’s goals and standards.”
23 the one(s) you would be likely to make if you C. “I think you should tell this team member how you feel and at the same time get him to express his views on the
22
Column 1 (CE): 21
were responding to that person face-to-face. situation.”
20 Remember, this is the first response statement D. “Supervising such a person can be quite difficult.”
Column 2(RO): 19 that you are making. Subsequently, you may go
18
17
on to have a longer dialogue, but this inventory You may assign your three points to indicate your response style as follows:
Column 3 (AC): Active Experimentation (AE) 16 focuses on your first response only.
‘Doing’ If you agree fully with one of the responses (say the second one that begins 0
13 3
Column 3 (AE): For each of the 10 statements, you have three with “Maybe you …”) and do not like any of the others, then give all the three
48 43 42 41 40 39 38 37 36 35 34 32 30 29 28 25 16 14 21 23 24 25 27 28 29 30 31 32 33 34 35 37 40 46 0
16
points to assign, giving them one or more of the points to this selection. In this case, your entry on the answer sheet will look
In the diagram below, put a dot on each of the lines to 20 alternate responses. Here is a typical statement like the one shown on the right. 0
correspond with your CE, RO, AC and AE scores.Then, 23 Reflective Observation (RO) and its four responses:
24 ‘Watching’
connect the dots with a line so that you get a ’kite-like 25
shape’.The shape and placement of this kite will show If you like two responses, one a little better than the other, then give two 0
26
you the learning modes that you most prefer and 27 points to your first preference and one point to your second preference. In 2
28 0
those that you least prefer. this case, your entry on the answer sheet will look like the one shown at the
29 right. 1
The Learning Style Inventory is a simple test that 30
helps you understand your strengths and weaknesses 31
as a learner. It measures how much you rely on four If you like three of the four responses equally, you can assign one point to 1
32
different learning modes that are part of a four-stage 33 each of them. In this case, your entry on the answer sheet will look like the one 1
34 0
cycle of learning. Different learners start at different 35
shown at the right.
places in this cycle. Effective learning uses each stage. 36 1
You can see by the shape of your profile (above) which 37
of the four learning modes you tend to prefer in a 40
To summarise, you must assign three points between each set of four responses.You can follow any of the patterns
learning situation. Abstract Conceptualization (AC) discussed. Fill in a zero for any response that receives no points. Select the response that you are most likely to make.
‘Thinking’ 46
68 Methodology Toolkit // Instructional Design and Facilitation Manual
No. Statement 6 “I don’t know what I am going to do. I’m making all kinds of mistakes and I know my supervisor is getting agitated with me. He’s already reprimanded me two times this week.
1 “I think my performance is good, but I am not so sure about what the management expects of me. I haven’t been told how I’m doing and I don’t know what has been planned for The fact that he was very harsh has scared me all the more.”
me. I don’t know where my career is going. I wish I knew where I stood.” “Why do you think you make so many mistakes?” A
“If I were you, I wouldn’t have waited for so long. You should have discussed your concern with the supervisor and HR long ago.” A “Why don’t you tell your supervisor how you feel?” B
“That’s a fair expectation. Everybody needs feedback on their performance and some direction to their careers.” B “You must be pretty disturbed, especially if you don’t know what is causing these mistakes.” C
“If you gave it a little thought, you’d realise that the key is to put in your best performance and not focus on your career. Your supervisor will take care of that.” C “Perhaps your supervisor has good reason to be agitated with you.” D
“What has been your performance rating in the last two years?” D 7 “My supervisor has advised me to strongly consider the opportunity to shift to another department. However, I am worried and unsure whether I want to do this. At the same time, I don’t
2 “It happens every time my new supervisor appears in my department. He just takes over and orders me around in front of everyone. He keeps questioning me on every little thing want to offend him.”
as if I am not responsible enough. Though I have been with this department for two years, he still keeps telling me what to do and how to do it. I get confused and upset. As I “I wouldn’t let anybody push me into making my decision.” A
report to him, what can I do?” “It’s quite a difficult decision to make especially if the other department is very different.” B
“I know. Being corrected in front of everyone can be quiet upsetting.” A “Why are you not keen on shifting to a new department?” C
“It sounds as though you are getting more upset about him ordering you about in front of others and questioning you. Instead of being upset about him telling you what to do and how B “You should stay with your department and tell your supervisor firmly that you will not shift.” D
to do it, you could instead focus on the possibility of learning something new from him.”
8 “I don't know what I am going to do. I have been doing night shifts for three months now. I thought I’d get a break this month, but I’ve been put in the night shift again after two
“How long has this been going on?” C members left. I don’t think it’s fair to me at all. However, I feel that I can’t say anything because my supervisor will blame me for being uncooperative. I’d sure like to tell him a thing or
“You should discuss your problem with your supervisor.” D two, but I just can’t risk it.”
3 “Even though I have been working for two years, I sometimes feel that I should start studying once again and get a professional degree. “Sounds like you feel you are being taken advantage of.” A
“The experience you gain while working is more valuable and useful than getting a professional degree.” A “If I were you, I’d discuss it with him. You should tell him how you feel.” B
“What kind of a degree do you have in mind? What would you like to study further?” B “If you didn’t act like such a diffident person, you would have stood up to him by now.” C
“You could do both – work in the day and take up some part-time course in the evening.” C “What’s the basis of shift assignments?” D
“I can understand your confusion; it’s a pretty tough decision to make.” D 9 “The fact is that I’m in the wrong job. I’ve hesitated leaving it for a long time because I have spent three years doing this type of work. However, I now think that I would be much happier if I
leave this job and enter this other completely different field even though I will be starting at the bottom of the ladder.”
4 “I had kept my eye on that position for a very long time; I’ve been working hard for it. I know I could do the job. However, now when I find that this new guy is coming in to
take that place, I’m feeling very upset and let down. I could prove myself if I was given the opportunity. Well, if that’s what the management thinks of me, I know when I am not “You really should stay in the job you have since you don’t know what you are getting into if you change jobs.” A
wanted.” “To change fields after spending three years doing one kind of work is a big decision; I am sure it’s not an easy one for you to make.” B
“Maybe your qualifications don’t compare with those of the new person.” A “Why are you so afraid of challenges?” C
“Did you speak to your supervisor or HR about it?” B “What is it that appeals to you in this other field?” D
“I would ensure that the management knows your views and let them know your interest in advancement.” C 10 “It’s happened again! I was describing my problem to my supervisor when he begins staring out of the window. He doesn’t seem to be really listening to me because he often asks me to
“You feel like giving up when the management ignores your hard work and hires from outside.” D repeat things to him. I feel he’s only superficially giving me the time to state my problems; actually, it’s his way of merely side-stepping the issue and postponing the flash point.”
5 “I have been working in this department for the last one year. As I have been doing the same thing day in and day out, I am beginning to feel very bored with my job. There is “You should stop talking when you feel he is not listening to you. That way, he’ll soon start paying attention to you.” A
nothing exciting, different or challenging.” “You can’t expect him to listen to every problem you have. You should learn to solve your own problems.” B
“One year is not so much. One should spend at least two years to know a department well.” A “What kind of problems do you talk to him about?” C
“I agree; it does get monotonous sometimes.” B “It feels strange when someone asks you for your problems but doesn’t listen to you when you recount them.” D
“It’s not a very old department in the company, right? Were you part of the transition team? How long is it since this department was stabilized?” C
“You should try to make some small continuous improvements in your own area of work.” D
70 Methodology Toolkit // Instructional Design and Facilitation Manual
Response Style Exercise – Answer Sheet
E C S A Reflection Template 3: Name of Participant:
1 A= B= C= D=
Listening and Responding Name of Observer:
Date:
Skills – Observation and
Feedback Template Use this template to give feedback based on the ESCA Model.
2 A= B= C= D= (Created by Pravah and Vyaktitva as part of the
Big Ticket ID and facilitation training)
3 D= A= B= C= Empathising Searching Confronting (Co) Advising
4 D= A= B= C= Empathising Searching Confronting (Co) Advising
Positive Behaviour Positive Behaviour Positive Behaviour Positive Behaviour
5 B= A= C= D=
Listened to understand Asked relevant Confronted without Worked towards a
Paraphrased to clarify questions fear or guilt consensus
Mirrored emotions Asked open-ended Attended to task as well Made a joint action
6 C= D= A= B=
Acknowledged feelings questions as the relationship plan
Rapport building Was curious to know Helped the other Asked for suggestions
more person to take
7 B= A= C= D=
responsibility
Areas of improvement Areas of improvement
Interrupted the other Questioned with an Areas of improvement Areas of improvement
8 A= C= D= B=
person agenda Hurried through Dictated a solution
Worked from Asked close-ended confrontation Did not make an action
9 B= C= D= A=
assumptions questions Stuck to own point of plan
Showed distracting view Did not think of
behavior monitoring action plan
10 D= B= C= A=
Effective/ineffective behaviour
(check the boxes on the left, of those that apply)
Total Did s/he follow the sequence? Circle the appropriate answer:Yes/No
Which steps were missed?
Three things done well:
Three things that could have been done better:
72 Methodology Toolkit // Instructional Design and Facilitation Manual
Reference Books Hand Book ofTraining Evaluation and Measurement
Methods – Jack J Phillips.
Leadership Games – Stephen S. Kaagan
Designing Web BasedTraining – William Horton
IdentifyingTargetedTraining Needs – Sally Sparhawk
Process Consultation – Its role in Organisation
Development Vol I – Edgar H Schein
Implementing Evaluating Systems & Processes – Jack
J. Phillips
Theories & Models in Applied Behavioral Sciences – J.
William Pfeiffer
The Adult Learner – Malcolm Knowles & Elwood
Malton
Training Needs Analysis – Allison Rossette
IdentifyingTraining Needs – Boydell and Leary
DesigningTraining – Alison Hardingham
Facilitation Skills – Francis and Roland Bee
DevelopingTraining Material – Jacques Gough
The Complete Facilitators Handbook – John Heron
Tips for Developing a Learning Organisation – Abby
Day, John Peters, Phil Race
Training Needs Analysis in a Week –Tom Holder
Lessons in Learning, e-learning andTraining – Roger
Shanks
Experiential Learning – Kolb D. A.
Transformative Dimensions of Adult Learning –
Mezirow J.
Making Sense of Experiential Learning – Weil S.
Warner & McGill J.
Annual Handbook for Group Facilitator – Pfeiffer &
Jones
74 Methodology Toolkit // Instructional Design and Facilitation Manual
Our Partners
E-1 A, First Floor, Kailash Colony, New Delhi 110048, India
91-11-41666101 91-11-41666107
4 West, 37th Street, 4th Floor, NewYork, NY 10018, USA
1-212-868-6500 1-212-868-6501
76 Methodology Toolkit // Instructional Design and Facilitation Manual
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