module5
Application Behaviour
Change Communication
Strategies for HIV/AIDS
THE PRINCIPLES AND PRACTICES OF ADULT
LEARNING AND FACILITATION SKILLS
5
Facilitation
Skills
PURPOSE The purpose of this session is to introduce participants to the principles and practices of
adult and experiential learning and to describe the facilitation qualities and skills that are
necessary to use when facilitating activities with adults and young people.
OBJECTIVES
By the end of this module, participants should be able to:
•
•
•
•
•
Discuss the principles and practices of adult learning;
Define experiential learning and explain experiential learning practices;
Explain how to facilitate learning for adult learners;
Explain the role of a facilitator; and
Identify the qualities and skills of a good facilitator.
TIME
6 hours and 10 minutes
MODULE OUTLINE
Session 1What is Facilitation?
3 hours 40 minutes
Activity 1.1 Principles and Practices of Adult Learning
Activity 1.2 Experiential Learning
Activity 1.3 The Role of a Facilitator
Activity 1.4 Qualities of a Good Facilitator
Session 2Facilitation Skills and Techniques
Activity 2.1 Non-verbal Communication Skills
Activity 2.2 Verbal Communication Skills
2 hours 25 minutes
HANDOUTS
5.1 – Comparing Pedagogy and Andragogy
5.2 – Facilitating Experiential Learning Activities
5.3 – The Role of the Facilitator in Adult Learning
5.4 – How to Be A Good Facilitator
5.5 – Verbal and Non-verbal Communication Skills
5.6 – Facilitation Skills
POWERPOINT PRESENTATIONS
There are no PowerPoint presentations for this module.
MATERIALS NEEDED
Flipchart paper, flipchart stand, markers, pens, masking tape, idea cards (3x5) and scissors
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ADVANCE PREPARATION
• Review entire module;
2
• Photocopy and organize handouts for participants;
• Review and test PowerPoint presentations if any;
• Write module and session objectives on flipchart paper;
• Prepare for exercises and activities in all sessions. Specifically:
Activity 2.1, Step 3 – Write each assigned ‘skill’ and corresponding characteristic on an idea card. Prepare the following content on flip chart paper:
Activity 1.2 – Step 3 – Graph of the Experiential Learning Cycle
Step 7 – Definitions of the Steps of the Experiential Cycle
Activity 1.3 – Step 1 – Definition of Facilitation
Step 3 – Scenario
Activity 1.4 – Step 5 – Qualities of a good facilitator
Activity 2.1 – Step 2 – Five different ways your body language can relay a message
Activity 2.2 – Step 2 – Definitions of open-ended and close-ended questions
Step 5 – Definition of paraphrasing, and examples of participant’s,
statement and facilitator’s paraphrasing
Application Behaviour Change
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Session 1 WHAT IS FACILITATION?
Activity 1.1
Facilitation
Skills
3 HOURS 40 MINUTES
Principles and Practices of Adult Learning
1 hour
Step 1 Begin this module by reviewing the objectives of the module with participants.
(Allow 3 minutes for Step 1)
Step 2
Then tell participants that as reinforcement agents carrying out campus rein
forcement activities, they will need to facilitate activities with fellow students. To do so, they must first understand some essential characteristics of adult learners.
(Allow 2 minutes)
Step 3 Tell participants that they are now going to do an exercise where they will learn about the different styles of learning.
Ask participants to draw on flip chart paper two pictures showing each of the
following situations as they remember them:
• How they learned as a pupil in primary school.
• How they have learned in a training session they enjoyed.
Additional instructions:
• They must do this without using words!
• They should work quickly and not worry about being artistic.
• Their drawings should be large enough for everyone in the room to see.
• Participants have 15 minutes to draw the two pictures.
Note to Facilitator: Distribute 2 large sheets of flip chart and a marker to each
participant AFTER you give instructions
(Allow 15 minutes)
Step 4 Once the 15 minutes is up, ask the participants to post his/her drawing on the wall. Post the primary school pictures all together and post all the training
session pictures together.
(Allow 5 minutes)
Step 5 Once all the drawings are posted, walk around the room with the participants, examine the drawings and ask them to compare:
• The student/teacher relationship
• The relationship among learners
• The learning environment
(Allow 15 minutes)
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Step 6 Now bring participants back to sit down in plenary and ask them to help you
generate a list of differences between classroom learning and adult learning. Write their contributions on flipchart paper.
Then compare their list with Handout 5.1 – Comparing Pedagogy and Andragogy.
(Allow 10 minutes for this discussion)
Step 7 After you have exhausted the comparison, ask participants:
• Which kind of learning is more appropriate (or useful) for conducting
campus reinforcement activities? Why
Make sure these points are come out in the discussion:
Adult learning is more appropriate because young people learn better when we:
Step 8
• Use active and participatory learning formats.
• Establish a safe environment.
• Build fun into learning.
• Use variety in teaching methods, which keeps learners engaged.
• Provide plenty of voluntary social interaction.
• Facilitate sharing of young people’s experiences
• Provide sufficient opportunity for young people to provide feedback and practice new skills
• Encourage measuring their progress and self assessment
(Allow 10 minutes for this discussion)
End this activity by pointing out to participants that up until now they have been exploring the differences between learning as a child in the classroom and learning
as an adult. Review these take away points with them:
•
•
Adult learning requires the active participation of the learner in the learning process.
The role of the facilitator, therefore, is to help the learner through this process of learning
Tell participants that in the next session, they will examine another important aspect
of adult learning – experiential learning. Tell them to review Handout 5.1 – Comparing Pedagogy and Andragogy in their spare time.
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Application Behaviour Change
Activity 1.2
Step 1 Experiential Learning
1 hour 25 minutes
Begin this session by explaining to participants that experiential learning is another very important element of adult learning.
Then ask participants to think about a recent experience from which they learned something significant.
Ask 2 participants to describe this experience and to share what they learned from the experience. Ask them if they think they will remember what they learned for a long time? Why or why not?
(Allow 5 minutes)
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Facilitation
Skills
Step 2 Tell participants that the only way we learn is from our experiences. For example, a child learns to be wary of touching a stove after burning her fingers.
Tell participants that as we get older, our learning experiences become less ‘physical’ or ‘tangible.’ Instead, many of the experiences from which we learn can be quite
abstract, such as listening to a lecture or a radio program.
Nevertheless, at the heart of learning is an experience of some kind - and most importantly, our reflection on it.
(Allow 3 minutes)
Step 3 Introduce the following graphic on flip chart paper to participants and tell them that
Experiential learning is often thought of as a learning cycle with experience and
reflection being the first two phases. Generalization, and Application form the third
and fourth stage of the learning cycle;
Experience [1]
Application [4]
Reflection [2]
Generalization [3]
*Learning Cycle (David Kolb)
Tell participants that they will now examine the cycle in more detail.
(Allow 5 minutes)
Step 4 Break participants into four groups and assign one of the steps of the cycle to each
of the groups. For example, one group will be assigned ‘Experience,’ one group ‘Reflection,’ and so forth. Tell participants to remember these groups because they will
be working together for most of the day.
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Tell each group to think about what they know about adult learning, their experiences in adult learning trainings or activities and any other experiences and come
up what they think a person would do at their respective step.
• Groups will have 10 minutes to come up with a short definition and should record it on flip chart paper.
• They will have 1 minute each to present their definition.
(Allow 5 minutes for grouping and instructions)
Step 5 Give the groups 10 minutes to complete their group work. After the 10 minutes is up,
bring them back to the plenary.
(Allow 10 minutes)
Step 6
Now invite the groups to share their results in plenary. Give each group 1-2 minutes to present their results.
(Allow 10 minutes)
Step 7
After groups present their results, thank them for sharing their work and reveal the
following content on flip chart. Go through the definitions of each of the steps with
participants and reference what they presented if it coincides with the definitions:
Experience
-Engage in an experience in a particular situation and observe its effects
Step 8 6
Reflection
- Consider one’s thoughts and feelings and perhaps discuss them with friends
- Process the experience and make generalizations
- Understand what one did, thought and felt during the experience
Generalizing
- Understand the general principles or the ‘generalizations’ behind the relationship between the action and its effects.
- Make conclusions or lessons one has learned from reflecting on the experience
Applying
- Decide how one will apply one’s new learning
- Apply the generalizations or lessons learned to a new situation
(Allow 10 minutes)
Now ask participants to stay in their four groups and answer the following question for all their particular phase/step:
Analyze the exercise where you drew pictures to compare schooling with training for
adults. Identify what phase of exercise was your group’s particular phase/stage. In
other words, identify the experience, the reflection, the generalization and the application phases of that exercise.
(Allow 10 minutes for group work)
Application Behaviour Change
Step 9 Bring groups back to the plenary and have them present their analysis. Make sure the following answers are brought up in the discussion:
Experience:
Recalling learning in school and learning in a training situation and drawing
pictures of each.
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Facilitation
Skills
Reflection:
Looking at everyone’s drawings and comparing and discussing them.
Generalization:
Agreeing on how learning in school differs from the way adults need to learn.
Application:
Deciding which approach is most appropriate for a trainer to use.
(Allow 15 minutes for this discussion)
Step 10
Bring this activity to a close by asking participants the following questions:
• How would you define experiential learning?
Answer: Learning by reflecting and then drawing conclusions from your own experience in order to apply them to similar situations in the future.
• Is experiential learning trainer-centered or learner-centered?
Answer: Learner-centered
Step 11
• What is the role of the facilitator in the experiential learning cycle?
Answer: that the role of the trainer is to help the learner progress through the phases.
(Allow 10 minutes)
Close this activity by telling participants that the most important take away points are that:
• Adults learn best when learning is interactive and participatory, i.e. they use a mixture of listening, seeing and doing
• Adult learners bring their own personal knowledge and experience to any learning process
• Through experiencing the four stages of the experiential learning cycle, each participant is involved in his/her own education.
Refer participants to Handout 5.2 – Facilitating Experiential Learning Activities and tell them to review it in their spare time.
(Allow 2 minutes)
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Activity 1.3
The Role of a Facilitator
1 hour 15 minutes
Step 1 Begin this activity by telling participants that now that they have learned about how adults learn best via adult and experiential learning, they will examine what it means to facilitate an adult learning activity. Present the following definition to the plenary:
Facilitation is a method of bringing out and focusing the wisdom of the group, often
as the group creates something new or solves a problem. - Hogan (2002)
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Tell the group that facilitation is the best way of holding adult and experiential
learning activities because it helps the facilitator draw on the knowledge and
experience of the group.
(Allow 5 minutes)
Step 2
Now ask participants:
- What is the role of the facilitator?
Have 2-3 participants share their thoughts.
(Allow 5 minutes)
Step 3 Tell participants that they will conduct a game called Topsy Turvy that will help us examine the role of a facilitator. In this game, we will use a scenario about an AAU reinforcement agent preparing to conduct a campus event.
Have participants return to their four groups from the previous activity.
Once they are in their groups, reveal the following scenario on flip chart and read it to the participants:
Selam finished the AAU MARCH Certificate Curriculum Training three months ago. She and her team have designed their RA event and one of the activities is a group discussion with a football club about safe sex on campus. Selam is preparing to con
duct the discussion and is worried about how things will progress.
(Allow 5 minutes)
Step 4 Now tell participants that they will have 10 minutes to come up with a list of five things Selam can do as a facilitator that would make her facilitation of the group discussion unsuccessful.
An example: She doesn’t introduce the topic or objectives. Participants are lost and confused because they don’t know what they will be doing/talking about
NOTE TO FACILITATOR: Make sure each participant has a large sheet of flip chart paper that is divided into two columns, one with a header “FAIL” and the second column with this header “SUCCESS.”
(Allow 10 minutes)
Application Behaviour Change
Step 5 Bring the groups back to plenary and ask one of the groups to present their list.
Once they have presented and you feel like the groups conducted the exercise
correctly, tell the groups to go back into group work and make a list of
corresponding positive actions that Selam can do as her role as a facilitator so that the negative list does not happen.
Example: She presents the objectives and clarifies the purpose of the discussion to the group.
Group will have 10 minutes to develop this list.
(Allow 10 minutes for presentation and instructions)
Step 6 Have the groups work on their ‘positive’ list of actions. Make sure you or your
co-facilitator wander around and provide support to the participants.
(Allow 10 minutes)
Step 7 After the 10 minutes are up, bring the groups back and have each group present their ‘negative’ list and their corresponding ‘positive’ action that Selam can do to make her facilitation of the discussion successful. Groups should present in 3 minutes or less.
As they present, make sure you highlight the following:
Similar ideas between the groups
Different solutions to the same ‘negative’ action
Similar positive solutions used for different ‘negative’ actions
(Allow 15 minutes)
Step 8
Thank the groups for presenting and add the following list of few aspects of a
facilitator’s role to what they have presented. Reference their contributions as necessary:
• Plan the meeting and set the agenda
• Understand or be knowledgeable about the expectations of participants
• Present the objectives and introduces the activity
• Set ground rules for the activity
• Keep group focused and discussion on track
• Provide time and space for participants to reflect on experiences
• Manage time
• Monitor group’s mood and dynamics
• Manages conflict in the group
• Make the process enjoyable
• Provide closure to the session and link to purpose of the training
(Allow 7 minutes)
Step 9
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Facilitation
Skills
Now ask participants:
• How will performing these actions help them as facilitators of AAU reinforcement activities on campus?
(Allow 5 minutes for this short discussion)
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Step 10
Bring this activity to and end by reminding participants that:
A facilitator is like a conductor. Great music emerges when everyone is communicating together. Good communication, just like good music, is more about listening than talking. If everyone plays all the time, there is nothing but an unpleasant noise. It is the conductor’s job to help each player to listen to others, to keep quiet until it is the right time for them to play.
The take home message is that the facilitator MUST maintain a smooth group
process that encourages group interaction and fosters interpersonal learning.
Refer participants to Handout 5.3 - The Role of the Facilitator in Adult Learning for a more exhaustive list of what the role of a facilitator is that will help them
during their reinforcement activities on campus.
(Allow 3 minutes)
Activity 1.4
Qualities of a Good Facilitator
1 hour
Step 1 Begin this activity by telling participants that now that they have examined the role of a facilitator, they will take a look at some of the qualities that a good facilitator must have.
Ask participants in plenary:
• What qualities do you think a facilitator needs to have in order to generate a
supportive environment for young people to learn?
Take 3-4 answers from participants.
(Allow 5 minutes)
Step 2 Tell participants that they will delve a bit deeper into this question. Tell
participants to break into their four groups from the previous activity. Once
participants are in their groups, give the following instructions:
• Draw a stick figure of a facilitator on a large piece of flipchart paper
• As a group, come up with a list of four things that are characteristics or
qualities of a good facilitator
• Draw objects that represent those qualities and place them where you think
they belong on your facilitator (For example: you could draw ears on the
stick figure to represent being a good listener)
• Remember the principles of adult and experiential learning to help you with
coming up with your list of qualities
• Groups will have 15 minutes to come up with their list and 2 minutes each
to share their results in plenary
(Allow 5 minutes for grouping and giving instructions)
Step 3 Make sure the groups have flip chart paper and markers and have them work on their list of qualities.
(Allow 15 minutes for group work)
Step 4 After the 15 minutes has finished, bring the groups back to plenary and have them explain and present their qualities.
(Allow 10 minutes)
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Application Behaviour Change
Step 5 After groups of presented, reveal the following list of qualities of a good facilitator on flipchart paper and review it with participants. Make sure that you reference their contributions:
A good facilitator must be…
• Patient
• Understanding
• Confident
• Dynamic
• Energetic and enthusiastic
• Non judgmental
• Humorous
• An encourager
• A good listener
• A good communicator
• Sensitive to the needs of others
• Understand the purpose of the discussion/activity
• Informed about the subject matter
• Flexible during the process
• Seek clarification from participants
• Available to talk after the activity
• Prepared
(Allow 10 minutes)
Step 6 After your review the list of qualities, initiate a short discussion with participants by
asking participants the following questions:
• Why is it important for a facilitator to have these qualities?
• How does one gain these qualities?
(Allow 8 minutes)
Step 7 Bring this activity to a close by emphasizing to participants that as a facilitator, it’s important to find a balance between all of these qualities. Many of these qualities can be learned and applied, but the MOST IMPORTANT thing is to the facilitator’s
ability to relate to individual group members.
A facilitator needs to make group members feel valued and encouraged so that they continue to participate, value their experience and learn. How each of the group members feel contributes to the dynamics of the group as a whole and
therefore affects what the group will achieve.
(Allow 2 minutes)
Step 8
End the activity by referring participants to Handout 5.4 - How to be a Good Facilitator for a longer list of tips and qualities that they will need to possess as facilitators of AAU campus reinforcement activities.
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Facilitation
Skills
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5
Facilitation
Skills
SESSION 2
FACILITATION SKILLS 2 HOURS 25 MINUTES
Activity 2.1 Non-Verbal Communication Skills 1 hour 5 minutes
Step 1
Begin this activity by telling participants that when we facilitate we use both
non-verbal and verbal communication skills. In this activity they will explore how to use non-verbal skills. Ask participants:
- What is non-verbal communication?
Have 2-3 participants share their answers.
(Allow 5 minutes)
Step 2
Tell participants that non-verbal communication is the use of body language (a set
of expressions we make using our bodies) to communicate with others. Non-verbal
communication helps others understand how you are feeling and what you are saying without words.
Add that facilitators must be aware of the non-verbal messages they are conveying
to their audience with their body language.
Tell participants that there are different ways your body language can relay a message.
Reveal on flipchart these five non-verbal skills that we use in our everyday interactions:
Step 3
Divide participants into five groups by telling one person from each of the original
four groups to form a new group.
Then tell the groups they will now show how we can say something without
words. They should develop a 30 second skit of a facilitator who represents the
characteristic given to them on a card for their assigned skill. Give each group one
of the cards with their category and characteristic written on them.
Group 1 – Appearance (Characteristic: disorganized)
Group 2 – Posture (Characteristic: relaxed and comfortable)
Group 3 – Gestures (Characteristic: agreeing with audience)
Group 4 – Eye contact (Characteristic: not interested in audience)
Group 5 – Facial expression (Characteristic: annoyed and irritated)
Tell them to keep their skill/characteristic to themselves as the other groups will
guess what they are saying when they act it out.
(Allow 3 minutes for grouping and instructions)
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• Appearance
• Posture
• Gestures
• Eye contact
• Facial expression
(Allow 5 minutes)
Application Behaviour Change
Step 4
Give groups 5-7 minutes to develop their short skits.
(Allow 7 minutes)
Step 5
Once time is up, pull the groups back to plenary. Ask each group to act out their skill and characteristic without speaking. Tell the other groups to guess what
characteristic is being acted and using which of the five skills.
(Allow 5 minutes)
Step 6
After each group has acted out their words, facilitate a discussion about non-verbal communication using the following questions:
• What are other gestures, expressions or body language that we commonly
use? Answers can include:
• Making eye contact and looking directly at the person who is talking
• Moving your hands up and down
• Nodding your head, pointing
• Standing in the font of the audience while talking
• Smiling
• Using signals, gestures or movements to get someone’s attention
• Nodding your head up and down to show agreement or approval
• Shaking your head side to side to show disagreement or disapproval
• Silence to show disapproval
• Should we only use non-verbal communication when facilitating? Why/
why not?
Answer: Since the possibility of being misunderstood is a given, it is important that
we use gestures, signals and movements (non-verbal communication) correctly.
(Allow 10 minutes)
Step 7
Explain to participants that that knowing how to communicate verbally is an
important aspect of facilitating an activity. However, the skill of listening is a very important non-verbal element of working with groups.
Ask participants: if there is a difference between “hearing” and “listening?”
After 2-3 participants have shared their answers, explain to them that hearing is natural and people are hearing all the time (unless they are deaf).
A person listens by paying attention to and thinking about what someone is saying.
Deaf people can listen even though they cannot hear. Most of the time, people hear
but they do not listen. Listening is a learned skill and gets better with practice.
(Allow 5 minutes)
Step 8
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Facilitation
Skills
Divide participants into pairs. Ask one person to tell the other a 2-minute story about a
happy time they spent with a friend or family member. Explain that the partner who is
listening cannot talk but can show interest and understanding without words. After two minutes, have the listening partner take another two minutes to retell the
story that the speaking partner just told.
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Step 9 After the two minutes is up, tell the pairs to switch so the person who listened
to the story first is now the storyteller. Have them tell a story to their partner for
2-mintues. Their partner cannot talk but must listen. After two minutes, the listener
should now retell the story to the storyteller.
(Allow 10 minutes)
Bring the pairs to back to the plenary and ask them to share their experience using
these questions:
• Did the listening partners retell the story correctly?
• When you listened, how did it feel to listen and not be able to talk?
• Did they feel they listened better when they knew they could not speak?
• Why is being a good listener important for being a good facilitator?
(Allow 10 minutes)
Step 10 Write down the term ‘LISTEN’ on flip chart paper and explain to the participants
that as facilitators, we need to learn how to listen. If we rearrange the letters in
‘listen’, we can make the work ‘silent!’
Step 11 End this activity by telling participants that the more we practice listening the better listeners we’ll be.
Refer participants to Handout 5.5 - Verbal and Non Verbal Communication Skills
for tips on how to be utilize these skills while facilitating.
(Allow 2 minutes)
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Emphasize to participants that we can do this if we:
• Listen with our eyes by looking at the person who is talking
• Listen with our ears by not talking when someone else is talking
• Listen with our mind to try to understand what the person is saying
• Listen with our heart by trying to feel what the person talking is feeling
(Allow 3 minutes)
Application Behaviour Change
Activity 2.2 Verbal Communication Skills
Step 1 1 hour 20 minutes
Begin the activity by telling participants that now that they have examined different types
of non-verbal communication, they will now explore different types of verbal communication skills that facilitators need to have.
Ask participants when do we use questions?
Possible answer:
• When we want to get information.
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Facilitation
Skills
Emphasize to participants that there are correct times and ways to ask questions:
• Questions must be clear so that the person understands what you are asking
• We need to listen when people answer so they know that we really want to
hear what they have to say
• Choose the right time to ask questions
• Don’t ask people personal questions that make them feel uncomfortable
(Allow 5 minutes)
Step 2 Now ask participants:
• What is a closed question? Offer the following definition and example after
participants contribute their answers:
Closed-ended questions can be answered by very short responses, often just one word. For
example, with a ‘Yes’ or a ‘No.’ Example: “Do you agree with this?”
• What is a close-ended question? Offer the following definition and example
after participants contribute their answers:
Open-ended questions require a longer, more thoughtful answer. Example: “How is this
different from that?” “Why do you feel that way?”
(Allow 10 minutes for this discussion)
Step 3 Ask participants to work in pairs for the following task:
Discuss your ideal friend with your partner. Round 1: One partner will interview the other with using only closed-ended questions
(3 minutes)
Round 2: The interviewee will now become the interviewer, but this time only using
open-ended questions. (3 minutes)
(Allow 8 minutes)
Step 4
Assist participants in reflecting upon the role-play experience by asking the following
questions:
• What happened when you asked closed-ended questions?
• What happened when you asked open-ended questions?
• What were the differences in the quality of your conversation when using
the two types of questions?
The facilitator asks open-ended and occasionally closed-ended questions to guide the discussion and to expand both the facilitator’s and participants’ understanding of the subject being discussed.
(Allow 10 minutes for this discussion)
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Step 5 Now tell participants that another important facilitation skill is paraphrasing.
Ask a few participants: What do you think paraphrasing is?
- Possible answer: Restating what you someone says in your own words.
Reveal this definition on flipchart paper and review it with participants:
Paraphrasing is repeating back to the speaker a little of what was said either in her/
his own or similar words. This makes sure the facilitator understands the participant
contribution. Paraphrasing also ‘prompt’ encourages people to continue to share.
An example of paraphrasing would be:
Participant Statement: “The university has tried to conduct different types of HIV
prevention activities on campus, but the university always just ends up printing the
same HIV pamphlets since I entered school three years ago.”
Facilitator Paraphrasing: “So what you’re saying is that the university keep doing
the same thing year after year?”
(Allow 10 minutes for Step 5)
Step 6
Tell participants that paraphrasing:
• Shows you understand what the participant is trying to say
• Helps you clarify what the participant said
• Shows the participant that the facilitator is actively listening to what they
have to say
(Allow 2 minutes)
Step 7
Explain to participants that they will take a closer look at paraphrasing in a short while.
Explain that another important facilitation skill is giving and receiving feedback.
Being able to do so ensures that the receiver feels comfortable in their learning
environment and will continue to contribute to the process.
Ask participants to discuss the following questions in groups of three:
- What are the best ways of giving constructive feedback?
(Allow 5 minutes)
Step 8
Bring pairs back to the plenary and ask a few of the groups to share their results
with the rest of the group.
Make sure that some of the points below from Handout 5.6 - Facilitation Skills are
included in the discussion:
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• Feedback should explain why you feel that your suggestion might be helpful to improve the facilitators’ presentation
• Feedback should be given in private and not in front of others
• Feedback should be given calmly and respectfully
• Feedback should be given as soon as possible.
• Feedback should be a two-way dialog
• Feedback should be both positive and negative
(Allow 7 minutes)
Application Behaviour Change
Step 9
Tell participants that they will now practice paraphrasing and providing feedback
in mock group discussion. Tell the participants that in their groups of three, they
should decide who will be a Speaker, who will be a Facilitator and who will be an
Observer.
Share these instructions with the groups:
For the Speaker: Talk about yourself for 5 minutes by answering the question,
“what aspects of the role of group facilitator do I think will be most challenging
and what do I think will be most exciting?”
For the Facilitator: For 5 minutes, facilitate the conversation with the speaker only
using paraphrasing and open-ended questions.
For the Observer: You’re not going to speak for the next 5 minutes but you need to
watch the conversation very carefully. At the end, you’ll be giving the facilitator
constructive feedback on his/her paraphrasing and questioning.
(Allow 3 minutes for instructions)
Step 10
Give the groups 4 minutes to carryout their mock mini group discussions.
(Allow 5 minutes for group work)
Step 11
After they finish the discussion, bring groups back to the plenary and process the
activity using the following discussion questions:
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Facilitation
Skills
• How did it feel to facilitate this discussion?
• Did you find paraphrasing difficult or easy? Why?
• What feedback do the observers have for the facilitators?
• How does it feel to receive feedback?
(Allow 10 minutes)
Step 12
End this activity by explaining to participants that these are the types of qualities and skills that they will need as they facilitate activities about HIV and AIDS
related issues with their peers in the university.
Emphasize that learning these qualities and skills takes time. The more they conduct these activities, the more comfortable they will become with internalizing
these qualities and using these skills.
Explain that it is important for facilitators work on the same team to give each
other constructive feedback so that they know what skills they need to work on.
Emphasize that this is crucial to providing a safe, enjoyable, inclusive, learneroriented environment for your peers to reflect on HIV and sexuality issues and
explore how they will apply healthier behaviors in their own lives.
Refer participants to Handout 5.6 - Facilitation Skills for reviewing in their spare time.
(Allow 5 minutes)
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