Plan and AIESEC: High School Education for Sustainable Development (ESD) © Plan Preparing for class

Plan and AIESEC: High School Education for Sustainable Development (ESD)

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Preparing for class

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Agenda

•Presentation Skills

•Creating sessions

•Injecting interactivity

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Presentation skills

•What is good/bad facilitator/presentation skills?

•What are the mistakes you have made before?

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Presentation Skills

The basics•Know the location/facilities/layout•Voice (pace, pitch, pause)•Presence/body language•Using aids•Eye contact•Facial expression•Active listening

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Tips

•Being prepared (practice, personal attitude)

•Be confident and appear confident; but be honest if you

do not know something

•Be smart and think on feet: ask them questions/what

they think, talk about what you know, have back up

plans

•Care about everyone in the class, and try to get

everyone to participate

•Play to your strengths and be aware of your weaknesses

•Get feedback whilst teaching; and afterwards

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WHY?

WHO?

WHEN?

WHAT?

WHERE?

MEETING

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Tips

•Setting expectations (knowing their level)•Establishing your role and presence/atmosphere

•Managing people (e.g. Q&A, boredom etc)•Relate•Affecting their senses•Getting/giving real-time feedback and adapting

•Review/Summarise•Working as a team

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•Chinese numbers

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How do you deal with different participants?•The Heckler

• Asks questions: Why? How? Etc. – to make facilitator troubles.

• Likes to argue, has a lot of energy. May be aggressive and argumentative.•The Whisperers

• Don’t understand what’s going on – clarifying or translating.

• Sharing stories, jokes of your presentation (usually they are in pair).

• Bored, nervous, sometimes critical.•The Talker/Know All

• Likes to be listened, talks long and often goes off from topic.

• Well-informed and wants to show it.•The Griper

• Sees everything in black colours, everything will finish bad, „we can’t do this, it’s impossible“.

•The Silent One – Timid• Is passive, shy to say anything

• May be also lost in the flow, but also following very well•The Silent One – Bored

• Is passive, indifferent

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Discussions

•How do you define a ‘good’ discussion?

•What is the role of a ‘facilitator’?

•How can you, as a facilitator, ensure a ‘good’ discussion?

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Facilitating

“You can tell whether a person is clever by his answer, you can tell whether a person is wise by his question”

Naguib Mahfouz

What is a facilitator?

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A facilitator—

• establishes a collaborative relationship with participants, in which the facilitator is

"first among equals," but responsibility for learning rests with the whole group;

• helps to create and sustain an environment of trust and openness where everyone

feels safe to speak honestly and where differences of opinion are respected;

• ensures that everyone feels included and has an opportunity to participate;

• provides a structure for learning, which might include setting and observing

meeting times, opening and closing sessions, and keeping to an agenda;

• makes sure the "housekeeping" is done, such as preparing materials, setting up

the meeting space, notifying participants, and seeing that necessary preparations

are made.

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A facilitator is not —

•"the person in charge": The whole group is responsible for

learning. The facilitator's role is to help that learning happen

more effectively. Nor does the facilitator have sole control of

the agenda. Participants should have a voice in determining

the topics to be covered.

• lecturer: The facilitator is a co-learner, exploring all subjects

as an equal partner and contributing individual experience to

that of others.

•necessarily an expert: Although preparing each session, the

facilitator may not know as much about a subject as some

other members of the group.

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A facilitator is not —

•the center of attention: A good facilitator generally speak less than other participants; instead she or he draws them into the discussion.

•an arbiter: In collaborative learning, no one, least of all the facilitator, determines that some opinions are "correct" or "more valid."

•the maid: While the facilitator takes initial leadership in coordinating the sessions, she or he should not become the only person who takes responsibility. In a true collaboration, no one is "stuck" cleaning up the mess or attending to administrative details every time. Discussions

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Main rules

•Active listening

•Sensitiveness

•Asking the right questions

•Check if people still understand subject

•Don’t give answers too easily

•Don’t take it personally

•Utilize people’s knowledge

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Debriefing

•Why is it important?

•What should a debrief talk about?

•Please share/send to me!

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What kind of a facilitator/trainer am I?

•Think about it…

•Discuss with someone else….

•How to use your strengths/improve your weaknesses?

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Feedback from last year

•Be friendly and open. Facial and other expressions are important.

•Put more emphasis on teaching values and stimulating the children to take action. The power points included less facts and more “thinking” activities. Should spend more time on interactive thinking instead of providing knowledge.

•Can make them think more by rating and comparing, discussing linkages, setting their own criteria for prioritising, making choices etc.

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Feedback from last year

•Lots of facts and figures on the power point and I think it

would be better if you can tell the information like a story.

•Need to be interactive and fun from very beginning (ice

breakers) to set the right tone.

•Students often have quite a lot of knowledge (though hard

to communicate this with their limited English) so need to

make classes more advanced (but bear in mind limited

English).

•Set ground rules or expectations with the students.

•Do quick refreshers of previous class.

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Creating Sessions

•What ‘template’ or ‘format’ might you use?

•What are the key components of a session?

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Template

•Time, objective, location, audience

•Skills developed, knowledge learned

•Preparation, resources

•Overall flow and responsibilities

•Breakdown of detailed activities etc

•Key success factors etc

•Assumptions

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Components

•Icebreaker

•Intro

•Content

•Interactivity

•Review

•Next session

Every session will be different….

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Template

•Time, objective, location, audience

•Skills developed, knowledge learned

•Preparation, resources

•Overall flow and responsibilities

•Breakdown of detailed activities etc

•Key success factors etc

•Assumptions

Components

•Icebreaker

•Intro

•Content

•Interactivity

•Review

•Next session

Every session will be different….

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Interactivity

•What kinds of interactivity exist?

•What specific interactive activities have you done before?

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Interactivity

•Role play/simulations

•Quiz

•Pictionary

•“Ball” game

•Act/make a movie/advert

•Dance/song/painting etc

•Lyric/poem

•Interview

•Board games

•Dressing up

•Photo stories

•Collage

•Newspapers

•Homework

•Debates (concrete/dragon’s

den, defend opposite view)

•Bring in and talk about objects

•Chat shows

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Interactivity

•Examples from last year….

•On the topic of Urbanisation, create one 3-5 min game.

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Instructions –group 1

•Board game where at certain squares each player needs to make decisions about taking education or turning to crime etc.

•The decisions affect their speed of reaching the finish line and completing the game.

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Instructions –group 2

•4 villages, where each has advantages and disadvantages and 1 city, where the villagers may decide to go, when catastrophes take place.

•The city has limited capacity and each villager must argue their way into the city or another village to justify it.

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Instructions –group 3

•Each person plays a different role: policeman, unemployed man, high potential student, mother and child, farmer, teacher etc.

•They must argue and decide amongst themselves as a group which person most deserves to go to the city.

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Instructions –group 4

•Musical chairs. Whoever misses out each round must give a reason for a problem related to urbanization (either related to the city or to the village).

•Winner summarizes all the problems and gives a conclusion.

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Instructions –group 5

•Oprah Winfrey show with students given different roles (Oprah, Dr. Phil, a migrant worker, a city worker and some students in audience have roles too).

•Oprah encourages debate amongst the ‘contestants’, involves the audience and then summarises at the end.

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Instructions –group 6

•Look outside the window and pick 1 object related to urbanisation and think why it is related to urbanisation.

•In groups of 5, explain what will happen to that object in the future.

•Get in a line of increasing importance of that object’s future on society.

•Each group nominates their ‘winning object’ and then those nominees must get in a line themselves.

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Interactivity

•Now your turn….

•On the topic of Natural Disasters, create one 3-5 min game.

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Practical preparation and practise

Objective:

• To create 2 full 40 minute class plan and deliver it entirely saturday.

• To ensure these class plans can be understood and delivered by

another group.

Topic:

• 1 new topic we have not yet covered (e.g Resource Use, Conflict &

Natural Disasters, Demographics, Energy)

• 1 other topic (education, health, poverty biodiversity, water,

sanitation etc)

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Suggested flow

•Discuss the topic and complete the ‘curriculum’ for it; so you understand all the key issues.

•Select 1 or 2 key issues and use that as a base for the class (presentation, activities etc).

•Prepare ppt, flipchart or anything else etc.Ensure these class plans can be understood and delivered by

another group!!!!!