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RECOUP/Getting started: Difference between revisions
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<noinclude>{{RECOUP_header|Getting_started}}</noinclude>{{ | <noinclude>{{RECOUP_header|Getting_started}}</noinclude> | ||
|title= | {{Template:RECOUP/Shortheader|title=Getting started}} | ||
}} | == Introduction and overview of the workshop == | ||
[[Image:RECOUP_Board room style 1.jpg|thumb|90px]] | |||
[[Image:RECOUP_Board room style 2.JPG|thumb|90px]] | |||
[[Image:RECOUP_Board room style3.JPG|thumb|90px]] | |||
[[Image:RECOUP_Meeting.JPG|thumb|90px]] | |||
'''Time:''' 15-30 minutes | |||
'''Time:''' 15 minutes | |||
'''Objective:''' To introduce the aims of the workshop. | '''Objective:''' To introduce the aims of the workshop. | ||
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* Point out that this training programme provides an opportunity to practice various skills, not only within sessions but also tasks outside of the sessions that have been scripted. Engaging with workshop activities is essential as all sessions are heavily interlinked. Ask that everyone who attends takes part in all the activities. As the facilitator, make sure that no-one should sit around and watch while others do things (like role-playing in interviews) that might be embarrassing. | * Point out that this training programme provides an opportunity to practice various skills, not only within sessions but also tasks outside of the sessions that have been scripted. Engaging with workshop activities is essential as all sessions are heavily interlinked. Ask that everyone who attends takes part in all the activities. As the facilitator, make sure that no-one should sit around and watch while others do things (like role-playing in interviews) that might be embarrassing. | ||
* Recognise that there are lots of things that participants will be discussing and covering over the next few days. In order to make this task easier, a range of handouts and additional reading materials will be provided. | * Recognise that there are lots of things that participants will be discussing and covering over the next few days. In order to make this task easier, a range of handouts and additional reading materials will be provided. | ||
* | * Encourage participants to take notes in a 'course diary'. This will help them to reflect about the sessions, and note down any questions and contributions that they wish to discuss. | ||
== Working towards shared goals == | == Working towards shared goals == | ||
[[Image:RECOUP_Postitsstuckonpaper1.JPG|thumb|50px]] [[Image:RECOUP_Postitstuckonapaper.JPG|thumb|50px]] | |||
'''Time:''' 15 minutes | '''Time:''' 15-30 minutes | ||
'''Objectives:''' | '''Objectives:''' | ||
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Allow time for questions and comments. Conclude by explaining that during the workshop you will try and respond to the various points that have been raised in the discussions, but be honest about expectations that you will not be able to meet. | Allow time for questions and comments. Conclude by explaining that during the workshop you will try and respond to the various points that have been raised in the discussions, but be honest about expectations that you will not be able to meet. | ||
== Agreeing guidelines for working together as a group == | == Agreeing guidelines for working together as a group == | ||
'''Time:''' 20 minutes | '''Time:''' 20-30 minutes | ||
'''Objectives:''' | '''Objectives:''' | ||
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'''Process:''' | '''Process:''' | ||
Explain that you want participants to agree on a set of guidelines, to help us all to work together in a productive and harmonious manner. Guidelines can help people to work better together, in a way that is fair and respectful to everyone's needs and contributions. Guidelines can help everyone feel | Explain that you want participants to agree on a set of guidelines, to help us all to work together in a productive and harmonious manner. Guidelines can help people to work better together, in a way that is fair and respectful to everyone's needs and contributions. Guidelines can help everyone feel comfortable in a group which is essential for successful learning. | ||
Divide | Divide participants into small groups of three or four, and ask them to make a list of all the things they think should be included in the guidelines. | ||
After 10 minutes bring everyone back together, and ask each small group in turn to share their suggestions. | After 10 minutes bring everyone back together, and ask each small group in turn to share their suggestions. | ||
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Write their suggestions on flip chart. Each time another group makes the same suggestion, indicate this with a tick. | Write their suggestions on flip chart. Each time another group makes the same suggestion, indicate this with a tick. | ||
Check your own list ( | Check your own list (see below) and see if there are any items that you think are important but have not been identified by the groups. Consult with the participants: should these suggestions be included in the final list, or not? | ||
Discuss the guidelines, allowing time for comments and questions. Does anyone think that any of the guidelines need to be amended or even removed from the list? How do other people feel about it? | Discuss the guidelines, allowing time for comments and questions. Does anyone think that any of the guidelines need to be amended or even removed from the list? How do other people feel about it? | ||
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Discuss who is responsible for making sure that the group observes the guidelines (it should be everyone!) and how participants wish to deal with situations where the guidelines are not respected. | Discuss who is responsible for making sure that the group observes the guidelines (it should be everyone!) and how participants wish to deal with situations where the guidelines are not respected. | ||
A final agreed list should be written on a flip chart and permanently displayed on the wall of the room. Here | A final agreed list should be written on a flip chart and permanently displayed on the wall of the room. | ||
Here is an example of such a list, that emerged from discussions in one of our own workshops: | |||
{{ | {{Template:RECOUP/Box|text='''Workshop Guidelines:''' | ||
|text=''' | |||
* Critique but do not criticise | * Critique but do not criticise | ||
* When giving feedback use affirmatives and not negatives | * When giving feedback use affirmatives and not negatives | ||
