1.  Basics in Training Facilitation What do I need to know Vilanova, October 2015

2. Non-Formal Education Learner centered Flexible and adaptable Inclusive Planned and evaluated Voluntary

3. Educational Activities Training courses Seminars Planning workshops Study visits Conferences …

5. General Considerations Community needs Personal motivation & organizational aims Training aims and objectives Resources Profile of participants (needs assessment)

6. Trainee Centred Approach Considerations: - Participants needs and expectations - Recognition of participants` prior knowledge - Responsibility for the learning process - Group size and development - Use of environment, space and resources of the group - Structure and flexibility in the implementation - Time planning

7. Groups & Participation

8. Learning Styles - SAVI SOMATIC LEARNING: learning by moving and doing AUDITORY LEARNING: learning by talking and hearing VISUAL LEARNING: learning by observing and imagery INTELLECTUAL LEARNING: learning by problem solving and reflection

9. Learning Styles Somatic SOMATIC LEARNING (learning by moving and doing) - Energisers - Simulation exercises - Cooperation games - Group building exercises - Trust-building games - Mime / image theatre (for “actors”) - Art methods (paints, plasticine, etc)

10. Learning Styles Auditory AUDITORY LEARNING (learning by talking and hearing) - Using music during exercises - Changing voice tempo, tonality to attract attention - Singing, telling poems - Reading out loud what is written on the flipchart - Work in pairs, telling stories (small groups) - Oral presentations - Definitions-making

11. Learning Styles Visual VISUAL LEARNING (learning by observing and imagery) - To fix main info on the flipchart and put them on the wall (using different colour markers) - Using PowerPoint Presentation, pictures, diagrams, schemes - To make good hand-outs with schemes - Use films and videos, posters - Observation - Use symbols

12. Learning Styles Intellectual INTELLECTUAL LEARNING (learning by problem solving and reflection) - Solving problems - Analysing experiences - debriefing - Doing strategic planning - Generating creative ideas - Formulating questions - Creating mental models - Creating personal meaning

13. Type of Learners Pragmatist Activist Reflector Theorist

14. Training Logic Learning Outcomes What do we want to achieve? Training Strategy Which logic/ red line do we follow? Methodology Which educational approach do we use? Method Which concrete activity do we use?

15. Training Strategy Consider Topic Group (We) Individuals (I)

16. Training Strategy Topic – We: -What level of experience of the topic should the group have? -What different experiences exist? -Is the training inductive (providing framework and orientation to group) or deductive (allowing group to set framework and orient themselves)? -What expectations do we have in relation to group contributions to the topic? -How do we relate the development of the group to the development of the topic?

17. Training Strategy We – I: -How do we approach individual expectations in relation to the group? -What kind of space exists for the individual within the group? -Does working time and methods reflect both group and individual needs? -How do we deal with conflicts?

18. Training Strategy I – Topic: -What expectations do individuals have in relation to the topic? -What do they want to learn? -How does the exploration of the topic cater for different learning styles and rythms? -What responsibility does the individual have for their own learning, and what possibilities to contribute? -Are there individual questions of language competency, or any other factor which needs to be addressed?

19. Programme Flow

20. - Welcome, introduction and getting to know each other - Group-building phase - Sharing experiences - Receiving new knowledge, learning new skills and undertaking new experiences - Analyses and reflection - Transfer into real life situations - Action planning and follow-up - Conclusion and closure - Evaluation

23. Method Debate Exercise Simulation Discussion Buzz-groups Brainstorming Case study Forum Theatre Role play Energiser Name games …

24. Method Selection

25. – Be confident and convinced about the method – Have experienced the method fully – Be able to anticipate the outcomes but also deal with unexpected ones – Try not to use methods that might cause feelings in participants or the group which cannot be dealt with during the learning activity – Accept that some people may not wish to participate in a particular exercise – Have a carefully worked out strategy for debriefing and feedback, which can also be adapted to deal with unexpected outcomes

26. Session Structure 1.Opening >> Session Context 2.Energiser 3.Core Activity incl. debriefing Group work Exercise Simulation … 4.Input 5.Closing >> Session Context

28. Evaluation Ex-ante evaluation: after identifying the training needs and designing the training program for the activity. (e.g. application forms, questionnaires, etc.) Ongoing evaluation: during the training activity. (e.g. daily evaluation groups, mid-term evaluation, oral and written feedback from participants, etc.) Terminal (final) evaluation: at the very end of the training activity. (e.g. evaluation questionnaires, oral evaluation, visual evaluation etc) Ex-post evaluation: at least 6 months after the activity. (e.g. evaluation questionnaire, assessment of entire organisations etc.).

29. Interesting Questions Team and participants: – How important is it to spend time with the participants during their social time? How much time should be spent with participants? – How do we deal with participants’ feedback about the course? How important are their interests and opinions in relation to the priorities set by the team? – How much responsibility for the program and the course do we want to hand over to the participants? – What do we consider a ‘professional relationship’ between participants and trainers? – To what extent do we need to agree on these questions?

30. Questions? Comments?