Induction Manual by Samantha Twigger

Instructor Training Resource

Contents Section 1 – Safe Learning Environments 1.1 BASICS – Creating a safe learning environment 1.2 Maslow’s Hierarchy of Needs Section 2 – Reflective Practice 2.1 The Woodcutter 2.2 What is reflective practice? 2.3 What forms does reflective practice take? 2.4 Stages of the learning process Section 3 - Facilitation 3.1 John Heron’s Modes of Facilitation 3.2 Pro’s & Con’s of the modes of facilitation 3.3 Leadership continuum 3.4 What is facilitation? 3.5 Quadrants of facilitation Section 4 – Learning Styles 4.1 VAK Learning styles self assessment 4.2 VAK Learning styles definitions 4.3 Honey and Mumford Learning styles self assessment 4.4 Honey and Mumford Learning styles definitions 4.5 Howard Gardner’s multiple intelligences 4.6 Dales Cone of remembered experience Section 5 – Goal Setting 5.1 Goals – Why bother? 5.2 Tools for goal setting 5.3 Group goals setting Section 6 – Reviewing and Transfer of Learning 6.1 Why review? 6.2 The purpose of reviewing 6.3 Models for reviewing 6.4 Short reviews 6.5 Transfer of learning 6.6 Promoting the transfer of learning Section 7 – Working with young people 7.1 What is challenging behaviour? 7.2 Communication 7.3 What triggers challenging behaviour? 7.4 Types of behaviour 7.5 WDEP Model 7.6 Challenge, Ignore, Divert 7.7 Fixed or Growth mindset 7.8 Use of language – mindset statements 7.9 Nurturing a growth mindset 7.10 Rapport building 7.11 The IDEAL instructor

Section 8 – Safeguarding Children 8.1 Staff code of safeguarding conduct/ behaviour 8.2 Safeguarding concerns reporting procedure Section 9 – Challenge & Support 9.1 Comfort Zones 9.2 Challenge and support 9.3 Emotional welfare – Do we really know how someone is feeling? 9.4 Challenge by choice Section 10 – Putting it into practice (Facilitation micro teach) 10.1 Feedback types 10.2 Constructive feedback 10.3 Delivery models 10.4 Learning outcomes 10.5 Session plan template Section 11 – Reflective logs 11.1 Reflective logs (Days 1 – 5) 11.2 Personal goals 11.3 Letter to me 11.4 Personal statement

1.1 Creating a safe learning environment - Basics

elonging

Learners want to feel part of the learning process – involve them.

spirations

Learners want to feel know they can improve – sell the benefits.

afety

Learners want to know they are free from intimidation and humiliation – make it a safe space to be, create a ‘no put down’ zone.

dentity

Learners want to know they are recognised – value their identity.

hallenge

Learners need to be stretched – take them out of their comfort zone.

uccess

Learners want the satisfaction of success – acknowledge improvement and effort.

1.2 Creating a Safe Learning Environment â&#x20AC;&#x201C; Maslowâ&#x20AC;&#x2122;s hierarchy of needs

Self - Actualisation Have I achieved what I wanted to?

Self Esteem Am I learning something useful?

Recognition Do I belong here, do others respect me? Safety/ Security Am I in danger whilst learning? Am I worried about anything? Physiological Is the learning environment comfortable? Am I hungry, thirsty, tired, cold?

Notes;

2.1 The Woodcutter There once was a woodcutter who spent every day cutting down trees. The company he worked for paid by productivity and so each day the woodcutter tried to cut down one more tree than the day before. The company was doing so well that they took another woodcutter and every day the two would go into the forest and cut down trees. After a few days the woodcutter noticed that his new colleague seemed to be cutting down more trees than he was, but try as he might he couldn’t keep up with him. Eventually, being really fed up with this, he asked the man how he managed to cut down so many trees. The new woodcutter said, “Each time I cut down a tree I stop, take a few minutes to sharpen the blade of my axe, and then I cut down another tree. Then I stop and sharpen the blade. When was the last time you sharpened your axe?”

Lessons:    

Sharpening your axe - reviewing your skills. realising that there is always something new to learn. learning new skills and techniques. learning from others.

2.2 What is reflective practice?

Reflection before action

Reflection on action

Reflection in action

Reflective Practitioners 

Reflective practitioners take account of what others say and actively seek opportunities to gain others viewpoints



Reflective practitioners experiment with practice, they try out new ideas and techniques to expand their knowledge, experience and expertise



Reflective practitioners move practice forward, - By role modelling new ideas, by aiming to improve each time they work, by encouraging peers to develop the same practice



They develop a personal theory of practice

2.3 What forms does reflection take? 

Making time to think and reflect on what you do and have done and importantly to understand why



Relating this to what you have seen others do



Reading around topics eg: facilitation, reviewing, transfer of learning, education practice, classroom design, etc in fact anything that you have an interest in and feel could have some influence on what you do and why



Recorded in some way – scrapbook, photos, video, writing – and using this in supervision, mentoring and appraisal discussions to help direct future learning and career direction Notes;

2.4 Stages of the learning process - Mastery Instructor should be conscious of what they are doing and how they are doing it.

Learning takes place

Unconscious Competence

Learner has to be aware of the want and need to learn

Conscious Competence

Conscious Incompetence

Unconscious Incompetence

Model based on â&#x20AC;&#x153;The Peter Principleâ&#x20AC;? (Laurence Peter 1969)

Notes;

3.1 Modes of facilitation

Authoritative

Cooperative

Laissez Faire

I Choose

We Choose

You Choose

Autocratic Authoritarian Command

Democratic Consultative Guided Discovery

Self Direction Autonomy Self Discovery

Facilitator directs the timing process; and does things for the group; leading from the front by thinking and acting on behalf of the group; taking full responsibility; in charge of all major decisions. You use the full authority of your role, no consultation. Respectful direction without consultation

Propose, elicit views, consult, consider and prescribe (There is a continuum from suggest - propose - advice to persuade)

You are enabling and concerned with facilitating the participant in making up their own mind in their own way. The participant decides about own learning, direction etc.

A collaboration between leader and group on the decision sharing. Comparing views on issues and options. Together you work at an agreement on the final course of action

Based on John Heron’s modes of facilitation

3.2 Pro’s & Con’s of the facilitation modes

Authoritative Pro’s – Effective safety management

Con’s – participants become passive and dependent or hostile and resistant, waning self direction - which is the core of all learning.

Cooperative

Pro’s – Promotes inclusion. Can ensure a successful outcome.

Con’s – may degenerate into a subtle kind of nurturing oppression, may deny the group the benefits of totally autonomous learning.

Laissez Faire Pro’s – Allows learning to be autonomous and a voyage of self discovery

Con’s – facilitator has a laissez-faire approach, group may wallow in ignorance, misconception and chaos. Abdicate responsibility, 'you get on with it, I'm off for a coffee’ syndrome!

3.3 Leadership Continuum I lead, you follow

We walk beside each other

You lead, I follow

Participant Interaction Facilitator Interaction

Authoritative

Cooperative

Laissez Faire

Based on Tannenbaum and Shmidt Leadership Continuum

3.4 What is facilitation? To facilitate, is to help something (usually a process) move along. The word derives from “facile” which is French for “easy”. To facilitate, then, is literally to make something easier. Through facilitation, the instructor provides subtle “boosts” to help participants through a series of experiences, which combine to create a desired effect. Facilitate does not mean “solving a problem” or “doing it for someone”. It means doing something that makes a process run a little better.  When a situation is too difficult, a facilitator is there to help.  When a student or group are having desirable experiences, the facilitator can be less obtrusive. In general, the goal of facilitation often includes participants analysing and better understanding their thoughts, feelings and behaviours. A Facilitator in summary is:     

There to help a process along Provide ‘subtle boosts’ to participants There to help participants better analyse and understand their feelings Positively influence the experience To help participants connect what they have learnt to what they know.

Facilitation can also be taken to mean: Facilitation can also be understood to mean all the behaviours and actions of a teacher, instructor, trainer, mentor, etc, which influence the experience of the individuals and the group. This includes subtle, unconscious behaviours of the instructor that can have profound influences on what unfolds “All behaviours and actions of the facilitator either intentional or unintentional.”

3.5 Quadrants of facilitation

These are things an instructor does intentionally and these are noticed by students.

These are things an instructor does intentionally but they are not noticed by students.

Examples:

Example:

1. A facilitator shows students how to juggle. 2. A facilitator uses open questioning, such as when asking a question of a group during a debrief. 3. An facilitator gives verbal feedback to a participant or group.

1. As a group are sitting down to have a discussion, the facilitator intentionally places him/her self next to a student whom he/she wants to begin the discussion. The instructor then casually indicates to go around in the direction of the person next to them. 2. The planned hidden learning outcomes which are not obvious to students until the review.

These are things an instructor does without intending and they are noticed by the students. Examples: 1. An instructor is naturally warm hearted (without realising) and this quickly makes the students feel accepted and excited about the programme. 2. An instructor unintentionally uses gendered language, which upsets several participants.

These are things an instructor does without intending and they go unnoticed by the students. But it does affect individuals experiences and has subtle sociopsychological impacts. Examples: 1. As a group are sitting down to have a discussion, the facilitator unintentionally sits either too far apart from the group (eg: is ego-centric) or unintentionally too far into the group (eg: is anxious, shy). The group donâ&#x20AC;&#x2122;t consciously notice but it affects the way participants respond to the instructor. 2. An instructor uses gendered language and this goes unnoticed by the group but it contributes to underlying gender issues and tensions within the group.

Blue arrow indicates; minimising our unintentional actions/ behaviours and turning them into intentional and use them too benefit the experience.

Notes;

4.1 VAK Learning Styles Self - Assessment Questionnaire Circle or tick the answer that most represents how you generally behave. 1. When I operate new equipment I generally: a) read the instructions first b) listen to an explanation from someone who has used it before c) go ahead and have a go, I can figure it out as I use it 2. When I need directions for travelling I usually: a) look at a map b) ask for spoken directions c) follow my nose and maybe use a compass 3. When I cook a new dish, I like to: a) follow a written recipe b) call a friend for an explanation c) follow my instincts, testing as I cook 4. If I am teaching someone something new, I tend to: a) write instructions down for them b) give them a verbal explanation c) demonstrate first and then let them have a go 5. I tend to say: a) watch how I do it b) listen to me explain c) you have a go 6. During my free time I most enjoy: a) going to museums and galleries b) listening to music and talking to my friends c) playing sport or doing DIY 7. When I go shopping for clothes, I tend to: a) imagine what they would look like on b) discuss them with the shop staff c) try them on and test them out 8. When I am choosing a holiday I usually: a) read lots of brochures b) listen to recommendations from friends c) imagine what it would be like to be there 9. If I was buying a new car, I would: a) read reviews in newspapers and magazines b) discuss what I need with my friends c) test-drive lots of different types 10. When I am learning a new skill, I am most comfortable: a) watching what the teacher is doing b) talking through with the teacher exactly what Iâ&#x20AC;&#x2122;m supposed to do c) giving it a try myself and work it out as I go

11. If I a) b) c)

am choosing food off a menu, I tend to: imagine what the food will look like talk through the options in my head or with my partner imagine what the food will taste like

12. When I listen to a band, I canâ&#x20AC;&#x2122;t help: a) watching the band members and other people in the audience b) listening to the lyrics and the beats c) moving in time with the music 13. When I concentrate, I most often: a) focus on the words or the pictures in front of me b) discuss the problem and the possible solutions in my head c) move around a lot, fiddle with pens and pencils and touch things 14. I choose household furnishings because I like: a) their colours and how they look b) the descriptions the sales-people give me c) their textures and what it feels like to touch them 15. My a) b) c)

first memory is of: looking at something being spoken to doing something

16. When I am anxious, I: a) visualise the worst-case scenarios b) talk over in my head what worries me most c) canâ&#x20AC;&#x2122;t sit still, fiddle and move around constantly 17. I feel especially connected to other people because of: a) how they look b) what they say to me c) how they make me feel 18. When I have to revise for an exam, I generally: a) write lots of revision notes and diagrams b) talk over my notes, alone or with other people c) imagine making the movement or creating the formula 19. If I a) b) c)

am explaining to someone I tend to: show them what I mean explain to them in different ways until they understand encourage them to try and talk them through my idea as they do it

20. I really love: a) watching films, photography, looking at art or people watching b) listening to music, the radio or talking to friends c) taking part in sporting activities, eating fine foods and wines or dancing 21. Most of my free time is spent: a) watching television b) talking to friends c) doing physical activity or making things

22. When I first contact a new person, I usually: a) arrange a face to face meeting b) talk to them on the telephone c) try to get together whilst doing something else, such as an activity or a meal 23. I first notice how people: a) look and dress b) sound and speak c) stand and move 24. If I a) b) c)

am angry, I tend to: keep replaying in my mind what it is that has upset me raise my voice and tell people how I feel stamp about, slam doors and physically demonstrate my anger

25. I find it easiest to remember: a) faces b) names c) things I have done 26. I think that you can tell if someone is lying if: a) they avoid looking at you b) their voices changes c) they give me funny vibes 27. When I meet an old friend: a) I say “it’s great to see you!” b) I say “it’s great to hear from you!” c) I give them a hug or a handshake 28. I remember things best by: a) writing notes or keeping printed details b) saying them aloud or repeating words and key points in my head c) doing and practising the activity or imagining it being done 29. If I a) b) c)

have to complain about faulty goods, I am most comfortable: writing a letter complaining over the phone taking the item back to the store or posting it to head office

30. I tend to say: a) I see what you mean b) I hear what you are saying c) I know how you feel

Add up how many A’s, B’s and C’s you selected.

A’s =

B’s =

C’s =

If you chose mostly A’s you have a preference for VISUAL learning. If you chose mostly B’s you have a preference for AUDITORY learning. If you chose mostly C’s you have a preference for KINAESTHETIC learning.

4.2 VAK Learning Styles Definitions The VAK learning styles model suggests that most people have a preference to one of three styles of learning. These three styles are as follows; 

Someone with a Visual learning preference has a preference for seen or observed things, including pictures, diagrams, demonstrations, displays, handouts, films, flip-chart, etc. These people will use phrases such as ‘show me’, ‘let’s have a look at that’ and will be best able to perform a new task after reading the instructions or watching someone else do it first. These are the people who will work from lists and written directions and instructions.



Someone with an Auditory learning preference has a preference for the transfer of information through listening: to the spoken word, of self or others, of sounds and noises. These people will use phrases such as ‘tell me’, ‘let’s talk it over’ and will be best able to perform a new task after listening to instructions from an expert. These are the people who are happy being given spoken instructions over the telephone, and can remember all the words to songs that they hear!



Someone with a Kinaesthetic learning preference has a preference for physical experience - touching, feeling, holding, doing, practical hands-on experiences. These people will use phrases such as ‘let me try’, ‘how do you feel?’ and will be best able to perform a new task by going ahead and trying it out, learning as they go. These are the people who like to experiment, hands-on, and never look at the instructions first!

People commonly have a main preferred learning style, but this will be part of a blend of all three. Some people have a very strong preference; other people have a more even mixture of two or less commonly, three styles. When you know your preferred learning style(s) you understand the type of learning that best suits you and then use this to shape the learning experiences that you provide for young people. This enables you to choose the types of learning that work best for everyone.

4.3 Honey and Mumford Learning Styles Self - Assessment Questionnaire If true about yourself tick the white box corresponding to the question

Question I find it easy to meet new people and make new friends I am cautious and thoughtful I get bored easily I am a practical, "hands on" kind of person I like to try things out for myself My friends consider me to be a good listener I have clear ideas about the best way to do things I enjoy being the centre of attention I am a bit of a daydreamer I keep a list of things to do I like to experiment to find the best way to do things I prefer to think things out logically I like to concentrate on one thing at a time People sometimes think of me as shy and quiet I am a bit of a perfectionist I am enthusiastic about life I would rather "get on with the job" than keep talking about it I often notice things that other people miss I act first then think about the consequences later I like to have everything in its "proper place" I ask lots of questions I like to think things through before getting involved I enjoy trying out new things I like the challenge of having a problem to solve

Honey and Mumford Questionnaire Results Column 1 Column 2 Column 3 Column 4

Activist Pragmatist Theorist Reflector

/6 /6 /6 /6

Chart your results below -

Activist 6

Pragmatist

Reflector

Theorist

The more evenly spread the shape when drawn from the points that are marked the more balanced you are as a learner. It is important that we look to develop ourselves to learn in different ways and also important that we ensure that we donâ&#x20AC;&#x2122;t just deliver sessions to incorporate our preferred learning style!

4.4 Honey and Mumford Learning Styles Definitions Activists Activists like to be involved in new experiences and are enthusiastic about new ideas. They enjoy doing things and tend to act first and consider the implications afterwards. They are unlikely to prepare for the learning experience or review their learning afterwards. Activists learn best when:     

involved in new experiences problems and opportunities working with others in team tasks or role-playing being thrown in the deep end with a difficult task chairing meetings, leading discussions

Activists learn less when:    

listening to lectures or long explanations reading, writing or thinking on their own absorbing and understanding data

following precise instruction to the letter

Reflectors Reflectors like to view the situation from different perspectives. They like to collect data, review and think carefully before coming to any conclusions. They enjoy observing others and will listen to their views before offering their own. Reflectors learn best when:   

observing individuals or groups at work reviewing what has happened and thinking about what they have learned producing analyses and reports doing tasks without tight deadlines

Reflectors learn less when:    

acting as leader or role-playing in front of others doing things with no time to prepare being thrown in at the deep end being rushed or worried by deadlines

Theorists Theorists like to adapt and integrate observations into complex and logically sound theories. They think problems through step- by-step. They tend to be perfectionists who like to fit things into a rational scheme. Theorists learn best when:    

put in complex situations where they have to use their skills and knowledge they are in structured situations with clear purpose they are offered interesting ideas or concepts even though they are not immediately relevant they have the chance to question and probe ideas

Theorists learn less when:

   

they have to participate in situations which emphasise emotion and feelings the activity is unstructured or briefing is poor they have to do things without knowing the principles or concepts involved they feel they're out of tune with the other participants, for example people with different learning styles

Pragmatists Pragmatists are eager to try things out. They like concepts that can be applied to their job. They tend to be impatient with lengthy discussions and are practical and down to earth. Pragmatists learn best when:    

there is a link between the topic and job they have the chance to try out techniques they are shown techniques with obvious advantages such as saving time they are shown a model they can copy

Pragmatists learn less when:   

there is no obvious or immediate benefit that they can recognise there is no practice or guidelines on how to do it there is no apparent benefit to the learning

the event or learning is 'all theory'

4.5 Howard Gardner’s Multiple Intelligences A person could be described as having well developed visual/spatial intelligence if they:      

Learn by seeing and observing Navigate themselves and objectives effectively through space Perceive and produce mental imagery, use visual images as an aid to recall Decode maps, charts and diagrams Enjoy painting, doodling, drawing etc Enjoy constructing 3-D products, and can mentally change the form of an object.

A person could be described as having well developed Physical/kinaesthetic intelligence if they:       

Explore objects and the environment through touch and movement Prefer to touch, handle or manipulate what is to be learned Develop co-ordination and a good sense of timing Learn best by direct involvement and participation Show dexterity in working with muscles and hands Have the ability to fine tune and perfect physical performance Demonstrate balance and precision in physical tasks.

A person could be described as having well developed musical intelligence if they:      

Listen and respond with interest to a variety of sounds, including human voice, environmental sounds and music Enjoy and seek out opportunities to hear music or sounds Respond kinaesthetically to music by conducting, dancing, or performing; emotionally by responding to moods; intellectually by discussing and analysing, and /or aesthetically by exploring the content and meaning of music. Develop an ability to sing or play a musical instrument. Enjoy improvising and playing with Sounds, and can complete musical statements in a way that makes sense.

A person could be described as having well developed mathematical/logical intelligence if they:     

Use abstract symbols to represent concrete objects and concepts Demonstrate skill at logical problems Perceive patterns and relationships Enjoy complex operations such as calculus, computer programming or data gathering and processing Make hypotheses, formulate models and construct arguments.

A person could be described as having well developed linguistic intelligence if they:     

Learn through listening, reading, writing and discussing Listen and read effectively, comprehend, paraphrase and interpret Speak effectively to a variety of audiences using appropriate styles Write effectively, using a wide vocabulary and correctly apply grammar and punctuation and exhibit an ability to learn other languages Demonstrate interest in journalism, story telling, debate, poetry etc.

A person could be described as having well developed intrapersonal intelligence if they:      

Work independently Are aware of their range of emotions Are motivated to identify and pursue goals Are curious about the “big questions” in life – meaning, relevance and purpose Attempt to seek out and understand inner experiences Gain insight into the complexities of self and the human condition

A person could be described as having well developed interpersonal intelligence if they:       

Bond and interact with other, recognising and using a variety of routes Form and maintain social relationships Perceive the feeling, thoughts, motivation, behaviours and lifestyle of others Participate in collaborative efforts and assume various roles as appropriate group activity Understand and communicate effectively in both verbal and non-verbal ways Perceive diverse perspectives in a social or political issue Adapt behaviour to different environments or groups, and in response to feedback from others

A person could be described as having well developed naturalist intelligence if they:     

Delight in the environment Are able to describe the features of a natural environment and classify species seeing patterns of relationships within and between species Are comfortable in different types of natural environment Show concern about the impact of human intervention in natural environments Understand the significance of environment and perhaps social “balance” and have a sense of fairness.

4.6 Dales Cone of Remembered Experience

“I hear – I forget, I see – I remember, I do – I understand”

Notes;

5.1 Goals – why bother? “Cheshire puss,” she began, rather timidly as she did not at all know whether it would like the name; however, it only grinned a little wider, ‘come its pleased so far,’ thought Alice, and she went on. ‘Would you tell me, please, which way I ought to go from here?’ ‘That depends upon where you want to get to,’ said the cat. ‘I don’t much care where…’ said Alice. ‘Then it doesn’t matter which way you walk,’ said the cat. ‘…so long as I get SOMEWHERE,’ Alice added as an explanation. ‘Oh, you’re sure to do that,’ said the cat, ‘if you only walk long enough.’” Lewis Carroll in Alice’s Adventures in Wonderland

Goals - why bother?

5.2 Tools for Goal Setting The following mnemonic can be used as a guide when setting goals;

S M A R T E R

pecific

easureable

chievable (yet still a stretch!)

ealistic

ime bound

valuated

ecorded

Along with using the SMARTER mnemonic it’s is also important that when setting goals we ask ourselves the right questions; the same is true when we are reflecting. The below extract from a Rudyard Kipling poem is a useful reminder;

“I keep six honest serving-men (They taught me all I knew); There names are What and Why and when And How and Where and Who.” Extract taken from Rudyard Kipling – I keep six honest serving men

It is also important to consider how we move forward to achieve much bigger goals, dreams and ambitions; For example “I want to be a Centre Manager”. These goals need to broken down into smaller more manageable incremental goals as shown below.

5.2 Group Goal Setting

Panic

Complexity

Stretch

Comfort

Time When setting goals with groupâ&#x20AC;&#x2122;s consideration should be given to the level of complexity the goal has versus the time that is available to achieve it to ensure that the level of challenge is appropriate and that the group are stretched. As a facilitator it is important to include the group in the goal setting process and allow them to determine the goals they wish to achieve. Groups can use the plan, do, review model below to adapt their goals if they realise they are unachievable.

PLAN

ADAPT

REVIEW

6.1 Why Review? Hereâ&#x20AC;&#x2122;s Edward Bear Coming downstairs now, Bump, bump, bump, On the back of his head, Behind Christopher Robin. It is, as far as he knows, The only way of coming downstairs, But sometimes he feels that there really is another way, If only he could stop bumping for a moment and think of it.

The complete Winnie-the Pooh A.A. Milne pg15

Reviewing - why bother?

6.2 The scope of reviewing

6.2 The purpose of reviewing Overall – reviewing helps people to learn from experience. 1. REVIEWING At one level it is a ‘vehicle’ by which learning takes place. At a more ’atmospheric’ level it shapes and influences the whole learning climate – e.g. It can help develop trust, support and honesty between individuals and within the group. 2. HELP ‘Helping’ people learn from experiences can sometimes take the form of direct feedback, bringing attention to things people have not noticed,…’you took on a leadership role at the start of that activity’…..’Everyone else was as cold and fed up as you’. On the other hand ‘helping’ may be indirect by helping via the group “The attitude of individuals have their anchorage in groups. It may be easier to change the attitudes of individuals in the group by changing the group climate than attempting to address intervention directly to the individual”’ (Blocher, 1966) 3. LEARN The educational benefits of adventure are more wide ranging than just knowledge and skills but also feelings, values and attitudes, personal and social development, increased confidence and motivation. Reviewing can transform experiences into ‘learning’ or ‘development’ or both. 4. EXPERIENCE People may experience – fear, anxiety, exhaustion, peaceful, solitude, camaraderie, pain, anger, alienation, sadness, frustration and joy. Each individual in a group may encounter a very different experience from each other or at different times during one activity or journey. It is important that reviews can support these ranges. 5. GOALS The outcome of reviews may be goals for the next adventure or elsewhere. This can provide focus during the next ‘adventure’ and a starting point for future reviews.

Roger Greenaway www.reviewing.co.uk

THE SCOPE OF REVIEWING To energise the learning experience    

Not purely intellectual More holistic form of learning Can energise and sustain a dynamic approach to learning Show interest in consequences of experience

To enrich the experience     

The habit of reviewing increases perceptiveness during experiences An incident during an activity may remind them of a previous review Knowing a review is coming up participants may start anticipating potential review material Reviewing can encourage people to notice more about themselves, others and their surroundings By valuing their experiences more people will value themselves more

To make sense of the experience   

Reviewing takes people beyond their normal responses and helps make sense of their experiences Help find personal significance in events which might otherwise be lost in the intensity of adventure A review may reveal a misunderstanding, or introduce a fresh perspective, or provide the opportunity for people to talk things through and be listened to

To make connections   

Help people's interest and ability in making connections between course experiences and everyday fife Encourage thinking about wider significance of their adventures Comparisons can reflect back in such a way that they enhance current experiences, and add to what can be learned from them

To develop learning skills 

Enhances ability to learn from individual or group experiences and therefore take more responsibility for own learning and development

To set goals 

Sometimes it is important to set goals for future events to help transfer or apply what has been learnt

Roger Greenaway www.reviewing.co.uk

Review Model PREVIOUS ACTIVITY

NEXT ACTIVITY

Reflecting

Planning

Looking back

Looking forward

REVIEWING

Making Connections

Learning Transfer

Lifetime development of knowledge, understanding and skills

Roger Greenaway www.reviewing.co.uk

6.3 Models for reviewing

What have we done today/ throughout the course? What happened; identify key events by taking your participants back through the learning.

So what did it mean/feel like? Try to get people to remember how it felt.

Focus on the next steps and set goals for the future.

FACTS (or first assumptions) What happened? What appeared to be going on? What did you notice? What did you not notice?

FEELINGS What were you experiencing? What were you sensing? What feelings were you going through?

FINDINGS Why…? How did…? How much…? How well…? What does this mean? What is the significance?

FUTURE What are the possibilities for action or further enquiry? What learning do you want to take forward? What next…decide? Explore? Practice? Plan? Create? What else? What if?

6.4 Short Reviews Reviews with cards 4 F’s Organise a deck of cards into suits combining the diamonds and Hearts together and the spades and clubs. Distribute one or two cards from each pile to each person in the group and ask them to provide as a result of the activity/ course either a fact (diamond), Feeling (heart), finding (Spade) or Future (club). In turn each person to read out what they thought in relation to what is on their card. This review works best if facts and feelings are done together and then findings and future. Recognition Distribute one or two cards to each member of the group. The suit on each card will correspond to the following;    

Diamond – Someone who has been a diamond and has shone during the activity. Heart – Something that you loved about the activity. Club – A time when the group had to club together Spades – A time when the group had to dig deep.

In turn each person is to read out their response in relation to the cards they were dealt. Others in the group can contribute to the comment to provide more of a discussion format. Question Cards Have a series of review questions pre written on a deck of cards as with the above two reviews distribute the cards and allow each person in the group an opportunity to provide an answer to the question that they have been posed with. Question could include things such as;       

What would you do differently next time…? The most memorable part of the activity for me was… Someone who helped me during the activity was… I liked… I didn’t like… The thing I found most difficult was… The thing I found easiest was…

Reviewing with metaphors “A metaphor is a figure of speech that describes a subject by asserting that it is, on some point of comparison, the same as another otherwise unrelated object.” Landscape Metaphors Ask the group to choose on object from the landscape that they can be used to describe how they felt. This can focus on a specific element of the activity or the activity as a whole. In turn each member of the group is to share their metaphor. Environment Metaphors Choose an object from the environment that can be used to describe how they felt. This can focus on a specific element of the activity or the activity as a whole. In turn each member of the group is to share their metaphor.

Blob Trees Ask each member of the group to share which of the blobs they can most relate to and why? This can be from either from a specific point of the activity such as beginning, middle and end or from the activity as a whole.

From the desk of Pip Wilson and Iain Long Photos/ post cards Have a selection of photos or postcards that the group from choose from to describe how they feel about the experience they have had or are about to embark on. Allow each person in the group to share.

Team focused reviews Watchers/ doers/ thinkers Ask the each individual to consider the role that they played in the group. Through asking thought provoking questions get the group to consider why each person played the role that they did. Was it different from in previous tasks? Did everyone contribute? Why do we need to be aware of the roles that others are playing? Parts of the bus Ask individuals in the group to think in relation to their contribution and role in the team which part of a bus they would be and why? E.g. “I was a passenger because I just went along with the plan.” “I was a window wiper because I allowed the group to see more clearly when things were getting challenging.” Someone who… Have a series of statements written on cards all starting with someone who… examples could be; Tried hard, listened well, had good ideas, helped others, kept the group going. Once the cards have been given out ask each person to share their response to the statement that they have received. It is also an idea to have a few cards which prompt feedback and improvement e.g. someone who should have listened more. There should be much fewer of these type of

cards in the set and they should be only used if you are certain the group will be supportive enough when receiving this type of feedback.

Other short reviews Hands on After a question from the facilitator the group place their hands as votes on the person that it most relates to e.g. someone who made valuable contributions. The facilitator should explore further with the group after each vote particularly where there a lot of votes for one person. This exercise is also a good opportunity for the facilitator to identify positive contributions from individuals that the group may not have picked up on. Write a tweet Ask the group to come up with a statement of no more than 20 words or 140 characters to tell everyone back at school/ home what they thought of the activity. Traffic lights Create cards or similar that have a traffic light system (red, amber, green) hand these out to the group and then ask a series of questions about how the group felt at key points during the activity. Group members are to respond to the questions using the traffic light system and the facilitator should draw on individuals with significant responses. Say something nice (speed dating) Set up a speed dating system for the group during which they have to spend 1 minute (30 seconds for each person in the pair) saying nice things about the other person that they have noticed during the activity or course. Comfort Zones Layout a series of ropes/ webbing/ string and ask each participant to palce a unique object in the comfort zones model to demonstrate how they felt during the activity. This should focus on individual elements for example;   

How did you feel when you arrived at the activity? How did you feel when you got your equipment on? How did you feel just as you were about to start climbing?

6.5 Transfer of Learning

Direct Transfer of Learning (Near)

TASK

PROCESS

Indirect Transfer of Learning (Far)

Direct Transfer Near (direct) â&#x20AC;&#x201C; those activities/experiences that have a direct transfer between situations eg: tying shoe laces, walking. Indirect Transfer Far (indirect) â&#x20AC;&#x201C; those activities/experiences where an idea or feeling can be transferred between completely different situations eg: lessons from archery could be applied to essay writing. Direct Transfer examples

Indirect Transfer examples

6.6 Promoting the transfer of learning This course has been like real life because… One thing I learnt from the course is… One thing I will use from this course is… I have learned to be more/ less… Within………. (time) I will try to be... Within………. (time) I will try not to be… Within………. (time) I will try out… When I’m faced with………. I will use… Having learned………. I want to improve on… During the course I have stopped doing………. Which means I’ve started doing... (or vice versa) During this course I have completed the challenge of………. So now I’m going to complete……….at home/work/college/ in my community I have increased my confidence in………. so I am going to start……… at home/work/college/ in my community. I have improved my………. so I am going to start………. at home/work/college/ in my community.

7.1 What is challenging behaviour? Any form of behaviour that interferes with learning or normal development, is harmful to the young person or anyone else. This can be verbal and/or physical 7.2 Communication Communication Pie Chart

Passive Listening

Active Listening

Hear

Interpret

React

Evaluate

React Active Listening •

The critical stage is the evaluation!

•

A passive listener hears, interprets then reacts!

•

An active listener takes care to consider the implications of what they have heard and reacts accordingly. This means evaluating what has been said and letting that inspire or generate your next question or reaction as well as exploring the implications of it to you.

•

Conveys respect

•

Helps the young person identify emotions and problems

•

Helps you control the conversation

•

Responds to feelings not behaviours

•

Builds trust

Active Listening is not •

Parroting

•

The solution to every problem

•

Permission giving

•

A way for young people to manipulate

•

Necessarily time consuming

7.3 What triggers challenging behaviour

Boredom

Inability to do the task

Attention seeking

Feeling undervalued

Working for too long Not understanding

Personal Triggers

7.4 Types of behaviour High self worth concern Behaviour is often assertive/ aggressive in order to protect a position within the hierarchy of the group. High self worth behaviour will be focused with an aim of exclusion in order to avoid embarrassment or failure. Passive Those who behave in a passive way will become withdrawn and exclude themselves by falling into the background during an activity. Unlike high self worth concern where pressure is vented regularly those with passive behaviour will become more inwardly frustrated after a period of withdrawal which could be hours or days.

7.5 WDEP Model

Taken from reality therapy (Bob Wubbolding)

7.6 Challenge, Ignore, Divert

7.7 Fixed or Growth mindset?

FIXED MINDSET

GROWTH MINDSET

“Intelligence is something you have or don’t have.”

“Intelligence can be developed”

A desire to look smart which means that you…

A desire to learns which means that you…

    

 

Avoid challenges Give up easily See effort as a waste of time Ignore feedback Feel threatened by the success of others

  

Embrace challenges Keep going when things get difficult See effort as the path to mastery Learn from feedback Learn from and find inspiration from the success of others

7.8 Use of language - Mindset Statements FIXED MINDSET 

You did that fast.



You got a great mark without even trying.



You’re a born winner.



This should be easy for someone like you.



I knew you had it in you.



You’re brilliant.



You are a great artist/ athlete/ scientist etc.



You are so smart.



You are really good at this.



Clever girl/ boy.

GROWTH MINDSET 

Your effort has really paid off, you should be proud.



I am sorry that was to easy for you.



That strategy worked well.



Well done, you are learning to…



I really liked the way you…



Interesting strategies!



You rose to the challenge!



You must be proud of what you have achieved.



You kept going even when it got hard for you.



Good to see you learning from your mistakes.



You must have practiced this a lot.



You must have worked hard to produce this.

7.9 Nurturing a growth mindset Goals  

Set learning goals where the goal is to get better at something and master it rather than focusing on performance. Help young people understand that marks only reflect how they are doing now, they’re just a snap shot and do not measure potential(we have no way of measuring potential)

Responses    

Help young people focus on what they can learn from failure or when things don’t go well. Focusing on how we feel when things go wrong isn’t necessarily helpful. Focus on what we can do about it next time, how to try some different strategies. Encourage young people to use positive self-talk when things don’t go well e.g. ‘the harder it gets the harder I’ll try’. Help them look for explanations rather than ‘lack of ability’ when things go wrong

Effort   

Help young people understand that effort is a necessary part of success, it is NOT a reflection of low ability When you face a set back, try harder! Use effort to overcome difficulties. Effort = success!

Strategies   

Think of new, different ways of doing things. If one way doesn’t work try another. Don’t keep using a strategy if it isn’t working Don’t give up!

Praise      

Praise effort, it will help encourage a growth mindset Praise the processes and strategies that learners use. Praising for ability can nurture a fixed growth mindset and encourages young people to set performance goals, don’t do it! You may be helping to create helpless learners. Give specific constructive criticism, it will help young people learn what they are doing well and what they can build on – it will help them become resilient in the future. Don’t praise unless it is warranted Don’t go over the top with praise – it might lead the young person to be anxious that they might disappoint you in the future.

Role Models  

Use stories to provide positive role models of people who succeeded because they had a growth mindset. Write/ tell people about your growth mindset experiences, it will help you to deepen your own understanding.

7.10 Rapport Building

7.11 The IDEAL Instructor

8.1 Staff code of safeguarding conduct/ behaviours General guidelines for staff behaviour – You will have received advice and guidance on staff behaviour during your induction process and some of these are also outlined within the Employee Handbook. These additional guidelines are here to protect children and staff alike. They are designed to help you avoid situations which could be misinterpreted and possibly lead to an allegation being made against you. The list below is by no means exhaustive and all staff should remember to conduct themselves in a manner appropriate to their position. Your behaviour should be guided by the following advice. If it is necessary to carry out practices contrary to it, you should only do so after discussion with, and the approval of, your manager.       

     

Treat children with respect at all times. Never make suggestive remarks or discriminatory comments to a child. Do not engage in or tolerate any bullying of a child, either by adults or other children. Respect children’s right to privacy at all times. Never enter a room where a child may be changing their clothes or not be fully dressed, without first clearly getting their consent to enter. Always make sure you are never alone with a child, especially in dormitory rooms. Never offer a lift to a young person in your own car. Do not touch children unless required to do so in order to fulfil your duties and there is another adult present, i.e. assistance with putting on safety equipment should be kept to a minimum. Avoid hugging, piggybacks, play fights, sitting on lap etc. or any other physical contact. Do not engage in or allow any adult based conversation, i.e. drinking, fighting or sexually provocative games involving or observed by children, whether based on talking or touching. Never show favouritism or reject any individuals/single out ‘trouble makers’. Do not engage in or tolerate inappropriate physical activity involving children. Avoid situations where your approach or treatment of a young person could be misconstrued, e.g. an arm around the shoulder etc. Avoid situations where you may be put in a compromising situation. All staff must not enter occupied children’s dormitories/rooms unless in an emergency

8.2 Safeguarding concerns reporting procedure

9.1 Comfort Zones The Comfort Zones model developed by Tuson (1994) looks at how we respond in unfamiliar or challenging environments which is particularly significant to instructors working with young people. The comfort zone could be described as a place where we feel most comfortable which is most likely to be an environment that we are familiar with, this may be at home or could in fact be as we progress through our daily lives. The stretch zone is when we are outside of our comfort zone and although we may feel uncomfortable or uneasy when we push ourselves into this zone we are not in any risk of panicking and causing emotional trauma to ourselves. This will however occur if we push ourselves into the panic zone and it is at this point that psychological well being could be seriously affected. The panic zone could be described as “harmful” or “dangerous” It is vital when working with young people we ensure that they are given the opportunity to leave their comfort zone without being pushed unnecessarily far resulting in panic. A safe and secure environment should be created by the instructor to ensure that this can happen and can aim to be achieved by following the principles of challenge by choice.

Comfort Zone

Stretch Zone

Panic Zone

9.2 Challenge & Support The model on the following page aims to describe how it is essential that the amount of challenge and support given is balanced against the needs of the group and individuals within it, there are various factors that will affect the amount of challenge or support that can be given to a group. Some of these factors may be –      

The environment that someone is in. The people that they are with. How they feel at that time of day. How the instructors, accompanying adults or other participants are interacting with them. The level of trust between the participant and the people they are working with. The level of trust in the equipment.

High

Cosy

Developmental

Comfort

Support

Stretch

Low

Not Engaging

High Risk Panic

Challenge Low

Challenge High

Not Engaging – An activity which requires low support and has little challenge will result the group not being engaged which may appear as them being bored. Cosy – An activity which has high support and very little challenge could be described as feeling cosy likely to remain in their comfort zone for the duration. High Risk – An activity with high challenge and low support may be described as scary, dangerous, risky too much challenge without enough support may be harmful to participants psychological safety and well being. Developmental – High support and high challenge should be the area which we are aiming to run our activities in resulting in the best possible outcomes for participants. A comprehensive briefing for the activity and clear explanation of challenge by choice will empower participants to undertake high challenge activities. The use of the challenge and support models are a good guide for the level at which the activity should be pitched however should be used with caution as the levels of support and challenge are greatly determined by the following – Physical ability – What is the groups physical ability? Consider strength, coordination, age, previous experience etc. Intellectual capacity – What is the intellectual capacity of the group? Consider levels of vocabulary, age, ability to digest information etc. Emotional State – What is the group’s emotional state? Consider how the group are feeling in general, how do they feel at the specific time of day, are the group displaying signs of anxiety etc. Social Background – What is the group’s social background? Are they likely to be extremely nervous when presented with new situations, are they streetwise, what is the dynamic of the group etc.

9.3 Emotional Welfare – Do we really know how someone is feeling? Before reading “Can’t he see me crying inside” answer the below questions   

How do you know when a participant is experiencing emotional danger? Can we see the signs clearly that this is happening? Are participants able to make a choice of whether or not to participate in a group environment?

Once you have read the below extract then return to this page and ask yourself these questions again.

“Can’t he see me crying inside?” (Adapted from original publication “Cant he see me crying inside, managing psychological risk in Adventure Programmes” Ringer and Spanaghe 1997) “I’ve been scared all day. Every time I do something really scary like the flying fox or that awful pole you have to balance and walk along, the other kids who did this course last year say, “That’s nothing, wait till you get to the Pamper Pole.” It’s like that Pamper Pole has been hanging there the last few days, like that dudes sword- about to fall on me. We sneaked over and had a look at the Pamper Pole. It’s this huge pole with bits of wood stuck in the sides for steps, and you have to climb it right to the top. Then you have to crawl up on to the top of the pole. That looks impossible. You can even see the pole shaking around in the wind with nobody even on it. It’s too weak to hold anyone up, I reckon. Even if it doesn’t break when you climb it, you’d have to be crazy to keep going cause you have to jump off- and you are miles up in the air- and you have to catch a bar thing like in the circus or something. I’m scared of heights and I have to do this in front of my new group of friends. I just can’t do it. I just can’t do it. What do you do? You say “NO”? You stay on the ground looking like a chicken while everyone else doe it? NO WAY. So I start climbing the ladder, and then the wooden blocks, and I smile even though im screaming inside. Everyone is talking and smiling. What a lot of shit. I hate them. I hate the instructor too because he’s talking and smiling. Can’t the group see me crying inside? I can’t hear what any of them are saying because my mind is screaming. But now I can’t go on. My hands are shaking, my legs are shaking. I’m all alone up here. I can’t cry because nobody else cried when they did this. I can’t come down because im not a wimp. I want to die. Please God kill me now. I’ve lost track of time. I’m on the ground and someone is fiddling around with the rope and that harness thing that the rope is tied to. I got to the top of the pole and I jumped. I caught the bar, just, and I hung there for ages before I let go. I was paralysed. That feels like two days ago but we are still here on the ground. I’m crying. Here’s Sally, my friend. She’s hugging me, and she has a tear in here eye, what did she say, well done, NO, not well done at all. Stupid, Stupid, I’m so angry. I thought that Sally would understand. She knows me better than anyone else. She’s not listening to me, she is not understanding what im going through. If only she would really listen to what I am saying, and notice what I am feeling. Now, the instructor shakes my hand, I can’t look at him, he pats me on the back and says “Well done…didn’t think you were going to make it up there for a while. Great Courage.” He looks so pleased with himself. What about me? Doesn’t he know I’m alone? They all think I’ve done well. But what about ME? I hated it. I want to scream. This sucks, it all sucks, cant you see I’m all alone, can’t you see me crying inside?”

9.4 Challenge by Choice “It is important to say at the end of a participant’s activity holiday that they have challenged themselves in at least one way.” Rohnke (1989) Challenge by choice is an industry recognised approach to empower young people to set personal goals and determine the level of risk that they are willing to take within the activity challenging their own boundaries to leave their comfort zone; It also serves as a guideline for how instructors should work with young people to provide a supportive, inclusive, purposeful and positive experience. The purpose of informing young people that there is a “challenge by choice” policy is to prevent them from feeling the need to withdraw from the activity but instead to provide them with the opportunity to challenge themselves as much as they wish, participate as much as they want and also to do this with as much support as they would like. To summarise the young person must select the level of participation that suits them, including, but not limited to, full participation, partial participation or observation of others during the activity. If non participation takes place then this should not be frowned upon but you should encourage these young people to engage in the activity with support and encouragement for others but only at the levels they desire.

Challenge by choice – 10 key points 1. Not everyone needs to do everything. 2. Create an environment/ atmosphere which is supportive and caring for participants. 3. Allow participants the opportunity to cease participation in the activity whenever they wish. 4. Create an ethos where attempting to do something is just as significant as completing it. 5. Encourage participants to be empathetic towards each others needs and abilities. 6. Respect individuals and their decisions. 7. Consider the diversity of participant’s physical and psychological needs and capabilities. Do not take a one size fits all approach. 8. It is not the role of the instructor to determine what the participant will achieve in the activity. 9. An instructor must not judge the success of an activity by how many participants have completed it. 10. Challenge by choice is not an aim for the session, It is a policy which should be adopted in all activities.

10.1 Feedback types POSITIVE Helps to imprint the behaviour like positive reinforcement; Positive feedback encourages the repetition of positive behaviour. CORRECTIVE (Change) Focuses on the errors that are easiest for the learner to correct and those that occur the most. Corrective feedback is orientated around statements such as you could try, I wonder if, perhaps you could all of which are ways of proposing change. This type of feedback ensures that problems/ behaviours are not repeated by correcting mistakes immediately. RESULTS BASED Focuses on results only, does not offer suggestion for change such as that was too far, too high, too fast. To provide effective feedback a combination of the above methods is required.

10.2 Developmental feedback When responding to other people’s presentations and ideas it is important to be……

POSITIVE ‘I really liked the way you…….’ ‘The best bit for me was……’ HONEST ‘I thought that……..’ ‘I felt that………’ CONSTRUCTIVE ‘One way you could improve ……’ ‘I wonder if…….’ ‘Perhaps you could………’ ‘Have you thought about…’

Consider your use of language and the impact that this will have on the person receiving feedback;

CHANGE… ‘DID’ to ’DOING’ ‘YOU’ to ’I’ ‘SHOULD’ to ’COULD’ ‘BUT’ to ’AND’

You can’t change what you did, you can change what you are doing Take responsibility for the feedback you give

Create flexibility and encourage creativity BUT is the “scorpions tail” of feedback take out the sting by using AND as a continuation of what you are saying.

Good example; “I really liked the way that you engaged the group and I thought what you were doing had a positive impact on the overall experience. One way you could improve is by using energizers more frequently to keep the group motivated.” Bad example; “You did engage the group but you didn’t keep the group motivated. You should use energizers more frequently to keep the group motivated.”

10.3 Delivery Models

I D E A S

ntroduction

emonstration

Tutor Centred

xplanation

ctivity

ummary

W A S P

atch

ssess

FEEDBACK

et Goals

ractice

Learner Centred

10.4 Suggested Learning Outcomes 

Awareness of others



Strengths and weaknesses



The environment



Communication



Cooperation



Resilience



Risk awareness



Self awareness



Plan, do, review



Time management



Numeracy



Literacy



Goal setting



Improving own learning and performance



Learning styles – watchers, doer’s, thinkers

10.5 Session Plan Objective

Activity

Front load

Review

11.1 Reflective Logs

DAY 1 – Building Relationships My reflections on today’s learning are…