DAY (4)

1. DAY (4) Session 1 What makes workshops work?

2. Presentation overview • Approaches to learning and teaching • Preparing the training room • Grouping • Getting started • Role-play

3. Objective • To have a basic understanding of the different elements that are necessary in order to run a successful training workshop

4. Training workshops • The ideal opportunity for engaging professionals in active learning and teaching • Participants have the opportunity for mental and physical involvement with information and skills

5. Active training • Active training places participants and trainers in a personally engaging, supportive, exciting and valuable interactive process in which everyone learns, and everyone teaches

6. Active training • Invite participants to use their existing knowledge and skills in • reflection, • solving problems, and • critical thinking

7. Different ways of learning • games • simulations • group discussion • critical incidents • role-play • lectures • demonstrations

8. Approaches to learning and teaching • Approaches to learning are wide and varied. People perceive and receive information in different ways and individual learning styles vary from one person to another.

9. Ways of learning • Via the senses: • Information that enters via the senses, i.e. sights, sounds and physical sensations are preferred by those who like to solve problems using well-established procedures

10. Visual learners • Visual learners are stimulated by pictures, diagrams, graphs, schema and demonstrations.

11. Intuitive and verbal learners • Intuitive learners enjoy learning that arises internally through memory, reflection and imagination • Verbal learners respond favourably to written and spoken words and mathematical formulae

12. Deductive and active learners • Deductive learners start with general principles and deduce consequences and applications • Active learners benefit most when they are doing something active, while reflective learners think things through quietly before applying them

13. Preparing the training room • Participants need a reading and writing surface • Everyone should be able to see the trainer easily • All visual aids should be visible to everyone

14. Setting up the training room: • Seating should make face-to-face contact, pairing or grouping possible

15. Grouping • Grouping rectangular or circular tables around the room enables the facilitator to have every participant in his/her line of vision.

16. Seating for group activities This arrangement facilitates group or team-based activities

17. Introductions • The introductory activity should set a non-threatening, comfortable atmosphere, build teamwork and immediately start people thinking about the subject matter

18. Examples for getting started • Personalised name-tags can be brightened by providing stickers, animals, a zodiac sign or any pictures which symbolise a personal quality • Have participants introduce themselves by sharing the origin of their name or who they were named after

19. Reproductive health care word game • Participants are given a word relevant to reproductive health care (e.g. speculum, RHL) pasted on their backs, and through a question and clue process they have to arrive at their word

20. Eliciting participant expectations • Name one thing you want to take away from this workshop • What knowledge and skills are you seeking? • What are your hopes and/or concerns about this training? • What brought you here?

21. Approaches to forming groups • Some options for group formation: • Calendar months • Season • Use a deck of playing cards and vary group formations as required

22. Group work • Allow the group to choose their own chairperson and reporter • Groups are able to organise themselves very quickly into subgroups in relation to their own special talents • Do allow as much space as possible for the group to establish and define themselves

23. Role-playing • Role-playing is fun, safe and gives participants the opportunity to act out and reflect on their life and work experiences • It has proved to be an effective technique for eliciting participation and involvement

24. Questions re: EBRHC workshop • Did the introductions at the beginning of the EBRHC workshop succeed in their purpose? • How were groups formed and did the groups work well? • What type of role-play was used and did you find that instructive?