PVL_COUNTRY_DATE00/1 Département santé et recherche génésiquesDepartment of reproductive health...

PVL_COUNTRY_DATE00/1

Département santé et recherche génésiquesDepartment of reproductive health and research

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DAY (4)DAY (4)

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What makes workshops work?What makes workshops work?



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Presentation overviewPresentation overview

• Approaches to learning and teachingApproaches to learning and teaching

• Preparing the training roomPreparing the training room

• Grouping Grouping

• Getting startedGetting started

• Role-playRole-play



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ObjectiveObjective

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



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Training workshopsTraining workshops

• The ideal opportunity for engaging The ideal opportunity for engaging professionals in active learning and teaching professionals in active learning and teaching

• Participants have the opportunity for mental Participants have the opportunity for mental and physical involvement with information and physical involvement with information and skillsand skills



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Active trainingActive training

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



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Active trainingActive training

• Invite participants to use their existing Invite participants to use their existing knowledge and skills in knowledge and skills in – reflection, reflection,

– solving problems, and solving problems, and

– critical thinkingcritical thinking



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Different ways of learningDifferent ways of learning

• games games

• simulations simulations

• group discussion group discussion

• critical incidents critical incidents

• role-playrole-play

• lectureslectures

• demonstrationsdemonstrations



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Approaches to learning and Approaches to learning and teachingteaching

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



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Ways of learningWays of learning

• Via the senses:Via the senses:– Information that enters via the senses, i.e. sights, Information that enters via the senses, i.e. sights,

sounds and physical sensations are preferred by sounds and physical sensations are preferred by those who like to solve problems using well-those who like to solve problems using well-established proceduresestablished procedures



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Visual learnersVisual learners

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



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Intuitive and verbal learnersIntuitive and verbal learners

• Intuitive learners enjoy learning that arises Intuitive learners enjoy learning that arises internally through memory, reflection and internally through memory, reflection and imaginationimagination

• Verbal learners respond favourably to written Verbal learners respond favourably to written and spoken words and mathematical and spoken words and mathematical formulaeformulae



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Deductive and active learnersDeductive and active learners

• Deductive learners start with general Deductive learners start with general principles and deduce consequences and principles and deduce consequences and applicationsapplications

• Active learners benefit most when they are Active learners benefit most when they are doing something active, while reflective doing something active, while reflective learners think things through quietly before learners think things through quietly before applying themapplying them



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Preparing the training roomPreparing the training room

• Participants need a reading and writing Participants need a reading and writing surfacesurface

• Everyone should be able to see the trainer Everyone should be able to see the trainer easilyeasily

• All visual aids should be visible to everyoneAll visual aids should be visible to everyone



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Setting up the training room:Setting up the training room:

• Seating should make face-to-face contact, Seating should make face-to-face contact, pairing or grouping possiblepairing or grouping possible



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GroupingGrouping

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



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Seating for group activitiesSeating for group activities

This arrangement facilitates group or team-based activitiesThis arrangement facilitates group or team-based activities



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IntroductionsIntroductions

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



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Examples for getting started Examples for getting started

• Personalised name-tags can be brightened Personalised name-tags can be brightened by providing stickers, animals, a zodiac sign by providing stickers, animals, a zodiac sign or any pictures which symbolise a personal or any pictures which symbolise a personal qualityquality

• Have participants introduce themselves by Have participants introduce themselves by sharing the origin of their name or who they sharing the origin of their name or who they were named afterwere named after



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Reproductive health care word gameReproductive health care word game

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



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Eliciting participant expectationsEliciting participant expectations

• Name one thing you want to take away from Name one thing you want to take away from this workshopthis workshop

• What knowledge and skills are you seeking?What knowledge and skills are you seeking?

• What are your hopes and/or concerns about What are your hopes and/or concerns about this training?this training?

• What brought you here?What brought you here?



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Approaches to forming groupsApproaches to forming groups

• Some options for group formation:Some options for group formation:– Calendar monthsCalendar months

– SeasonSeason

– Use a deck of playing cards and vary group Use a deck of playing cards and vary group formations as requiredformations as required



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Group workGroup work

• Allow the group to choose their own Allow the group to choose their own chairperson and reporterchairperson and reporter

• Groups are able to organise themselves very Groups are able to organise themselves very quickly into subgroups in relation to their quickly into subgroups in relation to their own special talentsown special talents

• Do allow as much space as possible for the Do allow as much space as possible for the group to establish and define themselvesgroup to establish and define themselves



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Role-playingRole-playing

• Role-playing is fun, safe and gives Role-playing is fun, safe and gives participants the opportunity to act out and participants the opportunity to act out and reflect on their life and work experiences reflect on their life and work experiences

• It has proved to be an effective technique for It has proved to be an effective technique for eliciting participation and involvementeliciting participation and involvement



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Questions re: EBRHC workshopQuestions re: EBRHC workshop

• Did the introductions at the beginning of the Did the introductions at the beginning of the EBRHC workshop succeed in their purpose?EBRHC workshop succeed in their purpose?

• How were groups formed and did the groups How were groups formed and did the groups work well?work well?

• What type of role-play was used and did you What type of role-play was used and did you find that instructive?find that instructive?

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