Web directory, archive
Search web-archive-uk.com:

Find domain in archive system:
web-archive-uk.com » UK » R » REVIEWING.CO.UK

Total: 435

Choose link from "Titles, links and description words view":

Or switch to "Titles and links view".
  • Training Workshops and Conferences with Reviewing Skills Training
    begin on 21st April 19th May 2016 Open CPD workshop for teachers nr Copenhagen 22nd and 23rd August 2016 Open and in house workshops with Ramboll Attractor Copenhagen 30th September and 1st October 2016 Open and in house workshops with Lindeblad nr Copenhagen Open workshops will be announced here and in my two newsletters Active Reviewing Tips from 4 12 issues per year Experiential CPD monthly Find out more about my workshops for facilitating learning and facilitating transfer Specimen programmes What do clients say For information about any of these events please write to roger reviewing co uk or see below for information about arranging your own customised event How to bring a workshop closer to you If you would like to host open events or enquire about customised training for your own organisation or network there are 3 ways you can make it happen Open Events how to make one happen below Closed Customised Events how to make one happen further below Mixed Events how to reduce your costs even further below Announcements and Newsletters When open or public training events are confirmed they will be announced above and in my Active Reviewing Tips newsletter OPEN EVENTS How to bring a workshop to your own organisation network or country If you are interested in the possibility of hosting an open event on reviewing or transfer take a look at the workshop choices below or get in touch 1 Reviewing Skills and Tools for Trainers This 2 day workshop has also been provided in many interesting places from city centres to rural retreats It has proved to be relevant to people in teaching training and consultancy roles View this example of a 2 day programme on reviewing 2 How to Transfer Learning give your training lasting impact This 2 day workshop has been provided in the UK Denmark China and South Africa It is a natural progression for people who have attended Reviewing Skills and Tools It is also offered as a free standing workshop View this example of a past programme about transfer 3 Other workshop titles View these specimen programmes TO GET IN TOUCH Questions and enquiries welcome Write to roger reviewing co uk For full contact details please see the contact box my home page If you first want to an idea of costs please see this price guide CUSTOMISED EVENTS How to create a customised event for your own organisation or network If you would like to enquire about customised training for your own organisation or network please get in touch Start with sample programmes or a clean sheet Perhaps a sample programme that is close to what you want If so that can be our starting point for a new design Sometimes a better starting point is a clean sheet starting with contact by email or phone or Skype Although my primary emphasis remains trainer training I have recently enjoyed providing tailored training programmes for managers This gives me a chance to do reviewing for

    Original URL path: http://www.reviewing.co.uk/_news.htm (2016-02-10)
    Open archived version from archive

  • Advanced Site Search for the Active Reviewing Guide
    Reviewing with Ropes Reviewing with Large Groups Feedback Exercises 100 Active Reviewing Methods Evaluation Methods Sharing Learning How Transfer Happens Enabling Facilitator or Intrusive Complicator What Works Well Roger s Bookshop Browse the Active Learning Bookshop OTHER WAYS TO SEARCH THIS SITE Search Profiles recommended starting point if you fit one of these profiles FAQs Question based searching Find your question and follow the trail Guided Tours take you to the best reviewing pages or the best outdoor pages Books and Reviews 500 books selected for their relevance to experiential learning SiteFinder a descriptive and searchable index of 100 web sites about experiential learning Ask Roger the most personalised search help but not the quickest Advanced Site Search above Quick Find Menu above right SEARCH TIPS for ADVANCED SITE SEARCH BACK TO SEARCH BOX Check spelling Make sure your search terms are spelled correctly The search engine will attempt to find words that sound similar your search terms but it is always best to spell the search terms correctly Use multiple words Use multiple words when performing your search More words for a search will return more refined results than a search from a single word Use similar words The more similar words you use in a search the more relevant results will be to the words that you are searching for Use appropriate capitalization Use capitalization when looking for proper nouns such as the name of a person or place Lowercase words will match any words of any case Use quotation marks around phrases Use quotation marks to find words that must appear adjacent to each other within a phrase For example search for Carl Rogers within quotes rather than just Carl Rogers Or you can select the Exact Phrase button if you are searching for just one phrase

    Original URL path: http://www.reviewing.co.uk/search/advanced-site-search.htm (2016-02-10)
    Open archived version from archive

  • Reviewing Skills Training Client Testimonial (Ashridge Business School)
    on many things but in particular his deep knowledge of his subject and his ability to flex his style to suit the audience he was working with March 7 2011 Top qualities Great Results Expert High Integrity Angela Jowitt hired Roger as a Experiential Education in 2008 and hired Roger more than once Rachel Sceats writes Thank you so much for the day you ran for us here at Ashridge

    Original URL path: http://www.reviewing.co.uk/clients/testimonials/ashridge.htm (2016-02-10)
    Open archived version from archive

  • Active Reviewing Articles for Experiential Learning Facilitators
    Reviewing for All Reviewing for Development Reviewing for Different Ages Reviewing for Fun Reviewing for Leaders Reviewing for Newcomers Reviewing for Peace and Conflict Resolution Reviewing for Results Reviewing for Starters is now Reflection Before Action pdf Reviewing for Teams Reviewing for Wellbeing Reviewing in Twos Reviewing Ropes Course Experiences Reviewing when Short of Time Reviewing with Large Groups Reviewing with Pictures Reviewing with Ropes Simulation vs Stimulation Time savers for Facilitators of Learning pdf Turntaking in Group Reviews Visible Reflection Techniques What Do Facilitators Do Why Active and Creative Reviewing pdf Zooming in and out when facilitating learning Articles by Roger Greenaway now then How movement can help thinking and learning 2015 Reviewing in Twos 2015 Reviewing for Wellbeing Horizons 2014 Learning from Triumphs and Disasters 2014 pdf Zoooming in and out when facilitating learning 2013 How Active Reviewing Reflection Support Learning and Change 2013 Avoiding Common Traps in Reviewing 2013 Time savers for Facilitators of Learning 2012 pdf Designs for Reviewing Method Design 2011 pp 12 15 pdf Designing for Reviewing Session Design 2011 pp 7 11 pdf Designs for Reviewing Programme Design 2011 pp 1 6 pdf Facilitative Frames for Reflection 2011 Reflection Before Action revised April 2011 pdf What do Facilitators do 2011 Engaging Participants in Reviewing 2010 Reviewing for Different Ages 2009 Reviewing when Short of Time 2009 Reviewing for Starters 2009 Why Active and Creative Reviewing 2009 pdf Turntaking in Group Reviews 2009 Reviewing for Peace and Conflict Resolution 2008 Reviewing for Leaders 2008 Other Ways of Learning A View into the Future 2008 Reviewing for Newcomers 2007 Reviewing for Teams 2007 Reviewing for All 2007 Reviewing for Results 2007 Reviewing for Fun 2006 Reviewing for Development 2004 Reviewing by Numbers 2004 Big Picture Reviewing 2004 Playing the Joker 2004 Reviewing Ropes Course Experiences

    Original URL path: http://www.reviewing.co.uk/articles/index.htm (2016-02-10)
    Open archived version from archive

  • Avoiding Common Traps when Reviewing with Groups
    in other review methods you control the framework within which questions are generated If sharing control with participants keep these questions in mind Is everyone involved Is everyone having a say Are differences being resolved in productive ways Is anyone so stuck that they need help to get unstuck The role of the facilitator in learning groups is explored in depth by David Jaques in Learning in Groups and by John Heron in The Complete Facilitator s Handbook where he provides advice about when to control when to share control and when to hand over control I have summarised John Heron s advice here index of traps Trap 6 Keeping the whole group together for every review process Unintentional message I do not trust you to review without me This is closely related to the previous trap keeping everyone together helps the facilitator keep control Staying in the group for every review process risks slipping into a suffocating sameness once a group pecking order is established it is difficult for those lowest in the pecking order to find their voice When the same few people dominate the conversation the least heard voices lose interest and lose confidence in their ability to change the pattern And even the more frequent speakers may feel uncomfortable with such unequal participation Avoid Trap 6 Make it a higher priority to facilitate inclusion and contribution Mix in time for individual reflection learning buddy conversations and for small group reflection so that participants are ready to make a higher quality contribution to the whole group process If you are concerned that subgroups may not use their time well ensure that you give them suitable review tasks ideally with a process that is visible and with an output that demonstrates the quality of their independent reviewing For the design of such processes see my series of articles about design indexed here index of traps Trap 7 Filling up flipcharts or asking groups to do so Even on those rare occasions when you feel the need to collect lots of information filling up flipcharts is unlikely to be the most inclusive efficient or dynamic way of doing so Unintentional message Writing things down is the main learning process here The number of flipcharts produced in a review is not an indication of its quality The subtle and cumulative influences of the flipchart conspire to shape a review into a process that no one wants If a participant s words are recorded by the facilitator they feel acknowledged The corollary is that participants whose words are not recorded are likely to feel less valued The facilitator senses this or is told so by the person whose words are not recorded and starts writing down a much higher proportion of what is said When the participants sense what you are trying to do everything slows down so that you have time to do all the recording Avoid Trap 7 If you are trying to kick the habit of filling up

    Original URL path: http://www.reviewing.co.uk/articles/Avoiding_common_traps_in_reviewing.htm (2016-02-10)
    Open archived version from archive

  • The Art of Reviewing: intuition and creativity in facilitation | ARTips 7.1
    best This paper aims to help you develop the quality of your intuitive judgement without abandoning your favourite model for reviewing Subheadings What is reviewing Knowing what not to do Making learning difficult Sequencing What to include Order Order Variations Assumptions Transparency Transfer Pace Four suits and a joker Playing red cards Playing black cards The Joker Playing the Joker Download The Art of Reviewing pdf 79kb Translations Chinese translation

    Original URL path: http://www.reviewing.co.uk/articles/the.art.of.reviewing.htm (2016-02-10)
    Open archived version from archive

  • Zooming In and Out when Facilitating Learning by Roger Greenaway
    faster paced 1980s Kolb squeezed both modes into a single cycle then in the 1990s Thiagi is zooming out and in several times within a single cycle t i g h t l o o s e In contrast back in the 1950s people seemed to spend long periods in one mode or the other Kelly known for his Personal Construct Theory Kelly 1955 presents learning and creativity as an alternation between tight and loose construing Extremely loose construing is associated with dreaming and poetry Extremely tight construing is associated with a fixed and unchanging view of the world Learning happens as a result of moving to and fro between tight and loose construing u n f r e e z e r e f r e e z e A similar pattern was described by Lewin 1947 Writing about change at the individual group and organisational level Lewin saw unfreezing as a necessary precursor for change This is followed by moving and refreezing until another thaw becomes necessary Lewin s theory generally applies to longer time spans than those described above so it fits neatly into my little thesis about how in learning theories the frequency of zooming increases from one decade to the next Carl Rogers Freedom to Learn 1969 exudes the kind of patience that would fit with the pace needed for the 1960s but I need your help to find a zoom theory of learning from this missing decade From this brief tour of theories that have something to say in their own terms about zooming in and out we have seen an interesting variety the need to zoom in and out if we are to learn Lewin Kelly a zooming in cycle followed by a zooming out cycle Borton zooming out at the start of the cycle and zooming in to complete the cycle Kolb zooming out then in at each stage of a debriefing cycle Thiagi References are at the end of this article up to index WHICH ZOOM SETTING WHEN Rather than wondering which lens to reach for at the start of a review or trying to follow a tidy fixed pattern I d recommend that much like a professional photographer you are fully equipped with a range of lenses ready to respond to opportunities as they arise This whistle stop tour strongly suggests to me that any and every stage of learning can potentially benefit from any zoom setting To switch metaphors for a moment that means that we can benefit from tapping into both left and right brains throughout the learning process because learning involves both analytical and creative thinking The examples that follow demonstrate the value of using a variable zoom lens at any point in a reflection reviewing debriefing process whether for close up reviewing wide angle reviewing or for reviewing both ways EXAMPLES OF ZOOMING IN FOR CLOSE UP REVIEWING Being put on the spot zooming in at the start Hans Bolten http www boltentraining nl was demonstrating a Socratic approach to reviewing He asked us each to write down one sentence about the team problem solving exercise which we had just been doing We wrote in thick pen and displayed our statements on the wall My statement was I think I was trying harder than others I was asked to explain how I came to this conclusion My assumptions values and reasoning were all put under the microscope I soon wanted to rip down my statement and start all over again Was it tough being put on the spot Yes Had I learned about myself Yes Would I use the method Yes Thank you Hans Zooming in can be powerful Choosing a focus zooming in at the start Zooming in can be valuable for other reasons Sometimes it is a timesaver A Danish IT company uses the Horseshoe method showing the full spectrum of views on an issue in order to save time at meetings Quickly discovering exactly where each person stands on an issue can save a lot of time A quick snapshot instantly reveals the spread of views and helps the facilitator choose how best to approach each issue which generally involves some in depth sampling at different points of the spectrum Repeated specific positive feedback zooming in in and in An apprentice did not believe the positive feedback he was receiving from others Unused to hearing such complimentary words he thought his mates were pulling his leg Eventually in the third feedback session the apprentice accepted the feedback as genuine In the end the detailed evidence was incontrovertible and inescapable It was a personal breakthrough Action replay of a turning point starting wide and zooming in A grumpy participant sat down in the only dry part of the shelter that his group were building in the pouring rain late at night He demanded that everyone else hurry up and finish so that he could get to sleep Nobody challenged him and it became the unmentionable elephant in the room The opportunity for the individual to explain and apologise came in an action replay review the next day When he was sat down in his dry patch during the replay he soon asked the group to stop the replay and he did his best to level with them It was the start of a healing process and was a valued source of learning for everyone involved Analysing and appreciating the causes of success zooming from big picture to the details A staff team put on their first ever conference It was a big achievement and part of the review focused on the factors big and small that had contributed to the success and how these factors interconnected The method used was creating a success chart on the floor which grew outwards from a central statement describing the success The main purpose of this process was to highlight key features that they should keep and build on next time they would run a conference or do

    Original URL path: http://www.reviewing.co.uk/articles/zooming_in_and_out.htm (2016-02-10)
    Open archived version from archive

  • Training Workshops in Experiential Learning and Development with Roger Greenaway
    how to use debriefing techniques that will enhance the impact and effectiveness of your training exercises Become more proficient in skills that are central to successful facilitation 3 days How to Transfer Learning and Give your Training Lasting Impact Learn the strategies and techniques for ensuring that the full benefits of your training events are transferred to the real world 2 days View More Sample Programmes below Reviewing Skills Training Workshops and Seminars The training workshops are enjoyable effective and participatory events experience based learning about experience based learning The typical learning sequence in these workshops is explanation example experiencing the skill or method reviewing what happened considering developments and alternatives On longer programmes you also experience reviewing as a facilitator and receiving feedback Relevance is ensured through pre course negotiation preparatory exercises and mid way evaluation You choose the approach that best suits you off the shelf mix n match or start from scratch based on your needs and interests Open programmes do not have all these features For clients views see these testimonials from around the world Any Questions Please send an email if you have any questions about training workshops open or customised Dr Roger Greenaway enjoys providing training and consultancy for developing practical debriefing and facilitation skills He has earned his reputation by helping educators and trainers learn how to maximise the benefits of active learning This is typically achieved by developing dynamic approaches to the reviewing and transfer of learning More Sample Programmes open events Exploring new ways of facilitating reviewing and transfer Explore Scaling up Moving Bodies Moving Minds Learning Cycles Kill Playing the Joker creativity in transfer making learning sticky stakeholder involvement planning from back to front 1 day Experiential learning and its impact Experience is a powerful teacher but we have powerful

    Original URL path: http://www.reviewing.co.uk/trainingworkshops.htm (2016-02-10)
    Open archived version from archive

web-archive-uk.com, 2016-10-26