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  • Facilitating Effective Reviews with Dr. Roger Greenaway, Reviewing Skills Training
    facilitating reviews Use techniques that develop all learning styles Session 1 Active Reviewing The Benefits of Reviewing and the Benefits of Active Reviewing Attending to success Brief Encounters sharing success Activity Map sharing values Attending to the environment physical and human Observation Project awareness raising Attending to process real time feedback using Sliding Cards or Goal Keepers Attending to outcomes Objective Lines moving forwards by looking backwards Session 2 The Active Reviewing Cycle This cycle provides a bridge between experiential learning theory and practical reviewing skills After a short interactive presentation you will be invited to travel round the cycle using a variety of reviewing tools such as Sequenced Questions Pictures Maps Charts Rounds or Replays Review of session using Questions for Success Session 3 Playing the Joker exploring alternative models Every way of seeing is also a way of not seeing The Joker reminds us of other perspectives Intuitive Reviewing The Missing Person for team development Reviewing for Development a template for achieving developmental goals Designing a reviewing session for a project team or service review in your place of work Session 4 The Future different ways of getting there Seeing is Believing Dream Drawing Moving Bodies Moving Minds

    Original URL path: http://www.reviewing.co.uk/workshops/facilitating-effective-reviews.htm (2016-02-10)
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    near far transfer spectrum How to Transfer Learning Outline Programme DAY ONE DAY TWO Introduction and overview Planning and partnerships Making learning visible and transferable Transfer as a linear journey Making learning powerful Transfer as a complex journey Productive ways of approaching the future Personalising and applying transfer principles Transfer strategies we will explore 1 A partnership view of transfer in which potentially significant others are included as supporters of lone learners Ideas adapted from Broad and Newstrom s Training for Transfer matrix 2 A process view of transfer in which the likely sequence of successful transfer is analysed with an eye for weak links in the causal chain Strategies for preventing and overcoming these weak links design strategies learner strategies and partnership strategies Inspired by Marguerite Foxon s process view of transfer 3 A learning styles approach to transfer using two distinct strategies Ensuring that each learner at each stage can adopt a multi style approach to transfer Ensuring that each learner at each stage can play to their strengths preferences 4 An analytical approach to transfer in which learning designers are clear about where the learning is on the near far scale transfer translate transform and adopt appropriate strategies 5 A review of current strategies for embedding transfer into your courses and how these do or don t match the above principles approaches Some of the transfer techniques we will try out Poems vs Plans a way of considering Prof Haskell s finding in his review of transfer research that creativity and innovation are the key to transfer He writes Poets are Masters of Transfer Making learning sticky a series of questions that make the seed and ground of learning more favourable sticky for transfer This complements strategies for making learning stick but is especially useful near the

    Original URL path: http://www.reviewing.co.uk/workshops/transfer-learning-for-lasting-impact.htm (2016-02-10)
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  • Facilitating experiential learning: publications by Roger Greenaway and translated writings in Russian, Chinese, French, Dutch, Hungarian and Afrikaans
    in 9 parts hover to find the topic for each part part 1 part 2 part 3 part 4 part 5 part 6 part 7 part 8 part 9 Debriefing Making Sense of Experiences Mak Shuk wa and Tang Shuk ying 2006 Breakthrough ISBN 962 8913 09 3 L apprentisage par l experience Pour developper les competences strategiques Alain Kerjain 2006 or from www experientiel com A Teachable Moment A Facilitator s Guide to Activities for Processing Debriefing Reviewing and Reflection Jim Cain Michelle Cummings Jennifer Stanchfield 2005 The chapter on The Fine Art of Reviewing is based on ideas from Roger Greenaway The Next Step Adventure and Outdoor Activities for Youth at Risk in the Transition from School to Work Peter Becker Susanne Kaiser Dominic Lefebvre Carla Slack and Jochem Schirp 2005 funded with support from the European Commission Leonardo da Vinci project bsj Marburg Der Nutzen des Nachklangs Neue Wege der Tranfersicherung bei handlungs und erfahrungsorientierten Lernprojekten Editors Alex Fersti Peter Schettgen and Martin Scholz 2004 Chapter by Roger Greenaway How Transfer Happens previously published in Organisation Development Topical Papers Chapter pdf ISBN 3 937 210 13 X Train the Trainer the definitive guide to creating a great learning experience 2004 5 Articles by Roger Greenaway Practical Debriefing Training for Transfer Fenman Ltd Old Traditions and New Trends Old Traditions and New Trends Examining what is Continuous and what is Changing in Young People s Lives and Outdoor Experiential Learning 2004 Includes article by Roger Greenaway on Playing the Joker Article pdf EOE Network The RHP Companion to Outdoor Education Edited by Peter Barnes and Bob Sharp 2004 The chapter Facilitation and Reviewing in Outdoor Education by Roger Greenaway explores the implications for facilitation style in a truly learner centred approach Lists 16 advantages of reviewing outdoors Chapter Journal of the Institute of Training and Occupational Learning 2002 Vol 3 No 1 pp47 53 Includes Roger Greenaway s article on The Art of Reviewing Article Russian translation Institute of Training and Occupational Learning ISSN 1469 977X Adventure Counseling Handbook by Breakthrough Ltd 2002 Breakthrough ISBN 962 264 361 2 Organisation Development Topical Papers No 5 Ed Gill Brewer 2002 Article by Roger Greenaway How Transfer Happens Article pdf Brathay Experiential Learning Best Practice Handbook for Educators and Trainers Colin Beard John P Wilson 2002 The Power of Experiential Learning 2006 retitled 2nd edition Includes extracts from Roger Greenaway s article Simulation vs Stimulation Article Horizons incorporating the Journal of Adventure Education and Outdoor Leadership May 1998 includes Roger Greenaway s article In Search of Respectable Adventure Article National Association for Outdoor Education now the Institute for Outdoor Learning Effective Leadership in Adventure Programming Simon Priest and Michael Gass 1997 2005 2nd edition Includes a summary of methods described in Roger Greenaway s Playback Horizons incorporating the Journal of Adventure Education and Outdoor Leadership 14 2 Summer 1997 includes Roger Greenaway s article High Quality Adventure for All What Does it Look Like Article pdf Institute for Outdoor Learning

    Original URL path: http://www.reviewing.co.uk/bookshop/books-by-roger-greenaway.htm (2016-02-10)
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  • 4 Active Reviewing Methods and the Active Reviewing Cycle by Roger Greenaway
    is possible to complete the learning cycle with active participation all the way round the cycle What you find below is just an introduction to the world of active reviewing If you have an appetite for more you will want to do one or all of the following See the companion article to this page How movement can help thinking and learning Search this site starting with the articles page Sign up for Active Reviewing Tips a free monthly newsletter that lives up to its title Enquire about attending or hosting a live workshop to experience these methods and more The Active Reviewing Cycle The Art of Reviewing 5 page article pdf Reviewing with Playing Cards 2 page summary pdf Reviewing with Playing Cards slide presentation ppt Focus on FACTS with Action Replay Description pdf Focus on FEELINGS with Storyline Description pdf Focus on FINDINGS with Horseshoe Description and applications pdf Focus on FUTURES with Turntable Description and applications pdf Playing the Joker The Joker is the wild card that you can play at any time The Joker does not take any model too seriously The Joker gives the system a human face The Joker keeps you alert to contradictions The Joker challenges procedures The Joker is sharp quick and perceptive The Joker brings fresh perspectives The Joker is alive and dynamic Above all the joker lets you trust your judgement and play your own game Every game needs a joker Every model has exceptions Contact Roger Greenaway roger reviewing co uk http reviewing co uk To ensure that you do not miss future articles you can you can learn more about Active Reviewing Tips and how to subscribe at http reviewing co uk ezines htm You may also want to remember to See the companion article to this page

    Original URL path: http://www.reviewing.co.uk/articles/4-active-reviewing-methods.htm (2016-02-10)
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  • Getting creative with ways to transfer learning back to the workplace by Roger Greenaway
    for Active Reviewing Tips a free monthly newsletter that lives up to its title View my workshop on How to Transfer Learning and Give your Training Lasting Impact Enquire about attending or hosting a live workshop to experience these methods and more Transfer Translate Transform the value of relabelling the near far spectrum of transfer Description pdf Poem or Plan combining logical and creative transfer strategies inspired by Prof Robert Haskell s 11th principle of transfer Description pdf The Transfer Matrix extensions to Broad and Newstrom s model to include other significant stakeholders Description pdf Metaphor Map exploring routes and patterns followed during the transfer journey and seeking better ones Hand drawn example Computer made example Description pdf Making Learning Sticky when making learning stick is not enough or does not apply Description pdf To ensure that you do not miss future articles you can you can learn more about Active Reviewing Tips and how to subscribe at http reviewing co uk ezines htm You may also want to remember to Listen to the podcast on the transfer of learning which this page supports Listen or download here View my workshop on How to Transfer Learning and Give your Training

    Original URL path: http://www.reviewing.co.uk/articles/5-strategies-for-learning-transfer.htm (2016-02-10)
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  • Agile Debriefing = Speed + Quality | ARTips 17.2
    this small increase in physicality shunts more oxygen to the brain and keeps everyone awake and alert at least for the first few minutes What if other Agile principles are applied meticulously to meetings and debriefings What would they look like Let s get beyond this standing start How do Agile principles apply to the debriefing process itself I have selected three Agile features that have the potential to improve the quality and efficiency and productivity of an Agile debrief These are pace testing feedback I explore each of these below On Pace we will be exploring how much we can speed up the debriefing process What can we cut out Where can we take short cuts How can we save time How can we quickly find the points at which it is worth slowing down a bit On Testing we risk slowing things down as we check for understanding or test assumptions conclusions or commitments And we can continually evaluate the debrief process itself to check if it is working optimally The right kind of slowing down can help us to go faster On Feedback we swing the pendulum right away from the annual review to cultivating the habit of fast frequent feedback We will try out techniques that help to keep each other on track and continually in tune with how what we do influences others in our work environment 2 How fast can we debrief There is too fast too slow and just right even if your just right is not the same pace as my just right What we are really looking for is the optimal speed for a debrief How much can we step on the gas without losing quality meaning and value The extremes are quite easy to spot Too fast can be superficial and insensitive discouraging inputs that are deep critical creative or controversial the kinds of voices that could really help us learn something new and valuable in the debrief Push too hard on the fast button and you get flippancy clichés groupthink and compliance the enemies of learning Too slow and you can be waiting your turn forever while listening to endless repetition on a topic in which your interest is rapidly waning If you weren t standing up you would be asleep by now So how do you find the right pace use a pace gauge once or continuously How do you quickly find the right topic use a search technique If the process is not working for someone how can they stop it with a stop card How can you keep contributions brief and to the point use summarisers What if there is conflict and poor listening switch to writing messages between interest groups Where can we take short cuts let people guess the conclusion and check for disagreement How can we speed up the process make pairs or small groups the default debriefing mode If you want to go faster in a debrief keep speed on the agenda keep asking How can we do debriefs faster without losing quality using a suitably fast method Faster still My article Ten time savers for facilitators of learning pdf 5 pages includes estimates of the percentage of time saved with each time saving method described 3 How can we test the quality of a debrief Debriefs might well involve checking on the quality of say teamwork or leadership But what about checking on the quality of the debrief itself both the quality of the debrief process and the quality of the learning outcomes from the debrief What scope is there for testing the quality of the debrief as part of the debrief itself Do we have time to check quality We find time for quality checks when making products If we don t find time for quality checks when making learning in a debrief it implies that we do not value learning enough Perhaps the key is to give permission encouragement and opportunity for people to have frequent conversations about the quality of learning This can be assisted by providing methods and resources that help to make these conversations happen This kind of quality testing is a mutually supportive process All participants in such a conversation stand to win if the result is improved quality or the sustaining of high quality What is the best timing for testing the quality of a debrief Waiting to the end of the process is not very Agile because this can result in participants tolerating a low quality debrief The basic options for the timing of a quality test are at any time anyone wants to test for quality a scheduled time out mid way through a debrief a parallel process of continual quality monitoring at the end of the debrief if the same team will be having further debriefs Getting people to commit to a debrief of a debrief could meet with some resistance even in an Agile workforce We ve got work to do Next you ll be asking us to have a debrief of the debrief of the debrief Even I would probably not go that far but I might 4 How would you recognise Agile feedback What qualities should Agile feedback have It clearly would not be the avalanche or waterfall of feedback received in an annual review Little and often would be the Agile way If Agile feedback were fully embedded in an organisation it would become a natural part of everyday conversation But until that ideal state is reached it is helpful to have a variety of methods that help to make feedback happen and to make it engaging worthwhile enjoyable and frequent If feedback is not an enjoyable enough process people become less keen to give it or receive it If feedback is not worthwhile people will find more important things to do with their time If feedback is not engaging then it cannot be enjoyable or worthwhile And if feedback is not frequent people can spend days

    Original URL path: http://www.reviewing.co.uk/archives/art/17_2_speed_quality_and_agile.htm (2016-02-10)
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  • Reviewing in Twos | ARTips 17.1
    can be asked to make choose and use visual communication aids to help them reflect and communicate such as diagrams maps pictures or movable objects Or participants can be asked to tell the story of their learning journey as they walk between points representing stages of their journey Or participants can walk and talk together as they follow a question trail or as they walk to different parts of a model that is scaled up to fill the working space A review that involves some degree of movement can help the facilitator to see at a glance if there are any pairs that seem to need extra support to engage in the process You can find more detailed examples of these active methods in the full version of this article online Will you ask pairs to report back in any way If reviewing in twos has been working well and producing significant learning there is a risk that any sharing at the group level is going to be relatively superficial and less interesting for speakers and listeners alike sharing learning in a group can be an anti climax Sometimes such sharing is primarily for satisfying the facilitator s curiosity or for providing a quality check rather than for enhancing the learning of participan ts The more confidence you have as a facilitator in paired reviewing the less need there is for a sharing session But if it is important to have a sharing session consider giving a separate briefing for this after the paired reviews This is because the quality of the initial paired review can suffer if pairs start thinking about how they will share their learning before they have had time to learn anything worth sharing But there are exceptions where preparing to share can help to keep pairs on task It is usually wise to encourage brevity and creativity in the sharing method so that the sharing stimulates responses that add further value Will you give time for individual work after reviewing in twos If reviewing in twos has worked well then each individual may appreciate some time on their own to add their thoughts to their learning journal their ideas and applications notebook their action plan their blog etc If you are working within a groupwork paradigm you may prefer that everything begins and ends in the group but if you are hoping that individuals will transfer their learning to other contexts then reflecting alone can sometimes be a more productive way to finish a review session Time for individual recording after significant reviews will almost certainly assist with the transfer of learning Suitably designed group sessions can also provide powerful ways of supporting learning transfer When working in groups it should not always be assumed that the end of the process is in the whole group Sometimes a paired reflection without sharing is a suitable way of ending a review session And sometimes the best ending can be providing time for individual recording Mixing reviewing in twos with reviewing in groups Reviewing in twos can be used at the beginning middle or end of a group review How well people know each other is a significant factor affecting the quality of reviews whether reviewing in a group or in pairs If people do not yet know each other well their limited knowledge of other participants limits how helpful they can be People get to know each other much faster in a paired conversation than in a group setting On the other hand pairs may know each other so well that individuals may feel cramped uneasy or even intimidated in each other s presence Being in the same pair can be more challenging than being in the same group In some situations paired work can help build a better learning group When people have been able to experience deeper engagement in paired reviews they can feel more engaged in the group as a whole If twos are changed frequently then a series of one to one connections can help to establish a stronger group because more people feel more understood by more reviewing partners Reviewing in twos can result in people feeling more at home in the whole group even if they haven t yet spent much time together as a whole group Reviewing in twos can be a really useful and powerful part of the mix The best strategy is to stay alert to the possibilities for reviewing in groups in pairs and alone If unsure ask the group for their views about finding the optimum balance They might know best for now because the optimum balance is always changing The full article The full article includes practical examples and a more in depth treatment of the topic The links below will take you to the full article or to the section that is of most interest to you Reviewing in Twos full article Reviewing in twos is normal Potential benefits of reviewing in twos compared to reviewing in a group Potential benefits of reviewing in twos compared to reviewing alone Planning for reviewing in twos Matching reviewing methods to the sources of experience Using paired work to encourage reflection in action Finding a smart combination of reviewing in groups in pairs and alone contents 4 THE OTHER NEWSLETTER Rebranding Boredom Involving young people in activity is a common response when they say they are bored or there is nothing to do around here As a parent as a teacher and as a trainer I have felt that providing adventure activities has been in part a welcome antidote to boredom But I do remember one occasion where I offered a group of teenage boys an open choice of adventure activities and they surprised me by asking to go fishing So we did My surprise was followed by my boredom but the boys were quite enjoying themselves not catching fish From their perspective it seemed that hanging around with their pals not doing very much in

    Original URL path: http://www.reviewing.co.uk/archives/art/17_1_reviewing_in_twos.htm (2016-02-10)
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  • Learning from Triumphs and Disasters| ARTips 16.1
    kind of rubbish you ask And a dreary post mortem begins Everyone including you wishes they were somewhere else and that reviewing had never been invented 2 You smilingly declare that every cloud has a silver lining There was so little new or useful learning from this post mortem that it is no surprise that the team follow up this disaster with another one This time you are determined to take a more positive angle in the review You smilingly declare that every cloud has a silver lining and you ask each person to make a silver lining statement No one died says the first person to speak We go home in a couple of hours says the next We didn t give up straight away We reached consensus that the task was unachievable before giving up 3 You give up on reviewing and will try to set easier tasks in future You conclude that it is difficult to facilitate a review after a disaster talking about problems keeps people going in a downward spiral and giving them encouragement to be positive is unlikely to work if people are not feeling positive So you try to avoid this situation by ensuring that the tasks you set in future are not too difficult Perhaps it will be easier to review tasks with more mixed outcomes But perhaps there are good ways of reviewing disasters the full article describes 7 strategies for facilitating a review following a team disaster Learning from Triumphs Let s look at what can happen when trying to facilitate a review after a team triumph 1 You start picking holes or nits in search of even better excellence The team performance is excellent and it was a good experience for everyone involved You think of your job as helping them to produce an even better performance So you ask about how they can improve which leads to people getting criticised for tiny things of little importance and the mood becomes negative and defensive no one feels that they are learning anything of value and you start to feel alienated as hole picker in chief 2 You join in the high five celebrations So next time the team performance is excellent you decide to celebrate And you do and there are congratulations and high fives all around People even do replays of the best bits People feel even better about their success but have they learned anything more as a result of celebrating the best bits 3 You set impossible challenges so that no team can triumph You conclude that it is difficult to review a team success because any attempt to be critical seems like trivial nit picking and there is a risk that too much celebrating creates complacency So you try to avoid this situation by ensuring that the level of challenge is so high in future tasks that no team will ever feel 100 successful But surely it is possible to learn from team success How

    Original URL path: http://www.reviewing.co.uk/archives/art/16_1_learning_from_triumphs_and_disasters.htm (2016-02-10)
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