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  • Quick Reviews and Time Saving Techniques
    For more on replays see http reviewing co uk stories replay htm 2 4 POSITIVE FEEDBACK FOR INDIVIDUALS 2 good things about each person during the activity Encourage comments from within the group but ensure you have positive comments ready to give to each person in case anyone receives little or no feedback Positive feedback boosts self confidence And by highlighting examples of positive behaviour you increase the chances that participants will learn from each other s examples 2 5 BUDDY TIME Talk in pairs about Pick a success theme such as examples of leadership or humour or caring or effort in the group Alternatively buddies give positive feedback on each other s performance during the activity To encourage a balance of giving and receiving positive feedback each person takes turns to make one positive comment at a time 5 x 5 MINUTE REVIEWS In 5 minutes you may have time for more open questions A 5 minute review in a whole group of 10 allows an average of only 30 seconds air time for each person Extend the methods described above or try out the methods described below 5 1 FORTUNATELY UNFORTUNATELY The group tell the story of the last activity taking it in turns to say just one sentence beginning with Fortunately or Unfortunately Go round the circle one at a time Allow passing This is called an Alternating Round Depending on the pair of sentence beginnings you choose this can help to create a balanced view of what happened This is especially useful when a group seems over confident or under confident 5 2 ACTIVE LISTENING While you tell the story of what happened participants show their feelings at the time Using head height or hand height they can show their ups and downs Moving in and out of a circle they can show how much they felt involved in a group activity Using gestures and facial expressions they can show anything they want to To encourage communication with each other start off in a circle Invite help with storytelling if you need it 5 3 INSTANT ACTION REPLAY REMOTE CONTROL Instant action replay of whole or part of the activity in the time available Explain that you have the remote control and will be using various buttons e g fast forward rewind pause slow etc and may invent some new buttons No time for preparation If time allows take a risk and hand over the control 5 4 CONNECTING TO A PREVIOUS ACTIVITY Use Alternating Rounds to investigate questions such as How was this like unlike the last activity In what ways did you perform better worse as a team compared to the last activity To develop a positive view ask In what ways did your performance in this activity show that you have learned something useful from the last one The group respond with action replays verbal responses or both 5 5 CONNECTING TO THE NEXT ACTIVITY Show me what you want to take from

    Original URL path: http://www.reviewing.co.uk/toolkit/quick-reviews.htm (2016-02-10)
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  • SHARING LEARNING from the Online Guide to Active Reviewing
    starting from scratch These are some questions to ask to a group thinking about converting an action replay into a performance in front of an audience What do you think the audience reaction to your original action replay would have been What would they have made of it As a piece of theatre what was really good about the first time you did it How can you keep and build on these good points What could you leave out from the first time that wouldn t be missed What else do you want to communicate to the audience that does not come across through action replay How can you communicate these things Don t keep exclusively to action replay think about mixing action replay with other kinds or styles of performance Are you going to include playing with the controls pause reverse fast forward etc in the performance If so why What messages do you want to get across How will you judge your success afterwards The following example describes part of a residential programme for young people aged 15 20 Celebrations to Remember Issue 2 3 of Active Reviewing Tips provides an example of an adult expedition group sharing their experiences and their learning YOUTH EMPOWERMENT TURNING IDEAS INTO ACTION This section describes how two performances were set up during a weekend of activity based learning for young people from Clydebank Activities had included physical creative and problem solving ones GETTING IDEAS TOGETHER As an introduction to brainstorming small groups listed all the possible uses of a stone then selected what they felt were their best and most unique ideas This was followed by a brainstorm about power and a five minute performance about power It was felt that the pace of this exercise would help groups to get over any fears about performance so that these would not get in the way of the main performance later in the day The group which found this performance most difficult chose to make a video for the main performance project POWER This was the written briefing for the first performance A challenge against the clock Your group has 15 minutes to get ideas and prepare for a 5 minute play about POWER Everyone in the group must come up with an idea of their own before the group decide which idea or ideas to use Everyone in the group should have an important part in the play You can choose any site for your play that is within one minute s walk from the main meeting room provided that twenty people will be able to see and hear the action IDEAS INTO ACTION the written briefing for the main performance You have been practising the skills that are needed for IDEAS INTO ACTION teamwork getting ideas making decisions performing as a group This your chance to bring it all together into a twenty minute production You are free to use any issues themes ideas media or skills from the weekend

    Original URL path: http://www.reviewing.co.uk/toolkit/sharing.htm (2016-02-10)
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  • SOLO CHALLENGE from the Guide to Active Reviewing and Debriefing
    of Solo Challenge There is no straight answer to this question Essentially objectives are set within the exercise itself So Solo Challenge can be seen as an objective setting exercise The objectives are individual ones and they are created by the group The original purpose see next was to shift the focus from group development to individual development or from the team to the team members Where does Solo Challenge comes from When I first came up with this exercise I had no idea what was going to happen and I still don t Its original purpose was simply to break up the routine of group tasks that formed the main structure of a training programme Its actual effect was to accelerate group development while also giving each individual a chance to receive some focused attention and recognition from the group based around the three stages of their solo challenge What is the nature of Solo Challenge Solo Challenge is an individually tailored event carried out in a supportive group It is fun creative and a bit risky It is fairly dependent on the facilitator making judgements along the way and keeping things moving It also involves trusting learners to

    Original URL path: http://www.reviewing.co.uk/toolkit/solo.challenge.htm (2016-02-10)
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  • SOLO CHALLENGE from the Guide to Active Reviewing and Debriefing
    kind of rule are typically the group doesn t let an individual get away with a challenge that is too easy too hard too unoriginal or too like someone else s if an individual feels they ve got a bad deal or feel under pressure they are encouraged to keep using their veto until a decent acceptable challenge is devised I will keep using my veto until I am satisfied that everyone has come out with a fair deal and has a decent challenge that they can safely undertake and enjoy Stage 2 The Challenge There have been physical challenges but those requiring creativity and communication have provided the most memorable breakthroughs in personal and group development For some people it is the negotiation phase at the start that provides most learning when they are the focus of attention What types of solo challenges have come up Here are some examples of challenges that have been agreed and carried out for a modest person who has achieved a lot come back in half an hour and tell us the story of your life in 5 minutes for a person who no longer finds time to write for pleasure write a poem for a very academic person in 30 minutes greet 10 strangers with an everyday comment about the weather You can say Chilly isn t it but any technical terms like adiabatic lapse rate or even warm front are not allowed for a busy non stop person lie down for 30 minutes in the same place for someone not technically minded to have a hands on lesson about a repair to a car engine from someone not very patient not strictly a solo challenge but who cares see rules below a similar pairing as the last example but for learning

    Original URL path: http://www.reviewing.co.uk/toolkit/solo.challenge2.htm (2016-02-10)
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  • SOLO CHALLENGE from the Guide to Active Reviewing and Debriefing
    a respectable challenge But don t be the only judge of quality Encourage individuals to veto anything that they feel say less than 80 motivated to carry out Variation Consider the pros and cons of joining in yourself as a participant Such a move could be highly facilitative and may also bring you some useful if indirect feedback Why this activity is in a reviewing guide The connections with reviewing may not at first be apparent But plenty of reviewing happens during this exercise At the negotiation stage When people propose a challenge for themselves this arises from a review of where they are at and what should come next It is a form of self appraisal When people propose and negotiate challenges for others it also involves or implies appraisal of the individual for whom a challenge is being considered The rule Anyone Can Veto Anything encourages everyone to review the suitability and quality of all the proposed challenges including their own At the challenge stage The doing of the challenge if well chosen and not too hectic will involve people reviewing previous similar experiences In most cases people conclude that they are making progress in the desired direction Knowing that they will be responsible for reporting back to the group participants will almost certainly be anticipating or even mentally rehearsing how they will tell their story At the report back stage The report back stage involves people reflecting on what they have just done and representing the experience in an interesting and meaningful way to the rest of the group Of course the whole activity can be reviewed after the report back stage The purpose of this list is to point out how solo challenge can be used in review time because each of the three stages can

    Original URL path: http://www.reviewing.co.uk/toolkit/solo.challenge3.htm (2016-02-10)
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  • Teamwork Links: selected reviews of teamwork websites
    courtesy of www archive org Another paper on virtual teams Effective Communication and Information Sharing in Virtual Teams Teams and Teamwork in the 21st Century link courtesy of www archive org Some on line course notes on teams and teamwork in the 21st century Good quick coverage of key concepts about teamwork Useful quick refresher was at http www siu edu departments cola psycho psyc323 chapt13 Team Engineering Collaboratory Interested in issues of virtual collaboration teamworking and learning in groups across time and space Well you could have a poke around here The Team Engineering Collaboratory TEC is a distributed research and demonstration facility supported by the National Science Foundation U S Army and a couple of US Universities Mission to support interdisciplinary research development and applications of advanced information technology in the context of human work and organizations back to top Research and Commercial Organisations Center for Collaborative Organizations was the Center For the Study of Work Teams An excellent site at the University of North Texas that contains extensive bibliographies research papers discussion groups about teams and teamwork Has a big list of other useful links too Jon Katzenbach s Site Katzenbach com Katzenbach is a world reknowned writer and researcher on teams and teamwork This is the site of his consultancy practice Worth a look to read about their Team Assessment Process and to try out a free on line diagnostic questionnaire which can help you assess the kind of workgroup or team you work in and the kind or style of teamwork leadership needed The Home of Belbin s Team Roles This is the Official BELBIN website Home to the Team Building work of Dr R Meredith Belbin The site has a basic introduction to the idea of team roles and a lot of information about the products and services available from Dr Belbin National Society for Quality through Teamwork European Forum for Teamwork Originally a UK society promoting quality improvement through teams and teamwork They offer training advice conferences and information on use of teams to improve quality The NSQT web address now redirects to the European Forum for Teamwork at http www efteam org which has also vanished TeamTechnology Management Team Roles Indicator If you are interested in team roles and the interpersonal dynamics of teams then this site may be of interest The site provides basic information on a new team roles model compatible with the Myers Briggs Type Indicator There are some comparisons with Belbin s model and a write up of related research TeamTechnology A UK consultancy outfit with a selection of articles about Myers Briggs and Teambuilding back to top Links to other pages of links on teams and teamwork Teambuilders TeamBuildersPlus has well organised links to a wide selection of on line articles and web resources on a wide range of management leadership and interpersonal skills including teams and team leadership Good for grazing Relevant topics include 360 degree feedback Adult learning Assertiveness Change Coaching Communication Conflict management Creativity

    Original URL path: http://www.reviewing.co.uk/toolkit/teams-and-teamwork.htm (2016-02-10)
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  • Acronyms in Adventure and Experiential Education
    Association formerly Association of Countryside Rangers DARE Derbyshire Association of Residential Education DARE Drug Abuse Resistance Education DTAG Development Training Advisory Group UK is a member of IOL see below EAC RGS IBG Expedition Advisory Centre EBL Experience Based Learning Title of the organisation found at www ebl org EBTD Experience Based Training and Development is a professional group of AEE for practitioners using experiential and adventure training and development methods with organizations and businesses EIOAEE European Institute of Outdoor Adventure and Experiential Learning EML European Mountain Leader EOC English Outdoor Council ESC English Ski Council ETD The ETD Alliance aims to encourage the use of ETD Experiential Training and Development promote the development and use of best practices within the field and educate clients and other practitioners FIPD Fellow of the Chartered Institute of Personnel and Development FOA Foundation for Outdoor Adventure UK FITOL Fellow of the Institute of Training and Occupational Learning FRGS Fellow of the Royal Geographical Society FSC Field Studies Council UK IAF International Association of Facilitators ICEL The International Consortium for Experiential Learning IMBA International Mountain Biking Association IOL Institute for Outdoor Learning UK arose from convergence of AfOL and other outdoor organisations in 2001 MAML M A in Management Learning MCS Mountaineering Club of Scotland M I Mgt Member of the Institute of Management MLTB The Mountain Leader Training Board UK NAFSO National Association of Field Studies Officers UK NAOE National Association for Outdoor Education UK then AfOL until Jan 1999 now IOL NASW National Association for Social Work UK NCA National Caving Association UK NCOETR Northern Council for Outdoor Education Training and Recreation UK NNAS National Navigation Award Scheme UK NSEE The National Society for Experiential Education USA NT National Trust UK OB Outward Bound ODNET OEAP Outdoor Education Advisers Panel UK OLS

    Original URL path: http://www.reviewing.co.uk/websites/acronyms.htm (2016-02-10)
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  • Add URL to the Adventure and Experiential Education Directory
    best internet resources for adventure education and experiential learning To enquire about adding your outdoor education training site to this directory please send an email to HOME SiteFinder Directory and SiteFinder Newsletter are free services provided by reviewing co uk

    Original URL path: http://www.reviewing.co.uk/websites/add.htm (2016-02-10)
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web-archive-uk.com, 2016-10-27