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  • Questions for Reviewing: Active Reviewing Tips 2002 5.1
    they want SURVEY Shuffle and deal the third set of cards Findings Pairs choose one of their cards and carry out a survey by visiting everyone else together or separately noting their responses to their chosen question and then reporting back on their findings to the whole group STATEMENTS Spread out the Futures cards and ask everyone to identify a card that they want to respond to Each person then makes their future statement to the whole group You may have noticed that in the above process the facilitator is setting tasks rather than asking questions But it may need to ask other kinds of questions to assist the reviewing process such as When setting up BRIEF ENCOUNTERS Is anyone not happy with the card they have been dealt Allow them to adapt the question take a spare card or write their own question At the end of BRIEF ENCOUNTERS How easy difficult was that Did you discover anything about yourself Did you learn anything new about someone else that is not confidential At the end of the SURVEY Have you learned anything new or surprising from the surveys of others At the end of STATEMENTS How can we best go forwards from here You will never run out of questions however many you give away You may be wondering why the first two stages facts and feelings are mixed together when using cards This is partly to speed up the process It is also because the distinction does not always matter when your purpose is to get people communicating about what happened In this exercise both facts questions and feelings questions serve as triggers to encourage people to tell their story These trigger questions should also provide fresh and interesting angles that encourage participants to re view their experience with new eyes If you want to make question based reviews more active than having participants walk around with question cards then ask participants to respond to the questions in active ways e g by asking them to show demonstrate re enact draw mime perform create or find something that represents their answer Your comments questions news ideas and feedback are always welcome 3 TIPPLES MAPS and LEARNING JOURNEYS Have participants create their own metaphorical maps on which they can represent their learning journeys Such maps can include places such as Sea of Possibilities Safe Haven Mountains of Work Pool of Relaxation Stretch Zone Swampland Play Area Shifting Sands Road to Nowhere Stream of Ideas Point of No Return Moving Goalposts Launch Pad Laughing Water Terra Incognita For a reviewing tool participants tell their story while tracing their journey across their map with a finger They can add extra places on their map as needed A wonderful source of inspiration for such ideas is at http www worldofexperience com where you can make your own map for a fee More uses of maps in future issues EMPATHY TEST Pairs Person A and Person B stand back to back following a

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  • Quick Reviews: Active Reviewing Tips 2001 4.1
    beyond 10 if you can mainly because the first few comments however valid they are tend to be vague and clichéd With this method quantity brings out quality because comments tend to get more specific End by asking what they will carry forward to the next activity 1 5 TAKE TIME OUT MID ACTIVITY REVIEWING Don t always wait until the end of the activity to review All of the above techniques could also be used at half time or any time during the activity for example during natural breaks while waiting for a turn while having a rest or snack while sheltering from the weather 5 x 2 MINUTE REVIEWS If you have only 2 minutes say very little keep things simple and focus on positives 2 1 STORY TELLING IN ROUNDS Without any practice or planning and against the clock say 2 minutes the group are challenged to tell the story of the last activity in rounds Each person may say only one word or punctuation mark when it is their turn This is a fun communication exercise requiring a lot of concentration 2 2 THREE PICTURES MAGIC MOMENTS Brief moments of personal reflection with eyes closed facing outwards or lying down For short reviews keep a positive spin Focus on what participants are pleased about or pleasantly surprised about For example Picture three magic moments from the activity that you would like to remember Picture 1 is something you did or said pause Picture 2 is something another person did or said pause Picture 3 shows a magic good moment for the whole group pause This is a very brief version of Guided Reflection 2 3 THREE REPLAYS FREEZE FRAME or CLIPS Snapshots or short video clips of moments that participants want to remember e g fun success improvements surprises discoveries insights If these moments are caught on camera and you can provide instant replays go ahead But I much prefer asking people to recreate these moments AS IF they had been caught on camera This is much quicker more active and more creative Freeze Frame is an active way of sharing thoughts from Magic Moments You can also launch straight into Freeze Frame without preparation 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 this experience into the next activity Sub groups prepare short mimes or replays Alternatively individuals choose objects to represent what they want to take forwards 5 x 10 MINUTE REVIEWS 10 minutes may allow time to explore issues but is there enough time for everyone to have their say and end on a positive note Extend or combine the methods described above or try out the methods described below 10 1 ROUNDS AND ORBITS Take it in turns to complete a given sentence beginning chosen by you or by the group End with appreciation or looking forwards For examples see http reviewing co uk rounds htm 10 2 MEMORY GAME STORY TELLING The challenge is to talk through what happened in detail One person starts in the storyteller s chair and continues until they are challenged or give up The challenger takes over until challenged 10 3 INSTANT ACTION REPLAY IN THE STYLE OF Instant action replay in the style of You or they choose film or TV styles through which to present their replay e g News Report Tellytubbies Shakespearean Documentary with voice over Cartoon Soap etc 10 4 POSITIONS SILENT STATEMENTS Each person shows their position on an issue by where they stand on a curved line Discuss the issue with neighbours then in the whole group End by checking if positions have moved 10 5 CHECKING GOALS EFFORT BULLSEYE What did you see as the top three priorities for the group during the activity Everyone stands in a circle just out of touching distance from each other Place an object at the centre that represents priority 1 How much effort did you each make towards achieving that priority If you as an individual made 0 effort stay where you are If you made 100 effort towards achieving priority 1 stand in the centre Give yourself a score out of 100 and move to that point on your scale Look around Is there anyone you think should have placed themselves closer to the centre If time allows repeat the process for priorities 2 and 3 5 x 20 MINUTE REVIEWS You now have many more options including bringing together what has happened in shorter reviews 20 1 HAPPY CHARTS Making and sharing personal happy charts showing each person s ups and downs during the activity Encourage participants to look for differences similarities and surprises Encourage questions such as What made you feel so high low at that point Why did your mood turn round at that point What could you have done to have raised your own happy level or someone else s 20 2 SCAVENGER HUNT Individuals or pairs have a list of symbolic objects to find and share with the group Examples Something that reminds me of a high point Something that represents how I am in this group Something that represents what is missing in this group or a goal that I would like us to set ourselves A symbolic present for the person on my left in the group circle Something that represents an opportunity I would like to have in this group 20 3 GUIDED REFLECTION Participants lie down with their eyes closed while you talk through the activity with suitable pauses that give them time to reflect on their own thoughts and feelings After 5 10 minutes end with an opportunity for everyone to speak to each other one to one especially if the guided reflection leads into a suitable topic such as thanks appreciation encouragement Or invite each person to make a statement to the group such as What I like about being in this group and what would make it even better 20 4 CHAT CARDS For a group of 10 write down 5 review questions that you want to ask each on a separate card Explain that the purpose is to become an expert on your partner s views and warn that anything you say to your partner may be shared in the whole group Shuffle and deal one card to each pair who discuss the question for 2 minutes before passing it on In the whole group discuss each question but with participants speaking only for their partners Cards are not essential for this process but they do help to keep pairs focused on the question 20 5 DISCUSSION Facilitate open discussion introducing techniques if needed to encourage participation from everyone in the group Use any of the above techniques to help focus accelerate or deepen the discussion You may well need much more than 20 minutes to conduct a review discussion that respects the diversity of feelings and opinions in the group AND that generates new insights AND that encourages further exploration Many of the reviewing techniques described above can help to get review discussions off the ground TIME TO STOP TIDY vs UNTIDY ENDINGS Once you raise or explore issues there are no guarantees that you will come to a tidy endpoint within the time available The best you can do might be to establish where you have got to and what remains unfinished Providing that there is no distress untidy endings can sometimes be better for learning than tidy ones A tidy ending might be a new insight or a new commitment or something you want to try An untidy ending might be wanting to change but not knowing how or having a question you want to explore or recognising a problem you want to solve However you finish a review try to keep the momentum going and keep people thinking about connections You now have a tidy list of 5 x 5 ideas The untidiness is that you have yet to decide what to do with them I hope you will try some of them out and let me know how you get on or send in some of your own tips for quick reviews See next for tips from readers Key pages in the Active Reviewing Guide Methods http reviewing co uk tools htm Books http reviewing co uk books htm Workshops http reviewing co uk trainingworkshops htm Tutorial http reviewing co uk learning cycle Easy to print version of the Quick Review section above 3 READERS WRITE MORE FEEDBACK EXERCISES The first 18 exercises were described in the issue about Giving and Receiving Feedback which you can view at http reviewing co uk archives art 3 9 htm along with all other back issues of Active Reviewing Tips The 18 exercises were Walk and Talk Paired Walk Question Trail Pausing Action Replays Pausing Activities Gifts Human Sculpture Jogger Cards Buddy Coaches Rounds Egoing 1 1 Observation Chat Cards Action Replays Taking the Part of Another First Impressions Predictions Feedback about Feedback Warm Seat Did you try any of these With or without success With or without variations Do you have a story to tell Thank you to Andi Roberts Barcelona 19 and 20 and Mike Cambray Learning Partnerships Cumbria 21 and 22 who wrote in with some great ideas to add to the list 19 PERSONAL SHIELDS Andi At the start of a course the participant members do a poster sized personal shield with things like personal past future and key strengths and weaknesses This gets presented to the group and posted on the wall we have cork clad walls Below this a feedback sheet is placed where people over the duration of the course may go and add feedback about that person Roger comments Shields are a protection and defence Not an image that fits neatly with being receptive to feedback So there could be some real scope here for discussing the need for both feedback and protection 20 TORNADO Andi 2 lines of seats divided in pairs and facing each other The same amount of chairs as participants One side always give feedback and one receive After every round time depends on the type of course everyone shifts to the seat on their left and does the same So eventually everyone is back in their start place Very simple but it works especially done towards the end of a course and feedback is kept to positive 21 TASK TEAM and INDIVIDUAL Mike John Adair s Action Centred Leadership model of three interlocking circles Task Team and Individual provides a useful structure for feedback After describing the three circles concept each person draws three interlocking circles on a piece of flip and writes their name on it The flips are then passed round the group so that each person can if they choose complete these sentence beginnings in the appropriate circle TEAM Something I noticed you contributing to the team today was TASK Something I noticed you contributing to task achievement was INDIVIDUAL Something I noticed you adding value to my experience was Encourage people to sign their comments in the Individual circle Once the flips have returned to their original owners they have a chance to read them and share their responses with the group 22 TAKE IT LYING DOWN Mike This method has been very useful to groups who are having difficulty getting going with feedback because of the non verbal messages that are being passed around So run a feedback session with everyone lying on their backs on the floor or sitting in a circle with chairs facing out I have noticed that both seem to help people to listen more attentively and move to another level of communication Roger comments Does this totally inactive method belong in Active Reviewing Tips I am delighted to include it because a it works b it s different c people like a rest d contrast and variety of methods is probably more important than whether they are active e Mike s an old friend and I trust him Any advance on 22 Please write to roger reviewing co uk if you have active different or effective feedback methods you would like to share Does anyone use an active version of the Johari Window or a more person to person version of 360 degree feedback And what about ways of turning feedback into action rather than just leaving people to stew or glow with the comments they receive Maybe that s a topic for another issue 4 LINKS WHAT IS ACTIVE LEARNING ACTIVE LEARNING AND ACTIVE REVIEWING I was recently asked What is Active Learning My answer to save you thinking too much is any learning that isn t passive learning I am sorry if this answer disappoints you But it does appear to be the current meaning given to the term Active Learning judging by the articles I have found on the web Fortunately some articles get a little more dynamic and I have described the best ones below So where do Active Learning and Active Reviewing overlap and where do they differ The learning principles are much the same which is why I am telling you about these articles but here are 5 differences of emphasis DIFFERENCES 1 Active Reviewing goes MUCH further than talking to your neighbour which is one of the less active examples below 2 The typical starting point for Active Reviewing is very different Active Reviewing is not about bringing books or subjects to life it is more about bringing EXPERIENCES to life 3 Active Reviewing is also about paying attention to the quality of the present learning experience while also paying attention to the quality of the experience being reviewed 4 Active Reviewing engages people as fully as possible raising levels of energy awareness and intuition 5 Active Reviewing exploits the depth and richness of communication that is possible when learners are not limited to verbal communication SIMILARITIES Both Active Learning and Active Reviewing aim to develop higher levels of participation and responsibility in learning and with this comes a similar set of values about cooperative learning and an inclusive and supportive learning environment which is well described in the Socratic Seminars article below ACTIVE REVIEWING IS MORE DYNAMIC AND EXPERIENTIAL Almost any kind of reviewing could be termed Active Learning because reviewing is itself a learning activity So ACTIVE Reviewing is generally more dynamic and more experience based than what is typically understood by Active Learning Clear as mud Comments welcome A good opportunity for active learning ACTIVE LEARNING ARTICLES ON THE WEB Promote Active Learning During Lectures by Judith S Liebman One simple and very slightly active technique Turn to your neighbour and discuss makes a world of difference to traditional lectures On the end of semester course evaluations the turn to your neighbor discussions are invariably singled out for praise http lionhrtpub com orms orms 12 96 education html Active and Cooperative Learning Several articles by Dr R M Felder who shows that active and cooperative learning is more effective than the teacher

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  • Giving and Receiving Feedback: Active Reviewing Tips 3.9
    how well they are doing 6 GIFTS Subgroups make gifts to present to individuals in other subgroups See http reviewing co uk feedback htm 7 HUMAN SCULPTURE Individuals take it in turns to arrange the rest of the group around them with positions postures and expressions that they feel represent that person s attitude towards them during the event being reviewed Described in Playback 8 JOGGER CARDS Each participant writes 2 or 3 personalised action points on separate cards and gives them to an observer If the observer feels the person needs reminding or praising they quietly do so by showing the card together with a thumbs up praise or thumbs down memory jogger 9 BUDDY COACHES One to one observation during an activity During time outs the coaches provide feedback to their buddy Guidance to coaches will depend on what kind of coaching style you are encouraging e g positive critical try notice or a question 10 ROUNDS A sentence completion exercise in the whole group To make it a feedback exercise choose suitable sentence beginnings e g I d like to congratulate To ensure everyone gets equal attention focus each round on a different individual e g I d like to congratulate Ross on the way 11 EGOING or SPEAKING FOR A PARTNER During the review each person in one half of the group remains silent while their buddy takes part in the review as if they actually are their buddy This can bring out a lot of intuitive indirect feedback 12 1 1 OBSERVATION Participants do not know exactly what is on the observer s checklist or guidance notes This minimises the chances that participants will fake their behaviour To ensure this exercise does not result in unwanted feedback ensure that the observers are only looking for positives 13 CHAT CARDS Twos or threes work through about 20 questions one per card in about 10 minutes This is a fast paced exercise that may lack depth but can be fun and highly intuitive It should result in each person getting an all round picture of themselves during the event being reviewed about 20 snapshots if working in pairs or 40 snapshots if working in threes 14 ACTION REPLAYS TAKING THE PART OF ANOTHER Following one to one observation half the group doing and half the group watching the observers re enact the activity as if they are the person they were observing Role swaps can also take place during a whole group re enactment Seeing people stepping into your shoes can be a very powerful form of feedback but it can also be careless or misunderstood So ask if anyone was puzzled or confused or impressed and delighted See http reviewing co uk stories replay htm 15 FIRST IMPRESSIONS This is how I saw you to start with This is how I see you now This feedback can be provided through words pictures or actions The final message should be a positive one 16 PREDICTIONS Each person

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  • Encouraging Participation Active Reviewing Tips 3.2
    say what they can do to help prevent the unwanted experiences outside the body from happening and what they can do to help generate the wanted experiences those written inside the body Clarify personal objectives Understanding people s motivation towards the course as a whole will help you and them to see where reviewing fits in Will reviewing help them establish or clarify objectives or help them achieve their objectives Or both Rather than coming up with a standard explanation of why reviewing is important you can explain how reviewing of a particular kind can help them achieve their particular objectives DEMONSTRATE Show how experience based learning works People may expect to learn simply by taking part in activities and just listening in reviews People may not fully appreciate why their participation in reviews is so important especially if this is a new way of learning for them You can urge people with slogans like The more you put in the more you get out But it is far more convincing and easier to understand if you can involve group members in an active and credible demonstration of how experience based learning works Remember the scenario everyone IS taking part in activities but some are taking a back seat in reviews Blindfolds and Observers One of the most effective and fun ways of demonstrating the value of reviewing is to set up a team of observers watching a group carry out a task blindfolded At review time the people who were blindfolded are keen to find out what was happening that they didn t see Feedback can be one to one if half the group are observers Then ask people to swap roles i e the blindfolded are now observers and vice versa and continue with the task or set up a new one After a second review everyone will have been asking questions and giving answers To put the icing on the cake explain that all the exercises on your course are in a sense blindfold projects i e no one ever sees the full picture even when not blindfolded and that by sharing thoughts and observations we can all see and learn a lot more Time Outs or Process Breaks Another good way of explaining how experience based learning works is to create a half time break in a physical problem solving exercise Explain that this time out is like half time in a game of two halves and that this break makes it easier for everyone to think about possible changes in strategy before going in to the second half For some people reviewing at half time will make a lot more sense than having a review when the game is over When this is the case encourage frequent process breaks rather than saving everything for a post mortem at the end when it is too late to make changes Encourage groups to take time out from working on the task and to take a look at how they are working together as a group and how individuals are feeling about the part they are playing Observation Walk One of my favourite introductions to how experience based learning works is to send a group on a short independent walk that I call Observation Project The walk ends at a meeting place that is inspirational and makes people want to open their eyes wide and look around e g a scenic viewpoint on top of a building or a hill or a place beside some amazing architecture The review at this point is a series of rounds passing allowed as always in which people report one observation at a time If prompting is needed I ask people to comment on what they observed about the environment near and far about each other and about themselves I then point out how experience based learning in groups depends on the sharing of observations about things others and self The more you open your eyes and your mouths the more you will learn CHANGE Change the dynamics Create smaller groups The size of the group can be critical People tend to speak up more the smaller the group depending of course on the mix of people in each small group Create smaller groups of like minded people First ask a question that can be answered on a scale and define the two ends of the scale For example If you think the quality of teamwork was brilliant stand at this end of the line If you think teamwork was hopeless stand at the other end Or find a point in between that fits your point of view Before anyone moves ask them to choose the point they are going to Once in position on the line people find themselves standing close to people with a similar opinion They have found like minded people on this issue Divide people into 3 s and give them 5 minutes to prepare to report back to the whole group on why they chose their particular position Silence the louder group members If you are not careful you will end up embarrassing the quieter members and upsetting the louder ones So how you set up these gimmicks is important Say something like this I believe that everyone in this group will get much more value if the quieter members participate more Do you share this belief Discuss any issues that arise in response then if appropriate say Sharing a similar belief is a good start I have a few gimmicks that will help get you there more quickly I d like you to give them a try But please speak up if you feel these gimmicks are getting in the way Ask the group to form up in a line with the most frequent contributor at one end and the least frequent contributor at the other end Compliment the two or three people at each end the most frequent contributors I we thank you for giving

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  • What Works Well? Active Reviewing Tips 3.1
    a real difference What were the circumstances Why did it feel good Who were you working with What did you your client achieve What was special about this experience Describe the story around your example Q What is it that you value most about yourself your distinctive competence your colleagues your clients organisation Q What gives life to this organisation Such review type questions are then followed by future looking questions These sample questions are from an article by Liz Mellish in the Training Journal November 99 see links below AN ACTIVE APPROACH TO APPRECIATIVE INQUIRY The roots of Appreciative Inquiry are in research so it is not surprising to find that questions are at the heart of this approach But from an Active Reviewing perspective it is possible to explore all of these questions in ACTIVE ways The simplest way to achieve this is to place SHOW DEMONSTRATE RE ENACT or RE CREATE at the beginning of your questions But people may not be willing to leap into action unless you have led up to this point with suitable warm up exercises You will find several ideas for warm ups in my Active Reviewing article at http reviewing co uk actrev htm For ideas about how to prepare people for reliving their successes see http reviewing co uk success Some questions may best be answered through drawings or cartoon sequences See http reviewing co uk pictures intro htm Many AI practitioners do ask learners to draw their experiences Other questions can be answered by using freeze frame or other action replay devices See Action Replay at http reviewing co uk stories replay htm The purpose of using active reviewing methods is to give life to the method by which you are exploring such questions Active reviewing methods allow you to get closer to the realities and qualities of the living systems that you are investigating through Appreciative Inquiry ACTIVE REVIEWS can be used to generate lively and appreciative inquiries into living systems and their life giving features By re enacting what works best it is possible to enhance the quality of communication and create a fuller and finer appreciation of what works well Please forward to friends who share your interests 3 LINKS Web based resources for Appreciative Inquiry AI Appreciative Inquiry in Pictures by David Potter The traditional approach http personal palouse net 3d ai traditional gif The appreciative approach http personal palouse net 3d ai appreciative gif Appreciative Inquiry Learn about David Coopperrider and the origins of AI http www appreciative inquiry org AI Resource Centre and Ann Radford s AI Newsletter and the UK source for The Thin Book of AI http www aradford co uk AI Thin Book What is AI by Sue Annis Hammond http www thinbook com AI bibliography at Mellish Associates http www mellish com au Reception airefs html AI articles at ODNET http www odnetwork org resources index php AI resource list at Taos http www serve com taos appreciative html

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  • Developing Potential: Active Reviewing Tips 2.11
    each individual is responsible for taking special notice of one other person while taking part in the activity 3 CELEBRATE HIGH POINTS IN FAVOURITE ACTIVITIES Use activities in which people already feel confident Then use review techniques that help individuals to EXPRESS and CELEBRATE their feelings of confidence You can also invite personal feedback amongst learners through GIFTS or ROUNDS A nice way to give feedback actively is through SNAPSHOTS Split a group into subgroups Ask subgroup A to think of moments where they think individuals in subgroup B would like to have had snapshots or MOVIE CLIPS taken of them because they were doing something well Subgroup B prepares in the same way for As The subgroups come together and present their feedback in snapshots movie clips or both If there are 3 subgroups subgroup A gives feedback to individuals in subgroup B B gives feedback to Cs and C gives feedback to As 4 RELIVE THE STORY HOW I ACHIEVED THE IMPOSSIBLE Do an activity once to overcome a fear Don t leave the review at the point Well done you overcame your fear To increase the chances that the individual will be able to use this experience to overcome other fears carry out a detailed review in which the individual tells the STORY of before during and afterwards Ask what was going on inside during this process and what was going on outside e g was there support and encouragement from others To bring the story alive everyone in the group can help ACT OUT THE STORY as it is told with the space inside a rope circle representing inner thoughts and feelings and the space outside the circle representing the visible outer world of things and people A nice set up for such reviews is to invite each individual to record their feelings about a challenging activity on AUDIO TAPE just before embarking on it and then playing back their words as a prelude to their story telling 5 COMMUNICATE ON ALL CYLINDERS Use a VARIETY of review techniques in order to give individuals plenty of scope for expressing their positive experiences Remember that individuals learn in different ways so provide opportunities for private reflection as well as for small and large group reviews Also provide opportunities for art work writing talking and for acting or performing Vary the pace Vary the setting use indoor and outdoor locations for reviewing Include music Use meandering open ended methods And use business like tightly structured ones Involve learners in setting the agenda but don t abandon your own The more variety you provide in reviews the more you are helping learners to mobilise their WHOLE BRAINS for learning Stimulation is as important during reviews as it is during the activities being reviewed CONTENTS TOP 2 3 Adult Development What s in your Success Store The more learners know about their own recipes for success the greater the chance that they will use them again Also the very process of studying the secrets of this success makes future success more likely whether or not clear recipes are produced Ask learners to imagine they run a SUCCESS STORE This store is full of items that will help them to be successful Ask them to take a look in their store and tell you what they see This is similar to the My Ten Best Points exercise But best points is about things that people ALREADY do well and may not reach into their latent capacity and unformed potential The Success Store identifies early signs of success It catches them in the bud If success is not spotted and encouraged in its early stages it may not put in another appearance Supporting the early stages of developing a new talent is the most critical job in developing potential Mature lifelong learners may need even more support at this stage of learning than do young lifelong learners Ask people from time to time to check the shelves of their Success Store and tell you what they see As they get used to the idea the shelves will slowly fill up See it as a stock taking exercise This is NOT a needs analysis That would involve itemising what is NOT on the shelves It is an audit of what you already have even if in only small quantities or even if it is something that is not always visible on the shelf Every Storekeeper also works as a talent scout They need to get used to the idea of noticing what is in their own store and what is in other people s stores When a group first meets or when a familiar group starts out on new projects or adventures no one quite knows what they will find in their own store or in each other s stores Initial thoughts might be Do I have what it takes Do we have what it takes What will we find out about ourselves and each other There is a natural curiosity to ask such questions at the start of any training programme whatever the nature of the challenges it presents The Success Store builds on this natural inquisitiveness It is tempting to rename it the Curiosity Shop To start with the shelves are fairly empty That is not because people lack talent It is because people s talent is locked away in the store cupboard at the back and is not out on the shelves In many work cultures the prevailing humour is often about empty shelves It involves cutting people down to size by focusing on their blind spots Such humour can at times be very funny especially when it is an attack on pretentiousness or when it is someone laughing about their own empty shelves Pretentiousness is people pretending to be greater than they are But many people play safe and pretend to be less than they are and get stuck like it sitting on their latent abilities So a key

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  • Active Reviewing - for dynamic experiential learning: Active Reviewing Tips 2.10
    This is a method of promoting understanding between groups or between subgroups Group A has a theory perhaps a grudge about Group B which is related to a particular incident Group A now re enact the incident as if they are Group B and in the presence of Group B As soon as Group A has finished Group B replies with their version of what happened Because the reply is spontaneous it is likely that the dialogue between the groups is honest and open with the groups learning about each other without lapsing into defensiveness and justification To even things up the exercise should be repeated this time starting with Group B re enacting an incident as if they are Group A ACTIVE APPRAISAL The presentation of mimed gifts to each other can be worth more than lots of words These tend to be more considered and sincere than verbal gifts Verbal explanation of symbolic gifts is recommended if there is a risk of misunderstanding ACTING ON APPRAISAL I ll try out your advice A manager led a group on a mountain expedition and received a thorough and constructive appraisal A few days later he staged a re enactment of the expedition in which he tried out the advice offered by the group SEARCH TECHNIQUES Some active reviewing techniques can be surprisingly time efficient Some techniques simply provide quick and easy ways of finding out what s worth talking about although they can also be used for other reviewing purposes Amongst these search techniques are HEAD HEIGHT HAPPY CHARTS in which individuals show their state of morale at various points during an earlier exercise by the height of their heads above the floor LINE UPS Attitudes behaviours and contributions during an exercise can be quickly revealed by lining up in order of say enthusiasm thoughtfulness job satisfaction etc Alternatively the attitudes within the group can be demonstrated by HUMAN SCULPTURES in which the centre and periphery of the room correspond to the centre and periphery of the group In all such techniques individuals can place themselves and can have the option of moving one or more perhaps all of the others in the group ACTIVE REVIEWING AS A GROUP NORM Active reviewing techniques should not be regarded as the sole property of the trainer Once a group is familiar with the use of active language and active conventions then the mixing of discussion and action can become the norm providing everyone with wider opportunities for enlivening extending and enriching their reviews HOLISTIC EXPERIENCES NEED HOLISTIC REVIEWS If the experiences being reviewed are holistic rather than purely cerebral then it makes sense to offer reviewing media and methods that are suitable vehicles for these multifaceted holistic experiences If the reviewing vehicles offered are merely discussion based then the less discussible aspects of experience will remain untapped unreviewed and unharnessed Important sources of power energy and insight will remain neglected and underused IT S DIFFICULT TO FIND WORDS TO EXPRESS People interviewed

    Original URL path: http://www.reviewing.co.uk/archives/art/2_10.htm (2016-02-10)
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  • Active Reviewing - when words are not enough: Active Reviewing Tips 2.9
    in the way ACTIVE REVIEWING Active reviewing improves our ability to learn from experience Most active reviewing is simple basic and direct Used wisely it can enliven and sharpen the process of reviewing experience INTEGRATING THE WORLDS OF TALK AND ACTION Over reliance on words can restrict our ability to learn from experience however articulate or inarticulate we may think we are Talk and action tend to inhabit distinct and separate worlds especially when there is a clear demarcation line between doing and reviewing The more separate these worlds the less likely it is that learning from experience is happening Active reviewing is brings these worlds closer together by narrowing the gap between theory and practice THE BENEFITS OF ACTIVE REVIEWING The benefits arising from the habit of active reviewing can include More effective learning from experience An improved confidence in translating words into action trying out ideas making decisions happen and turning plans into reality Soundly based resolutions and action plans The transition of learning from a course is more likely to happen if plans for the future have already been rehearsed in some way while on the course Language is more likely to be used accurately responsibly and sensitively When language and action are no longer safely separated the quality of communication can only improve ACTIVE REVIEWING complements discussion based methods it does not replace them There is a risk that active reviewing might be seen as anti language or as an attack on the value of verbal reviewing It is the trainer s responsibility to maintain a suitable balance between language action and any other media which are used for reviewing Active reviewing methods simply extend the choices available for learning from experience PREPARING FOR ACTIVE REVIEWING SETTING UP NEW LANGUAGES It is useful to have a wide range of options instantly available when reviewing If a trainer intends to use active techniques during a review an earlier session involving communicating through action can prime the group for using active language Active Images is an example of setting up and using a new language ACTIVE IMAGES On a course which has teamwork and leadership as themes each group member can be asked to demonstrate an ideal active image of teamwork by directing the rest of the group in a short realistic or symbolic presentation These presentations can then be readily adapted during later reviews to illustrate how the group is actually working as a team and to represent people s changing views about teamwork or leadership SETTING UP CONVENTIONS A number of games communication exercises or movement exercises can be used to set up a range of conventions for use during reviewing Strict observance of conventions can be just as vital to the success of a review as it can be to the success of a game A group which already knows various conventions and has experienced their value is more likely to be responsive when such conventions are re introduced during a review The discipline of

    Original URL path: http://www.reviewing.co.uk/archives/art/2_9.htm (2016-02-10)
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