Different types of Activities for Facilitators
|Action Learning||This involves a combination of action and reflection by learning solving complex strategic problems. Learning apply existing skills and knowledge and create new skills and knowledge and insights through continuously reflecting and question the problem definition|
|Board Games||Board games borrow structures, rules and procedures and supplies from popular recreational games to create highly motivating training events.
Board games typically use game cards and dice to encourage learners to demonstrate their mastery of concepts, principles, skills, and problem-solving strategies.
|Case Studies||This involve a written account of a real or fictional situation surrounding a problem.Learners work individually and/or in teams to analyze, discuss, and recommend appropriate solutions and to critique each other’s work.
|Classification Card Games||This involve pieces of information (such as facts, concepts, technical terms, definitions, principles, examples, quotations, and questions) printed on cards.These games borrow procedures from traditional games with playing cards and require players to classify and sequence pieces of information from the instructional content.
|Closures||Closers are activities conducted near the end of a session. They are used for such purposes as reviewing main points, tying up loose ends, planning application activities, providing feedback, celebrating successful conclusions, and exchanging information for future contacts.|
|Coaching||Coaching Activities involve an individual (the coach) supporting the learning or performance improvement of another (the coachee/learner) through interactive questioning and support.The process usually” includes the coach and the learner establishing goals, then the coach observing the learner, offering relevant feedback, suggesting suitable activities, and helping the learner professional and personal growth.|
|Consensus Decision Making||This involve a list of items (usually ten) to be arranged in order of priority. Learners complete the task individually and then reach consensus in groups. They compare their priority rankings with expert rankings.In the process, they learn more about factors that contribute to the priority value of the items and also factors that influence decision-making and reaching consensus.
|Adventure Learning||This involves physical activities and challenges (such as sailing, rafting, rappelling, rock climbing, exploring wilderness areas, and walking on rope bridges) in specially designed indoor or outdoor environments.Learners construct knowledge, skill, and value from their direct experiences through debriefing discussions.
|E-Mails||This is conducted through the Internet. It may involve the play of electronic versions of interactive training games or specially designed activities that permit asynchronous communication in which learners receive and send messages at different times.Typical e-mail games exploit the ability of the Internet to overcome geographic distances and involve learners pooling their ideas and polling to select best ones.
|Facilitated Activities||Facilitated Activities help learners to analyze problems, formulate goals, generate alternative solutions, and make decisions.Usually, a trained facilitator conducts these structured activities to help learners maximize their diverse talents and to arrive at collaborative solutions that are superior to individual solutions.|
|Guided Learning Activities||Guided Learning Activities provide a special type of on-the-job training.New employees (or new members of a team) observe workplace processes using carefully designed checklists. Later, they perform job-related activities under the guidance of an experienced employee or team member and receive immediate feedback.
|Icebreakers||Icebreakers are activities conducted near the beginning of a session. They are used for achieving such purposes as previewing main points, orienting learners, introducing learners to one another, forming teams, establishing ground rules, setting goals, reducing initial anxieties, and stimulating self-disclosure.|
|Improv Games||Improv Games are activities adapted from improvisational theatre. The actors (learners) do not use a script but create the dialogue and action as they perform.|
|Instructional Puzzles||Instructional Puzzles challenge the learners’ ingenuity and incorporate training content that is to be previewed, reviewed, tested, retaught, or enriched.Puzzles can be solved by individuals or by teams.|
|Interactive Lectures||This involve learners in the learning process while providing complete control to the teacher/trainer.
These activities enable a quick and easy conversion of a typical lecture into an interactive experience.
Different types of interactive lectures incorporate built-in quizzes, interspersed tasks, teamwork interludes, and participant control of the presentation.
|Interactive Story telling||This involves fictional narratives in a variety of forms. Learners may listen to a story and make appropriate decisions at critical junctures. They also create and share stories that illustrate key concepts, steps, or principles from the instructional content.|
|Paper-and-Pencil Games||Paper-and-Pencil games require learners to make their moves by writing or drawing something on paper. A typical game may involve players working on a small piece of paper or a large sheet of newsprint. Paper-and-pencil games may incorporate elements of role play, simulation, creativity technique, or quiz contest|
|Read-me Games||Read-me games combine the effective organization of well-written materials with the motivational impact of playful activities.Learners read a handout and play a game that uses team support to encourage recall and transfer of what they read.
|Reflective Teamwork||Reflective Teamwork involves learner’s creating a product related to some aspect of teamwork. Teams then evaluate their characteristics and performance by using the product they created.|
|Simulations||Simulation help learners experience an event close to the real experience-without experiencing the real event itself.Originally used in war games for training officers and soldiers, this strategy is currently used in business games for teaching complex concepts.
Most simulations are based on models of reality.
Computers are frequently used to translate complex models in such areas as space travel and urban planning into graphic representations.
|Structured Group Discussions||Structured Group Discussions use a self-contained instructional format designed to help team members learn together.The activity is facilitated by a mediated system (such as an audiotape, a videotape, or a computer) that presents information, specifies a discussion topic, imposes time limits, and provides feedback in the form of model responses and checklists.
|Role- Plays||Role Plays involve participants assuming and acting out characters, personalities, and attitudes other than their own. These activities may be tightly or loosely structured and may involve a learner assuming multiple roles or reversed roles.|
|Structured Sharing||Structured Sharing represents a special type of frame game that facilitates mutual learning and teaching among the learners.Typical structured sharing activities create a context for a dialogue among participants based on their experiences, knowledge, and opinions.
|Video/DVD||Learners watch the video/DVD, discuss, answer questions or practice what they have seen. This helps to apply review new concepts and skills|
|Wall games||This involves posters on a wall or flipchart that requires learners to write or draw on.|
|Assignments||Activities that require learners to record/summarise/answer insightful questions in a written format|
|Projects||Activities that learners have to make something independently in order to demonstrate a skill|
|Practical Demonstration||Activities where learners have to demonstrate skills whilst being observed by other learners/teacher/trainer or assessor.|