MODULE 01
Introduction to Non-Formal Education and tools for inclusion.
INTEGRA lights the way for change, giving young people
the tools they need to succeed and empowering their mentors.
LET’S START THIS ADVENTURE OF GROWTH AND
EMPOWERMENT, TOGETHER!
- Understand the concept of non-formal education and its role in fostering migrants' integration.
-Identify and describe transferable skills gained through non-formal education.
- Explore different methods and approaches used in non-formal education for promoting the inclusion of targeted groups.
-Develop an understanding of the challenges and opportunities related to migrant integration.
Learning goals:
In the realm of fostering migrant inclusion through crowdfunding for business ideas, the role of non-formal education (NFE) stands out as a powerful catalyst. NFE provides a dynamic platform that transcends the limitations of traditional educational structures, offering a more inclusive and accessible approach for diverse groups, including migrants.
Within the context of our project, NFE becomes a key tool for us as youth workers to empower and skillfully guide migrant participants. Its strength lies in its adaptability and flexibility, allowing for personalized approaches that accommodate various learning styles and cater to the unique needs of individuals.
As we embark on this journey, it's crucial to recognize the holistic impact of NFE. Beyond the development of business-related skills, NFE nurtures a mindset of empowerment and innovation. By focusing on practical skills and real-life experiences, it equips migrants not only with the tools for entrepreneurship but also with the resilience and adaptability required for success in their ventures.
Cultural sensitivity is at the heart of NFE. In the context of our project, this means tailoring the training to different cultural backgrounds, ensuring relevance, and incorporating diverse perspectives. The result is a learning environment that respects and embraces the richness of migrant cultures, making the educational experience more engaging and effective.
NFE is not confined to traditional classroom settings. Its flexibility allows for adaptation to various learning environments, a feature particularly beneficial when working with migrants who may have diverse schedules, language proficiencies, or learning preferences. This adaptability ensures that the training remains accessible and impactful, meeting the participants where they are.
Community building is an integral aspect of NFE. Through collaborative and interactive activities, migrants form a supportive network that extends beyond the training program. This sense of community becomes a valuable resource as they embark on their entrepreneurial journeys, fostering a network of mutual support and shared experiences.
For those working with grants, NFE offers a tangible pathway to demonstrate the impact of our project. By emphasizing measurable outcomes and showcasing success stories, we strengthen our case when applying for and reporting on grants. NFE becomes a tool not just for education but for effecting positive change and transformation within migrant communities.
As youth workers within our project navigate the landscape of migrant inclusion through crowdfunding, incorporating NFE into our methodology becomes a guiding principle. It is a beacon for empowerment, innovation, and community building, ultimately paving the way for a more inclusive and prosperous future for migrant entrepreneurs.
ACTIVITIES OF THE MODULE
In this comprehensive training module, our primary goal is to equip both trainers and migrants with the necessary tools for successful engagement and collaboration. The division of activities between those meant for migrants and those designed for trainers is a deliberate approach to address the unique needs and roles of each group, ensuring a holistic and effective learning experience.
ACTIVITIES FOR MIGRANTS
The two activities tailored for migrants—Human Bingo and Mission Impossible—are strategically placed at the beginning of the module. These serve as crucial icebreakers and team-building exercises, fostering a sense of community, trust, and collaboration among the migrant participants. By creating a relaxed atmosphere and promoting teamwork early on, these activities lay a strong foundation for a positive and inclusive learning environment. They also provide an opportunity for migrants to become familiar with each other and establish a supportive network, crucial for their journey through the subsequent non-formal education (NFE) activities. The activites will also be implemted with the youth workers at the INTEGRA training for trainers.
ACTIVITIES FOR TRAINERS
The remaining three activities—3 Types of Education/Learning, Introduction to NFE, and To Be a Trainer—are specifically designed
for the trainers who will guide and facilitate
the learning experiences for migrants.
These activities focus on building the trainers' understanding of educational diversity, the principles and methods of NFE, and honing their facilitation skills.
The "To Be a Trainer" activity, placed at the end, serves as a practical application and feedback loop for trainers, enabling them to refine their approaches and continuously improve their training methodologies.
ACTIVITIES FOR MIGRANTS - ACTIVITIES FOR CREATING A RELAXED ATMOSPHERE
In our training for migrants, it's essential to create an environment where individuals feel comfortable, valued, and connected. The first two activities, Human Bingo and Mission Impossible, serve as crucial tools in achieving this objective. These activities are meant to be implemented with the migrants.
HUMAN BINGO
This activity, centered around getting to know each other, is vital for fostering a sense of community among participants. For migrants, who may come from diverse backgrounds and experiences, building connections with peers is foundational. Human Bingo facilitates introductions in a friendly and approachable manner, breaking down initial barriers and encouraging a spirit of openness. By establishing personal connections early on, we set the stage for a supportive and inclusive learning atmosphere, crucial for effective engagement in the subsequent non-formal education (NFE) activities.
MISSION IMPOSSIBLE
Team building is a key aspect of our training, particularly for migrants who may be navigating new cultural and social landscapes. Mission Impossible serves as a catalyst for cultivating collaboration, communication, and problem-solving skills. These skills are not only valuable in a team-building context but are also directly transferable to the challenges migrants might face in their entrepreneurial endeavors. By engaging in a dynamic and cooperative activity like Mission Impossible, participants not only enjoy the process but also internalize the importance of mutual support and trust – qualities essential for successful participation in NFE initiatives. This activity lays the foundation for a group dynamic that aligns with the principles of collaboration and inclusivity, key elements in the subsequent non-formal education modules tailored for migrant empowerment.
Human Bingo and Mission Impossible in the Context of Non-formal Education (NFE)
In the realm of NFE, which often emphasizes experiential and interactive learning, the inclusion of activities like Human Bingo and Mission Impossible serves multiple essential purposes.
ACTIVITIES FOR TRAINERS INTRODUCTION TO NFE: TO BE A TRAINER:BUILDING TRUST AND INCLUSIVITY:
In NFE, creating a safe and inclusive space is paramount. Human Bingo, as a getting-to-know-each-other activity, aids in building trust among participants. By sharing personal details in a casual and non-threatening manner, individuals begin to feel more connected and comfortable within the learning environment. This trust forms the basis for open communication and active participation in subsequent NFE activities.
FACILITATING COLLABORATION AND COMMUNICATION:
Mission Impossible, as a team-building activity, directly aligns with the collaborative nature of many NFE approaches. NFE often emphasizes teamwork, problem-solving, and effective communication, skills that are crucial for migrants seeking to integrate into new communities or pursue entrepreneurial ventures. Mission Impossible provides a hands-on experience of these skills, making the learning process more tangible and applicable to real-life scenarios.
ENCOURAGING ACTIVE PARTICIPATION:
NFE thrives on active participant involvement. These activities not only break the ice but also encourage individuals to step out of their comfort zones and actively engage with the learning process. For migrants, who might be navigating new cultural, linguistic, or social landscapes, this active participation is instrumental in their successful integration and empowerment.
In essence, the incorporation of Human Bingo and Mission Impossible into an NFE framework is strategic. They serve as foundational elements, fostering an environment of trust, collaboration, and active learning—cornerstones of successful NFE initiatives, especially in the context of supporting migrants in their journey towards inclusion and empowerment.
ACTIVITIES FOR UNDERSTANDING NFE AND IMPROVING FACILITATION SKILLS
3 TYPES OF EDUCATION/LEARNING
The subsequent component, where participants lead a session with the group, is a practical application of the knowledge gained throughout the training. This hands-on experience is invaluable for youth workers, allowing them to put theory into practice, refine their facilitation skills, and adapt their approaches based on real-time interactions.
The feedback segment following the training session is a crucial element. It provides a structured opportunity for peer assessment and constructive criticism. This feedback loop is instrumental in the professional growth of youth workers, offering insights into their strengths and areas for improvement. The collaborative nature of this activity mirrors the principles of non-formal education (NFE), emphasizing the importance of experiential learning and continuous improvement.
Ultimately, "To Be a Trainer" is not just an activity; it's a dynamic process that empowers youth workers to evolve in their roles. It cultivates a culture of self-reflection, adaptability, and collaboration, aligning with the ethos of NFE and preparing trainers to deliver impactful and responsive sessions for the benefit of migrant participants.
Conducting the "To Be a Trainer" activity at the conclusion of the training for trainers is a strategic and crucial step in ensuring the effectiveness of the entire program. This activity places a significant emphasis on the importance of feedback, recognizing it as a cornerstone in the realm of Non-Formal Education (NFE).
Importance of Feedback in NFE:
In the context of NFE, feedback holds immense value as it aligns with the principles of participant-centered learning and continuous improvement. For youth workers transitioning into trainers, receiving feedback is a transformative process. It offers them insights into their strengths, highlights areas for growth, and fosters a culture of continual learning.
Facilitating Continuous Improvement:
NFE emphasizes adaptability and responsiveness. The feedback received during this activity becomes a catalyst for the continuous improvement of training methodologies. By understanding how their methods impact participants, trainers can refine their approaches, ensuring that future sessions are even more tailored, effective, and engaging.
Empowering Reflective Practice:
Feedback is a tool for reflective practice, encouraging trainers to critically assess their methods and delivery. This introspective process contributes to the ongoing development of trainers, enhancing their self-awareness and refining their facilitation skills. In the spirit of NFE, which values experiential learning, feedback becomes an essential mechanism for translating theory into practical, impactful training sessions.
Fostering a Collaborative Learning Community:
The feedback loop established through this activity creates a collaborative learning community among trainers. By openly sharing constructive insights, trainers not only benefit individually but also contribute to the collective growth of the training team. This collaborative spirit aligns with the ethos of NFE, emphasizing the importance of shared experiences and mutual support in the learning process.
In summary, the "To Be a Trainer" activity serves as a capstone experience, strategically placed at the end of the training for trainers. It underscores the transformative role of feedback in the NFE context, empowering trainers to continually enhance their skills, adapt their approaches, and collectively contribute to the success of the entire training program for migrants.
HUMAN BINGO
LEARNING OUTCOMES
GENERAL LEARNING OUTCOMES
● Building interpersonal connections,
● Promoting inclusivity,
● Enhancing communication skills,
● Establishing a positive learning environment,
● Promoting active engagement and preparing for future collaborative endeavors
LEARNING OUTCOMES RELATED TO THIS SPECIFIC MODULE
Participants engage in a non-formal educational activity that promotes interaction and integration.
The game serves as a practical example of how non-formal education methods can contribute to social integration.
Identify and describe transferable skills gained through non-formal education:
Participants develop interpersonal skills by actively engaging with others during the activity.
Transferable skills, such as communication, active listening, and teamwork, are demonstrated and recognized through the game.
Explore different methods and approaches used in non-formal education for promoting the inclusion of targeted groups:
Human Bingo serves as a method within non-formal education to promote inclusion by encouraging participants to learn about each other's diverse backgrounds.
The activity demonstrates an interactive and participatory approach, showcasing one of the methods used in non-formal education for promoting inclusion.
Develop an understanding of the challenges and opportunities related to migrant integration:
Challenges: Participants may face challenges in finding commonalities during the activity, mirroring potential obstacles in migrant integration.
Opportunities: The inclusive and interactive nature of the game provides opportunities for participants to overcome challenges
LEARNING OUTCOMES RELATED TO THIS SPECIFIC MODULE
Participants engage in a non-formal educational activity that promotes interaction and integration.
The game serves as a practical example of how non-formal education methods can contribute to social integration.
Identify and describe transferable skills gained through non-formal education:
Participants develop interpersonal skills by actively engaging with others during the activity.
Transferable skills, such as communication, active listening, and teamwork, are demonstrated and recognized through the game.
Explore different methods and approaches used in non-formal education for promoting the inclusion of targeted groups:
Human Bingo serves as a method within non-formal education to promote inclusion by encouraging participants to learn about each other's diverse backgrounds.
The activity demonstrates an interactive and participatory approach, showcasing one of the methods used in non-formal education for promoting inclusion.
Develop an understanding of the challenges and opportunities related to migrant integration:
Challenges: Participants may face challenges in finding commonalities during the activity, mirroring potential obstacles in migrant integration.
Opportunities: The inclusive and interactive nature of the game provides opportunities for participants to overcome challenges
30-45 mins
(depending of the number of participants in the group)
● Bingo cards prepared in advance with each square containing a statement or question related to participants' experiences, backgrounds, or interests.
● Pens or markers for participants.
● Prize for the winner
Preparation
Human Bingo is a social icebreaker activity designed to facilitate meaningful interactions and connections among participants. The concept is based on a familiar game but adapted for a group setting, encouraging individuals to engage with one another on a personal level. Instead of numbers, each square on the Bingo card contains statements or questions related to participants' experiences, backgrounds, or interests.
The goal of the activity is for participants to move around the room, interacting with their peers to find individuals who match the statements or questions on their Bingo cards. This interaction prompts conversations, allowing participants to learn more about each other beyond surface-level introductions. The statements or questions are intentionally crafted to be open-ended, encouraging diverse and detailed responses.
Before the activity you should:
Create Bingo cards with diverse and open-ended statements or questions. The number of boxes should be equal to the number of the participants. Names should not repeat. You can use our template and modify it as you wish, according to what you want the group to learn about each other (clic on the handouts button)
Print enough cards for all participants.
Get a symbolic prize for the winner (ideas: a chocolate, a notebook, a mousepad, be creative!)
Set up the room with seating arrangements that allow participants to move around and interact.
Description
Begin by asking the participants if they've ever played traditional Bingo.
This question serves as a familiar entry point and provides a connection to the known game.
Briefly explain that this activity is a variation of Bingo designed to help everyone get to know each other better.
Distribute a Human Bingo card and a pen or marker to each participant.
Direct participants to look at their Human Bingo cards, noting that each square contains a statement or question related to personal experiences, backgrounds, or interests.
Clarify that the goal is not to get five in a row but to fill all of the squares by finding individuals in the group who match the statements or questions. Note that names cannot repeat, and you must ask the person before writing their name down. Whoever fills all the boxes first is the winner.
Encourage participants to move around the room, engaging with others to discover commonalities. Emphasize the importance of having conversations rather than simply exchanging answers.
The winner should yell bingo. And then the game stops.
Learn Check
Once you have the winner, they should read all their answers and point to the person whose name they have written in a box. This person should confirm whether the statement in the box is true for them.
Tips for the Trainer
We suggest playing some music in the background to create a positive and relaxed atmosphere.
References: Strauss, J. (2017). Ice Breaker - Human Bingo. In CUNY Academic Works: Open Educational Resources. City University of New York. Retrieved from Borough of Manhattan Community College.While inspired by the source referenced, this activity has been expertly crafted and adapted by our team of experts to suit diverse contexts, ensuring its effectiveness.
MISSION (IM)POSSIBLE
LEARNING OUTCOMES
GENERAL LEARNING OUTCOMES
● Cultivate a collaborative and positive team atmosphere.
● Time Self-Management: Develop effective time management skills within a limited timeframe.
● Team Empowerment: Empower team members to actively contribute and foster collective responsibility.
● Problem-Solving and Adaptability: Cultivate problem-solving skills and encourage adaptability in diverse scenarios.
● Effective Communication: Enhance clear communication, emphasizing its crucial role in mission success.
● Leadership Development: Provide opportunities for emerging leaders, encouraging decision-making and shared leadership.
LEARNING OUTCOMES RELATED TO THIS SPECIFIC MODULE
Participants engage in non-formal education through hands-on, experiential learning.
The activity serves as a method to promote inclusion by encouraging collaboration and communication within diverse teams.
The variety of tasks mirrors the diverse methods used in non-formal education, showcasing its flexibility and adaptability.
Develop an understanding of the challenges and opportunities related to migrant integration:
Challenges:
The time constraints and diverse tasks represent challenges that mimic real-world obstacles, fostering an understanding of difficulties migrants might face in integration.
Opportunities:
The collaborative nature of the activity provides opportunities for participants to overcome challenges together, reflecting the potential for successful integration through teamwork and support.
60 mins
Timer/Stopwatch
Preparation
Participants work together to complete a set of tasks within a given time.
You can adjust the time and tasks to fit your schedule and the group's needs. The handout provides task templates that you can use as-is, modify, or create new ones. Before starting, write the tasks on a flipchart or presentation board for everyone to see.
Description
Start the session by stressing how working together as a team is crucial in Non-Formal Education (NFE). Highlight that a united group is essential for a successful training. The team-building activity aims to strengthen this unity. Feel free to choose another introduction, but focus on the importance of everyone being included and working together.
Introduce the activity, explaining that the group's collaboration determines whether the mission is possible or not. Hence, the name "(Im)possible," with "im" in parentheses. Share the tasks by reading them out loud or discussing them collectively with the group. Participants should patiently wait for your guidance.
Explain the rules and the time limits for the activity. Once everyone knows the rules, start the timer and say "go." The group needs to coordinate and cooperate to finish the tasks. If they succeed, erase the "im" from the flipchart or board, symbolizing the accomplishment of the mission.
Learn Check
Following the completion of the activity, initiate a learning review or discussion to reflect on the experience.
1. Team Dynamics:
How did the group collaborate, and what roles emerged naturally?
2. Problem-Solving:
What strategies were effective in approaching and solving tasks?
3. Leadership and Participation:
Did specific individuals lead, and how did everyone contribute?
4. Communication:
How did communication impact task completion, and were there breakdowns?
5. Learning Transfer:
How can the skills developed in this activity be applied in real-world situations?
6. Team Cohesion:
Do you feel a stronger sense of unity or teamwork within the group now compared to the beginning of the activity?
If so, in what ways?
Tips for the Trainer
You can play the theme song from the movie “Mission Impossible” or any other similar music that will motivate and encourage participants
References: This activity has been developed based on practical experiences and insights gained through numerous implementations in diverse settings. While no specific reference materials were utilized, the activity has been refined and optimized through hands-on experience to suit various group dynamics. The unique design of the activity draws inspiration from the challenges and successes observed in real-world scenarios, making it a valuable addition to experiential learning initiatives.
3 TYPES OF LEARNING
LEARNING OUTCOMES
GENERAL LEARNING OUTCOMES
● Understating the differences between the 3 types of education
● Gain a clear understanding of the core concepts of Non-Formal Education in relation to formal and informal learning.
30 minutes
Prepare the materials from the instruction bellow
● Flipchart
● Markers
● Scissors
Optional: printer.
Preparation
While youth workers and trainers, may already possess a wealth of experience, these activities serve as a foundational step to enhance their effectiveness in working with migrants and marginalized youth.
When implementing this activity, you need to prepare the materials before the start. Write down (or print) each cell of the table in handouts on a separate card or paper, and give the cards/papers to the participants, in order to make the session interactive.
As you present, ask them questions and invite the person who has the right answer to stand up and put it on the flipchart.
Description
Before the start, give the previously prepared papers/cards to the participants.
You can hand them or put them on their chairs before they enter the room. Start the activity by asking question to the group of all the ways they learn.
Ask how many types of learning there are?
The divisions of learning—informal, formal, and non-formal—mirror the categories of education.
While education is a structured process intentionally designed to facilitate learning, the three types of learning represent different avenues through which knowledge and skills are acquired. Informal learning occurs naturally in everyday life, formal learning takes place within organized institutions, and non-formal learning is structured but less formalized. Recognizing these divisions in both learning and education emphasizes the dynamic and interdependent relationship between the two, as education serves as a deliberate channel through which learning unfolds in various forms
Explain the differences between the 3 types of leaning or education.
1. Informal Education:
● Informal education is spontaneous and naturally occurring, taking place in everyday life without a structured curriculum or explicit objectives.
● It encompasses learning from experiences, interactions, and observations in settings like family, community, or personal exploration.
2. Formal Education:
● Formal education is a systematic and organized process that occurs within recognized institutions such as schools and universities.
● It follows a structured curriculum with defined objectives, typically leading to degrees or certifications, and is characterized by a formalized teaching approach.
3. Non-Formal Education:
● Non-formal education is structured but flexible, occurring outside traditional academic institutions and often addressing specific learning needs.
● It includes workshops, training programs, and community-based initiatives that provide tailored learning experiences without the rigid structure of formal education.
While explaining ask questions connected to the answers on the cards/papers you have given them previously. Go row by row from the table, exampling the differences and giving examples.
Learn Check
Ask participants what they have learned and what surprised them the most. Many participants tend to mix informal and non-formal education concepts.
Inquire about their experience with the session's dynamics and the use of cards.
How did they find the process of placing them on the flipchart?
Tips for the Trainer
If you have a large group of people, consider combining this activity with the next one, since they are connected. This way, you can provide more cards or papers to ensure that each person has one.
INTRODUCTION
TO NFE
LEARNING OUTCOMES
Understand methods and approaches used in non-formal education
Preparation
To enhance interactivity during this session, each participant may be provided with cards. As the trainer engages the group in discussions, participants should be attentive to their designated turn and, when prompted, stand up to place their card on the flipchart.
The cards can either be printed or handwritten.
Each card should be one element from the graphic in handouts.
Description
1. Learning Needs and Expectations:
● Explanation:
This element involves identifying and understanding the unique learning needs and expectations of the target audience. Before designing any educational program, it's crucial to assess the participants' requirements, motivations, and desired outcomes. This step ensures that the non-formal education program addresses the specific needs of the learners.
2. Curriculum Criteria:
● Explanation:
The curriculum criteria define the content and structure of the learning program. It includes the topics to be covered, learning objectives, and the overall framework of the educational experience. While non-formal education doesn't necessarily follow a rigid curriculum like formal education, having well-defined criteria helps guide the learning process and ensures that key concepts are covered.
3. Delivery:
● Explanation:
Delivery refers to the methods and approaches used to impart knowledge and facilitate learning. In non-formal education, the delivery methods should be flexible, engaging, and tailored to the needs of the participants. This element considers factors such as instructional techniques, interactive activities, and the use of technology to create an effective and dynamic learning experience.
4. Assessment:
● Explanation:
Assessment in non-formal education involves evaluating participants' progress and understanding. While it may not always involve formal exams, assessment methods could include project evaluations, skill demonstrations, or continuous feedback. Assessments help gauge the effectiveness of the learning process and provide valuable insights for improvement.
5. Certification:
● Explanation:
Certification acknowledges the successful completion of a non-formal education program. It serves as a formal recognition of the skills or knowledge acquired by participants. The certification process should be transparent and aligned with the goals of the program. This element adds value to the learners' achievements and may enhance their employability or further educational opportunities.
By considering these five elements—learning needs and expectations, curriculum criteria, delivery, assessment, and certification—non-formal education programs can be designed and implemented to effectively meet the diverse learning needs of participants while maintaining a structured and purposeful approach.
Through these elements, make a distinguishment between non-formal from formal and informal.
1. Learning Needs and Expectations:
● Formal Education: Formal education is highly structured, and learning needs are often predetermined by a standardized curriculum. There is less flexibility to tailor the learning experience to individual needs.
● Non-formal Education: Non-formal education is more adaptable to the specific learning needs and expectations of participants. It can be designed to address practical skills, personal development, or specialized knowledge based on the identified needs of the learners.
● Informal Education:
Learning needs in informal education arise spontaneously from daily life experiences and personal interests. There is no predefined structure or set curriculum.
2. Curriculum Criteria:
● Formal Education:
Formal education follows a strict and predetermined curriculum set by educational authorities. It is standardized across institutions to ensure consistency.
● Non-formal Education:
Non-formal education may have a flexible curriculum that can be adapted to the goals and interests of the learners. The curriculum is often designed to be relevant to practical skills and real-world applications.
● Informal Education:
There is no formal curriculum in informal education. Learning occurs through life experiences, interactions, and self-directed exploration.
3. Delivery:
● Formal Education:
Delivery methods in formal education often include lectures, textbooks, and structured classroom settings with a teacher-led approach.
● Non-formal Education:
Non-formal education utilizes diverse delivery methods, including workshops, hands-on activities, online learning, and mentorship. The emphasis is on flexibility and learner engagement.
● Informal Education:
Delivery is spontaneous and occurs naturally through daily experiences, conversations, and interactions within the individual's environment.
4. Assessment:
● Formal Education:
Assessment in formal education often involves standardized exams and formal evaluations, with grades and certificates determining progression.
● Non-formal Education:
Assessment methods in non-formal education can include project evaluations, skill demonstrations, and continuous feedback. The focus is on practical application and skill mastery.
● Informal Education:
There is usually no formal assessment process in informal education. Learning outcomes are measured informally through the individual's ability to apply knowledge in real-life situations.
5. Certification:
● Formal Education:
Formal education provides recognized qualifications and degrees upon successful completion of a program. Certification is often standardized and universally accepted.
● Non-formal Education:
Certification in non-formal education acknowledges the completion of a program but may not carry the same level of universality as formal education certificates. It is often more specialized and context-specific.
● Informal Education:
There is no formal certification in informal education. Recognition of learning is based on the individual's ability to apply knowledge and skills in practical situations.
In summary, while formal education is characterized by a structured and standardized approach, non-formal education is more flexible and adaptable to individual needs, and informal education is spontaneous, occurring through everyday life experiences.
Tips for the Trainer
If you have a large group of people, consider combining this activity with the previous one, since they are connected. This way, you can provide more cards or papers to ensure that each person has one.
TO BE A TRAINER
LEARNING OUTCOMES
Participants will:
● Develop practical training skills by leading an activity.
● Receive constructive feedback from peers for continuous improvement.
● Apply the feedback sandwich method for self-evaluation.
● Enhance teamwork and collaboration in a training context.
60-90 minutes
depending on the complexity of the activity and the number of participants.
● Flipchart and markers
● Activity-related materials based on the chosen training exercise
Preparation
1. Select a training activity suitable for the participants' skill level and the training objectives.
2. Prepare any necessary materials or handouts for the chosen activity.
3. Set up a flipchart for each team with a drawing of a sandwich, divided into sections for positive feedback on the buns and constructive criticism in the middle.
Description
1. Brief participants on the "To Be a Trainer" activity, explaining that each participant will take turns leading a short training exercise.
2. Assign participants to teams, ensuring diversity for a well-rounded feedback session.
3. Each team should choose a training activity from a pre-selected list or propose one related to the training content.
4. Participants take turns being the trainer for their chosen activity while the rest of the team plays the role of learners.
5. After each session, the learners provide constructive feedback using the feedback sandwich method (positive comment, constructive criticism, positive comment).
6. The trainer reflects on the feedback received and writes anonymous comments on their team's flipchart.
7. Rotate until each participant has had the opportunity to be a trainer.
Learn Check
● Conduct a debriefing session where participants share their experiences as trainers and learners.
● Discuss common themes in the feedback and the effectiveness of the feedback sandwich method.
● Emphasize key takeaways for improving training skills.
Tips for the Trainer
● Encourage participants to choose diverse training activities to cover various skills.
● Emphasize the importance of constructive feedback for professional growth.
● Remind trainers to focus on clear instructions and learner engagement.