give and receive feedback Allows visualisation of Used more by members Apply modified version VIPP (Visualization in problems, and concerns of the same organization of VIPP if problems participatory in a simple way to evaluate progress and arise in training that can programming): Allows everyone to revise objectives and be dealt with quickly. Coloured cards participate strategies varying in shape Gives participants who tend Time consuming and size allow to dominate a discussion Needs more resources participants to equal time with quieter quickly classify participants problems to find solutions. Action plan Team building for Time consuming participants from the same Requires work on action preparation: Allows site, district, or region plan after hours to participants to Two-way commitment support action plan synthesise between trainers and development knowledge, institutions skills, attitudes, for follow up, action and and beliefs into a supervision doable plan; bridges classroom activities with practical application at work site Is time-efficient for Lack of active Talk or Build interest addressing a subject and participation Use a presentation: lead-off story or Involves imparting a amount of Facilitation and that interesting visual imparting information quickly curriculum centred, captures audience’s information Facilitates structuring the essentially one-way attention. through the presentation of ideas and learning Present an initial case spoken word, information No way to use problem around which sometimes Allows the facilitator to experience of group the lecture will be supplemented control the classroom by members structured. with audio or directing timing of questions Can be limited by Ask participants test visual aids Is for factual topics (e.g., facilitators’ perception questions even if they steps on conducting HIV or experience have little prior testing) Can sometimes knowledge to motivate Stimulates ideas for informed frustration, discontent, them to listen to the group discussion and alienation within the lecture for the answer. group, especially when Maximise understanding participants cannot and retention express their own Reduce the points in experience the lecture to headlines that act as verbal subheadings or memory aids and arrange in logical order. Give examples and analogies, using real-life
give and receive feedback VIPP (Visualization in participatory programming): Coloured cards varying in shape and size allow participants to quickly classify problems to find solutions. Allows visualisation of problems, and concerns in a simple way Allows everyone to participate Gives participants who tend to dominate a discussion equal time with quieter participants Used more by members of the same organization to evaluate progress and revise objectives and strategies Time consuming Needs more resources Apply modified version of VIPP if problems arise in training that can be dealt with quickly. Action plan preparation: Allows participants to synthesise knowledge, skills, attitudes, and beliefs into a doable plan; bridges classroom activities with practical application at work site Team building for participants from the same site, district, or region Two-way commitment between trainers and institutions for follow up, action and supervision Time consuming Requires work on action plan after hours to support action plan development Talk or presentation: Involves imparting information through the spoken word, sometimes supplemented with audio or visual aids Is time-efficient for addressing a subject and imparting a amount of information quickly Facilitates structuring the presentation of ideas and information Allows the facilitator to control the classroom by directing timing of questions Is for factual topics (e.g., steps on conducting HIV testing) Stimulates ideas for informed group discussion Lack of active participation Facilitation and curriculum centred, essentially one-way learning No way to use experience of group members Can be limited by facilitators’ perception or experience Can sometimes frustration, discontent, and alienation within the group, especially when participants cannot express their own experience Build interest Use a lead-off story or interesting visual that captures audience’s attention. Present an initial case problem around which the lecture will be structured. Ask participants test questions even if they have little prior knowledge to motivate them to listen to the lecture for the answer. Maximise understanding and retention Reduce the points in the lecture to headlines that act as verbal subheadings or memory aids and arrange in logical order. Give examples and analogies, using real-life