Big fears and little fears can get in the way of learning anything new. So what fears might facilitators have about reviewing, especially facilitators who are new to reviewing one, participants may have nothing to say. Passing is okay. Silence is also okay, especially if it is a reflective silence. Participants without answers may have questions they want to ask. So ask them if they have questions.
Give learners thinking time and then talking time with a partner, and they will be better prepared for speaking up in a large group. Or you can use visual methods where drawings, pictures or objects do some of the talking cool, they may find it boring, it is helpful to pitch the review at a suitable challenging level. You can also design the review as the challenging tasks such as by asking learners to reenact key events. Write the news reports in the style of certain newspapers or magazines, or by asking subgroups to prepare balanced feedback for each individual in another subgroup. responsibilities within reviews such as observer, learning, body, artist and chair provide challenge and purpose, especially when individuals volunteer for specific responsibilities. Better still, if participants receive appreciative feedback from their peers about how they perform their special responsibilities.
Three, it may just repeat what they already know. general discussion about the group's performance tend to produce repetition and cliche. So ask examples that may have gone unnoticed or focus the discussion on individual performance. In empathy test. For example, people find out just how well they know each other's experiences or opinions related to the event being reviewed. For they may find it personal or in biasing.
So allow passing and opting out. And you can also agree an easy way that any participant can stop the group process if they have concerns, for example by using a symbol or a stop word, stop. This encourage individuals to take responsibility for themselves and for influencing the group's developing code of conduct. Be clear about what you want to achieve from a review, and that you want to avoid any discomfort that gets in the way of learning. I may lose control, it is inevitable that you lose some control because you're not a teacher feeding data into the learning process. The core process is that of learners reflecting on their own experiences.
In many cases, you will be giving learners the tools to help them explore and learn from their own experiences. The chances are that you already give learners quite a high level of independence and responsibility within The tasks that you will later review. Assuming that you can already handle some independence and responsibility during the task, there is really no need or benefit in syncing it all back into the review. Try to be clear with groups when you want the reins when you want them to take the reins. And when you want to share the reins. By being clear to yourself and to learners about this, you're more likely to have the amount of control you need to be a successful facilitator of activity viewing.
A pig might working. Yes for the story you need to check the lecture attachment