Greater impact through skilful reflection
B. AFTER A LEARNING PROJECT
The talking rope
(Material: Rope of around 50-80 feet in length (depending on the size of the group), e.g. in red from METALOG®)
The trainer ties two different knots in a rope, such as a smaller one with a loop and a bigger one, which at the same time knots the rope into a circle. The rope must be long enough for all participants, who are sitting on chairs in a circle, to be able to hold it with both hands. The reflection process involves passing the rope around the group until one of the knots reaches the next person. When a participant receives the big knot, he or she can hold it and make a statement that the others can comment on. When one of the participants is handed the smaller knot with the loop, he or she can also hold it and ask a question that the rest of the group answers. This creates a very intriguing momentum.
Play it again (Material: remote control, microphone, or replicas of both)
This form of active reflection creates excitement, is incredibly good fun, and generates a lot of new information. The trainer introduces the idea of the remote control and the micropho- ne. Using the two aids, particularly interesting scenes can be
- replayed (“Let’s look at the scene again from the point when...”),
- paused (“And now stop!”)
-played in slow-motion or backwards.
Then the trainer hands the remote control to one of the participants and the microphone to another. Both choose the first scene that the group should replay. The person with the microphone can interview the individual actors. Some good questions are, for example: “How are you feeling now?” or “What are you thinking about right now?”
FacilitationBalls (Material: METALOG® FacilitationBalls 1 and 2)
The FacilitationBalls are sophisticated reflection tools that provide fantastic support for reflection at practically any stage of the group process. The key factor is how we work with them. The trainer selects three balls, e.g. hand, heart, key (it is of course possible to work with even more balls). Then he or she explains the task and the first ball: “I would now like to reflect with you on your experiences of the learning project. To do so, I will throw these three balls around the group (the trainer holds up the three balls). Anyone who is holding one of the balls when I say “stop” is invited to say something.” Then the trainer explains the meaning of the first ball and throws it to one of the group members. While the trainer explains the meanings of the other balls, the person who caught the first ball has time to think about what he or she wants to share with the group. Once the first person has spoken, he or she throws the first ball to someone else who hasn’t yet had a ball. Then the person who has been thrown the second ball by the trainer speaks. And so on. In this way, each person who catches a ball has a little time to think about what he or she wants to say. Furthermore, the reflection becomes more varied and achieves greater depth.
FacilitationBalls and written reflection
Following the learning project, the trainer asks the group to reflect on their experiences by preparing written answers to three questions. The three questions could be:
1. “How did I feel?”
2.“Who or what supported me?”
3.What were key situations for me?”
Then the trainer throws the balls into the group as described above. In so doing, he or she chooses balls that could represent the written questions. In our example: 1. heart, 2. hand, and 3. key.