new roots job training participant workbook · web viewnew roots job training participant workbook...

New Roots Job Training Participant Workbook

11/8/16 From Just Food and Heifer International. Adapted by Owen Taylor for the International Rescue Committee. 2

Week 1: Introduction to the Program, Good Learning Environments,

ExpectationsWelcome and Why Are We Here?

ACTIVITY 1: 1. Say your NAME2. Share ONE MEMORY from your favorite teacher.

What Can I Teach to Others?

ACTIVITY 2:1. What am I good at? What do I want to teach others about? Draw a picture or

write about your skill below

I want to teach others about…

2. What is your neighbor good at? What do they want to teach to others? Use the space below for any notes or drawings from your discussion:

My neighbor wants to teach others about…


A Good Learning Environment Is…

ACTIVITY 3: 20 minutes1. Start with your FAVORITE LEARNING MEMORY 2. PICK ONE IMAGE that connects with this experience and talk about it in your

group. Why did you pick this image? 3. TELL YOUR GROUP about it

My image:


Commitments and Expectations

Facilitators’ Commitments to Workshop Participants

Facilitators will:1. Be prepared and flexible. Be prepared, organized, and equipped for each day

of training while at the same time being flexible when the need arises.2. Be open and respect difference. Respect the different opinions, varying

levels of experience, diverse learning styles, and unique contributions each participant brings to the training. Throughout the training there will be opportunities to discuss and share your ideas. Help to create a space where all can participate.

3. Be fellow learners. Be fellow learners during the workshop . . . learning from and with the participants.

4. Listen and take suggestions. Be receptive to suggestions for improving workshop sessions to meet the needs of participants.

What else?..

Expectations of Workshop Participants

Participants will:1. Actively participate. Actively participate in all workshop sessions and be open

to a variety of learning methods and techniques—some which may be beyond participants’ comfort zones or interests.

2. Be open and respect difference. Respect the diversity of opinions and experiences other participants bring to the workshop. Throughout the training there will be opportunities to discuss and share your ideas. Help to create a space where all can participate.

3. Pass on the gift. Share the knowledge and skills gained at the workshop with your community, colleagues, and project partners. Pass-on your gifts of knowledge and effective workshop facilitation!

4. Be on time. Attend all workshop sessions; arriving late from a break and departing prior to the closing of a session are detrimental to the learning process and disrespectful to the facilitators, other workshop participants, and the hosting facility.

5. Silence all Devices. Please turn off all cell phones during workshop sessions to avoid disruptions.

6. Encourage everyone to participate. If you talk a lot, challenge yourself to slow down to give space to others. If you tend to talk less, challenge yourself to talk more.

What else?...


“I never teach my pupils; I only attempt to provide the conditions in which they can learn”

– Albert Einstein

Week 1: Garden Activity


Week 2:Learning and Remembering

A Principle of Learning1

PRINCIPLE: Effective learning always involves thinking (head), feeling (heart), and doing (hands).

1. When have you experienced this principle before? Examples of this principle in action:

2. On a sheet of paper, make a drawing of the principle (USE NO WORDS) that helps you remember the main idea.

Sketch your ideas here

1 Kurt Lewin was a psychologist at Cornell University who developed a set of principles or assumptions about adult education. In this workshop we are going to reflect on four of twelve principles. The full listing of principles is on page i of the Appendix. Also see the Appendix for more sources on adult learning: Jane Vella, Paulo Freire, Joseph Campbell, Abraham Maslow, and Malcolm Knowles.


Remembering What We Learn

Tell me, and I will forget. Show me, and I may remember. Involve me, and I will understand.

- Confucius (c. 450 BC)

Learning Heads

CIRCLE THE IMAGE above where you learn the best.

What is ONE ACTIVITY you want to lead in your workshop that will help people remember what they learn? DRAW picture or WRITE some notes.


Week 3:Energizers and Open Questions

MirrorsPair off and face each other. One person is the actor, the other the mirror. The mirror does whatever the actor does, mirroring the actions. Continue for a few minutes and then reverse roles.

Using Energizers and Icebreakers

How I felt after the energizer:

When would an energizer be useful?

Farmyard/JungleFun, active and each group gets an animal identity. Decide the number of people you want in each group. Write animal names (or draw pictures!) on slips of paper, each type of animal to be a group. Make duplicates so that there is a slip for each participant. Jumble them in a hat and have each person take a slip and keep it to themselves. Then ask everyone to act out their animal, both non-verbally and with animal noises, until the groups find each other.

Common ClustersAsk group members to cluster themselves by categories that you call out. Stress the need to shout out, seek others and move quickly. Options for clusters include: discipline or profession; favorite fruit; time it took to get here; birthday month or season; female/male (if women or men are a marked minority, this can be noted here); reason for coming to the workshop; etc.

Who are we? Raising hands or standing up


Less interactive than Common Clusters. Can be used with any number including a big crowd. Good for getting an idea of who is present. Ask for people to stand up, by groups, or raise hands, as you ask who fits categories you call out (“Who here grows food? Who sells food? Who eats food?”)

Name & throw Ask the participants to get in a circle and begin the activity by tossing an object to one person saying their name. That person will toss the object to another person in the circle and continue until all have received the object at least once. Using this sequence as a pattern, toss the object from person to person increasing the speed and the number of objects being tossed. Variation: use a ball of yarn, and participants hole their piece as they throw it to the next person. At the end there will be a web connecting everyone. Good for a closing activity.

Personal Interview People interview each other and tell the whole group about the other person. This can be done by topics: e.g. name, where they work, and a secret that they have never revealed. Participants introduce each other to whole group or small group.

PuzzlersCut several photographs each into 4 or 6 parts (comic calendars work well). Give each person a piece of the puzzle and have them put the picture together with others. This is their new group. Ask participants to self-introduce.

Feelin' good!Ask participants to write one good thing that happened during the training session. Share with partner or others at their table.

Person-to-Person There has to be an odd number of people for this activity to work. The facilitator stands in the midst of the group and asks everyone else to pick a partner. Explain that you'll give them from two to five commands that they must perform as a pair. The last command is always "Person-to-person" and everyone, including the person giving the commands, will have to scramble to find a new partner. The odd person out gets to go into the middle of the group and provide the next set of commands. The game begins with the person in the center (initially the facilitator) giving instructions such as: "Elbow to knee" and the pairs must put an elbow to a knee. The facilitator can then say: "Toe to Toe" and the pairs then have to put a toe to a toe, as well as keeping the elbow to a knee. Then the facilitator says "Person-to-person," everyone finds a new partner, and you go on to the next person calling out commands. Depending on the group, this can get interesting!

Energizers that I would like to try:


OPEN QUESTIONS CLOSED QUESTIONSHow do you plant the seed?What is your favorite way to cook eggplant? What did you learn in class today?

Do you like this program?Are you a good cook?Do you understand?

How are these questions different?

How do people answer the open questions? How do they answer closed questions?

CLOSED QUESTIONS OPEN QUESTIONSDo you like this class?Is the garden nice?Do you want to plant tomatoes or eggplants?Are you well?Do you understand?

When might you use open questions?


When might you use closed questions?



Week 4:Workshop Planning

ACTIVITY 1: “what do I want people to know or be able to do after I teach them?”

DRAW a picture of one student using the knowledge they will learn from you.

Workshop Goals: WRITE 3 things you want people to know or be able to do after your workshop:


WORKSHOP PLANNING QUESTIONS with example answers*

Who? (Participants): 7 garden volunteers

Why? (the Situation or Goal): To teach them about our garden and our projects

When? (the Time Frame): Thursday, April 27, 10-11am.

Where? (the Site): New Roots Community Farm

What? (the Content): Garden Tour to show how garden is used, plants, beds, water, greenhouse, and bees

What for? (Achievement-Based/Learner-Centered Objectives): By the end of this tour, the participants will be able to:

Be able identify different projects in our garden Discuss who uses the space and ways to volunteer

When participants walk away, they will have: An understanding of IRC Knowledge of the history of the farm Information about urban agriculture and gardening

How? (Tools of a Training Session): Lesson Plan Herbs to smell, honey to taste, seeds to plant

ACTIVITY 2: WORKSHOP PLANNING QUESTIONS

Who? (Participants):

Why? (the Situation or Goal):

When? (the Time Frame):.

Where? (the Site):

What? (the Content):

What for? (Achievement-Based/Learner-Centered Objectives):

How? (Tools of a Training Session):

ACTIVITY 3: “These are the ways I will help people learn during my workshop”


Use the spaces below to plan your workshop activities

Experiential Learning Process

How will you help learners DO

a new skill?

How will you help learners REVIEW

their experience?

How will you help learners PLAN

to use what they learned?


Do Review Plan

Week 5:Applying What We’ve Learned

Preparation Time: 20 min

Each group presents a 15-minute workshop.

Reflection after each group presents:

To Presenters:

What worked well? What surprised you? What would you change?

Participants Share:

What worked well? What would you suggest they

change?

Use this space for notes of drawings to capture ideas you want to take with you



Notes:


new roots job training participant workbook · web viewnew roots job training participant workbook...

Documents