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Toolbox of Participative Tools

Adapted from the UNICEF Workshop on

Participatory Approaches for Working with Children and Young People in

Programme Planning, Implementation and Studies and Evaluation

April 3rd- 8th, 2006 Dar es Salaam, Tanzania

Training Course on Participatory Approaches for Working with Children and Young People: Programme Planning, Implementation and Studies and Evaluation

UNICEF Tanzania April 2006

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This “Toolbox” highlights theories and tools and techniques to working with children and young people which were learnt, tried, and adapted during the UNICEF workshop on Participatory Approaches for Working with Children and Young People in Programme Planning, Implementation and Studies and Evaluation. The workshop was facilitated by Peter Duncan and Sophie Cooper from Dynamix Ltd. Many of the tools and techniques which were demonstrated and field tested in this toolbox were developed by Dynamix. Ideas re-produced with permission of Dynamix. www.dynamix.ltd.uk

http://www.seriousfun.demon.co.uk/



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CONTENTS

• Models of participation 4

• The UNCRC in Tanzania 5

• How to change 6

• The effective facilitator 7 • The ideal facilitator of children and young people’s right to

participate 8

• Why and how methods work 9

• Putting a workshop programme together 10

• A Toolbox of participatory Methods 12

• Annexes 54



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Models of Participation There are several models of participation to help you to reflect upon where you / your work currently are and where you are heading. These models help to make sense of a concept which is being used increasingly widely and may not always have the underpinning value of the right of all children and young people to participate in decision-making. One of the most used models is Hart’s ‘Ladder of Participation’ (see annex 1). This model details the progression or ‘degrees of participation’. The lower rungs of the ladder identify what can happen when ‘participation’ is done badly, for example ‘tokenism’ or ‘manipulation’. With this model it is important to consider that the top of the ladder may not be the most appropriate place to be. For example young people may not have yet developed the necessary skills to participate in decision-making, or it may be difficult to work in partnership with others who are further down the ladder. There are other models which view the process of working towards children and young people’s participation in decision-making more as a journey, such as with Shier’s ‘Pathways to Participation’ (see annex 2). Here he sets a range of questions such as ‘are you ready to support children in expressing their views?’, or ‘are you ready to let children join in your decision-making?’, or ‘are you ready to share some of your adult power with children?’ These questions help you to position where you are in the journey and where your potential next steps could be. Finally Treseder has developed ‘Degrees of Involvement’ (see annex 3), which demonstrates how children and young people can and should be involved to varying degrees in decision-making depending on what is appropriate. This recognizes that individuals’ and group’s capacity to understand, and skills to participate, vary. Therefore your approach should be adapted accordingly, and the young people should be informed of the approach being taken and why. The methods contained in this toolbox should help you to work with young people in participatory ways, and should enable you to find ways to give all young people a voice. However these models show that for true participation there is a need to go beyond young people just being consulted, this is only one of the first steps on the way to children and young people truly and fully sharing decision-making power.



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United Nations Convention on the Rights of the Child (UNCRC) in Tanzania

The UNCRC was passed unanimously by the UN General Assembly on 20th November 1989. Countries that ratify the Convention show that they are prepared to meet the provision and obligations set out in the Convention. Monitoring and compliance are undertaken by the ‘Committee on the Rights of the Child’ 2 years after ratification and then at 5 year intervals. The Convention has 54 articles, divided into survival, development, protection and participation rights. All articles apply to all children up to the age of 18 without discrimination; for example regardless of colour, tribe, sex, national or social origin or wealth etc. Survival Rights These are rights that address basic needs including food, shelter, health and a reasonable standard of living. Development Rights These are rights that address development of the child physically, mentally, spiritually and morally. Participation Rights These are based on the concept of the child as a contributing participant in society, and that children have a right to have their views taken into consideration in all matters that affect them, with their opinions given due weight according to the age and maturity of the child. Protection Rights These deal with exploitation of children at work, along with physical, sexual, psychological abuse, discrimination and other mistreatment. Tanzania ratified the UNCRC in 1991. This means the government is legally required to protect and promote all the rights contained in the Convention. The government promises to respect and promote children’s rights, and is trying to fulfil the duties outlined in the Convention. Laws and polices need to change in order to support and protect children’s rights in Tanzania. The government has started working towards making laws to make sure that Tanzania legally complies with the UNCRC.

How to Change When looking at promoting change Stephen Covey (1989) has a model which recognises the need to have a balance of three elements, where they intersect is where change occurs.



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*CHANGE*

WHAT? (Knowledge)

WHY? (Beliefs

or attitudes)

HOW? (Skills)

Reference: Covey, S. (1989) ‘7 Habits of Effective People’, UK. If people are to change they need to know WHY change is needed, WHAT needs to change and HOW to change. Therefore for effective participation of children and young people in decision-making, adults need to: Be personally convinced of why it is important and vital to promote the participation of children and young people in decision-making. They also need to be knowledgeable and informed of what needs to be done, and what structures and systems need to be adapted. Finally they need to know how to promote the participation of children and young people in decision-making, with a toolbox of methods and approaches, and the skill in how to use and adapt them.



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THE EFFECTIVE FACILITATOR

This model provides an opportunity to reflect on your current self—esteem, values, understanding, skills and techniques. In order to apply the methods in this hand-book you will need the skills to use and adapt them, the knowledge of how they work, and the commitment

and confidence to use them. This model can also be used as an evaluation tool at the end of a workshop for participants to reflect on what they have developed / gained.



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The Ideal Facilitator of Children and Young People’s Right to he Ideal Facilitator of Children and Young People’s Right to Participate: The following are qualities that are needed in order to be an ideal facilitator of children and young people’s right to participate. From World’s Worst Facilitator – turned around: Good listener Ready to adapt and learn Doesn’t speak too much Knows when to be quiet Lots of tools for facilitation Asks why Practices what they preach Makes sure it is part of a bigger process Flexible Sensitive Doesn’t have ready made answers Isn’t manipulative Isn’t secretive No hidden agenda Is facilitating not teaching Includes everybody Is clear about the background and the big picture Prepares well for the workshop Asks open-ended questions Takes the necessary time Doesn’t interrupt Is well-grounded Is open about areas of weakness Is confident and secure Can take criticism Records all information carefully and fully Doesn’t interpret or judge

Why and How the Methods Work The methods which follow are designed to support participation. They are almost all completely content-free so that they can be used to explore any issue. They are flexible and must be adapted for your group, to consider their experience, age, ability and needs etc. By understanding how and why these methods work, or don’t work, you will be able to feel more confident to adapt and alter them to suit the specific needs of your group. The underpinning value is that everyone has a right to participate and to be included. If a method or approach doesn’t work it is ALWAYS the method or approach which is wrong – NOT the participant(s). You must try to make sure that your programme is accessible to ALL the participants. People make sense of information, explore issues and express themselves in different ways; some visually, some orally, some by moving and hands-on activities. Some people prefer to discuss issues in groups, some prefer to contemplate issues on their own. People’s brains are designed to solve problems, so methods which offer challenges are good. However too great a challenge causes stress, and the brain doesn’t operate effectively under conditions of fear or stress. Therefore the workshop needs to be challenging and exciting but the participants must feel secure and safe – in order for their brains to be able to explore ideas and for them to be able to express themselves. Groups have a ‘life-cycle’ in forming themselves, setting boundaries and rules, often with a period of conflict in agreeing priorities and direction, before being able to perform as a group and achieve a task. You need to consider methods and games that will help this necessary group process, especially if your workshop participants have never met each other before. Considering that people learn in different ways, how brains work, and group dynamics, you as a facilitator need to offer a range of methods and approaches in your workshop programmes. This is to make sure that everyone has the opportunity to express themselves in a variety of different ways, everyone has a voice, and there is equal participation.


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How to put a Programme Together

Aims

Content

Methods

It is vital to have as much clear information as possible about the group you are visiting before facilitating a workshop: What are the group’s specific needs, past experience and expectations? Do the group members already know each other? What is the context of the workshop? What is the bigger picture? How does it fit with the curriculum or other experiences they may have? It is important to spend time planning how to put the activities together into a workshop programme. In designing a programme it is best to start with clear AIMS: Why are you visiting the group / what is the purpose of the workshop? It could be to gather information, to foster ownership of a programme, to prioritise issues, to get a group to work well together, to be enjoyable etc. Then you can proceed to consider the CONTENT: What issues do you want to explore with the workshop participants? Are they relevant, meaningful and accessible, and do they meet the aims?


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Finally you can think about which METHODS you want to use: How will you explore issues. It works well to use a range of different methods, and match these to the issues you have identified for ‘CONTENT’. Top tips for putting a programme together: • Do you have a clear introduction for the workshop participants so that

they are informed of why you are there, the aims, and where the information will go?

• Have you negotiated a contract or ‘ground rules’ WITH the participants of how the workshop will work?

• Have you put in games for group forming for energizing and gaining insight into the knowledge and experience of the group?

• Are you clear about how you will record the information that is generated?

• Have you thought about how much time each activity will take? • If you are facilitating in a team have you delegated roles? • Do you have enough resources and materials for the workshop? • Is the programme safe – both emotionally and physically? • Will the participants be stimulated? • Are there a range of activities for different styles of learners? EG

active, individual, group, hands-on. • Have you provided an opportunity for the group to reflect on the work

they have done – as a group and as individuals. • Does your programme meet the aims? • What is the environment / room like that you will be using? Will it

promote participation? • Have you thought about the sequence of methods – so that they flow well

from identifying issues – to prioritising issues – to analyzing issues – to action planning.

• Does your programme cover all the content? • Have you given the participants an opportunity to evaluate the workshop? • Are you ready to adapt the programme if necessary!


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Toolbox of Participatory Methods

Name


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‘Making It Work’

Outline

A positive and cooperative way to establish ground rules 1. Having explained the aims of the workshop, continue with the idea that

EVERYONE is responsible for its success. Generate ideas for what both participants and facilitators can do to make sure that the aims are met and that everyone is included and works well together.

2. Give participants a few minutes to discuss in groups of 2 or 3. 3. Collect ideas from the small groups and write on the board / flip-chart. 4. When all are collected and written up, read aloud and seek agreement from the

whole group on all the ideas – amend if necessary. Thoughts

This activity prepares people for a participatory workshop and shows belief in the principle that everyone should contribute and that everyone is important. It also shows that the facilitators are willing and prepared to share power in establishing the ‘rules’.

This activity recognises that it doesn’t make sense to try and apply the same set of ‘rules’ or the same ‘contract’ to every group you work with. It is found that if a group agrees to their own ‘rules’ then they are less likely to break them!

Application

This activity should be very near the start of the workshop and should include everyone present – all children, young people and adults. The ‘Making it Work’ can be returned to if the agreement is broken, or if the group need a gentle reminder of what they agreed upon.

Adaptation

Give the marker pens or chalk to the participants to write up the ideas. Generate the ideas on cards and stick up on pin boards, flipchart paper or on the wall.

Recording issues This is done so that the whole group can see what is being generated. Once agreed the ‘Making it Work’ can be displayed somewhere visible to remind people what they agreed. ‘Participation Spice It Up’. Dynamix: Save the Children Fund (2002) pg. 15 Source


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‘The Sun Shines On’ or ‘The Wild Wind Blows’

Outline

A light-hearted information gathering exercise 1. Arrange the group in a circle. 2. Announce that the ‘sun shines on’ all the people in a particular group, for example

‘the sun shines on all the people who ate breakfast this morning’. All those people who it applies to (in this case who ate breakfast this morning) step forward and take a bow.

3. Demonstrate with something visible to make sure that everyone understands, for example ‘the sun shines on everyone wearing the colour blue’.

4. Once people understand you can ask about any category of things, for example questions about health, hygiene, transport, leisure, or education issues.

5. You can also ask questions about the group purely as an ice-breaker, so that they can find things in common with each other.

6. You can ask a mixture of ‘serious’ and ‘fun’ categories. Thoughts

A good ice-breaker and a good information gatherer. Can generate lots of laughter and can ensure the active involvement of everyone. Good for lots of questions while also lots of movement and can expend energy.

Application

It is possible to gather information on any area of interest as this method is entirely content-free. Be careful of asking about sensitive / very personal issues as it is a very public / exposing way of gathering answers. In this situation an option could be to ask instead ‘the sun shines on anyone who knows someone who…’ You can analyse answers further by asking ‘why’. For example ‘the sun shines on all the people who brushed their teeth this morning’, followed by asking – why is it important to brush your teeth every day? Applied exploring sport and leisure - Standard 4, Azimio Primary School, April 2006 and Standard 1, Sandale Primary School, April 2006

Adaptation

Allow participants to think of categories. If space is limited stand up and sit down. If there is space, those who the sun shines on can swap places, making it more active than taking a bow. Consider options if people have limited mobility – for example a representative could move for them, or they could wave their hand.

Recording issues It is easier if you have a second person counting as people step forward. It is possible to record the gender detail – e.g. how many boys and how many girls step forward. ‘Participation Spice It Up’. Dynamix: Save the Children Fund (2002) pg. 34 Source


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Line of Islands

Outline

Active ice-breaker and information gatherer 1. Organise the group into a circle 2. Ask people to organise themselves into a particular order, for example

alphabetically by their first name. Demonstrate by showing where you would stand if your name was ‘Abbas’ or ‘Zackaria’.

3. Then ask the group to arrange themselves, this can be timed to be a race until everyone is standing or sitting in the right order.

4. Any category can be asked that has a sequence, for example ‘organise yourselves by… the month you were born – January through to December . the distance you were born from this place. the distance you travelled to get here this morning.

Thoughts

This method is a fun, moving around activity. It is especially good for mixing people up, and from here you can create more random groups of people to work on the next activity. It encourages team-work as you can explain that it is everyone’s job. to make sure that everyone is in the right place.

Application

Good as an ice-breaker and can be done with large groups. A good way of mixing up groups or breaking up ‘cliques’ of people so that new groups can work together.

Adaptation

When people have arranged themselves in to the line you can ask them to introduce themselves to the person next to them, and if there is time ask them to find out other pieces of information, for example where the person works, what they hope to get out of the workshop, what is the biggest challenge they face, who their hero or heroine is etc.. You can ask people in pairs to present the information they have gathered from their partner back to the group. Be aware this can take up a lot of time especially with large groups.

Recording issues Any useful information can be recorded easily

Source ‘Participation Spice It Up’. Dynamix: Save the Children Fund (2002) pg. 30


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Name

Discussion Carousel

Outline

An activity allowing everyone to give their opinion and listen to others 1. Have everyone move their chairs or stand in two concentric circles (so an inner

circle and an outer circle with chairs facing each other). 2. There should be the same number of people in each circle so that everyone is

facing someone (e.g. the person sitting in the outer circle has their chair facing the person in the inner circle).

3. Set up a topic for discussion, e.g. Is participation of children and young people a good thing?

4. Give everyone a minute or so to consider their views

5. Now start with the inner circle having one minute to tell the person facing them (in the outer circle) their views. The outer circle participants must only listen-

and should not speak. 6. Then swap over so all the people sitting in the outer circle speak for also one

minute to the person facing them in the inner circle. Again the inner circle people should only listen and should not be speaking.

7. Then move people around e.g. All the people in the inner circle can move two chairs to the right and all the people in the outer circle can move two chairs to the left, so everyone is facing a new “partner”.

8. Now ask the people sitting in the inner circle to tell the person they are facing in the outer circle what the person they listened to previously was saying about the discussed topic (e.g. participation of children and young people). Switch over again after one minute. They can then also express their own views, swapping over after 1 minute.

Thoughts

Good tool to allow everyone to express their views. People are encouraged to listen to others opinions. Repeating other people’s views can be very powerful. Presenting someone else’s view to the larger group can be less ‘scary’ than presenting your own. Applied to explore issues of how to prevent contraction of HIV / AIDS - Teyoden Youth Centre, Kibada, April 2006 Applied to explore issues of sexual reproductive health – Teyoden Youth Centre,

Application


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April 2006

Adaptation Can do a “gender carousel” so all the boys are in the inner circle and all the girls are in the outer circle. Can discuss some of the main points as a larger group and write down on the flipchart what was heard.

Recording issues

Have two groups doing write ups- for example the inner group records at the end everything they heard, and the outer group does the same.



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Name

Grid

Outline


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Cooperative analysis of gains and losses of participation 1. Prepare flip-chart paper or board with a vertical

line drawn down the middle, write ‘gains’ at the top on one side, and ‘losses’ at the top on the other side.

2. In rows down the paper write stakeholders, for example in this case ‘young people’, ‘parents’, ‘schools or ‘society’ would all be examples of stakeholders in children and young people’s participation in decision-making.

3. Ask small groups to work on 1 ‘gains and losses’ sheet each, discussing what young people gain and what they lose – from participating in decision-making. Then moving on to the next stakeholder, for example what parents gain, and what they lose – from young people participating in decision-making.

4. Discussion points can then be recorded on the sheets. 5. When all groups have finished answers can be collated and compared. 6. Further discussion can continue about how many gains were there overall

compared with how many losses, and how can we maximise gains and minimise losses.

This method is a good starting point for analysing why participation is a good idea, and what different stakeholders gain and lose, hopefully ending up with many more gains than losses, but also exposing that there are losses, and these are challenges that may well need to be addressed.

Thoughts

Application

This method is also content-free and can offer lots of opportunities for analysing gains and losses of other issues. For example ‘what are the gains and losses of stigmatising someone with HIV / AIDS’ Teyoden Youth Centre, Kibada, April 2006

Adaptation

This method can be used at the beginning of a workshop and then at the end to see whether the number of gains and losses has increased or decreased.

Recording issues Group recording on flip-chart paper during the process. If literacy is an issue the method can be run by the facilitator with answers called out.

Source Issy Cole-Hamilton (1994) Children’s Rights Development Unit


Name


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Hot Air Balloon

Outline

A structured way to facilitate planning 1. Pre-prepare a picture of a balloon for each group. 2. Explain that the balloon represents a project, etc. to be analysed. The balloon itself is ‘what needs to be in place’ (for example what resources, skills etc). The basket is ‘who needs to be on board for the balloon to take off’ (for example all the stakeholders, partners etc.). The ropes holding the balloon down are ‘what will stop the project from taking off / stop it being successful’ (for example the blocks or constraints). Above the balloon ‘what will help the project to fly’ (all the elements that will enable the project to be successful). 3. Allow the groups to fill in the balloons. 4. Present, compare and discuss.

Thoughts

A good visual planning method. Good starter for discussions on how can we get necessary people on board? How can we minimise constraints? Which resources are missing? The picture can be kept and looked at again and again in order to see how planning may have progressed – or not.

Application

This method is content-free and can have many applications. For example ‘a successful HIV / AIDS awareness campaign’ or ‘a good youth centre’ can be the subject of the balloon.

If the image of a balloon is not easily related to, other images can be used. Adaptation

For example the image of a ‘dalla dalla’ can be used: What is needed - the frame of the bus. Who is on board – the passengers. Constraints – bumps in the road or road blocks. Power to move forward – engine or fuel.

Recording issues Within the exercise. If several groups have worked on several balloons you may want to collate the ideas into 1 image.



Name

Assessment

Outline

Tool for self-assessment with respect to participation 1. Prepare flip-chart paper / board with 3 columns: weaknesses – ideas – strengths

(in terms of children and young people’s participation). 2. Organise participants into interest groups. 3. Explain that each group is to analyse their organisation / department in terms of

where they can identify their weaknesses, their strengths, and ideas for improvement / opportunities to change.

4. Allow discussion and completion of the flip-chart papers. 5. Feedback, and look for similarities and differences.

Thoughts

A good method for establishing a baseline of where organisations feel there currently are and to enable them to see where they can work in partnership to exploit their strengths and make up for their weaknesses. Allows exploration of what needs to change

This method works well at the beginning of the workshop. Application

It can be returned to at the end of the workshop as a review / action planning tool. It is called an ‘H’ assessment because of the lines that are drawn on the paper.

Adaptation

Recording issues Within the activity itself.

Source Clare O’Kane (2000) Participation Officer, Save the Children Fund


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Name

Role Play

Outline


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A challenging and creative way to explore ethical issues 1. In small groups explain that they should share experiences of situations – for example where they have found themselves in an ethical dilemma.

2. Allow groups time to discuss several issues and ideas, then they should select 1 as a group. 3. They should then prepare to act out this scenario as a role play with words, or a mime (without words), or a ‘freeze frame’ (like someone has taken a photograph of a scene and they are all completely still) – a speech or thought bubbles can be used. 4. Perform role plays group by group.

5. Invite the audience to interpret what was being performed. 6. Allow questions, clarification and discussion.

Thoughts

A good small group exercise.

Gives opportunity for creativity and can generate lots of laughter/ emotions. Be aware that issues raised can be very sensitive and emotional

Application

Content free Examples:- Dilemmas of promoting the participation of children and young people – UNICEF training course, April 2006 Problems facing HIV / AIDS victims who are stigmatised – Umati Youth Centre, Temeke, April 2006

When creating a ‘freeze frame’ photograph of a scene the audience can move around the actors to look at positions and facial expressions.

Adaptation

The audience can also interview individuals in the role-plays or freeze-frames to ask questions such as ‘how are you feeling?’ or ‘what do you think will happen next?’

Recording issues Best captured with photos or videos. The de-brief discussion afterwards can be recorded by a scribe.

Source Lost in the mists of time…



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Name

Hand Pair Share

Outline

A fast moving information gathering and reflection activity 1. Explain that this is a quick exchange of information game. 2. The whole group should walk around the workshop space. 3. The facilitator then shouts ‘hand’ – everyone raises a hand, then ‘pair’ – everyone

joins their raised hand with 1 other raised hand, then ‘share’ – they share information.

4. Make sure that there are even numbers so that no-one is left out when it comes time to make ‘pairs’ – join in yourself to make an even number if necessary – everyone has to be heard.

5. The information that is to be shared can be anything – for example ‘share the best thing from today’s workshop’, or ‘the funniest thing that happened in the last month’.

6. Call back some of the answers to get an idea of what people are thinking. 7. Repeat 2-6 times so that participants get a chance to speak to several different

people about several different issues. Thoughts

Fast moving exchange, good as an ice-breaker, to review or recap what has happened or to generate issues. Be aware of mobility issues, or visual impairments. Content free again so can be used to explore any issue(s). Application

Particularly good for ice-breaker or review – for example ‘most useful part of the workshop for me’ or ‘the biggest challenge facing our organisation’. Useful when working with large numbers of people. Also useful when the space is crowded – can just turn around and pair up with someone nearby.

Adaptation

Can call ‘magnets’ instead of ‘pair’ so that people’s hands are close but don’t touch.

Recording issues Invite pairs to call back what they have shared – record on flip-chart or Dictaphone.

Source Spencer Kagan (2000) IASCE Conference, Manchester


Name

Tokens Debate

Outline

A debate where everyone has an equal opportunity to speak 1. Choose a topic or question for discussion. Determine the number of times you

would wish each participant to speak on the issue- considering the time allocated to this exercise and the number of participants.

2. Then prepare small tokens, for example, small pieces of VIPP cards, or small sticks.

3. Give each participant an equal number of tokens and tell them each token represents the ‘right to speak’ and that once one decides to exercise his right to speak on the selected subject, he should submit one token to the facilitator and then can speak his/her opinion on the chosen topic for discussion.

4. Explain to participants that once they have used all their “right to speak” tokens, they can no longer speak.

5. Document the views of participants on a given subject on a flip chart. In case you want to arrange the participant’s ideas according to their importance/ weight/priority, you can then adopt the dot voting method (explained below).

5. At the end of the exercise, ask participants to comment on the usefulness of this method. Wrap up the exercise by explaining to participants that this method was used to ensure that each participant has an opportunity to speak and be heard, and to restrain a few speakers from dominating the discussion.

Thoughts

Very useful facilitation method for ensuring equal chances of participation. Useful tool when working with a group where a few people are dominating discussions.

Application

Applied with young people exploring issues of HIV / AIDS - Umati Youth Centre, April 2006

Applied with pupils to explore issues of sport and leisure - Standard 2, Sokoine, April 2006

Adaptation

In an environment where VIPP cards are not available one can use other objects like stones, pieces of woods, etc. Participants who choose not to speak or do not use all their “tokens” can give them to someone who would like to speak.

Recording issues Issues raised to be recorded on the flip charts or black boards.


Training Course on Participatory Approaches for Working with Children and Young People:

Programme Planning, Implementation and Studies and Evaluation 22


Name

Hot Seat

Outline

A non-threatening activity allowing exploration of a range of issues 1. Ask one of the participants to come

in front and pose as if he is the person entrusted with the responsibility to help people solve a social problem. In this case a minister, or a director of a municipal council.

2. Ask participants to ask him/her question pertaining to his roles and responsibilities regarding the subject matter being discussed e.g. children’s rights or effects of

HIV/AIDS to young people. The minister or municipal director has to give answers.


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3. To ensure more participation the people to sit on the hot seats can be changed several times according to sex, social categories, places of residences etc.

4. Some times participants can instead be asked to ask questions that requires yes or no answer.

5. The facilitator should be able to note gaps in questioning and answering in order to address participants’ knowledge gaps.

Thoughts

The method is good in testing knowledge of those asking questions and those answering them. It also gives children a useful experience of speaking in public and cultivating interview skills.

Application

Applied to explore ways of learning - Standard 5, Sokoine Primary School, April 2006. Applied to explore issues of policies concerning health – Umati Youth Centre, Temeke, April 2006

Adaptation

Sometimes some categories of participants can feel reluctant to volunteer to the hot seat. In this case a facilitator can provoke them into proving themselves e.g. by saying, he has received good news that the president has appointed a female minister or that the municipal director has to travel to the capital city for a meeting and his male or female deputy needs to take over his responsibilities. Can hot seat inanimate objects- such as a puppet, or a report. In this case questions can be asked to the object and any participant can answer for the object.

Recording issues Facilitator need to outline the important issues raised and if possible to give more clarification at the end of the exercise.



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(Post-its) Idea Storm

Outline

Small group activity to generate lots of ideas 1. Divide into groups and give each person some post it notes or VIPP cards. 2. Write the question for discussion on a flipchart or so that it is visible to the

groups. 3. Ask the groups to write ALL their ideas onto the post it notes or VIPP cards.

Make sure there is only one idea per card/ post it note. 4. Facilitators gather all the ideas and begin pinning them up and clustering the

ideas.

Thoughts

Gives everyone a chance to contribute their ideas. People do not feel they are put on the spot as the ideas are anonymous. Ideas that are generated are not judged at this stage. This is a good exercise to “brainstorm” ideas which can then be ranked (for example using Diamond 9).

Application

Applied to explore issues of reproductive health – Teyoden Youth Centre, April 2006 Applied to explore education issues – Standard 7, Azimio Primary School, April 2006

Adaptation

Each group can have their own colour so you know which group said what. Start the groups off with discussing the question and then everyone getting a chance to write on the cards/post its.

Recording issues Will use post its or coloured cards and markers. The information which is then clustered can be recorded.



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Name

Paper Carousel

Outline

An activity which allows groups to build on the contributions of others 1. Divide the larger group into smaller

groups, to make three or four groups.

2. Give each group a piece of flipchart paper with a subject or question written at the top (for example- what do you think is needed for the future of children

and young people’s participation in Tanzania?; Why is Participation of children and young people important?). The questions should be different for each group!

3. Give each group 5 or more minutes to write down their ideas, then, 4. Move the sheets of flipchart paper round to the other groups- so each group has

another groups’ paper with their ideas. 5. Give groups another 5 minutes to read through the ideas which have been

written. 6. They can tick the ideas they agree with, or put a ‘?’ next to the ideas they

disagree with, and/or add any points which they feel are missing. 7. Then send the sheet around to the next group- continue until each group has

seen all of the papers and given their comments. 8. Finally pass the papers back to the original group and feedback or display the

list. Thoughts

A Good way to get everyone to consider a series of issues. You are able to work in small groups so information is often shared more freely. Ideas are not repeated. Can generate a pretty concise list of everyone’s ideas in a short amount of time. Generates discussion within the groups and also when the papers are shared.

Application Used as an evaluation tool – UNICEF training course, April 2006.

Adaptation

Can also be used for discussing any kind of issues which are relevant for the focus of a workshop, course, or meeting. Could also be used for planning (for example a workshop or fieldwork- ideas which children and young people have). If you have a large group you can run two or three carousels at the same time, using the same questions.

Recording issues One member of the group should record on flipchart paper. Good idea to give each group a different coloured marker, so you know which group has written which remarks/comments.



25


Name

Using Puppets

Outline


26

How to use puppets to explore sensitive issues. Particularly good with younger ages. 1. Introduce the human puppet to the

group. 2. You can ask the group to name the

puppet (make sure it isn’t the name of anyone in the group)

3. Explain that ------ (puppet) is… for example unhappy because he/she has had a bad day at school.

4. Ask the group to try and find out why the puppet is unhappy / angry / lonely – every suggestion they give is correct, and when the puppet is asked, he / she should answer ‘yes’. For example ‘are you sad because you stepped in a puddle on the way to school?’ ‘YES’, ‘are you sad because the teacher beat you?’ ‘YES’

5. Once the group has finished finding out why the puppet is unhappy / angry / lonely you can then repeat the process but this time the puppet has had a happy day! Ask them to now try and find out why he/she feels happy / safe / cared for / intelligent. Again every suggestion is correct and should be answered ‘YES’.

Thoughts

This method can be a very powerful way to gain information as the participants often ask questions that they may well have experienced themselves – but wouldn’t want to expose that they have personally had this experience. However they feel OK suggesting that this may have happened to the puppet. It is good if the puppet appears as human as possible – this is helped by how the puppet is made but also how it is used – giving thought to how its body language should be if it is sad / happy etc. The more human it appears the more the participants will engage with the idea.

Application

This method is a good information gatherer especially from younger children or those with learning difficulties. Content free – can be used to gather ideas about health, education, leisure, travel issues etc. For example ‘the puppet is feeling very unhealthy today - why do you think this may be?’ This method was used in Sandale Primary School, Temeke, April 2006 to ask ‘what makes ---puppet sad / happy?’

Adaptation Puppets can also be used to explore communication and relationships – using more than 1 or animal puppets.

Recording issues 2nd person (not with the puppet) to record questions / ideas as they arise Use a Dictaphone?

Source ‘Puppetry and the Special Child’ (1984), Nancy Renfro Studios ‘Happy Suns and Sad Sheep’ (unpublished) Dynamix


Name

Dot Voting

Outline Anonymous method of prioritising ideas


27

1. Create a list of possible answers in response to a question or statement on a flip chart (sometimes the responses/answers can be generated from other methods for example hot seat).

2. Give every participant sticky dots (it will depend on the

number of categories). 3. Ask participants to place these sticky dots next to the three

responses/activities they like most or they think are most important and appropriate.

4. Count the sticky dots to identify the most popular responses or activities they do most.

Thoughts

This is a very quick method of voting. It is important to discuss with the group and through this process the facilitator will be able to identify all responses from the group and then write these responses on the flip chart rather than generating responses before hand.

Application

Explore why young people are infected more with HIV / AIDS – Youth Centre, Umati, April 2006.

Applied to explore differences between boys and girls games - Standard 6, Sandale Primary School, April 2006. Ask groups to discuss the most important games they prefer to play, then from the group they should select three most popular games, on the flip chart list all games and each group is given three sticky dots for the three popular games they have selected.

Adaptation

Through other method like hot seating write down important responses/issues generated during discussion. List all these ideas/response on the flip chart. Ask them to do voting OR Write down the ideas/games/activities on flip chart, ask them to do voting.

Recording issues This can be done directly on the flipchart where the activity/responses are listed.



Name

Value Continuums / Opinion Lines

Outline

An active, creative method of initiating debate and measuring opinions 1. Create an imaginary line across the

room- clearly marking where is begins and ends.

2. The facilitator formulates a statement or question that participants will need to agree or disagree. For example “ Bongo flavour is the best music in the world…”

3. Explain that the line is a continuum with 2 opposing ends- one end is “fully agree” and the other end is “fully disagree”.

4. When the statement is made, ask participants to stand on the line according to their opinion.

5. Then everybody explains why he/she stands where s/he is. Thoughts

It’s another way of hearing different opinions/views from participants. Can be used to generate discussion or debate.

Application

Applied to explore health issues – Umati Youth Centre, Temeke, April 2006. Applied to explore issues of boys and girls health – Standard 6, Sandale Primary School, Temeke, April 2006.

Adaptation

Prepare statements that will require participants to show their position whether they agree, somehow agree, disagree, somehow disagree or neutral. On each statement, participants who agree move to one extreme end and those who disagree to another extreme end. Those in between, stay in the middle of the line. Each time people move, they are asked why they are standing where they are. A participant may change the position if he/she changes their view based on the discussion generated.

Recording issues Can draw the line on a piece of paper or a chalk board and place X’s based on where people are standing. Some of the arguments/opinions raised can be written down- for example “for” and “against”.



28


Name

How How How? or Why Why Why?

Outline

In-depth tool to break down issues and action plan 1. Ask a HOW or WHY question on a long piece of paper - can paste a few pieces of

flipchart paper together. 2. Draw 3-4 arrows coming from the question. Ask the question, and write down the

suggestions at the end of the arrows. An example of a question could be ‘how can we raise awareness on UNCRC’?

3. Now try to explore these suggestions in more detail by asking HOW (or Why if it is a Why question) for each suggestion. There will then be more arrows for each of the suggestions.

4. If you continue asking HOW or WHY the responses break down into smaller detailed and perhaps more manageable activities or actions.

Thoughts

You can use this activity for action planning or to break down a problem or task into smaller issues/actions/tasks.

Application

Applied to explore issues of reproductive health – Teyoden Youth Centre, Temeke, April 2006. Applied to explore issues gender roles – Umati Youth Centre, Temeke, April 2006.

Adaptation

You can ask other questions such as “what”. You can have people work in smaller groups on a question.

Recording issues The responses to the questions are noted down to allow participants to ask the next questions. It is also for keeping a record of the information gathered from the exercise.



29


Diamond 9 (Called ‘Diamond Ranking’ in Spice It Up)

Name

Outline

A participative priority setting activity 1. Set a question and have the group or groups agree on nine priority ideas.

2. Write each idea on a post it note or VIPP card. One idea per card. 3. The groups/participants arrange the 9 ideas in the shape of a diamond- so the

greatest priority is on the top and the least on the bottom. The cards should form a diamond shape: one idea on top, then two in second place, then three in the middle, then two in fourth place and finally one at the bottom- which has the lowest priority.

Thoughts

This is a good exercise to use after you have done some brainstorming in groups. Good tool for generating discussion and debate in groups. It encourages people to justify why certain issues or ideas are more important in their opinion than others. This tool can be limiting, sometimes it is difficult to prioritise which idea is the most important.

Application


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Applied to explore issues of education – Youth Centre, Umati, April 2006 Applied to explore issues of HIV / AIDS – Youth Centre, Teyoden, April 2006

Adaptation You can prepare some of the ideas in advance.

Recording issues The ranking can be done directly on flipchart paper or on a pin board.



Tree


31

Name

Outline

Visual analysis of cause and effect 1. Pre-prepare a picture of a tree with a large trunk, roots, branches and fruit. 2. Explain that the participants are to explore the causes and effects of an important issue. 3. The issue or problem will be the trunk of the tree. 4. The roots will be the causes of the issue / problem. 5. The branches will be how the issue / problem affects people / society. 6. The fruits will be the outcomes of the issue / problem. 7. Can be completed as a whole group or in small groups. 8. When discussions are complete call back and collate ideas.

Thoughts A good visual and accessible method that can be used repeatedly.

Application

This method is again content free so can be used to explore any subject, for example household poverty, or lack of universal primary education.

Adaptation

Each group can work on a different issue / problem, then the different issue / problem trees can be presented back to the whole group. An option is to move on to discuss what can address or solve the roots of the problem – either by using another method or by asking ‘what is the axe that will chop this problem tree down?’ or ‘what treatment is needed for this diseased tree?’.

Recording issues Recording will occur as part of the process. Clare O’Kane (2002) Participation Worker, Save the Children Fund Source


Name

Dalla Dalla or Clumps

Outline


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An activity to raise issues or things participants have in common, and can gather information 1. Find a space large enough for the

group to be able to move around and ‘clump’ or squeeze together – as if they are in a dalla dalla.

2. Explain that a number of dalla dallas will be available and that they should make sure that they are on the right one.

3. The category of dalla dalla can be fun, ‘get into the dalla dalla with everyone who was born in the same month as you’, or ‘get into the dalla dalla with everyone who has the same favourite food as you’.

4. The category of dalla dalla can also be to gather information such as ‘get into the dalla dalla with everyone who had the same breakfast as you’ (to find out useful information concerning diet and what young people have had for breakfast – if they’ve had anything at all!

5. Check that everyone is on the right dalla dalla by calling back. 6. Continue with several categories so that people make and break groups.

Thoughts

This method is a very lively often funny ice-breaker (to see what similarities there are between different members of the group). It is also a flexible, active information gatherer (though it feels like a game and is good if the group has lots of energy).

Application

To gather information on qualities, knowledge, experience,preferences of the group. This method was used in Sokoine Primary School, Temeke, April 2006, to ask questions on health.

Adaptation A dhow – or any other local form of transport. Can make one big dalla dalla, so, for example- everyone who had breakfast this morning get on the dalla dalla. Then the facilitator can pretend to drive the dalla dalla- making driving noises and once he/she stops everyone gets off and sits down or returns to the circle and waits for the next question. Numbers of people in the dalla dalla can be recorded – which ones were most crowded and which ones were empty. Travellers can count how many people are in their dalla dalla and call back – to save time.

Recording issues

Chambers, R. (2002) ‘Participatory Workshops: a Sourcebook of 21 Sets of Ideas and Activities’.

Source


Name

Hopes and Fears

Outline

Anonymous activity, valuable to establish a baseline and to revisit as an evaluation

1. Explain to the participants that there are two different coloured pieces of paper. One is to write down any FEARS they have regarding the workshop, meeting, etc. and

the other is to write down any HOPES they have. 2. Place the coloured cards in a hat, basket, or some kind of object which allows the comments to be anonymous, together with a marker. 3. Give participants some time to think if they have any hopes or fears. Make sure that everyone understands this is anonymous.

Thoughts

This can be used during a workshop to understand how participants are feeling and what expectations they have. Can discuss people’s hopes and fears and how best to address them.

Application

Adaptation

You can leave a hat, for example, by the door with the coloured cards and markers and ask participants to fill in the cards during the lunch break or tea break. You can also have all participants do this as an exercise, so everyone gives input into a HOPE or FEAR. Then collect the cards at the end and the facilitator can read them out or write the responses on a flipchart paper.

Recording issues Can pin them up on a pin board- categorising them by HOPES and FEARS or you can write them on flipchart paper. ‘Participation Spice It Up’. Dynamix: Save the Children Fund (2002) pg. 74

Source


33


Name

The World’s Worst

Outline

A way to highlight issues by exploring them in their negative extreme 1. Ask participants to get into small groups

and generate ideas about ‘the world’s worst’.


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2. This could be the world’s worst facilitator, school, doctor etc.

3. The ideas can be written up in a list or can be drawn (for example the world’s worst school could be a picture of a school, with drawings).

4. Feedback from groups. 5. Finish with creating the ‘world’s best’ by

translating the ideas from the ‘world’s worst’.

Thoughts

This method is good for generating ideas by creatively thinking about the extreme opposite This method is often very humorous and ideas flow. As people come up with ideas they can often be accompanied by anecdotes. It’s very important to make sure you move to the positive!

Application

Applied in UNICEF training course to explore the world’s worst facilitator of children and young people’s rights, April 2006.

Adaptation

Content free so can be used to discuss the world’s worst anything. You can adapt to express the world’s worst in a picture…in a role play…or a freeze-frame.

Recording issues This depends on the methods used. Can use a camera to record an image or freeze-frame, or scribe while ideas are being presented.



Silhouettes

Name

Outline


35

A visual activity to summarise learning 1. It is best to have a large human size

piece of paper – stick several flip-chart papers together or use a large black-board.

2. Ask a volunteer to lie down on the piece of paper and another person to draw around them.

3. The title of the facilitator can be ‘the world’s best facilitator of children and young people’s right to participate’

4. Ask participants to draw or write elements which add skills, attributes, values, beliefs, knowledge etc. Examples could be large ears to hear with, a small mouth (so knows when to let young people speak), feet firmly on the ground, or a big warm heart.

5. Enjoy the strange creation. 6. Discuss that it is impossible to be all of these things but we can constantly

remind ourselves and aspire to this.

Thoughts

Good reviewing activity. Generates a large image which can be displayed. Good for minimal literacy as drawings can communicate a lot of the qualities.

Application

Content free. Other examples could include ‘the perfect Tanzanian citizen / school pupil / teacher / manager’.

Adaptation

Can also do a silhouette of ‘the world’s worst’ alongside the silhouette of the world’s best’ in order to compare and discuss.

Recording issues Within the activity itself. Some issues may need explaining or interpreting.

Source Dynamix (1991)


Name Margolis Wheel/Development Carousel

Outline

Peer supported development process and action planning 1. Explain that this is an opportunity to use the expertise of the group to develop a plan of action. 2. Give all participants a few minutes to individually reflect on what they hope to develop / do as a result of the workshop / training. 3. Form 2 concentric circles of chairs (as with the method ‘discussion carousel’ – everyone needs a partner). 4. Firstly the inside circle present

their ideas, the person opposite them on the outside of the circle helps them to develop their ideas as a ‘critical friend’ by asking key questions, clarifying how the ideas can be carried through.

5. After a few minutes stop the discussion – it works well to give them a minutes warning before doing this.

6. Ask the people that form the outside circle to move 2 places to the right, repeat steps 4 and 5 with the inside people presenting their ideas again to this new partner, etc.

7. Then it is time to swap roles so that now the people on the outside present their ideas while their partner on the inside acts as a critical friend.

8. Ask the inside circle to move 2 places to the right so that the outside circle has a 2nd chance to present their ideas.

Thoughts

A good participative way of supporting peers, recognising the experience and expertise within the group and of generating action plans.

Can be used in any review / development / action planning process. Application

Adaptation

Can be done on small groups of 4 with each person presenting their ideas one at a time and the other 3 acting as ‘critical friends’.

Recording issues Individuals can go away and record their plans individually after the activity. Then there is an option to present these plans back to the whole group. The inside and the outside circle can gather around a flip-chart and record the plans they’ve heard about.

Source Chambers, R. (2002) ‘Participatory Workshops: a Sourcebook of 21 Sets of Ideas and Activities’


36


Name

Evaluation targets

Outline


37

A quick non-verbal evaluation 1. A target is drawn and divided into however many sectors you need in order to evaluate the different aspects of your workshop. 2. There could be sections on ‘Did the workshop make you think? Did the workshop allow you to participate? Was the workshop enjoyable? 3. Ask participants to decide how much for example the workshop made them think. 4. They then stick a dot or make a mark in each of the sections to answer each of the questions. The nearer to the centre of the target the more it made them think. The nearer to the outside the less it made them think etc.

Thoughts

Highly visual and quick evaluation - gives an instant impression of how the group is feeling - but as it is anonymous no one feels put on the spot. Good for photographing and putting in reports. Number can be added to count up how many dots were in the central ring etc.

Application

To monitor how a workshop or training course is progressing mid-way. For example is it useful, comprehensible, applicable so far? Is the course participative, are you getting opportunities to mix with others, is it enjoyable? The target can also be used at the end to supplement other evaluation tools. Applied as an evaluation tool for UNICEF training course, Dar Es Salaam, April 2006

Adaptation

You can have different coloured dots or markers for people of different gender or age, different shaped dots for people who are from different organisations etc. We have made tactile circles of string for visually impaired children and a giant spider web of ropes where the children voted with pegs! You can number the rings to get a ‘score’ You can also photograph the target and add to reports.

Recording issues

Source Chambers, R. (2002) ‘Participatory Workshops: a Sourcebook of 21 Sets of Ideas and Activities’


Name

VIP Chair

Outline

An activity to celebrate successes and to recognise achievements 1. Explain that everyone in the workshop is important and that everyone has contributed to its success.

2. Invite participants in turn to sit on a ‘very important person’ chair. 3. When they sit down ask everyone to clap and whoop as loud as possible. 4. The participant can say what they have gained or how they feel they have contributed. 5. The participant can say what they will do next with the knowledge, skills, values or methods. 6. Alternatively other participants can say what they feel this person contributed / what this person said that made them think / what this person did to make them laugh…

Thoughts


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This method enables a positive ‘closing’ ceremony and can reinforce learning, commitment, and can increase confidence and self-esteem. It takes time with a large group because you don’t want to miss anyone out – including the facilitators! The facilitator(s) need to be ready with a positive comment for everyone in case the group remains silent.

Application End of workshop / course / conference.

Adaptation

Can follow with a certificate which has a space for participants to write down what they commit to do as a result of the workshop / training / conference. Can also stick paper to individual’s back and ask all the participants to write a positive comment for each individual. Then each participant will have a piece of paper full of positive comments from each of the other participants to take away with them.

Recording issues Dictaphone / flip-chart Source


Name

Onion diagram

Outline A tool to measure what participants have learnt 1. This method is called an ‘onion diagram’ because

there are a series of 5 rings. In the outside ring is ‘techniques’, next inside is ‘skills’, next is ‘understanding’, next is ‘values’ and finally in the middle is ‘self-esteem’.


39

2. This works best if you have used the onion model to explain what the workshop hopes to achieve at the beginning.

3. Mark the ‘onion’ on the floor with each ‘ring’ large enough to stand in.

4. Ask participants to reflect and consider what they have gained, for example in terms of new techniques? The skill in how to use new techniques? Reinforcement or a challenge to existing values? New understanding of …..?

5. Ask participants 1 by 1 to volunteer to step forward into a ‘ring’ and make a statement about what they have learnt, or what they will take away, or what they have gained.

6. It is nice if everyone steps forward to say something – but obviously they can’t be forced.

A very physical and public evaluation. Thoughts Usually feels very positive.

Application Evaluation

Adaptation

Can be done in groups ‘we will be taking ____ away with us’. Could also be a large version on the wall to write on. Facilitators can speak of their own learning / what they will take away.

Recording issues Write up comments as the activity progresses. Use a Dictaphone. Take photos if written.

Source Duncan, P & Guinness, P (2000) Scottish Support for Learning Association Conference


Tram-lines Evaluation Name

Outline

A visual tool to establish a baseline at the start of a workshop and can be revisited at the end to measure progress 1. Look at the aims of the workshop and what the participants should have learned by the end of the workshop. 2. Convert these into

statements which can be measured, for example: Aim – to provide a variety of participation methods Tram-line – at one end ‘I don’t know any participatory methods’, and at the other

‘I know lots of participatory methods’ 3. Write however many statements that you want to measure, with a line

underneath each to show the extremes of either end. 4. Make sure that there is 10-15cm underneath each line to allow space to draw a

second line at the end of the workshop which will be used to measure the change.

5. Ask participants to reflect upon their current levels of knowledge / skills / attitudes, etc.

6. Give people enough sticky dots to have 1 for each line, ask them to mark their initials on the dots, and proceed to stick the dot wherever they feel is appropriate for them on the line.

7. Once everyone has stuck their dots this is an opportunity to discuss the groups needs as a whole and alter the aims of the workshop if necessary / appropriate. For example ‘we can see that many people here feel they need to develop their knowledge about ____’ or ‘there is a big difference amongst the group in what people feel their level of skills to _____ are, therefore we can exploit the opportunity to learn from each other here…’

8. At the end of the workshop draw another line underneath each of the first lines.

9. Ask participants to reflect on what they feel they have learnt and what they have developed, and put another dot (again with their initials) on the new line to mark their new position.

10. Then a line can connect the dot that marked where they were at the start, and the dot which marks where they are at the end.


40


11. Usually people progress, and the line between the dots shows movement forward. However sometimes people go backwards! For example they think they already knew a lot but after the workshop they realise the gaps in their knowledge.

Thoughts


41

Fairly quick and very visual – reinforces learning. Good for monitoring progress and can be used at the very beginning of a project and then re-visited at the very end – even a few weeks or months later.

At the beginning of a workshop or project, maybe in the middle, and then at the end.

Application

Adaptation

If sticky dots aren’t available then initials marked on the line works equally well. If you are measuring a sensitive issue you can just ask to mark dots without initials – 1 person at a time – in order to gain an impression of the group as a whole but not where each individual was. For a visually impaired person a tactile line can be created – for example using a piece of string.

Recording issues Within the activity

Source


GAMES FOR GROUP DYNAMICS

Name Finger Grab


42

Outline Physical and Mental Energiser 1. Get group to stand in a circle. Explain your brain is in two halves and this is a game to

see if both sides are awake! 2. Get all participants to put their left hand out, flat, palm facing upwards. Get all participants to raise their right hand and point index finger up. Place your right

index finger onto palm of person on your right (Should be a circle of fingers on palms) 3. Explain you will call 1,2,3, Grab! On grab everyone is to grab with their left hand to try

and catch a finger and lift their right hand to escape (often useful to demonstrate this!)

4. Try it out! After a couple of tries, switch hands- right hand flat, palm up. Left hand index finger on the palm of the person on your left.

Application Fun, energiser. Could be used at the start of a session about learning.

Thoughts

Fun, energising. Makes people laugh!

Adaptations Get a participant to call 1,2,3 Grab Try with everyone sitting down? – if people are in a wheelchair useful

Recording Issues

Not applicable


Name

Counting to Ten

Outline A Game for Focusing and Listening 1. Form groups of 6-10 people. The groups should stand close together. 2. The group will try counting to 10 out loud. Every person must say at least one number

and the numbers must be random e.g. the group can not just go around in a circle. However if two people speak at the same time the group must start from the beginning again. (This game sounds easier than it is!)

Thoughts

Makes people laugh The group feels a sense of achievement once they reach 10 successfully! As an energiser! Helps build concentration and gets participants to start thinking.

Application

Adaptations The group can count backwards or with their eyes shut! Try counting in a different language.

Recording Issues

Not applicable

‘Participation Spice It Up’. Dynamix: Save the Children Fund (2002) pg. 110 Source

Name 1,2,3 Monkey Outline

A confusing game about communication from Wales ! 1. People stand facing each other in pairs – they have to count to three repeatedly but speak alternately (1, 2, 3…1,2, 3..). 2. When people are confident with this, substitute an action for one e.g. a wave, so now the sequence is wave, 2 ,3, wave, 2 ,3, wave, 2, 3 again speaking and doing alternatively with your partner. 3. Then Add a new word for two e.g., wave, monkey, 3, wave monkey, 3, wave, monkey, 3, when people are confident add another action e.g. clap 4. Then wave, monkey, clap, wave, monkey, clap. Try to do this as fast as you can!

Makes people laugh but also increases concentration. Thoughts Application Energiser

Adaptations Any action can be used- e.g. stomp, whistle, hitting the head, pointing, etc.

Recording N/A


43


Name Changes Outline A game about change

1. Find a partner. 2. Stand back to back with your partner. The caller will then ask everyone to change 3

things about their appearance while standing back to back. 3. Once everyone is ready, turn facing your partner and try to guess what has been

changed. 4. Without changing anything back, turn back to back again and change three more things

about your appearance. Then turn around again, and try to guess what was changed. Try asking them to do this a third time….

Can be a game used for discussing change. Change is easy maybe the first time, but gets more difficult for those trying to change- people can only change so much. Also ask how many people made a change where it was invisible to the naked eye, e.g. putting something in your pocket. This can also reflect that change is not always clearly visible.

Thoughts Game for reflecting on change. Makes people laugh. Energiser Application Can also have people stand back to back and change one thing about their appearance, but doing this three times. Then watch what people end up doing. Most will start changing what they had “changed” back to the way it was. It can also be used for a discussion on why change is difficult- we often feel more comfortable with what we are familiar with.

Adaptations

Recording N/A

Name

Massage Train

Outline Positive Closing Activity -Allows reflection on achievement. 1. Get group to stand in a circle fairly close together- almost touching shoulders. 2. All put your right arm up pointing to the centre then turn your body so everyone is

facing around the circle. Everyone should have another persons shoulders in front of them and a person behind them.

3. Ask everyone to massage the shoulders of the person in front of them- gently. 4. Ask everyone to make positive comments to the person in front. E.g. great work

today, lots of learning, you excelled in the group, etc. 5. After a short time, get everyone to turn around and return the favour.

Thoughts Positive physical closing activity

Application Awareness of sensitivity, impairment, gender roles

Adaptations Give more specific instructions on how to massage – stroking, kneading, etc. Let participants lead instructions.

Recording Not applicable


44


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Name

Zombies

Outline Fun Energiser 1. Ask the group to stand in a

circle. 2. Ask the group if they know

what a zombie is- demonstrate how a zombie looks and walks.

3. Choose a volunteer to be the first zombie-get your zombie to put their arms and legs out in front of them and to fix their gaze at someone else standing in the circle. The zombie should then start walking toward that person- “the victim”.


45

4. The victim can only save themselves by calling out someone else’s name before the “zombie” reaches them. The zombie will then change direction and start walking toward the next “victim”-the person whose name was called out.

5. If a “zombie” reaches their victim then they can switch places and the victim becomes the zombie. More zombie’s can join the group which makes it more difficult for the victims and creates chaos and laughter.

Thoughts

Fun energiser. Good way of getting to know each other-especially each others names. Makes people laugh.

Application As an energiser. Good once people have started to get to know each others names.

Adaptations Can have everyone try being a zombie at least once until everyone has an idea of the game. If people have trouble with names they can point instead.

Recording Issues

Not applicable

‘Participation Spice It Up’. Dynamix: Save the Children Fund (2002) pg. 36 Source


Name Rain Storm Outline A Game to get everyone to listen and quiet down. This is a clapping

game. 1. Have the group gather together- in a circle or huddle. 2. Start by making a loud consistent clapping sound. The one leading the claps (e.g. facilitator) can walk around the inner part of the circle to make sure everyone is listening and following the clapping motions. 3. Start by clapping a little bit quieter, but still consistently. 4. Continue to clap softer, softer, and softer until finally it is quiet.

Thoughts Good for getting a large group to quiet down and listen.

Application Before starting a meeting or a new session Can be used to quieten down a group after an interactive activity.

Adaptations Can make different clapping pattern for people to follow. Can ask one of the participants to lead the claps.

Recording Issues

N/A

Name Cooperative Juggling Outline Name Game

1. Make a small circle. Start with one ball and toss to a person across from you. The person who catches the balls says their name out loud, and then throws the ball to someone else who does the same. Throw the ball so everyone in the circle has had a chance to catch and say their name.

2. Do one or two rounds, throwing the ball to the same people (in the same order) each time.

3. Now change so that instead of saying your own name, you say the name of the person you are throwing the ball to.

Variations can be used, e.g. using more than one ball so the naming goes quickly, throwing the ball “backwards” in the circle so you say the name of someone else.

Thoughts A fun way of learning each other’s names. Good to use on the first day of a workshop or meeting to help remember names. Application

Adaptations Can also use for remembering a list of things to do, or a list which should be remembered. Can also make it more a game for how good everyone is at remembering.

Recording Issues

Could record what is being “remembered”- or write down names, although not necessary


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Similarities and Differences Name

Outline Team Formation and Information Gathering Activity 1. Split participants into groups of 4-6 people. Arrange themselves so they can easily talk

within the group. 2. Explain that when groups form they often have more similarities than differences- ask

the group to find. a. A food that everyone in the group likes. b. A place that everyone in the group has visited- furthest away from training venue.

3. After discussions, call back groups answers. 4. For differences ask for a food that is unique to that person, they are the only member

of the group to have eaten it. (In our experience this is much harder than finding similarities).

5. Call back differences to see if they are unique to all participants. 6. Reinforce message of shared experiences within the groups.

Thoughts Good fun team formation Be aware of sensitivity of some topics. Content Free Application

Adaptations You could make tasks more challenging. -A meal, drinks, and entertainment. -An exam you have all passed. -A campaign you have all been involved in.

Recording Issues

If required, can record similarities and differences as groups are called to share with the others.


Name Goooooood luck! Outline Positive Closing Activity

1. Get group to stand in a circle. Ask them to put one foot forward and with their hand on the same side as the forward facing foot, point at their toe.

2. Explain everyone is going to wish everyone Good Luck. The noise will start down near your toes and as you slowly raise you arm you complete the phrase getting louder as you move your hand upwards (Something useful to demonstrate!)

3. Call- with others joining in- Goooood Luck! Activity usually ends with smiles and claps

Thoughts Positive way to leave a session e.g. before fieldwork

Application Before a major task e.g. performance, presentation, fieldwork. At the conclusion of a workshop or a course. Any Phrase can be used! E.g. Well Done! Adaptations Not Applicable Recording


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Name Country Greeting

Outline An activity about multi-cultural inclusion

1. Explain to the group that we are lucky when we have the chance to meet and exchange

with people from other countries- sometimes the meetings are awkward but we can learn to celebrate differences.

2. Divide the whole group into smaller groups 4-6 people. You will need a greeting per group. Visit each group and give them a country and a greeting. Examples

France- “Bonjour” kiss air beside checks on both sides of face India – “Namaste” Bow, with hands together in front of chest Maori from New Zealand- “Hongi” gently touch foreheads- to share one breath Georgians- “Garmajoba” – grasp wrists –right hands Mongolians- Grasp elbows-right arm

Get groups to practice their greeting on each other. 3. Ask participants to “travel the world” meeting and greeting people, learning where they

are from. 4. After a few minutes, ask “travellers” to return to their group. Check the groups

learning- “where are these people from? How do they greet each other”. Reinforce idea of welcoming and including newcomers and celebrating differences.

Thoughts

Energetic and Fun

Application Energiser Opening a session on diversity.

Adaptations Add more countries-ask participants for contributions. Get groups to create their own unique greeting and test them out.

Recording Issues

Very visual- photos Record key issues on inclusion.


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Six Name

Outline Fun Energiser

1. Ask participants to stand in a circle:


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Explain your brain is in 2 halves and can sometimes do 2 tasks simultaneously. 2. Ask participants to stand on one leg and

move the other foot in the air to make a clockwise circle.

3. When everyone can do this (they can lean on each other if necessary), ask participants to raise their right arm, pointing their index finger up.

4. Now ask them to draw a number 6 in the air! – In our experience most people’s legs change direction of rotation.

5. People can try repeatedly! And try drawing the 6 backwards so it is in the same direction as your foot-usually easier!

Thoughts

Fun and Lively – Facilitator must be sensitive to people with balance and mobility problems.

Application To get group laughing, standing

Adaptations

Recording Issues

Not applicable


Objects


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Name

Outline A Rapid Trading Game 1. Get participants to think of an object they could hold in their hand e.g. key, phone,

apple, stone, rabbit. 2. Ask participants to call out their object one at a time, make a list 3. Explain that the next step is a series of “traders” – “I am giving you my ______

(object). People swap their imaginary objects. 4. Emphasize it is important to listen carefully to what imaginary object is being

handed over. Each participant is to do 6 trades in succession (2 minutes)- stand up and start.

5. When all the trades are complete ask participants to sit down remembering the last object.

6. A round of calling back-you can check on the list, - in our experience some objects multiply, others disappear during the trading, and sometimes new objects are created!

7. Ask participants about their learning- Key lessons, e.g. messages get lost/distorted, rushed communication is poor.

Lively and fun game with serious messages about communication. Thoughts

-As an Energiser Application -As start of session on communication with a team who are not communicating well. In large groups break into “communication circles” of 10-12 people. Adaptations You could record key learning issues Recording

Issues


Street Child Home Name

Outline A quick moving but serious activity 1. Get people into teams of three – two holding hands in an arch to make a home, the third

crouching inside it. 2. Caller has three words – street –child- home, which they repeat quickly

Street child home, street child home, street child home. The last word in the sequence is the key to the action.

Child – all the children must move and find a new home


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Home – all the homes keep holding hands and move to find a new child Street – all the homes are broken – everyone gets involved in making new houses and sheltering children. You can explain that every child has a right to a home, everyone must be housed, encourage people to shout if they are homeless or they have an empty home.

A game people enjoy but also comes with a strong message. Thoughts

Use as an energizer Application Adaptations N/A Recording

Issues Butterflies street project in Delhi Source


On the Bank in the Pond Name

Outline Creates Good Listening and Helps to Re-focus After a Break 1. Ask participants to form a large circle, and to kneel on the floor facing inwards. 2. The caller-facilitator- explains that there are 4 positions for this game.

On the bank – hands on your knees


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In the Pond – hands on the floor The judge - standing up and looking serious Judging – pointing at the accused

3. Explain people must get into

one of 2 positions: On the bank (hands on knees) or In the Pond (hands on floor) according to what has been called out. If anyone is not in the right position according to what has been said, the judge will send them out of the circle (or you can switch places with the judge).

4. Judges stand on the edge of the circle to observe. 5. The “caller” can then make the game more complex by telling the group they should do

as he/she says not what they do! This makes the game more difficult because it requires people to really listen and not just follow!

6. The game continues until only a few people remain in the circle.

Fun energiser and enhances listening skills. Thoughts

Can be used before starting a new session or after a break. Application Can use a situation people are more familiar with e.g. On the beach, In the water (Pwani, Baharini).

Adaptations

Not applicable Recording

Issues ‘Participation Spice It Up’. Dynamix: Save the Children Fund (2002) pg. 111 Source



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Name Bears in the Woods

Outline A French game used to get people moving, laughing and being creative. 1. One person is chosen as the bear

– they go to a “cave” in the corner of the room

2. The other participants are in the woods – they can stroll about, picnic, chop trees etc , they all start miming these actions – when the bear roars everyone stands still as bears only eat live things.

3. The bear sniffs about trying to get people to move (usually easiest by getting them to laugh).

3. Any people “caught” moving are dragged off to become bears. 4. A bird noise signals that the bears return to the cave and people begin moving again.

Continue until all are bears.

Makes people laugh. Thoughts

As an energiser! Application Adaptations Not applicable Recording

Issues


THEORIES ANNEX 1 Harts Ladder

http://www.halton.ca/haltonyouth/images/discla1.gif

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http://www.halton.ca/haltonyouth/images/discla1.gif

THEORIES

ANNEX 2 Shier’s Pathways to Participation

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THEORIES ANNEX 3

Models – Treseder’s Degrees of Involvement

Treseder (1997) has developed a model which demonstrates how children and young people can be involved to varying degrees in decision making. This model recognises the fact that in certain areas, for example, in schools or in many council decisions involvement will never result in children and young people completely controlling the decision that is made.

http://lgnz.co.nz/projects/archive/toolkit/who

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http://lgnz.co.nz/projects/archive/toolkit/who

toolbox of participative tools - resource centre · toolbox of participative tools adapted from the...

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