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Formation Group Resources

Year OneComp 32018-19

for students specialising in work with young people

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Competence 3: Learning and Informal EducationSpend some time as a group looking through the practice handbook(s) at the competence elements and submission requirements for this competence.

Check that you understand the wording of the competence elements for the specific course you are doing.

Consider which you might find it a challenge to demonstrate within your practice context. How might you address these challenges.

Spend some time thinking about the Directed Task and Reflective Journal.

How might you begin to engage with the issues they explore?

What might be the challenges in completing the work for them?

What books and resources will be most useful in working on this competence?

When it comes to the evidence for this competence…

Where might you undertake the observation for this competence? What would be an effective practice context for this observation?

Which of the pieces of evidence might you find the most challenging?

What will you need to plan ahead for in order to complete this competence by the deadline?

Year One Formation Group Resources 2018 2

Competence 3 ~ Learning & Informal Education

You need to be able to demonstrate the following knowledge, skills, attitude and theological engagement in a range of situations. Relevant theory and theological reflection should be integrated throughout.

a. Understand the models and practices of formal education, curriculum-based youth work and informal education.

b. Apply learning theories, including learning styles, to informal education practice in your context.

c. Develop an understanding of learning and development from a theological perspective.

d. Lead and facilitate groups including needs assessment, appropriate intervention and evaluation.

e. Work with learners and/or appropriate others to design, develop and evaluate activities.

f. Use a range of creative techniques (for example: play, arts, outdoor activities) to facilitate and evaluate learning and development.

Your submission for this competence should include:A grid showing which pieces of work have demonstrated which competence elementDirected TaskUsing the Curriculum and Programme Development Cycle in the Model for Effective Practice, plan a four session programme. Write a report with reference to the curriculum, informal education, needs assessment, learning preferences, educational design and the theology underpinning the programme. Include brief session plans for each session. (Guide length 1500-2000 words)

Reflective JournalReflect on two different situations in which you have facilitated learning with an individual and a group. Analyse your practice as a facilitator and make suggestions for your own future development. Include reference to theory and theology. (Guide length 1000-1500 words)

Evidence of Practice1. An observation from your Practice Tutor focusing on your skills as a facilitator 2. Evaluation tool(s) you have developed and used, either in the Directed Task or other

contexts, with a 200-500 word explanatory introduction.3. Four session plans and learning materials (for example: handouts, PowerPoint) used in the

directed task, with a 200-500 word explanatory introduction. 4. Evaluative feedback (from your peers and the tutor) of a short session you facilitated within

the Formation Group, with a 200-500 word explanatory introduction.5. Student’s Self-Assessment at Christmas submission on Competence 36. Line Manager’s Assessment at Christmas submission on Competence 37. Student’s Self-Assessment at end of year submission on Competence 38. Line Manager’s Assessment at end of year submission on Competence 3


Informal Education

The Informal Education ContinuumDiagram taken from Jeffs T & Smith MK (1996) Informal Education: Conversation, Democracy & Learning Ticknall: Education Now Publishing Co-Operative Ltd. p.18

In what contexts and situations are you…

… an informal educator?

… a formal educator?

… somewhere in the middle of the two?


Learners & Learning

Q. Do you agree with the statement, ‘An effective children’s or youth worker must be involved in informal education'? Why? Why not?

Q. How do you best learn?

Q. What are the groups / individuals you are working with learning? Is it planned/ structured?

Q. How are you creating/fostering learning opportunities for children and/or young people?

Q. How do you resource those you work with in their own self-learning and making connections?

Q. When did you last help a child or young person with an emotional, intellectual, social, spiritual or physical question/problem?

Q. Are you more of a ‘facilitator’ or ‘teacher’?

Q. Are you proactive or passive in your learning opportunities with children andyoung people?

Q. Are you open to learn from others, supervisor, peers, children, young people?

Paul Nash


Thinking Theologically about Learning

Q. What biblical examples of learning opportunities can you think of?

Q. How does God enable and facilitate learning?

Q. What can Christian tradition or church culture teach us about how we learn?

Q. Can you think of any parallels or similarities between theories or models of learning and the Bible’s teaching?

Q. What does the Bible tell us about working with groups in a learning context?

Q. What are the theological areas covered / touched on in children’s / young people’s / your learning?

Q. What biblical themes connect with learning?

Q. What biblical images or pictures could you connect with learning experiences you have had?

Paul Nash


Facilitating Groups

“A facilitator is someone who guides a process of exploration by a group. It is their responsibility to ensure that a group moves forward in its understanding of the issue or theme being explored. A facilitator should provide a commentary on the group’s development, and create forums for reflection upon behaviour and levels of consensus as appropriate.” (Meyer & Webb 2000:37)

Characteristics to work towards in working with groups: Relationships are such that people feel part of a group, there is respect between

members and there is a high degree of trust

Norms are such that everyone is accountable, discussion is acceptable, actions are justifiable, individuals take responsibility, all members are entitled to equal participation and they are clear.

Aims are such that they appeal to all members, are agreed upon, and are clear.

Roles are such that people feel comfortable in them, they are challenged by them, they are valued, and the youth worker’s role is understood.

Decisions are such that everyone has a say in them and they are not divisive.

Communication is such that it is open and respectful, everyone can participate, and people listen as well as speak.

(Gibson & Clarke 1995:40)

Advantages of group work includes: Groups can promote change.

A group can parallel the wider social environment.

A group provides a sense of belonging.

Common needs can be assessed in a group.

Groups are cost effective.

(Geldard & Geldard 2001:4)

Limitations of group work with children:Working with children in a group setting would be problematic for groups of children who:

lack impulse control and cannot control their exuberance and aggressiveness (Kraft 1996)

quickly display aggressive behaviour, are destructive to property, sometimes use toys and property as weapons and respond on a behavioural continuum between detachment and defiance (Gupta, Harriton, and Kernberg, 1996)

are of incompatible developmental ages

have psychotic disorders and are likely to decompensate as a result of the stress of the social changes required in a group (Gupta, Harriton, and Kernberg, 1996)

have expressive or mixed receptive-expressive language disorder and may have difficulty expressing their frustration other than with aggressive outbursts (Gupta, Harriton, and Kernberg, 1996)


Listening: Basic listening – to the words, their meaning, sense of what is being said...

Visual listening – body language, physical position, use of hands, where looking…

Listening between the lines – what is not being said, clarify if necessary…

Atmospheric listening – try to sense the mood in a group…

Inner listening – what is your own inner voice saying – try to recognise when things feel right, how are others hearing what you say…

(adapted from Mayer and Webb 2000:53)

Questions:

Use straight forward language without leading or suggesting the answer.‘What is the main point’… rather than… ‘Don’t you think what is being said is…’

Clarify contributions when they are not clear.‘Could you put that another way please…’

Redirect questions to the whole group rather than answering everything yourself?‘What does anyone else think about this?’

Moving on – it is important to make sure that you don’t spend too much time on one topic.

‘Is it time we moved on now?’

Summarising – help the group see where they have got to and ask for agreement.

Drawing others in – think about involving those who have not made a contribution.‘I’m interested in what you have to say xxxx…’

Dangers in facilitation: Being over-controlling – a danger when you first begin leading groups or if you are

concerned that you will not be able to keep the group under control. Group will feel inhibited and will not respond well to feeling like they are in school or another formal environment.

Being over-flexible – often done in the belief that groups will function better in this environment or in a desire for popularity. However, groups need boundaries and some direction.

Being bound by the plan – sticking rigidly to what has been arranged and not being willing to respond to what is happening in the group. Need to perhaps see the plan as a map not a rigid guide and be willing to act on what happens.

Having favourites – it is natural that we like some people more than others but our personal preferences should not get in the way of us leading the group in a fair and inclusive manner.

Being manipulative – this happens when the facilitator wants to be in control but wants to be liked. There is a tendency to try and let the group think they have made the decision when the outcome is what the facilitator wanted all along. There will be a clear sense of ideas and values and the danger of manipulating the group to share or arrive at the ‘right’ conclusion.


Being a teacher – facilitators don’t need all the answers and shouldn’t mind appearing ignorant. The session is a learning process for both members and the facilitator.

Being over-protective – danger of feeling over responsible for individuals within the group and for the group as a whole. Can lead to an avoidance of conflict or of difficult issues and taking things too personally if they go wrong.

Being everyone’s pal – getting involved personally – can lead to people performing for the facilitator and trying to do what they think they want or seeing them as a soft touch and taking advantage of them. It can also lead to problems in the group as boundaries are blurred and some members feel sidelined because they are not involved with the facilitator in the same way as others are.

References:Geldard K and Geldard D (2001) Working with children in groups Basingstoke: Palgrave

Gibson A and Clarke G (1995) Project-Based Group Work Facilitator’s Manual London: Jessica Kingsley

Mayer T and Webb T (2000) Redefining Success: Groupwork with Young People Leicester: Youth Work Press


Theological Themes around Learners & LearningChurch: Leadership/Authority Eph 4:11-13 It was he who gave some to be apostles, some to be prophets, some to be evangelists, and some to be pastors and teachers, to prepare God's people for works of service, so that the body of Christ may be built up until we all reach unity in the faith and in the knowledge of the Son of God and become mature, attaining to the whole measure of the fullness of Christ.

Church: Worship Col 3:16-17 Let the word of Christ dwell in you richly as you teach and admonish one another with all wisdom, and as you sing psalms, hymns and spiritual songs with gratitude in your hearts to God. And whatever you do, whether in word or deed, do it all in the name of the Lord Jesus, giving thanks to God the Father through him.

Scripture 2 Tim 3:10-17 You, however, know all about my teaching, my way of life, my purpose, faith, patience, love, endurance, persecutions, sufferings--what kinds of things happened to me in Antioch, Iconium and Lystra, the persecutions I endured. Yet the Lord rescued me from all of them. In fact, everyone who wants to live a godly life in Christ Jesus will be persecuted, while evil men and impostors will go from bad to worse, deceiving and being deceived. But as for you, continue in what you have learned and have become convinced of, because you know those from whom you learned it, and how from infancy you have known the holy Scriptures, which are able to make you wise for salvation through faith in Christ Jesus. All Scripture is God-breathed and is useful for teaching, rebuking, correcting and training in righteousness, so that the man of God may be thoroughly equipped for every good work.

Biblical/Church Models of Learning Environments.

Mentoring

Disciples

Monastic

Missionary

Catechism

Church

Christian Workers are Involved in:

Life long learning

Experiential learning

All age learning

Cross age learning

Cross cultural learning


Scriptures on Learning and Teaching

Scriptures on LearningGenesis 24:21 Without saying a word, the man watched her closely to learn whether or not the LORD had made his journey successful.

Deut. 5:1 Moses summoned all Israel and said: Hear, O Israel, the decrees and laws I declare in your hearing today. Learn them and be sure to follow them.

Deut. 18:9 When you enter the land the LORD your God is giving you, do not learn to imitate the detestable ways of the nations there.

Judges 18:5 Then they said to him, "Please inquire of God to learn whether our journey will be successful."

Job 34:4 Let us discern for ourselves what is right; let us learn together what is good.

Psalm 119:71 It was good for me to be afflicted so that I might learn your decrees.

Proverbs 19:25 Flog a mocker, and the simple will learn prudence; rebuke a discerning man, and he will gain knowledge.

Isaiah 1:17 learn to do right! Seek justice, encourage the oppressed. Defend the cause of the fatherless, plead the case of the widow.

Jeremiah 10:2 This is what the LORD says: "Do not learn the ways of the nations or be terrified by signs in the sky, though the nations are terrified by them.

Matthew 11:29 Take my yoke upon you and learn from me, for I am gentle and humble in heart, and you will find rest for your souls.

Matthew 24:32 "Now learn this lesson from the fig tree: As soon as its twigs get tender and its leaves come out, you know that summer is near.

Mark 13:28 "Now learn this lesson from the fig tree: As soon as its twigs get tender and its leaves come out, you know that summer is near.

Galatians 3:2 I would like to learn just one thing from you: Did you receive the Spirit by observing the law, or by believing what you heard?

Titus 3:14 Our people must learn to devote themselves to doing what is good, in order that they may provide for daily necessities and not live unproductive lives.

Hebrews 5:11 We have much to say about this, but it is hard to explain because you are slow to learn.

Scriptures on TeachingDeut. 31:19 "Now write down for yourselves this song and teach it to the Israelites and have them sing it, so that it may be a witness for me against them.

2 Chron. 15:3 For a long time Israel was without the true God, without a priest to teach and without the law.

Proverbs 9:9 Instruct a wise man and he will be wiser still; teach a righteous man and he will add to his learning.

Proverbs 22:17 Pay attention and listen to the sayings of the wise; apply your heart to what I teach,

Daniel 1:4 young men without any physical defect, handsome, showing aptitude for every kind of learning, well informed, quick to understand, and qualified to serve in the king's palace.

Matthew 11:1 After Jesus had finished instructing his twelve disciples, he went on from there to teach and preach in the towns of Galilee.


Mark 12:14 They came to him and said, "Teacher, we know you are a man of integrity. You aren't swayed by men, because you pay no attention to who they are; but you teach the way of God in accordance with the truth. Is it right to pay taxes to Caesar or not?

Luke 11:1 One day Jesus was praying in a certain place. When he finished, one of his disciples said to him, "Lord, teach us to pray, just as John taught his disciples."

Luke 12:12 for the Holy Spirit will teach you at that time what you should say."

John 14:26 But the Counselor, the Holy Spirit, whom the Father will send in my name, will teach you all things and will remind you of everything I have said to you.

Acts 1:1 In my former book, Theophilus, I wrote about all that Jesus began to do and to teach

Romans 2:21 you, then, who teach others, do you not teach yourself? You who preach against stealing, do you steal?

Romans 12:7 If it is serving, let him serve; if it is teaching, let him teach;

1 Tim. 1:3 As I urged you when I went into Macedonia, stay there in Ephesus so that you may command certain men not to teach false doctrines any longer

Titus 2:15 These, then, are the things you should teach. Encourage and rebuke with all authority. Do not let anyone despise you.

Hebrews 5:12 In fact, though by this time you ought to be teachers, you need someone to teach you the elementary truths of God's word all over again. You need milk, not solid food!

James 3:1 Not many of you should presume to be teachers, my brothers, because you know that we who teach will be judged more strictly.


Curriculum Areas

Which of the specific issues listed on the next page have you looked at in your children or youth work or ministry contexts in the past 12 months?

Which area does your work tend to focus on most often? Why do you think this is?

Are there any areas you have never touched on in your work with people? Why do you think this is?

Are there areas or specific issues you would like to explore that you have not looked at so far?

Are there any of these specific issues that you think would be inappropriate to include in a curriculum for the group(s) or individuals you work with? Why?


Curriculum Areas

Education Employment & Training

Environment Family & Relationships

Health Justice & Equality

Basic skills

College

Culture and history

Education grants

Learning at home

Learning Social Skills

Play

School

Training schemes

Careers

Being at work

Employment rights

Equal opportunities in

employment

Looking for work

Raising aspirations

Training schemes

Types of work

Unemployment

Voluntary work

Animal rights

Appreciation of and concern for the variety and

nature of wildlife

Caring for pets

Fashion

Growing food

Local action

Litter picking

Media

Recycling

Use and misuse of natural resources

World issues

Abuse

Assertiveness

Bullying

Being a young man/woman

Confidence

Expressing and coping with

feelings

Finding support

Friendship

How we speak to each other

Love and sex

Making friends

Parenting and childcare

Recognising and resolving conflict

Relationships at home

Self-image

Sexual relationships

Spirituality

Values

Violence

Diet and exercise

Drugs and stimulants

First aid

Gambling

Health matters

Health services

HIV/AIDS

Hygiene

Mental health / illness

Playing Safely

Self-defence

Sexual health

Stress and relaxation

Women’s health

Access to decision-making

Access to different agencies

and services

Class

Crime

Cultures

Dealing with discrimination

Different countries

Disability awareness

Global inequalities

Human rights

Legal rights

Making choices

Playing fair

Politics, democracy and

citizenship

Prejudice

Religions

Safety in the community

Using money


Curriculum and Programme Development Cycle

Taken from “3 Core Principles” Resource available from:

http://www.youthlink.org.uk/wp-content/uploads/2014/04/Core-Principles.pdf


http://www.youthlink.org.uk/wp-content/uploads/2014/04/Core-Principles.pdf

The Facilitator Checklist

The five principles of groupwork

Open:Be up-front and honest at all times, with the group and with yourself. Say it like it is.

Dynamic:Keep an eye on the energy levels. Keep it moving. Change the form. Think laterally. Take risks.

Process-oriented:Don’t get caught up in products and results. Look below the surface at what is really happening.

Structured:Keep boundaries firm and secure. Start and finish on time. Have a clear vision for the session and for the course; refocus if necessary but avoid blurring.

Flexible:Allow yourself to stray from the plan. The session should be organic. Go with the flow.

The ten basic skills of groupworkBe sure to exercise and build the ten basic (essential) skills at all times.

Advocacy

Affirmation

Awareness

Communication

Confidence

Cooperation

Evaluation

Listening

Problem solving

Self-esteem

Explore the different aspects of these skills. Think laterally.

Some pointers

Listen to the group, to your own inner voice, to the room, to the session. Practice four-level listening.

Don’t manipulate. Don’t be manipulated.


Remember that you don’ need to have all the answers. Use reflection techniques to explore the group’s questions.

Encourage positive criticism and evaluation at all junctures.

Believe in your own abilities. Trust yourself. Trust the process.

The map is not the territory.

The session lives. You can influence it. You cannot control it.

Respect the sanctity of the session. If you do, the group will.

Groupwork does not provide instant, take-away results. It is not a quick-fix.

The pleasure is in the journey, not the arrival.

Enjoy it.From Mayer T & Webb T (2000) Redefining Success: Groupwork with Young People Leicester: National Youth Agency


Roles People Take in GroupsMaterial adapted from Harris V (2000) Community Work Skills Manual

In order for people to work well together, and be more than a collection of individuals, there are a number of roles they need to undertake. These roles can be broken down into two main types:

Task roles: those that help get the work done

Maintenance roles: those that help to keep the group together

Both task and maintenance roles contribute to the group achieving what it set out to do. Research has shown that there at least eight main roles in groups.

Task RolesThe Initiator will come up with ideas and start things off - especially useful when the group first meets. Often the person who has brought the group together, they may be seen as the 'leader'. It is useful to have initiators in groups, though they may need to be held back a bit!

The Clarifier will help people to be clear about what they are saying, and also helps the group to see the bigger picture: i.e. how what individuals are doing or saying fits in with the group's aims. He/she may encourage people to be more specific - especially useful if taking the minutes.

The Information Giver provides information that helps get the task done. This might be 'technical' (i.e. facts and figures), or just inside information, (such as who's who in the council). At its best the information is relevant and useful, and offered in a sharing way rather than as if coming from the expert on high.

The Questioner does just that - asks lots of basic, or challenging questions about what the group's doing and why, etc. It's often useful to have someone who can step back from the immediate pressures and be prepared to get back to basics. Such questioning can appear negative, but can be very helpful if done in the right spirit.

Maintenance Roles The Supporter gives warmth and encouragement to group members. Someone with a warm personality can be a great help to ease tensions and create a good atmosphere.

The Joker provides light relief and an opportunity for the group to let off steam. Beware, though, that this does not become negative humour, with jokes made at the expense of the group's morale and future plans.

The Sharer is someone who brings a more personal angle to what the group is doing, which can be a great help in allowing people to relate more informally and get to know each other. It may be sharing feelings, hopes or fears about group, why they're there, and so on. -

The Group Observer may comment on how the group is progressing, and in so doing help it through blocks and tensions. An observer may say things like 'We seem to be getting stuck here', or, 'Isn't this a bit competitive?' Done with tact and care it can be a very useful role in the group.

Don't make the mistake of categorising people in groups. Over the course of time a group member may adopt many different roles. All the roles are useful, and by identifying them we can become more aware of how they each contribute to the success of a group.

What other roles are you aware of within groups you work with?

What roles do you tend to adopt in groups?


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