84 Peace Corps

MATCHING LEARNING METHODS

TO LEARNING OBJECTIVES AND

AUDIENCE

IN THIS CHAPTER

PRE-READING STRATEGY ................................................................................................ 85

Assess your Knowledge, Skills, and Attitudes ................................................................... 85

READING ................................................................................................................................... 86

NFE in Action: Choosing Appropriate Learning Activities............................................... 86

Methods to Enhance Participatory Learning ....................................................................... 88

Matching Learning Methods to Learning Objectives ....................................................... 106

IDEAS AND APPLICATIONS ........................................................................................... 112

Set up your Learning Environment ................................................................................... 112

Select a Learning Method for a Particular Audience ...................................................... 113

Choose a Learning Method based on Learning Styles ................................................... 114

Design Learning Activities to Match Learning Situations .............................................. 115

Adapt Games for Use as Learning Activities .................................................................. 116

Create a Learning Activity Using Appropriate Methods ................................................. 117

Reflect .................................................................................................................................. 118

KEY RESOURCES ............................................................................................................... 119

CHAPTER 5
Nonformal Education 85

PRE-READING

STRATEGY

Assess your Knowledge, Skills, and Attitudes

KNOWLEDGE SKILLS ATTITUDES

Knowledge, Skills, • Knowledge of various • Ability to use several • Willingness to try new

and Attitudes learning methods different learning things and take risks

needed to match • Understanding of methods • Step out of comfort

learning methods learning styles • Ability to select zone, learn from

to the learning • Understanding of how appropriate method to mistakes

objective and to match learning meet stated behavioral • Commitment to meet

appropriate methods to objectives objectives the learning style needs

audience and audiences • Ability to adequately of every participant

introduce and direct

group activities based

on learning activities

for different participants’ backgrounds

Your strengths

Your plans to

learn more
86 Peace Corps

READING

NFE IN ACTION: CHOOSING

APPROPRIATE LEARNING ACTIVITIES

VALERIE

Valerie listened to the women in her women’s group tell jokes and stories as they worked

on jewelry to sell for a community center fundraiser. Although she was supposed to be a

rural health Volunteer, she had found few opportunities so far to engage the women of her

village on issues of health and family wellness.

She became interested as the day’s talk turned personal—several women were concerned

about the changes they were experiencing related to menopause. Valerie noticed that a few

women would steal looks at her to see her reaction to their conversation. Valerie tried not

to allow her face to reveal the many thoughts running through her mind at this new

development in the group dynamic. First, she was inwardly pleased that the women would

talk so freely in front of her about personal things. This was a new phase of the relationship

that she had been quietly hoping for and nurturing. Second, she realized that a perfect

teachable moment had presented itself, and how she proceeded in the next few minutes

would determine if she could capitalize on the moment, or have to wait for another opportunity.

Valerie inserted herself into the conversation by asking who took care of the women’s

family’s health, generally, in their households. After talking about it for a few minutes, the

women agreed that they were mainly responsible for good health, nutrition and first-aid

issues of their families. Valerie asked the women if they would like to have a weekly health

seminar as part of their women’s group to help them in their role as family health caretakers.

The women slowly nodded approval, and one woman quickly asked what they would talk

about. Valerie pulled out her notebook and pencil and said: “Let’s decide together ... if you

give me suggestions, I will make a list and put together some information for us.” A list

quickly grew: dental health, nutrition, diarrhea, runny noses and coughs, pregnancy and

breast feeding, child care and development, menopause. When the suggestions started to

slow, Valerie asked some leading questions and the list grew some more: parasite prevention, general hygiene and high-blood pressure. Armed with a list that the women had given

her, Valerie realized that she had an ideal nonformal education activity to plan.

The next week, Valerie brought in cards with symbols to represent each of the topics the

women had identified as important. She handed out the cards and asked the women to sort

them in order of importance to them, and in which order they would like to learn about

each topic. Valerie listened and watched while the women discussed their reasons for which

topics to learn about first, and which were seemingly less urgent. She learned a great deal

about the women and the community with this activity alone.

(continues on page 87)
Nonformal Education 87

With the content goals in mind, Valerie now needed to determine how to deliver the information to her audience. She had to consider the needs of the women and their stated goals

for learning. She also had to take into account their limited mid-day meeting time, location

(a large room with bare walls, chairs and little else), and the few materials available to her.

She needed to design lessons that were engaging and informative and that did not depend

on reading or writing. She also wanted to slowly move the group from being passive listeners

to active participants in seeking and sharing knowledge within the group and later, in their

community.

Each week Valerie decided to present a different topic to the women in a simple, concise

manner involving many visuals and demonstrations since few of the women in her community knew how to read. She found that using flannel boards with pictures and diagrams,

story boards and puppets designed for children worked well because they were simple, fun,

and to the point. The women could easily adapt the materials and messages to use in their

own homes with their own children. She chose activities like role playing to make sure she

understood the concerns the women had, and to encourage group sharing and participation.

She tried to keep each lesson relevant to women and mothers, since they were the overseers of good family health.

Valerie tried to keep each group meeting fun and interactive. Although there were no tests

involved, she planned a short verbal evaluation activity at the end of each class as a quick

review and to gauge how much accurate information the women retained. Once in a while

Valerie found that more time was needed on some topics. As the group became accustomed

to the sessions, members began requesting information about specific subjects. Valerie also

made it a point to remind the group about what the next week’s topic would be so that the

women had an opportunity to bring in questions and information to contribute to the session.

Reflect on what you’ve learned so far.

How did Valerie assess the learning situation?

How did she take into consideration the learning style and needs of

the women in her group?

What information did she use to help her plan the lessons?

What were her monitoring and evaluation strategies?

In addition to understanding learning styles and creating an effective

learning environment, an important part of designing a learning activity

is choosing just the right exercise, game, or other method to engage

learners and effectively communicate content. Once you have done an

assessment and determined the content of the learning activity, which

teaching methods will best involve participants in learning while

engaging all learning styles?

There are many tried-and-true techniques that have proven effective in different settings with a

wide variety of participants. This chapter will explore some of these methods and suggest the

appropriate use and context for them. Of course, each facilitator brings his or her own personality
88 Peace Corps

and skills to these approaches. As you continue to design and facilitate learning activities, you

will add to your repertoire of methods.

Lyra Srinivasan suggests how to SUCCEED in planning participatory NFE programs:

If you want to SUCCEED, you need to: If you do, you will:

Set a brief, clear task Share power

rather than lecturing

Use hands-on, multi-sensory Broaden the base of

materials rather than rely only participation

on verbal communication

Create an informal, Equalize status

relaxed atmosphere

Choose growth-producing Draw out talents,

activities leadership, mutual respect

Evoke feelings, beliefs, Ensure relevance

needs, doubts, perceptions,

aspirations

Encourage creativity, Enhance personal confidence

analysis, planning self-esteem, resourcefulness

and skills

Decentralize Develop capacity for

decision-making practical action

Reprinted with permission from the publisher. From Tools for Community Participation: A Manual for Training Trainers in

Participatory Techniques, by Lyra Srinivasan. ©1993, Pact Publications, Washington, DC. All rights reserved.

METHODS TO ENHANCE

PARTICIPATORY LEARNING

As you read through the following classic NFE techniques, think about how you might use each of

these in your own work.

In what circumstances would each be appropriate?

Would some of these methods be more appropriate to certain learning styles than others? Certain

audiences?

Think about our discussion of objectives in Chapter 3: Learning Activities: From Assessment to

Evaluation. Which of these techniques seems appropriate to teach knowledge? Build skills? Affect

attitudes?

S

U

C

C

E

D

E
Nonformal Education 89

BRAINSTORMING

What is it?

Brainstorming is a familiar technique in which a facilitator asks a specific question or describes

a particular scenario, and participants offer many different ideas. These ideas are then usually

written on a flipchart or chalkboard and considered for further discussion.

How does it work?

Brainstorming can be used in any kind of group discussion when you want to encourage creativity and

contributions from all members. Use this technique at the beginning of a session, class or meeting to

ascertain participants’ knowledge about a topic or to set an agenda. Or, use brainstorming briefly in

the middle of another learning activity, such as storytelling or dramatization, to capture some of the

ideas raised by the exercise. Similarly, leading a brief brainstorm at the end of a learning activity

captures important “take-away” points.

Important Features:

Typical “rules” of brainstorming:

Ideas are called out randomly and freely from any participant.

No idea is silly or unimportant.

Usually, no discussion or comments on the ideas are allowed

during the brainstorming phase, except for purpose of clarification. This keeps the flow of ideas coming quickly.

The person recording the ideas should write them down as he

or she hears them, without modifying them.

Plan to do something with the list generated. Brainstorms are

energizing and thought-provoking, but it can be frustrating to

participants to make a list and take no action on it.

Note to Facilitator: For nonliterate groups, writing down the ideas is largely unnecessary. Where

people must rely on their memories for all their daily activities this faculty is often highly developed.

Keep written notes for yourself in this case, if you like.

Variations:

Card Sorting: Quieter participants (reflective observers) might be less likely to participate in

a brainstorming session. Or, sometimes the group is so large it is difficult to be sure that

everyone has had a chance to be heard. An alternative type of brainstorming is card sorting. Give

each participant one to three cards (depending on the size of the group and the amount of data

you wish to generate) and a pen or marker. Ask a clear, specific question and direct each

participant to write responses or ideas on the cards—one idea per card. Invite participants to post

their cards on a wall. Sort the cards into groups, if you wish, and discuss the cards. If the group

is large, have participants share their cards in small groups and choose two cards to represent

the thinking of each of the small groups. Card sorting ensures that all participants, no matter the

learning style, have a chance to lend their ideas to the discussion.
90 Peace Corps

Examples:

At the beginning of a meeting of NGO leaders, group members use brainstorming to set

an agenda for their time together.

An environment Volunteer asks a community group to consider the many reasons that

people continue to poach in protected areas. After recording the ideas, group members

consider approaches to addressing each issue.

In a science classroom, students brainstorm several potential outcomes to an experiment.

At the end of a learning activity, a Volunteer uses card sorting to evaluate the session.

Participants write the most important thing they learned on one card, and the one thing they

would improve on another. Participants share their cards, or simply post them in a specified

area before leaving the session.

A Volunteer asks members of a youth group to think about one creative income-generating

project and write the idea on a card. All cards are posted and considered by the group.

CASE STUDIES

What is it?

A case study is a written scenario that usually involves an

important community situation. Since it is written beforehand, it

can be specifically created to address relevant local issues.

How does it work?

Typically, the facilitator distributes the case studies, and

participants can work on them individually, in pairs or in

small groups. After participants read, reflect upon, and

discuss the case studies, the facilitator leads a large group

discussion about the issues raised in each scenario.

Important Features:

When writing or adapting a case study, it is important to:

Be clear about the learning objectives. What are you trying to convey with the case study?

Construct the case study so that these objectives can be met.

Ensure cross-cultural appropriateness, and check for the adequate inclusion of women and men.

Understand the learning needs of the participant group, and construct the case study so that it

will be challenging to the participant group, but still manageable.

Anticipate some of the questions participants will ask, and be ready with helpful answers.

Work through the data and descriptions you provide in the case studies carefully. You don’t want

the group spending most of their time trying to figure out confusing or ambivalent details.

Variations:

Best Practices: Often, case studies are not made up, but are drawn from real situations in

the community or in similar communities. For example, case studies might involve a description

of a program that has been particularly successful or has met specific challenges in another area,

so that participants benefit from the lessons learned.
Nonformal Education 91

Simulations: A more complicated version of the case study is a simulation. This activity

is usually presented in steps—with participants receiving some information, working on the

data, making decisions, and processing the findings. Then, the facilitator provides additional

information or the next steps in a scenario, and the groups go back to work with these new

data.

Examples:

Teacher trainers are presented with classroom management scenarios and asked to identify

causes and solutions.

Community business leaders are presented with a mock budget and business plan and

asked to identify potential challenges and to propose improvements to the business.

Project planners engage in a simulation in which they explore decision making based on

monitoring (M) and evaluation (E) data from a particular year. The next phase of the

simulation might provide new M & E data, and the project planners must decide whether

to modify their programs based on the new information and so on.

DEMONSTRATIONS

What is it?

A demonstration is a structured performance of an activity to

show, rather than simply tell, a group how the activity is done.

This method brings to life some information that you may have

already presented in a lecture.

How does it work?

Model the activity slowly and clearly for participants, answering

questions after the demonstration to ensure understanding. Then,

participants practice the activity individually, in pairs or in groups,

to reinforce the learning.

Important Features:

Gather all materials and practice the demonstration by yourself before you do it in front of the group,

to ensure that it is clear enough to make participants feel comfortable to try it themselves. Before

demonstrating a technique, consider its suitability for the people, customs and economic constraints in the area.

Variations:

If some participants or students have more knowledge than others about how to perform an

activity, you might conduct demonstrations in groups—with one peer performing the demonstration and another monitoring the practice activity in each group.

Examples:

Health Volunteers talk about the importance of using oral rehydration solution (ORS) when

a child has diarrhea. They give a demonstration on how to make ORS from locally available

resources, and then participants practice making it themselves.

A group of vocational education students learn how to hook up a computer network by

watching the facilitator demonstrate, and then practicing the new skill.
92 Peace Corps

Members of a women’s group demonstrate tie-dyeing techniques to interested women in the

community.

DRAMATIZATION

What is it?

A dramatization is a carefully scripted play where the characters act out a scene related to a

learning situation. It is designed to bring out the important issues to be discussed or messages

to be learned.

How does it work?

Present a dramatization at the beginning of a learning

activity to raise issues that are then dealt with through other

methods: lecture, large or small group discussion, research

and so on. The dramatization may be designed by the

teacher/facilitator or by members of the participant group. It

may be presented by co-facilitators, peer educators, or

chosen participants who learn their parts and practice prior

to presenting it to the target audience. Or, it may be the

culmination of learning, with participants designing a dramatization to carry messages to others, such as to other students, to groups in the community, or to the general

public. Dramatization combines learning and entertainment, and may involve puppets, songs, and dances.

Important Features:

Identify the message of the dramatization first. Then, create a way to present the message through

drama. Keep the drama simple and on target, so that the messages are clear.

Examples:

In a school setting, a dramatization could introduce any of the following topics: understanding

center of gravity in science, a key historical event or sources of infection in health.

In an NGO setting, a dramatization could show donors reviewing grant applications to introduce

a session on grant writing.

In a community, students could dramatize the safety hazards of trash being left around

homes.

FISHBOWL

What is it?

In a fishbowl discussion, most of the participants sit in a large circle, while a smaller group of

participants sits inside the circle.

How does it work?

The fishbowl can be used in two distinct ways:

As a structured brainstorming session: Choose a specific topic based on the group’s needs

or interests. A handful of seats are placed inside a larger circle. Participants who have
Nonformal Education 93

something to say about the topic at hand sit in the center. Anyone sitting inside the fishbowl

can make a comment, offer information, respond to someone else in the center, or ask a

question. When someone from the outside circle has a point to make, he or she taps the

shoulder of someone in the center and takes that person’s seat. This continues, with people

from the outside tapping and replacing people on the inside, as a lively brainstorm takes

place. You will need to process the many ideas after the fishbowl exercise.

For structured observation of a group process: Participants in the fishbowl are given a

specific task to do, while participants outside the fishbowl act as observers of the group

process. The inner group works on its task together, and the outer group is asked to note

specific behaviors. To process the activity, ask the inner group to reflect on the group

process, and ask the outer group to describe what they observed.

Important Features:

When using the fishbowl as a structured brainstorming session, it is important to model how participants

from the outside circle can tap and replace people

from the inside circle. Model this technique by

choosing a simple topic for the fishbowl as a quick

practice activity, so that participants are comfortable

tapping and replacing before discussion of the real

topic begins. Ask one person to be the ‘recorder’ and

jot down the main points that are raised during the

activity for the group to discuss later. Keep the

activity on track by clearly defining the discussion

topic or group task before beginning the fishbowl.

Variations:

See “How does it work?” above.

Examples:

For structured brainstorming:

– Trainers can discuss conflicts that develop. This technique gives everyone an opportunity to

express his or her view, as well as reflect upon the issues of others.

– A community group can decide which activities will be available at its new community

center. This technique allows everyone to make suggestions, question and respond to ideas in

a lively, creative manner.

For structured observation of a group process:

– Help a youth group reflect upon leadership and team processes. Give the inner group a task

that needs to be accomplished as a team—say for example, each team member gets the piece

to a difficult puzzle. As the inner group works, the outer group watches the ways in which

the group worked together, any conflicts, emerging leadership and so on.

– Guide a discussion about gender. Have women or girls sit in the center and discuss some issue

around gender, while the men or boys sit on the outside and observe. Switch the groups. This

provides an opportunity for the groups to “hear each other” in a less threatening environment.
94 Peace Corps

GAMES

What is it?

Games are appropriate NFE tools when they are used to encourage people to take charge of their

own learning, and to test and reinforce new knowledge or skills.

How does it work?

Adapt a popular game to convey or test knowledge of a particular topic, or create a new game to test

or reinforce learning. Divide participants into groups, if necessary, to play the game. Use games after

information has already been shared using another method (e.g., lecturette, demonstration, jigsaw

learning, etc.) or to assess participants’ knowledge at the start of a learning activity.

Important Features:

Some points to consider when adapting games

for use in NFE include:

What local materials might you use to

substitute for any game boards or game

pieces? Try to use cheap, local materials.

Might any aspect of the game be considered offensive by local cultural or religious

standards? Involve HCN counterparts,

friends and participants in creating or

adapting the game.

What local games are played in this area? How

might they be adapted as a learning activity?

What is the local culture’s attitude toward competition?

Toward cooperative learning? How might this attitude

influence the participants’ motivation for, and enjoyment

of, learning games?

Think about the many games you have played throughout your life. How might you adapt

some of them for use as a learning activity? What topics might you reinforce using these

games?

Variations:

Scavenger Hunt: This activity is especially effective when your goal is to have participants explore

a particular area or topic. Give teams of participants a list of items to find, signatures to get, places

to locate and so forth. The team that completes the list first wins a prize. This is a good introductory

activity in a training workshop or at the beginning of a new school year.

Examples:

Some of the most popular games to adapt as learning games include BINGO, Snakes and

Ladders, Pictionary, and Jeopardy.

Teams of trainees in pre-service training might go on a scavenger hunt of the training area. They

might be asked to buy particular items in a local market, get the signature of a local shopkeeper, pick

up literature at a community group; and locate items in the bathrooms, kitchens and common areas,

etc. The team with the most items completed in the shortest period of time wins a prize.
Nonformal Education 95

JIGSAW LEARNING

What is it?

In a jigsaw activity, evenly divided groups are given a

topic to learn (a piece of the puzzle to master). Once

these small groups have mastered the content, the groups

are reorganized so that each new group contains one

member from each original group (now each group

contains all essential pieces of the puzzle to put together). Each new group now contains an “expert” on

the content that they have mastered in the original

groups, and one at a time, each expert teaches the new

content to the newly formed groups. The facilitator then

processes the activity and emphasizes key learning.

How does it work?

To use jigsaw learning, it is best to cover three to four different but related topics. One way to use this

method is to prepare handouts that cover the information to be learned on each topic. For example, if you

want a group of new teachers to learn four new learning methods, you might have four handouts—one

that details role plays, one that describes demonstrations, one that outlines storytelling and another that

covers panel discussions. Divide the participants into four groups, and give one type of handout to each

group. For example, one group will work on role plays, one on demonstrations and so on. Give the groups

adequate time to read, learn and prepare to teach the information on the handout. Next, regroup the

participants into groups of four—each group should have one participant from the role play group, one from

the demonstration group, one from the storytelling group, and one from the panel discussion group. In these

small groups, each person is given five to ten minutes to “teach” their topic to the other three members

of his or her group. In this way, participants remain active and involved, and become an “expert” on one

of the topics. After the groups have finished, the facilitator leads a plenary discussion, drawing out key

learning about each of the topics.

Important Features:

To use jigsaw learning, it is important to:

Ensure that the information is “teachable.” The topic should not be too long or overwhelming, but

should be relatively easy to learn and teach.

Allow enough time for participants to learn the information, discuss it with their expert groups and

prepare to teach it to others.

Give clear, easy-to-follow directions, both about the activity itself and in guiding participants to switch

into their jigsaw groups. The trickiest part of using this technique is moving participants into their

jigsaw groups without causing confusion. It might be a good idea to have color-coded badges, so

that participants can readily identify group topics and get into their jigsaw groups more easily.

Process the activity fully. Some participants are better teachers than others, so it is important to

emphasize key learning at the end to ensure that all participants understand the main points for each

topic.

Variations:

Sharing experiences: Another way to use this method is to allow three or four groups of

participants to share their experiences with each other. For example, suppose you are facilitating a

meeting about the proposed zoning for a large shopping center. If the meeting includes
96 Peace Corps

representatives from the shopping center, local shopkeepers and local government officials,

you might use jigsaw learning by creating small groups of three—with one of each “type”

of participant. This arrangement would allow for a personal, face-to-face sharing of the

issues, perhaps before a larger group discussion.

Examples:

At a regional diversity meeting, participants from each country meet together and decide on

important information to share about the diversity initiatives in their countries. The jigsaw groups

then consist of one participant from each country—each will “teach” the others about the initiatives in their country program.

In a secondary school history class, students divide into groups to study four different key

historical moments. The jigsaw groups then consist of one student from each of these groups—

each student teaches the other three about their key historical moment.

LECTURETTE

What is it?

A lecturette is a short, oral presentation of facts or theory. No more than 15-20 minutes in length,

the goal of a lecturette is to impart information in a direct, highly organized fashion.

How does it work?

The facilitator, presenter, or teacher presents knowledge on a topic, sometimes using flipcharts, computer software presentations or other media to guide the discussion. A question and answer period

follows.

Important Features:

Lecturettes are most effective when:

There is important specific information to convey or new theories or skills to be learned.

An expert is available to share knowledge about a particular topic.

The lecture is presented dynamically and care is taken to include participants by allowing questions, soliciting comments or using one of the variations below.

The lecture uses personal stories or familiar examples to support theoretical points. Often, people

remember stories more readily than theory.

The lecture is reinforced using another learning method, such as demonstrations, role plays and

games.

Variations:

There are many ways to make a lecturette more interactive. Here is a handful, taken from the

www.thiagi.com website. You may wish to refer to this valuable resource for more lecture ideas.

Best Summary: Each participant prepares a summary of the main points at the end of a presentation. Teams of participants switch their summaries and select the best summary from each set. To

use this technique, stop the lecture at appropriate intervals. Ask participants to write a summary of

the content presented so far. Organize participants into equal-sized teams. Redistribute
Nonformal Education 97

summaries from one team to the next one. Ask each team to collaboratively

identify the best summary among those given to them—and read it.

Essence: Participants write several summaries of a lecture,

repeatedly reducing its length. Ask participants to listen carefully

to the presentation and take notes. After the presentation, teams

prepare a 32-word summary of the lecture. Listen to each team’s

summary and select the best one. Now ask teams to rewrite the

summary in exactly 16 words, retaining the key ideas and borrowing thoughts and words from other teams’ earlier summaries.

Repeat the process three more times, asking teams to reduce the

length of the summary to eight, four and then two words. Finally,

ask each participant to write an individual summary of appropriate

length.

Interpreted Lecture: Lecture for about five minutes. Pause

briefly and then randomly select a participant to repeat the essence of

the lecture so far by “translating” the lecture into plain English (or

the local language). After one participant interprets, ask others to add

any missing items. Repeat the procedure in approximately five-minute

intervals. This method will be more effective if you explain the

process and the expectations clearly before you start.

Press Conference: Present a short overview of the major

topic and identify three or four subtopics. Distribute index cards

to participants and ask them to write at least one question on

each subtopic. Collect the question cards and divide participant

into as many teams as there are subtopics. Give each team the set

of

questions dealing with one specific subtopic. Team members organize the questions in a logical

order, eliminating any duplicates. After a suitable pause, play the role of an expert and invite one

of the teams to grill you for 5-10 minutes. The presenter responds to the questions in a press

conference format. At the end of this press conference, ask members of each team to review their

notes and identify what they consider to be the two most important pieces of information given

in your answers. Repeat this activity with the other teams.

Superlatives: At the end of each logical unit of a presentation, ask teams to identify the most

important, the most disturbing, the most surprising, or the most complex idea presented so far.

Or, during your presentation, stop at some logical point and ask participants to work in teams

to identify the most important piece of information you presented so far. After a suitable pause,

ask each team to share its decision. Now ask teams to select the most controversial (interesting,

thought-provoking, etc.) statement that you made in your presentation. After teams respond, make

the next unit of presentation. Repeat the teamwork procedure by specifying different types of

information to be identified (such as the most radical, the most surprising, the most interesting

or the most humorous).

Examples:

The lender in a microcredit scheme presents the program to a women’s cooperative, then

gives the participants an opportunity to meet in small groups to come up with questions and

concerns about the program.

A secondary school science teacher presents information on soil erosion, after which students conduct a press conference on the topic.
98 Peace Corps

The head of a local government office is invited to speak to a group of primary school

students. The students brainstorm a list of questions before the official arrives, and the

students are encouraged to write down key words during the lecture. The facilitator guides

a question and answer session, and then processes the key words and ideas following the

official’s visit.

PANEL DISCUSSIONS

What is it?

This method usually involves the presentation of an issue by several resource persons at a table

in front of a group. Usually, each presenter speaks briefly on the topic and then a moderator

solicits questions from the audience.

How does it work?

The moderator introduces the presenters, keeps the discussion on the topic and within time limits and

summarizes the discussion at the end. Each presenter typically speaks for a set period of time (for

example, five minutes). After all presenters have spoken, the moderator invites questions from participants. At the end of the session, the moderator may summarize the discussion and thank the presenters

for their participation.

Important Features:

Panel discussions are best used when you would like to present a number of different perspectives on

the same topic. Rather than having a series of lectures or longer sessions, you might gather people with

the relevant experience or knowledge on one panel. Consider preparing a guide for your panel guests,

to help them prepare in advance and to ensure that your objectives are met.

Variations:

Small Group Discussion: After the panel presentation, participants divide into small groups,

and each panelist leads a question-and-answer session with a small group.

Examples:

An education Volunteer assembles a Career Day panel for students. People in various

professions speak about the work they do, followed by questions and answers.

A group of people living with HIV/AIDS speak on a panel about their experiences of

stigma, discrimination and/or living in a positive and healthy way.
Nonformal Education 99

PICTURES

What is it?

Pictures can help to creatively involve participants in a discussion, and to engage the right-mode

processing preference we discussed in Chapter 3: Learning Activities: From Assessment to Evaluation.

How does it work?

Create pictures around a particular topic with your co-facilitators or

counterparts, and use those pictures to begin a group discussion. Bring

in photographs, perhaps from the newspaper, or photos that you have

taken yourself. Use these pictures to begin a discussion. Or, provide a

topic and invite participants to draw a picture on that topic. After

drawing the picture, participants stand and describe the image.

Important Features:

When using pictures to spark a discussion, ensure that the images are appropriate to the culture and

the particular audience. Check the background of photos and illustrations to make sure there are no

unusual images that distract from the message you are exploring.

Variations:

See “How does it work?” above.

Examples:

A Volunteer working in sanitation draws a picture card with one side depicting animals in a water

source that is also being used to collect drinking water. The other side shows children sick with

diarrhea. These pictures are a starting point for a discussion about sanitation, boiling drinking

water and so forth.

Participants in a training of trainers draw pictures to depict their ideal learning environment.

ROLE PLAY

What is it?

Role plays are short interactions of participants playing specific, predetermined roles to explore issues

or practice skills. Roles are usually written out, and the facilitator may help participants playing the

roles understand “who” they are to be.

How does it work?

Role plays are generally used after a period of instruction or discussion. For example, if participants

are learning communication skills, groups can role play being assertive in typical situations (e.g.,

students in peer pressure situations, or people needing to access services in a clinic or office). Stop

the role play periodically and discuss what behaviors worked and what was difficult and allow the

group to brainstorm different choices of behavior/words. The role play may be done again, with

the same person practicing or someone else trying.

Important Features:

For best results, the role playing situation should be realistic, and the roles of anyone involved

should be written out or described verbally to each player. Younger people are often more willing
100 Peace Corps

to role play in front of a group than adults, but care must be taken not to embarrass participants.

Monitor the timing and process of the exercise so that the role play does not drag on, become

silly or unrealistic. At any time, stop a role play and lead a discussion. Open-ended questions

such as: “What was effective in X’s behavior?” “How did s/he counteract the behavior of X?”

can help involve the audience as well as the players. Invite new participants to come and practice

the role, using their own words and ideas for the situation.

It is important to process role plays after the activity. Ask participants open-ended questions such as:

“How did you feel when...”, “Why did you say...” or “What do you think went well?”

Variations:

Sequential role plays allow the observing participants to tap a role player on the shoulder and

step into that role. The action does not stop, but continues with one or more new players.

Sometimes an observing participant will clap to indicate that he or she wishes to step into a role.

Sequential role plays are often used in complicated situations where a quick resolution of an

issue is not possible, or where a number of options might be considered.

Multiple role plays allow all participants to practice at the same time. These are sometimes done

in trios, with two participants playing the designated roles, and the third person being an observer. After a few minutes of action, the facilitator calls time, and the observer leads a discussion in the trio using questions provided. Roles are then rotated, and each person plays a different

role. After the second discussion, roles are rotated one more time. After the final small group

discussion, the whole group discusses the experience, with the facilitator bringing up key points.

Examples:

Clinic workers role play how to welcome patients and take data about the nature of their visits.

Youth role play informational or job interviews.

Co-op members role play negotiating prices with buyers.

Group members role play leading a meeting.

SKIT

What is it?

A skit is an impromptu performance by participants

to demonstrate something they know. Skits can be

created by participants to show concerns they have

about such things as peer pressure, health issues in

their community or lack of resources. Skits may be

used to demonstrate something learned, such as two

styles of being a leader.

How does it work?

Give participants a topic, the maximum length of the skit and

the amount of time they have to prepare (depending on the

complexity, 30 minutes or an afternoon, for example).
Nonformal Education 101

Important Features:

The topic assigned needs to be “demonstrable”; that is, it should be fairly easy to determine how

one might act it out. The participants need to have the experience or knowledge to prepare the

skit on the topic given. Give participants adequate time to prepare the skit; they will want to

think of the points they want to make, create a setting and characters, practice and get some

props (potentially). In most cases, a minimum amount of time to prepare is 30 minutes.

Examples:

Youth at camp create skits to show a favorite (hardest, funniest, etc.) part of their experience

on the closing day.

After sessions on recycling, participants are given several items and asked to create skits

to show how their items can be recycled.

A group of mothers create skits to show both positive and negative experiences at the wellbaby clinic.

SMALL GROUP DISCUSSION

What is it?

A small group discussion is a structured session in which three to

six participants exchange ideas and opinions about a particular topic

or accomplish a task together. After the groups have had an opportunity to work together, they report the highlights of their work back

to the large group, and the facilitator helps the group process the

activity.

How does it work?

Begin the learning activity by briefly presenting a topic to the large

group. Then, divide the group into smaller groups and set a clear

task for the small groups to accomplish. Write directions, goals and

time allotted for the task on a chalkboard, flipchart or handout. As

groups are working, walk around and listen in briefly to each group.

Keep groups focused by announcing the time remaining periodically.

After the small group work, participants typically reassemble in the

large group and a representative from each small group shares their

findings to the large group for a whole group discussion. Help the

group process the activity to be sure the intended message was

conveyed.

Important Features:

In facilitating small group work, remember to:

Set a clear task that can be accomplished within the time limit.

Make sure the task is interesting to participants and relevant to their learning goals.

Rehearse the instructions in your mind to be sure your directions are clear and complete.

Give instructions clearly, one at a time, especially if there are many steps. Giving too many

instructions at once can leave participants confused.
102 Peace Corps

When small group work causes confusion and grumbling, it is usually because instructions were

not clear or well-timed.

It is also crucial to devote as much energy to the reporting back and processing as to the small group

work itself. Groups that have spent time working on a topic may feel cheated if they are not given

adequate opportunity to present their findings, and the entire group may miss key learning. Most

importantly, it is imperative to complete the learning cycle by processing the activity—the facilitator

should guide a group reflection, perhaps by using the some of the questions suggested in Chapter 3:

Learning Activities: From Assessment to Evaluation.

Variations:

There are a number of creative ways for groups to report their findings:

Group Report Out: In turn, a representative from each group stands in front of the room

and reports its findings, usually guided by written flipcharts or other notes. Sometimes this

report includes a brief question-and-answer session with the rest of the group.

Gallery Walk: Groups are instructed to write their information (or their drawings, community maps, etc.) clearly and legibly on flipcharts. Groups post their flipcharts around the

room, and the facilitator invites everyone to take a “gallery walk”—to walk from one

group’s findings to another, reading the information and making note of important learning.

After about 15 minutes (longer or shorter depending on the number of groups), the facilitator reconvenes the participant group and processes the activity, often beginning with basic

questions about what the participants have noted in the gallery walk, what stands out, etc.

Each table adds an idea: If a number of groups has been working on similar tasks,

guide the report by asking each table to share one idea. The group briefly discusses the

idea, and then the next table shares a different idea, and so on, until all ideas have been

shared.

Songs, Poems, Skits, Collage, Commercials: Depending on the task and the

audience, invite groups to report in a creative way—by writing a song, poem, or rap,

performing a skit or commercial, making a collage and so on. Guide the processing afterwards, so that key learning is not lost in the excitement over the group’s creativity.

Examples:

A Volunteer working in business development divides participants in a workshop into groups—

each will consider the advantages and disadvantages of one of the income-generation ideas

raised during the brainstorming session.

When planning a community nutrition fair, members of a health committee divide into subcommittees to plan for various aspects of the project.

In a community assessment, participants break into same-sex, same-age groups (young

women, young men, older women, older men) and create community maps. The maps are

then displayed in a gallery walk.
Nonformal Education 103

STORIES

What is it?

Using stories in a learning activity can be an effective approach, especially in cultures that have

a rich oral tradition.

How does it work?

There are a number of ways to use stories to enrich your learning activity.

Sharing Stories: Participants reflect upon a

specific topic and share stories about that topic

from their own personal experience. Activating

prior knowledge about a topic creates enthusiasm

and motivation and makes the topic more relevant

to the group.

Storytelling (sometimes called “critical

incidents”): Tell or read a story to the group

and then lead a discussion about the issues raised

in the story. Use an existing parable or local story

or create a story to illustrate the topic you want to

address.

“Finish the Story:” One way to gain some insight into an issue or group is to begin a story

and ask each participant to add a line or two. This works best in a smaller group, and can even

be used as a quick and fun warm-up.

Important Features:

Be clear about the message you want to convey when choosing a story. Also, check with HCN

counterparts to ensure the cultural appropriateness of the story.

Variations:

Pyramiding: Sometimes participants may find it difficult to share stories of an intimate or

personal nature, or they might be shy to share their own story with the large group. Pyramiding

can be an effective addition to sharing stories. Participants share their stories with a partner and

can choose not to share it with the larger group. Invite participants to share stories in pairs. Next,

suggest that each pair choose one story to share. Then combine two pairs of participants—each

pair will share one story with the group of four. Next, invite the group of four to choose one

of those stories to share with a larger group. Combine two quads, to form a group of eight. Two

stories are told within the group of eight. Continue in this way until you are left with only two

or three groups. (The number of times will depend on the total number of participants.) Then

invite representatives from those two or three groups to share stories with the entire group of

participants. In this way, each participant has had a chance to share and discuss his or her own

personal story, but only two to three representative stories are shared with the large group.

Examples:

Participants in a group working on HIV/AIDS share stories about the impact HIV/AIDS has

had on their lives. Use these stories to illustrate the impact of HIV/AIDS on the family, the

community and the nation. Or, use these stories to motivate participants for the rest of the

group’s work.
104 Peace Corps

Engage a group in a subject by telling a relevant story. For example, tell the story about

Ruth from Chapter 4 to begin a discussion of girls’ education.

Encourage groups to illustrate their daily actions through storytelling. Use the “Finish the

Story” when talking with a group of local farmers by starting a story: “In the spring of last

year, some of the farmers around Ekwendeni decided to plant soybeans along with their

usual crops. At first, the farmers...” Allow a participant to add the next line, and another

to add the next, and so on. Guide the story if there is a lull, for example, by adding another

line yourself, “Women in the area used the soybeans to...”

VISUALIZATION

What is it?

In a visualization exercise, the facilitator asks the group to imagine some point in the future, often an

ideal image of the future. The facilitator then guides the group through this image, asking them to

imagine particular aspects of it. The exercise is designed to invite participants to explore the “big

picture” and to tap into their deepest hopes and wishes.

How does it work?

Invite participants to close their eyes and imagine a

particular experience, place or situation in the future.

Give participants permission to get as comfortable as

possible. Guide the visualization in a calm and slow

voice. First, ask participants to make note of the

particular scene and pause while they imagine.

Pausing for a moment or two between directives, ask

them to visualize a specific situation, the people or

issues involved and their emotions at the time.

Generally, visualization usually lasts about five or 10

minutes. Visualization might be followed by a deeper

discussion of the images, or by the creation of a

vision statement or another approach.

Important Features:

Guiding a group through a visualization exercise can be an incredibly powerful experience. Be clear

and specific about your objectives before using a visualization exercise and spend time before the

activity practicing what you will say as you guide participants through their imagery.

Variations:

Use visualization to invite participants to think back to a particular time and issue in the past. Or, use

visualization to transport the group to a different location or to help participants consider the perspectives

of others.

Examples:

A visualization exercise can be particularly effective:

To set the stage for strategic planning: Ask members of a group to imagine their organization a few years in the future, performing at its peak, achieving all of its goals. Move

from these visions to a discussion of how to achieve such an ideal image.
Nonformal Education 105

In goal setting for young people: Invite students or other youth to imagine an ideal situation

for when they are adults. This is powerful for goal setting, self-esteem building and risk

reduction because participants are encouraged to focus on that vision and attempt to achieve

it.

For teambuilding: Have each participant remember and visualize the best team that he or

she was ever on. Ask questions to help prompt the visualization: What made the team

successful? What was your role on the team? How did the team’s success make you feel

personally? Once the participants have had time to recreate the memory, process and

discuss the key points to help create a positive atmosphere for future teamwork.

The learning methods detailed above are some of the “classics,” but they represent only a fraction

of the many activities available to you. For additional methods, you may wish to explore some

of the texts listed in the Key Resources section of this chapter.
106 Peace Corps

MATCHING LEARNING METHODS

TO LEARNING OBJECTIVES

With so many options to choose from, how do you

decide which methods may be the most effective for

the learning activities you are planning? It is important for a good educator to have a “toolbox” of great

learning methods at hand, and perhaps even more

crucial to be able to choose several appropriate

options for every learning situation. In order to meet

the many different learning styles we identified in

Chapter 3: Learning Activities: From Assessment to

Evaluation, it is important to use a variety of methods in teaching every topic.

While there are no hard and fast rules about when each method should be used, there are certain

questions you might ask yourself in choosing learning methods.

What is the learning objective? Are you trying to convey knowledge? Teach new skills? Share

experiences? Change attitudes? Change behavior?

Who is the audience? How formal is the session, meeting or activity?

Which methods would work best for active experimenters? Reflective observers? Those who learn

through concrete experience? Abstract conceptualization?

How will you vary the methods to reach a number of different learning styles? What sequence

will you use? (For example, you might present a

dramatization on a topic and then give a

lecturette, followed by a demonstration. Participants might then practice the learning, using role

plays or games.)

How much time do you have? Do you have

enough time to effectively use the method? Or

would another option be more appropriate, one

that takes less time?

Are there any issues around logistics or physical

layout that would make one learning activity

better or more difficult than another? For example, if you are working in a very small

space with a larger group of participants, it

might be more difficult to effectively manage

the fishbowl or a sequential role play.
Nonformal Education 107

As you continue to design and facilitate learning activities, you will become more comfortable

understanding when to use each of the learning methods listed below. This chart offers some

suggestions regarding the advantages and challenges of each, along with some guidance about

which techniques work best with which types of objectives.

BRAINSTORMING

Objective Focus Advantages

• Allows many contributions in a short period of time

• May help facilitator assess current opinions or knowledge

• Low risk for facilitator; requires few materials

Potential Challenges

• Works best with a literate audience

• Quiet participants may not contribute

• Is not very active

CARD SORTING

Objective Focus Advantages

• Engages every participant

• Allows many contributions

• Allows for sorting and prioritizing

Potential Challenges

• Requires materials and more planning

• Works best with a literate audience

FISH BOWL

Objective Focus Advantages

• Allows participants to choose between active participation and observation

• Allows participants to share perspectives in less threatening environment

• Encourages critical thinking

Potential Challenges

• Some participants may remain detached and uninvolved

• Depending on culture and hierarchy, some participants may not feel free

to participate

• Facilitator must sometimes return the group to topic

Knowledge

Skills

Attitudes

Knowledge

Skills

Attitudes

Knowledge

Skills

Attitudes
108 Peace Corps

STORIES

Objective Focus Advantages

• Taps into participants’ experiences and can help in motivation and

awareness-raising

• Highly creative and engaging

Potential Challenges

• Some participants may not wish to share personal stories

• May be seen as “touchy feely” by some participants

VISUALIZATION

Objective Focus Advantages

• Taps into participants’ hopes, dreams, ideal images

• Raises the discussion to a higher ground

Potential Challenges

• May feel risky for facilitator and/or some participants

• Must be appropriately processed and followed up

PICTURES

Objective Focus Advantages

• Engages right mode preference

• Highly creative, dynamic, participatory

• Pictures can safely evoke images that participants might otherwise not

address

Potential Challenges

• Participants may remain detached from the images portrayed (“that’s them,

not me”)

• Some participants may be uncomfortable drawing pictures and overcoming

past negative experiences of being a “bad” artist

ROLE PLAY

Objective Focus Advantages

• Allows participants to bring their own perspectives, experiences and beliefs

into the discussion

• Highly interactive and engaging; fun

• Can safely discuss difficult issues more easily

Potential Challenges

• Requires careful preparation, facilitation and processing

• Some participants may be uncomfortable with public speaking or “acting”

• If not well-facilitated, can be fun but not enough of a learning experience

Knowledge

Skills

Attitudes

Knowledge

Skills

Attitudes

Knowledge

Skills

Attitudes

Knowledge

Skills

Attitudes
Nonformal Education 109

INTERACTIVE ROLE PLAY

Objective Focus Advantages

• Same as for role play, and also actively engages participants in critical

thinking; dynamic

Potential Challenges

• Drama is already created, and may not completely reflect the experiences

of the audience

• Except for the ensuing discussion, audience is passive

DRAMA/SKIT

Objective Focus Advantages

• Allows presentation of important issues in a dynamic, entertaining way

• Once rehearsed, can be used over and over again with different audiences

Potential Challenges

• May feel risky for facilitator and/or some participants

• Must be appropriately processed and followed up

DEMONSTRATION

Objective Focus Advantages

• Excellent for modeling new skills or practices

• If combined with practicing, can be a highly interactive, engaging method

• Honors the needs of “hands on” learners

Potential Challenges

• Requires preparation, effective modeling and careful practice sessions

SMALL GROUP DISCUSSION

Objective Focus Advantages

• Versatile

• Can be used in many ways for all types of content

• Allows participants to share experiences and take charge of their own

learning

Potential Challenges

• Can lead to confusion and frustration if the task is not clear and relevant

• If there are many groups, may take a long time to present and process

Knowledge

Skills

Attitudes

Knowledge

Skills

Attitudes

Knowledge

Skills

Attitudes

Knowledge

Skills

Attitudes
110 Peace Corps

CASE STUDIES

Objective Focus Advantages

• Can match the necessary content very well, as it is created for the

learning activity

• Allows participants to reflect first and then discuss and react, thus

encompassing more than one learning style

• Interactive and engaging

Potential Challenges

• Requires a great deal of preparation to create an appropriate case study

• Participants might feel limited to only those topics raised in the case study

PANEL DISCUSSIONS

Objective Focus Advantages

• Allows a number of perspectives in a short period of time

• More interesting than a lecture, yet allows resource persons to share

their expertise

Potential Challenges

• Must be effectively moderated to ensure that panelists stay on topic and

do not go on for longer than expected

• Unless panelists are dynamic and interesting, may become boring

LECTURETTE

Objective Focus Advantages

• Transmits facts or theory in an organized, succinct fashion

• Low risk for facilitators, as they are prepared in advance

Potential Challenges

• Participants are passive learners

• Participants may already know the information being communicated

JIGSAW LEARNING

Objective Focus Advantages

• Allows for transmission of facts and theory in a more interactive fashion

• Engaging

• Allows participants to teach and thereby become “expert”

Potential Challenges

• Can be difficult to facilitate at first

• Some participants are better teachers than others, so there is a risk that

some groups may not adequately learn the content

Knowledge

Skills

Attitudes

Knowledge

Skills

Attitudes

Knowledge

Skills

Attitudes

Knowledge

Skills

Attitudes
Nonformal Education 111

GAMES

Objective Focus Advantages

• Powerful method for practicing new knowledge or skills

• Fun

• Engaging

• Energizing

Potential Challenges

• Requires adequate preparation to adapt the game

• Some participants may not see it as learning

Perhaps the best way to become adept at matching learning methods to particular objectives and

specific audiences is to consider the many different points we have suggested, make an educated

decision about which methods to use and in which sequence, and then just try them out. As you work

with particular groups and use various methods, you will become more confident in your choices. You

will soon be comfortable enough with these methods that you’ll be able to change the activity in the

middle of your session, if you find that the group is not responding to one method.

There are many different approaches to each learning activity, and there is no one best way to impart

learning. Remember that each NFE experience is also an opportunity for the facilitator to share in the

learning process, so consider each session or class as another valuable insight on your journey with

nonformal education.

Knowledge

Skills

Attitudes
112 Peace Corps

IDEAS AND

APPLICATIONS

Now that you have read about learning methods, it may be helpful for you to apply what you have

learned. In this section, we present several ideas and activities to assist you in practicing what you have

learned. Feel free to try one, several or all of these activities. You could also create your own!

SET UP YOUR LEARNING ENVIRONMENT

Keep in mind that different room arrangements may be appropriate for different NFE methods depending on a number of factors. How would you arrange the physical space to best complement the learning

methods you have chosen to use? How might available resources, learning style preferences, the

learning objectives and the content affect your choice of physical arrangement? What other factors

(e.g., cultural, gender, age) would influence the way you arranged the space? As you design your

learning activity or workshop, try to keep all of the factors in mind, as well as the fact that you may

want to use several different learning methods that would require different room arrangements. Consider also that your physical space and the participants need to be flexible to make efficient transitions

between activities. Look at the four diagrams below and reflect on the following:

What are some of the advantages of each arrangement? What are some of the challenges?

What type of learning method might be best suited for each arrangement? Why?

Can you fairly easily make a transition between the different learning methods you are planning to

use?

Where might you, the Volunteer, sit or stand? Why?
Nonformal Education 113

SELECT A LEARNING METHOD

FOR A PARTICULAR AUDIENCE

Imagine you have been asked to develop a learning activity or session for a particular group of

people in your community. Look at the list below and choose those groups that are most like

those you would probably teach. What are some specific considerations for selecting methods

that would apply to your target groups? Some things to consider include gender, location of the

activity and available resources.

Community health workers providing prenatal care in a rural clinic

People making and selling products from home (such as food)

A women’s food-drying co-op doing inventory

Farmers needing information on hillside erosion

Out-of-school youth needing HIV/AIDS information

NGO directors seeking to create a coordinating body for all NGOs

Secondary school teachers designing a curriculum

Small business owners setting up a website
114 Peace Corps

CHOOSE A LEARNING METHOD

BASED ON LEARNING STYLES

The following activity will give you an opportunity to combine your knowledge of learning style preferences with your skills in choosing appropriate methods. First, choose one of the learner groups from “Select

a Learning Method for a Particular Audience” on the previous page. Next, think back on the many different

learning styles advocated by Bernice McCarthy and discussed in Chapter 3. Which learning methods might

be appropriate for each learning style represented in your target group? From the chart below, choose

methods for your target learning group that would meet different learning styles and needs. Check off all

that apply. After you have completed this activity, refer to Appendix F for our suggestions for this activity.

Method Imaginative Analytic Common Dynamic Visual Auditory Kinesthetic

Learner Learner Sense Learner Learner Learner Learner

Learner

Brainstorming

Card Sorting

Fishbowl

Stories

Visualization

Pictures

Role Plays

Sequential

Role Plays

Dramatizations

Skits

Demonstrations

Small Group

Discussion

Case Studies

Panel

Presentations

Lecturette

Jigsaw

Learning

Games
Nonformal Education 115

DESIGN LEARNING ACTIVITIES TO MATCH

LEARNING SITUATIONS

Below are several scenarios. Using what you have learned about 4MAT in Chapter 3 to design

a lesson and choosing appropriate methods from this chapter, choose two or three scenarios and

create a basic Peace Corps’ 4MAT lesson design. Keep in mind that you want to choose activities

that move participants through all four stages of the cycle: motivation, information, practice and

application.

Scenario 1: Teach a group of computer technicians how to network computers.

Scenario 2: Train a group of adolescent peer educators in alcohol awareness.

Scenario 3: Train secondary school teachers to use nonformal teaching techniques.

Scenario 4: Train local farmers about the benefits of planting soybeans.

Scenario 5: Train village women to identify signs of malnutrition in children.
116 Peace Corps

ADAPT GAMES FOR USE

AS LEARNING ACTIVITIES

Identify one or two of your favorite games—either from back home or from your host country. Adapt

the game for use in one of your learning activities. Invite some friends over to test the game and

improve the game based on their feedback. Possible evaluation questions:

What was enjoyable about the game? What was difficult?

How well did the game serve as a learning activity? How well did it teach or reinforce content?

Are there any elements of the game that are not appropriate for the local area? What specifically?

What are some suggestions for improving the game?
Nonformal Education 117

CREATE A LEARNING ACTIVITY

USING APPROPRIATE METHODS

Imagine that you have been asked to assist with a one-day training on getting a job for the graduating

class of the local technical-vocational college. Given what you know about learning styles, the experiential learning cycle, 4MAT, creating an effective learning environment and learning methods, create

an effective participatory session design for this learning activity.

How will you involve your counterpart or other HCNs in the planning and execution of the learning

activity?

How will you assess the participants’ needs and determine the content?

What methods and techniques might be appropriate for this training?

How will you evaluate the training?
118 Peace Corps

REFLECT

Review Valerie’s experience at the beginning of this chapter. Can you identify all of the different

methods she used in assessing, planning and executing her nonformal education project? Can you

think of other activities she could have used? How could she have involved her counterpart?

Consider the many learning methods we have described in this chapter. What do they have in

common? What are the fundamental characteristics of learning methods used in nonformal education?

Why is appropriate processing of each learning activity so important?

Which of the methods that we have described might also be used for assessment? Evaluation?

Consider the “Choose a Learning Method Based on Learning Styles” chart. Which learners

benefit most from NFE methods? Which learners are better reached by more traditional teaching styles? What does this teach us about choosing NFE methods?
Nonformal Education 119

KEY

RESOURCES

REFERENCE:

Srinivasan, Lyra. Tools for Community Participation: A Manual for Training Trainers in Participatory

Techniques. Washington, DC: PROWWESS/UNDP, 1990.

In this classic text, Srinivasan describes her SARAR approach to practicing NFE: using the characteristics of self-esteem, associative strengths, resourcefulness, action planning and responsibility.

Srinivasan advocates a learner-centered approach and specific techniques that she used effectively

in working with women regarding water and environmental sanitation.

ADDITIONAL RESOURCES:

Arnold, Rick, et al. Educating for a Change. Toronto, Ontario: Between the Lines and the Doris

Marshall Institute for Education and Action, 1991.

In this classic guide to participatory community organization, the authors provide theories and

practical ideas for a transformative approach to working in the areas of social change, anti-racism

and community development. The text includes a number of effective exercises for use with groups.

Eitington, Julius E. The Winning Trainer: Winning Ways to Involve People in Learning. Boston:

Butterworth Heinemann, 2002.

Eitington’s text offers a comprehensive guide for the new trainer. The book describes hundreds of

training methods and suggestions, and includes various handouts for use in learning situations.

Additional topics include preparation of the learning environment and evaluation strategies.

LeFevre, Dale. Best New Games. Mendocino, CA: New Games Foundation, 2002. [ICE No. YD037]

This comprehensive collection of cooperative, interactive games for all ages and abilities includes

77 games, several game-leading tips, trust activities and safety instructions. The focus of the games

is cooperation rather than competition, and the games require minimal to no equipment.

Life Skills Manual. Washington, DC: Peace Corps, 2001. [ICE No. M0063]

This text provides over 50 session plans for use with youth, women, and men. The manual offers

exercises around such topics as communication skills, decision-making, gender, relationship skills

and HIV/AIDS. The book also contains an appendix with dozens of warm-ups and icebreakers, as

well as assorted team-building ideas for use with groups.

Newstrom, John W. Even More Games Trainers Play. New York: McGraw-Hill, Inc., 1993. [ICE No.

TR119]

Another well-known training resource, Even More Games Trainers Play offers dozens of sample

icebreakers, exercises and games for use with any group. The descriptions for each activity are

simple and easy to follow.
120 Peace Corps

Pike, Bob and Christopher Busse. 101 Games for Trainers: A Collection of Best Activities from

Creative Training Newsletter. Minneapolis, MN: Lakewood Publications, 1995. [ICE No. TR117]

This book offers training games for dozens of different learning situations. These creative ideas are

presented with easy-to-follow instructions, making the text a simple resource for trainers and

teachers alike.

Promoting Powerful People. Washington, DC: Peace Corps, 2000. [ICE No. T0104]

This useful resource guides the Peace Corps Volunteer through the many stages of community

change and development, from assessment to project planning to small-scale implementation to

evaluation. The book offers many specific methods of assessment and facilitation, and includes a

section on adapting print materials, using folk media, and working with radio.

Roles of the Volunteer in Development: Toolkits for Building Capacity. Washington, DC: Peace Corps,

2002. [ICE No. M0053]

This text provides a comprehensive look at the place of the Volunteer in the development process.

Detailing the Volunteer’s roles as learner, change agent, co-trainer, co-facilitator, project co-planner,

and mentor, RVID provides countless theories, case studies, activities, and approaches to help

Volunteers and their communities get the most of out their two years of service.

Silberman, Mel. 101 Ways to Make Training Active. San Francisco: Jossey-Bass Pfeiffer, 1995. [ICE

No. TR116]

This useful resource offers lively, targeted activities for use in a number of training situations,

including team building, on-the-spot assessments, role plays, and stimulating discussion. The text

also suggests ideas for setting up the training environment, as well as “tips for trainers.”

Technology of Participation: Group Facilitation Methods: Effective Methods for Participation. Phoenix,

AZ: Institute for Cultural Affairs, 1991, 1994, 1996, 2000.

This manual details participatory approaches to action planning and consensus building. The text

also suggests a “focused conversation” method of processing learning activities, including a number

of powerful questions to use with the experiential learning cycle.

Vella, Jane. Learning to Teach: Training of Trainers for Community and Institutional Development.

Westport, CT: Save the Children, 1989. [ICE No. ED189]

Vella’s useful text provides 25 sample session plans for training trainers in adult learning, Freirian

approaches, and facilitation skills. The manual also includes suggested warm-up activities and

Vella’s “seven steps of planning.”

VIPP: Visualisation in Participatory Programmes. Bangladesh: UNICEF, 1993. [ICE No. TR124]

This classic text details a people-centered approach to planning, training, and group consensus

building. At the core of the VIPP methodology is the use of multi-colored cards, highly visual

learning aids, and strong facilitation based on a commitment to the principles of adult learning. The

text offers specific exercises for participatory group work, including games, exercises, debates, card

sorting, and evaluation ideas.

Working with Youth: Approaches for Volunteers. Washington, DC: Peace Corps, 2002. [ICE No. M0067]

This informative guide to working with youth includes a comprehensive section on participatory

assessment. Techniques include Venn diagrams, informal interviews, group interviews, community

mapping and tips for compiling information. The text also includes a session on participatory

planning.
Nonformal Education 121

WEB REFERENCES:

101 Ways to Energise Groups: Games to Use in Workshops, Meetings and the Community

http://www.synergyaids.com/resources.asp?id=4152

A compilation of energizers, icebreakers and games that can be used by anyone working with

groups in a workshop, meeting or community setting. Download the PDF file or search for

other helpful titles to download.

Food and Agricultural Organization of the United Nations—Resources

http://www.fao.org/Participation/resources.html

A database of participatory methods, tools and projects that can be searched by keyword. A good

source to find tools and ideas. Although the site focuses largely on agricultural issues, many of the

tools and methods could be applied across sectors.

Workshops by Thiagi

www.thiagi.com

This valuable resource provides abundant ideas for interactive lectures, games, puzzles, open

questions, and other activities for the participatory trainer. The site includes tips for facilitators

and ideas for instructional design.
122 Peace Corps

CREATING OR ADAPTING

MATERIALS FROM LOCAL

RESOURCES

IN THIS CHAPTER

PRE-READING STRATEGY .............................................................................................. 123

Assess your Knowledge, Skills, and Attitudes ................................................................. 123

READING ................................................................................................................................. 124

NFE in Action: Why Use Local Resources? .................................................................... 123

Working with Participants to Make Learning Materials.................................................. 125

Evaluating Learning Materials for Appropriateness ......................................................... 126

Make your own Low-Cost and Locally-Available Materials ........................................... 127

IDEAS AND APPLICATIONS ........................................................................................... 138

Transform Local “Junk” or Discarded Objects ................................................................ 138

Survey Learning Materials in Your Community ............................................................... 140

Reflect .................................................................................................................................. 141

KEY RESOURCES ............................................................................................................... 142

CHAPTER 6
Nonformal Education 123

PRE-READING

STRATEGY

Assess your Knowledge, Skills, and Attitudes

KNOWLEDGE SKILLS ATTITUDES

Knowledge, Skills, • Knowledge on how to • Ability to identify new • Willingness to try

and Attitudes make learning aids uses for locally- something new

needed to practice from locally-available available materials • Commitment to using

NFE materials • Ability to follow local materials

• Understanding of the directions appropriately

importance of using • Ability to involve • Creativity

appropriate local participants in creative • Flexibility

materials projects

• Understanding of • Skill in evaluating

environmental and materials for

cultural considerations; appropriateness

knowledge to

determine suitability

of materials and

resources for learning

objectives

Your strengths

Your plans to

learn more

In the preceding chapters, we have focused on the many aspects of designing, facilitating, and evaluating a learning experience. When you are ready to begin a learning activity, you may find that you

need some basic supplies—flipcharts, chalkboard, paints, puppets, etc. Volunteers are sometimes placed

in areas where materials and supplies are expensive or difficult to find. Often, Volunteers overcome

these difficulties by requesting supplies from home or picking some up the next time they are in the

capital or a larger city. But for generations, educators have fashioned NFE materials out of local,

readily available resources.

What are some of the benefits of using local resources?

How can you engage participants in making these resources themselves?
124 Peace Corps

How can you determine whether resources you have brought from home are appropriate for your

group?

This chapter will briefly discuss the issues to consider when deciding which resources to use in an NFE

activity and provide a “recipe book” of ideas to help you create your own materials from local

resources.

READING

NFE IN ACTION:

WHY USE LOCAL RESOURCES?

MARIA

After her two-week in-service training at the Teacher Training College (TTC), Maria returned

to work feeling refreshed and ready to try some new ideas. She walked into the teachers’

lounge and greeted some of her co-workers, telling them about the interesting activities she

had participated in at the TTC. She particularly liked brainstorming using cards, and a fun

activity using a lot of little sticky dots. She knew that it would be difficult to get such things

at the school—there wasn’t really a budget for all of that—but she thought she could adapt

some of the ideas using what was available. After spending about 10 minutes in the supply

closet, she stomped away in frustration. Who was she kidding? There wasn’t even paper

and books for the students in her school, much less fancy teaching tools!

Consider Maria’s situation. Can you imagine the type of workshop she attended at the TTC? Perhaps

it was interactive, with lots of “bells and whistles”—flipchart paper, markers, sticky dots, cards, and

videos—very much like your own experience in pre-service training. While the TTC experience

was clearly interesting and informative for Maria, perhaps it wasn’t as helpful as it could have

been, as she was frustrated and upset within an hour of her return back to work. How might the

facilitators at the TTC been more helpful in addressing the realities of Maria’s teaching environment?

The benefits of using learning materials made from locally available resources:

Locally available resources are generally cheaper and easier to find.

Participants feel empowered to make and use the resources themselves when replicating or adapting

the learning experience.

The use of such resources encourages creative thinking and builds on the assets of the community.

Often, locally available resources are more environmentally safe—they are often reusable or even

made from recycled products. Flipcharts and markers can be damaging to the planet.
Nonformal Education 125

This chapter offers many suggestions for creating

NFE learning materials from locally available

resources. However, keep your own community

context in mind as you explore these ideas. Use

learning materials that will make participants comfortable. In general, you want participants to focus more

on the learning than the materials you are using to

support the experience. As such, you will want to

understand the context and the types of materials that

are traditionally used in each situation. Consider these

unusual examples:

At a meeting of high-level district officers, each participant uses flipcharts and markers or computer

software presentations, to brief the group about the latest news in the field. Finally, a Volunteer

comes to the podium, unfolds his flannel board and arranges the felt figures he prepared for the

presentation.

At a workshop for rural traditional birth attendants, a Volunteer gives each participant a shiny 500-

page reference book on safe motherhood donated by the nursing school back home.

It seems clear that in both situations, the Volunteers had not yet assessed the types of materials

typically used in such situations, or that the Volunteers thought it was more important to introduce new

ideas than to follow the norm. It is possible, certainly, that you will want to introduce different types

of materials at times, perhaps for environmental purposes, or so that the group can have some high

quality products, but in general, you don’t want the fact that your learning tools are “exotic” to get

in the way of the activity itself.

WORKING WITH PARTICIPANTS

TO MAKE LEARNING MATERIALS

The benefits of involving the participants

themselves in making learning materials:

Flattens the hierarchy between the

facilitator and the participants

Empowers participants to become

actively involved in finding solutions,

even for their learning needs

Encourages participants to make their

own materials or adapt materials in the

future as the need arises

Gives participants ownership over the

materials created together
126 Peace Corps

EVALUATING LEARNING MATERIALS

FOR APPROPRIATENESS

Suppose you have brought some learning materials from home, found some

in a nearby city or discovered some in a district office. How can you be

sure these materials are appropriate for your situation or the participants

with whom you will be working? Here are a few questions to consider

when evaluating learning materials for appropriateness:

Do the materials address the issues you are exploring, or can they be

adapted to address them?

Are the materials appropriate for the participants? How can they be adapted?

Are the materials appropriate to the setting (e.g., the classroom, informal gathering area, outdoor

center, time available, etc.)? How can they be adapted?

Are the materials in the appropriate language? Can they be translated or simplified?

Are the materials in the predominant learning style of the area (if there is one)? How can they be

adapted to that learning style?

How appropriate are the materials for the age range of participants?

Do the materials reflect important differences in culture, style of dress, clothing, housing, available

technology, etc.?

Are the resources to make these materials available in your local community?

Would it be a good idea to introduce some of these materials as an alternative to the use of paper?

How would this be received by the people with whom you work?

How might you involve participants in choosing and making these materials?

It is probably best to work through these questions with your HCN counterparts or with some of the

participants themselves to determine how best to adapt the learning materials to the local culture,

language and context.

Adapted from Adapting Environmental Education Materials, p. 16 (Peace Corps, Washington, DC). [ICE No. M0059]

You may find yourself the learner in making materials out of local

resources, since your participants may have more practice at this than

you do. Include the types of resources used locally as part of your

initial assessment and be open to learning how to make such materials

from your participants or from HCN counterparts.
Nonformal Education 127

Some ideas for simplifying text:

Use simple vocabulary

Eliminate idiomatic expressions

Reduce sentence length

Reduce paragraph length

Eliminate unnecessary details

Replace abstract ideas with concrete actions

If learners are not literate, consider:

Transforming written ideas into simple pictures

Reading important parts aloud

Adding visual aids or demonstrations to the material

Converting material into stories, songs, puppet shows, dramas or other forms of popular

entertainment

Adapted from Adapting Environmental Education Materials, p. 29 and p. 31 (Peace Corps, Washington, DC).

[ICE No. M0059].

MAKE YOUR OWN LOW-COST

AND LOCALLY AVAILABLE MATERIALS

PRESENTATION BOARDS AND MATERIALS

Flannel Boards

The flannel board is a piece of rough-surfaced material

attached to a piece of cardboard to hold it flat. It serves as

a background for drawings, pictures, symbols, captions and

flexi-flans. The display materials are backed with sandpaper

or other rough surfaced material. They adhere to the

background with slight pressure and can easily be removed

or rearranged on the flannel board.

One problem with flannel boards is that the display materials easily fall off or are disturbed by the wind. To avoid

this, make the display materials from light cardboard (rather

than paper) and attach the roughest grade of wood sandpaper to their backs. When presenting the material, rest the

flannel board on a chair or against a tree and tilt it back

slightly so that the pictures stay in place.

Volunteers have also

successfully used copra

sacks or burlap

stretched between thin

bamboo poles, and

rough, locally made

blankets as flannel

boards. Health workers

in Mexico have found

that masonite (fiberboard) works well

without being covered

with cloth.
128 Peace Corps

Materials needed for one board:

1 large sheet of cardboard

1 larger piece of flannel or rough cloth

tape

staples

tacks or glue to attach cloth to cardboard backing

Directions:

1. Tack, staple, tape or glue the rough cloth to the cardboard.

2. To use the flannel board, set it up on a chair, tilted slightly backwards.

Flexi-Flans and Maxi-Flans

Flexi-flans are figures for the flannel board with moveable joints. They are

made from light cardboard with metal clasps at the neck, elbows, hips and

knees to make them more lifelike. Participants are encouraged to get

involved and post them in different positions and move them around on

the flannel board at appropriate points in the story or presentation. They

can also be given to a small group to handle as they discuss, for example,

an issue of local needs. Flexi-flans are especially effective to stimulate

discussion among people who are not used to being asked their opinions.

Prepare a variety of flexis representing local people, and ask small groups

to choose the ones they like in order to share something about their

community.

Materials Needed:

very lightweight cardboard (file cards are ideal) or heavy paper

paper fasteners (dressmaker’s snaps, grommets or thumbtacks)

glue scissors

hammer colored markers

wood sandpaper (roughest grade) old magazines or photos

Directions:

1. Draw the arms, legs, body and head of the figure separately on light cardboard. Figures should

be made facing opposite directions so they can be made to “talk” together on the flannel board.

2. Cut out body parts. Attach them with metal clasps. The simplest kind of attachment is a thumbtack,

pushed through the cardboard and lightly hammered down on the backside. You can also use

dressmaker’s snaps or two-pronged brass paper fasteners. Parts should be free to move.

3. Color the figure as desired with markers, or glue on faces and culturally appropriate “clothes” cut

from old magazines.
Nonformal Education 129

4. Attach a sandpaper strip to the back with glue.

5. Try out your flexi on a flannel board and make technical improvements, if necessary.

6. Participants can also experiment with making large size maxi-flans. These figures have

been made up to two feet high (from the torso up) and can be displayed against a large

blanket draped over a blackboard. Maxi-flans have been used successfully when presenting dramas. Three characters are constructed, a main character who presents the situation,

and two minor characters who give conflicting advice. Names may be assigned to characters and placed on cards below the figures as they are introduced.

Flannel Board Figures

Non-moveable flannel board figures such as people, animals, houses,

trees, charts, captions or symbols can be used instead of flexi-flans or

to accompany them. Cutouts should be large so that the audience can

see them clearly. Simple, brightly colored displays are more visually

effective than complicated, detailed pictures. Lettering for labels or titles

should be bold. Figures should be in proportion to each other, larger in

the foreground, smaller in the background.

Materials Needed:

old magazines, photos or drawings light cardboard

glue scissors

colored markers wood sandpaper (roughest grade)

Directions:

1. Glue pictures to light cardboard or draw your own designs.

2. Cut out.

3. Glue sandpaper strips to the backs of the figures.

Chalkboard

The chalkboard is a useful tool for any educational activity. It is easily

used and reused and can be made large for facilitators or small enough

for use by individual group members, especially where paper is less

abundant.

Materials Needed:

piece of plywood, board or pieces of planks joined together

black paint or chalkboard paint sandpaper

chalk cloth or eraser
130 Peace Corps

Directions:

1. Sand main board material carefully to an even roughness.

2. Apply two separate coats of black paint to roughened surface. Be sure the first coat of paint

is dry before applying second coat.

3. Before using the chalkboard, rub a dusty chalk eraser or cloth over it. This is necessary

to create an erasable surface.

4. Attaching a good wooden frame to the board will help prevent warping and make the chalkboard last longer.

Roll-up Blackboard

The roll-up blackboard is simply a large piece of black vinyl

cloth attached to a stick and hung up with a piece of twine.

It is portable and lightweight, and can be used anywhere you

would use a chalkboard: in meetings, in workshops, in the

classroom, etc. In working with small groups, you can use

several roll-ups instead of flipchart paper. You can write on

the vinyl with ordinary chalk and erase it with a damp

cloth. You can prepare your written material before you need

it, roll up the blackboard inside out and carry it to your

meeting or class. Or you can write on it at the time you

need it by hanging it against a flat surface such as a wall or

outside of a building.

Materials Needed for One Board:

1 square meter of black vinyl (the cloth-backed kind you might use to cover a chair or a car

seat; this is often found in local markets or hardware stores)

wooden stick or pole—1 meter in length small nails or carpet tacks

hammer heavy twine

Directions:

1. Tack a square meter (more or less) of black vinyl to the wooden stick.

2. To hang up the blackboard, tie a piece of heavy twine to both ends of the stick.

Pocket Charts

Pocket charts are useful for posting, sorting or moving information around. For example, the topics to

be discussed in a meeting or the schedule for training may be put on cards and placed in the pockets.

They can be rearranged according to the group’s prioritizing, or moved as time progresses. Items can

be sorted in columns, such as food groups, trees used for various purposes or other classifying

activities. Words, symbols or pictures can be used. Words need to be written at the top of cards so that

they show above the “pockets.”
Nonformal Education 131

Pocket charts made of standard flipchart paper or strips of butcher paper of approximately three

feet in length will provide a versatile working surface. Once made, the chart needs to be taped

or tacked to a hard surface, either permanently or when used. If all information used with the

pocket chart is on separate cards, it is a visual aid that can be used many times.

Materials Needed for One Chart:

3 sheets of flip chart paper (or equivalent, 2’ x 3’ sheets of any paper, preferably heavy grade)

ruler or stick for measuring staples or tape

cards or other items to use in the pockets

small nails or carpet tacks to attach it to hard surface

Directions:

1. Turn flip chart paper lengthwise. Measure and mark 6 inches down in each of the short sides.

2. Make a crease across the paper lengthwise on the marks.

————————————————————

————————————————————

— — — — — — — — — — — — — —

3. Fold each crease up about four inches, making a 2-inch deep pocket. Staple or tape the ends

and place small pieces of tape every 12-inches to hold the pockets closed.

4. Continue with other two sheets and attach them together to make a chart with nine pockets

lengthwise.

5. Make cards with words or other items to use in the pockets.
132 Peace Corps

DEMONSTRATION TOOLS AND MATERIALS

Puppets: As discussed in Chapter 1: What is NFE?, puppets

can be an effective way to communicate subject matter that might

otherwise be difficult to address. The use of puppets is a welltried and valuable NFE technique. Puppets can take various forms,

from hand puppets to stick puppets to marionettes. A puppet

can be made to represent a character, a value or a type of

individuals.

Cloth and Envelope Hand Puppets

Materials:

old socks shirt sleeves

used envelopes yarn

corn silk buttons

paint glue

decorative materials to create character

Directions:

1. Draw, paint, glue or sew a face on one side of the cloth

or envelope. Make the eyes a prominent feature. (Shape

the envelope around the top edges of the face by folding

and gluing the corners.)

2. Attach grass, corn silk, strands of wool, yarn or rolled

paper to serve as hair around the face, in back, and for

a moustache or beard if desired.

3. Put the puppet head on one hand. You can use a rubber

band or piece of string to secure it around the wrist.

4. Use the puppets by hiding behind a cupboard, a desk, a

large box, or a fence. Then let the characters of the

puppets take over.

Papier mâché Puppets

Materials:

newspaper strips paste

paint decorative materials to create character

While many of the

tools described here

utilize inexpensive

and appropriate

technology, using

communications

media in the right

situation is also an

example of nonformal education

in action. Pages

234–248 of Promoting Powerful People

[ICE No. T0104],

discuss in detail

how to develop and

use locally recorded

materials.
Nonformal Education 133

Directions:

1. Wrap a piece of dry paper around your index finger to make a cone

and paste it together.

2. Crumple a ball of dry paper and place it on the top of the cone.

3. Attach the ball to the cone using papier mâché strips, continuing until you

have formed a secure, smooth surface. (See directions for making papier

mâché below.)

4. Build up this surface with more strips to form features—ears, lips, nose and eyebrows.

5. When it dries, paint and decorate it.

6. Cut a dress or shirt from an old scrap of cloth and sew or glue it onto the head.

7. Bring the puppet to life by inserting your index finger in the hollow cone and using thumb and

pinky fingers as “hands.” Use a desk, table or large box for the stage.

Use papier mâché, an age-old technique, to make puppets or other learning aids.

Materials:

newspaper or old thin paper stock one of the paste mixtures from above

Directions:

Sheet method: Soak a sheet of newspaper in a thin mixture of paste. When it is soft and pliable,

lay it over the form to be covered. Let dry. Place at least six layers around a balloon or round

object to make a ball. This is the best method for making large objects.

Pulp method: Tear newspaper into small pieces and soak these in water until they form a pulpy

mass. Drain off the water and mix the paper thoroughly with the thin paste. Apply by handfuls

to the form to be covered. (This method works well for models, maps and so on.)

Strip method: Tear off thin strips of newspaper and soak them in thin paste until they are soft

and pliable. Apply in crisscross layers. This is the best method for making puppets and animals.

Sand Tables or Models

Models are three-dimensional representations of reality. A model may be larger, smaller or the same

size as the object it represents. It may be complete in detail or simplified for learning purposes. If you

are using a model in a learning activity, familiarize yourself with it before you begin. Practice your

presentation, and be sure you understand how it works. Be sure your audience does not get the wrong

impression of the size, shape or color of the real object if the model differs from it in these respects.

Whenever possible, encourage your participants to handle and manipulate the model.

A sand table is exactly what the name implies: a table or a floor in the corner of a room, with built

up sides that contains sand or similar materials that can be molded to depict a particular scene. Small

models can be created and easily moved from one spot to another on the sand table. The sand table

has an advantage in that the sand can be smoothed out and used over and over again. You might use

a sand table to depict a community map.
134 Peace Corps

Books

Book projects are fun and practical. Consider the following idea and let it spark ideas that you

can apply to your own projects. Older kids can make ABC books to share with younger children;

people of all ages can make books to use as journals, notebooks, sketchbooks or photo albums;

and a group studying nutrition could create a guidebook of the five food groups or a cookbook.

Books can be created around almost any kind of theme.

Here is one idea for a book project. Please keep in mind that you may have to adapt the

materials to suit your location. Consider using twine instead of an elastic band, and poking

holes with a sharp object if you don’t have a hole punch.

STICK AND ELASTIC BAND BOOK

This is a fun book because it is so simple and so clever. You can make your

book with more pages but the number of sheets of paper suggested here is

at my limit of strength for punching the holes through all the layers at once.

Because the punching can be difficult, I usually don’t make it with large

groups. I’ve suggested using 8 1/2 x 11 paper but any size will work.

You Need:

4 sheets 8 1/2" x 11" white paper

1 sheet 8 1/2" x 11" colored paper

1 elastic band (I used size 33. You don’t have to have this exact size but it needs to be

long enough to go through the holes and stretch around the stick.)

1 stick about 7 1/2" long or a plastic straw

Tools:

Hole punch

Making the Book:

1. Tap all your sheets of 2. Punch two holes about

paper together to make 1/4" in from the folded

them even and fold the edge of the paper

stack in half. The colored through all the layers.

paper should be on the They shouldbe about

outside. 1 1/2" down from the top

and up from the bottom.

3. From the back of the book, thread one end of the elastic through the top

hole and insert the stick into the loop.

4. At the back of the book, pull the other end of the elastic down and put it

through the bottom hole. Insert the other end of the stick into the loop.

© 2003 Susan Kapuscinski Gaylord www.makingbooks.com Reprinted with permission.
Nonformal Education 135

CRAFT SUPPLIES

Modeling Clay

Below are six different ways to make modeling clay.

1. Mix the following until you get a modeling consistency: 1 cup flour, 1 cup salt

and 1⁄2 cup water.

2. Shred newspapers or paper towels. Mix with starch and any paste and knead

thoroughly.

3. Mix cassava paste and sawdust. Add a little water if too dry.

4. Dissolve 250 ml of starch paste in water to thin slightly. Add 375 ml of plaster, 500 ml of sawdust

and knead to consistency of tough dough.

5. Soak small pieces of newspaper in a bucket of water overnight. Remove from water and rub wet

paper between palms of hands until it is ground to a pulp. Mix 1 ml of glue in 250 ml of water

and add 500 ml of this paste to 1 liter of wet paper pulp. Knead to a doughy consistency.

6. Mix 250 ml of dry clay powder sifted through a screen with 5 ml of glue dissolved in 250 ml of

water: add wet paper pulp and knead to a doughy consistency. Add water as necessary.

Paintbrushes

These easy-to-make brushes can substitute for the more expensive kind.

Materials:

several large chicken or bird feathers tied together and trimmed to an

appropriate length (or hair, string, fine grass, etc.)

gum or latex bamboo or grooved stick

string or plaiting cotton

Directions:

1. Clean materials and gather them into small bundles according to how thick you want to make

your brushes. Tie the materials firmly and cut level at the bottom.

2. Dip the level end in a waterproof gum or latex from a plant (such as a euphorbia hedge) or

other source.

3. Stick the gummed end into a split bamboo, cut and grooved stick, or onto a grooved

beveled stick. It is better to fit the brush “in” something rather than “on” it. Bamboo is

ideal for this purpose.

4. The brush should be tightly bound onto or into the handle. Hair-plaiting thread or other

small flexible fibers is ideal for this stage. A small amount of gum or latex over the

binding will help to keep it from coming undone.
136 Peace Corps

To make stick brushes:

Select or cut a six-inch length of rattan or a dried reed-like plant.

Mark it about one-half inch from one end and pound this section to

form bristles.

Use chew-sticks as cheap disposable brushes. (Chew-sticks are used

as a dental hygiene tool in many places.)

Select bamboo sections, soak and chew the ends to make brushes

for writing and painting.

Paints

The roots, leaves, barks, seeds and fruit of many plants have

been used for centuries to make colorants for crafts produced all over the world. These have been added to fixatives

obtained from the gums of trees or made with starchy

vegetables like maize or cassava flour. By following these

age-old techniques, you can identify appropriate and readily

available materials for making your own dyes and paints.

Materials:

1 cup cassava starch 5 cups water

1⁄2 to 1 cup soap flakes (optional) color—made from pounded leaves, bark, berries,

foods or crushed stone

Directions:

1. Stir a little hot water into starch to remove lumps.

2. Add 5 cups of water to the smooth starch mixture and heat until clear and thick. Add soap

flakes, if desired, and stir.

3. Stir in color. If more than one color is desired, separate mixture into several jars and add a

different color to each jar.
Nonformal Education 137

Batik

This is a technique that can be effective in making signs,

banners, pagivolte flipcharts, t-shirts, headbands and other cloth

materials. These may communicate educational messages;

promote educational events; and reinforce class, youth group or

team unity. The process of dye creation and transformation can

also contribute to an environmental education or science lesson.

Batik utilizes the natural dyes produced from tree bark, berries

and seeds mentioned in the previous section, or can have a

wider range of brighter colors utilizing the powdered dyes

readily available in local markets around the world. This is a

fun, interactive project but when working with youth, it may

require more patience than creating puppets and papier mâché.

West African “mud cloth” involves a similar technique and is often created using the powdered remains

of termite mounds mixed with the mud from specific river beds and locally available leaves and ash

to brush patterns on loosely woven cloth with high absorption capacity. Either a high starch paste of

rice or cassava can be used, or the melted wax from candles to paint patterns that will resist the dye

and remain the original cloth color when dried, peeled off and washed.

Paste

The following mixtures are locally produced adhesives that can be used to fix paper and cloth items

together, make puppets and otherwise help to create NFE materials.

Flour Paste: Use commercial wheat or cassava flour and

water. Remove all lumps from the flour by sifting it

through a wire sieve. Add water as needed to the flour to

form a smooth paste.

Rice Paste: Use a handful of rice and water. Cook rice in

water as usual until rice is moist and sticky. Do not allow

rice to become dry. Allow to cool and drain off any

excess water. Use the sticky rice as a paste, pressing out

lumps with your finger as you apply it.

Cassava Paste: Use four medium cassavas (or any high starch tuber) and cold water. Peel, wash

and grate the cassavas. Add cold water, soak and strain into another container. Squeeze out all

liquid. Let stand for one hour. Starch will settle to the bottom of the container. Pour off liquid,

scrape starch from the bottom of the container and set it in the sun to dry. To make paste, mix

some starch with cold water until quite thick. Next, add boiling water, stirring constantly, until

it reaches the desired consistency for paste.
138 Peace Corps

IDEAS AND

APPLICATIONS

Now that you have read and learned about creating materials, it may be helpful for you to apply what

you have learned. Feel free to try one, several or all of these activities. Or, create your own!

TRANSFORM LOCAL “JUNK”

OR DISCARDED OBJECTS

As we have seen from the “recipes” in this chapter, NFE materials can be made out of many different

resources available in the community, and the more you work at it, the more creative you’ll become. Given

current environmental challenges, it is important to creatively reuse and recycle as much as you can.

Challenge yourself with the following activity.

To begin this activity, discuss with your group the cultural definitions of “trash.” Definitions of

what is considered useful or trash may differ across cultures and communities.

With your training group, your students, the community group with which you work, some friends, or

even on your own, go out and collect some local discarded objects. Focus on the types of things that

people might be likely to throw away. Bring the discarded objects together, and spend about five minutes

on each brainstorming the various uses it might have in an NFE learning experience. See how many

ideas you can come up with for each.

Using the idea above, have a “local discarded objects contest.” Either individually or in teams, have

participants brainstorm uses for the objects that have been collected. Each person or team should list as

many ideas as they can, and the one with the most ideas (or the most creative ideas) wins the contest.

When you’ve brainstormed many different ideas, choose one or two and create NFE learning

materials out of the discarded objects.

When working with discarded objects, take care not to use unsanitary or unsafe objects or materials.
Nonformal Education 139

EXAMPLE OF A “JUNK” PROJECT

Empty plastic water bottles can be wonderful learning tools. For example, in a science classroom, they can be cut in half length-wise and used to create terrariums. Health Volunteers have

also used plastic water bottles to teach mothers about the importance of re-hydrating babies

who suffer from diarrhea. To create a “diarrhea baby”:

Preparation:

1. Empty the bottle.

2. Cut a hole in the bottom of the bottle and fill the bottle with a mixture of dirt, rocks

and water.

3. Create a face (on cardboard or poster board) and paste the face onto the side of the

bottom of the bottle.

During the Demonstration:

4. During the presentation, hold the bottle upside down. The bottom (with the face) is now

at the top.

5. Slowly pour water into the top, while slowly unscrewing the cap (at the bottom). As the

water flows through, the baby’s “diarrhea” will clear up.

6. Throughout the demonstration, ask the following questions:

What’s wrong with the baby?

What kinds of things can make babies sick?

What happened when we added the water?

Can you do the same thing with a sick baby? How?
140 Peace Corps

SURVEY THE LEARNING MATERIALS

IN YOUR COMMUNITY

Use materials that will be comfortable for participants in the context in which you work. Take

a walking tour or survey of your community to see what types of learning materials people

commonly use. Remember to note the characteristics of the participants and the context of the

learning, as well as the resources used.

Go to the local hospital or health center and ask the nurses or health educators to show you some

of the materials they commonly use in learning activities.

Shadow a local teacher for a few hours, and note the materials used in the classroom.

If possible, attend a community meeting, local drama or cultural event. What types of resources are

used? Of what materials are they made?
Nonformal Education 141

REFLECT

Suppose you live in an area where you can purchase all kinds of learning materials, perhaps

at the district town or nearest city. Why might it still be a good idea to create them from local

resources?

How can you determine if resources you have brought from home or from any outside area

are appropriate for the learning needs of the group?

In making visual aids, what are some of the important images to avoid? To include?
142 Peace Corps

KEY

RESOURCES

REFERENCES:

Adapting Environmental Education Materials. Washington, DC: Peace Corps, 1999.

[ICE No. M0059]

This text offers the environmental educator a useful guide to adapting educational materials

that might have been created in other countries or for different populations. Useful for all

educators, the manual details the many issues to consider in adapting and testing learning

materials, and provides several specific examples. Also included is a set of guidelines for

excellence in adaptation, and a suggested training of trainers program.

ADDITIONAL RESOURCES:

Kirn, Elaine. Doing Without the Photocopier. From A to Z: 26 Creative Ideas for Reusable Language

Games and Activities. Culver City, CA: Authors and Editors, 1995.

The ideas in this book can supplement (or replace) textbook lessons. Save time and energy by

creating reusable materials designed to be adaptable to mixed-level classes and different content

areas, and to provide a challenging change of pace from textbooks.

Promoting Powerful People. Washington, DC: Peace Corps, 2000. [ICE No. T0104]

This useful resource guides the Peace Corps Volunteer through the many stages of community

change and development, from assessment to project planning to small-scale implementation to

evaluation. The book offers many specific methods of assessment and facilitation, and includes a

section on adapting print materials, using folk media, and working with radio.

Rohr-Rouendaal, Petra. Where There is No Artist: Development Drawings and How to Use Them.

London: Intermediate Technology Corporation, 1997.

This resource offers dozens of drawings appropriate for use with populations in Africa, Latin

America and Asia. The drawings depict realistic situations in rural and urban situations at

clinics, schools and other local environments.

Werner, David and Bill Bower. Helping Health Workers Learn: A Book of Methods, Aids, and Ideas

for Instructors at the Village Level. Palo Alto, CA: The Hesperian Foundation, 1982. [ICE No. HE061]

Although the title suggests that this book is for health workers at the village level, the messages,

methods, teaching techniques, and approaches can be adapted to any learning situation. Werner and

Bower effectively describe Freirian participatory approaches to education and provide numerous examples and strategies for using these theories in learning situations.
Nonformal Education 143

WEB RESOURCES:

Making Books with Susan Kapuscinski Gaylord

http://www.makingbooks.com/

The site offers several book projects that can be completed in short periods of time with learners

of all ages. The site’s text offers many ideas about how to use books in a variety of learning

situations, and provides easy-to-follow directions and diagrams.
144 Peace Corps

BRINGING IT

ALL TOGETHER

IN THIS CHAPTER

REVIEW .................................................................................................................................... 145

NFE in Action: Many Approaches to One Problem........................................................ 146

NFE Examples in Different Sectors .................................................................................. 147

A Sample Workshop Calendar of Events ......................................................................... 152

IDEAS AND APPLICATIONS ........................................................................................... 153

Design Your Own NFE Activity ........................................................................................ 153

Reflect .................................................................................................................................. 155

KEY RESOURCES ............................................................................................................... 156

CHAPTER 7
Nonformal Education 145

REVIEW

In the beginning of this text, we suggested that there were many different definitions of nonformal

education, and that you would probably develop your own unique interpretation of NFE based on your

experiences and personal philosophies. Given what you have learned and discovered by reading and

engaging in the activities in these six chapters, how would you describe NFE now? What are the most

important characteristics of NFE, based on your experiences with it?

As we stated in Chapter 1, in the Peace Corps’ context, an NFE approach would:

Involve participants actively in identifying needs and finding solutions;

Promote learning that is practical, flexible, and based on real needs;

Focus on improving the life of the individual and/or community; and

Encourage participants to assess, practice, and reflect on their learning.

We also suggested the following components as important issues to consider when designing NFE

activities:

Assessing the needs of participants

Understanding learning styles and creating learning experiences for all styles

Using the experiential learning cycle and 4MAT

Evaluating the learning experiences

Creating an effective environment for learning, by attending to issues of physical setting, layout,

gender, and culture

Employing a number of different learning

methods and tools to stimulate participatory learning

Adapting learning materials from local

resources

This final chapter provides an opportunity for

you to reflect upon what you have learned

and to begin to apply it in your own work. It

also offers a few suggestions for the use of

NFE in various sectors, in addition to providing a sample calendar of training events for a

short workshop on nonformal education.
146 Peace Corps

NFE IN ACTION: ONE PERCEIVED NEED,

SEVERAL POSSIBLE SOLUTIONS

Consider the ways that two Volunteers in different situations approached a similar need: trash

management in their respective communities.

MARTIN

Martin arrived in Madagascar as a TEFL teacher trainer, but quickly got caught up in a school

youth project designed to sensitize students about environmental issues concerning the

management of trash in the city. A needs analysis had already been completed by a WWFsponsored kids’ club, and with small projects

assistance funding that Martin helped secure, he organized a panel of teachers and

specialists from areas such as natural sciences, geography and health to come and

speak to the students about how the management of trash contributes to a safer and

healthier environment. Following the day of

lectures, presentations and small group discussions, the students built garbage bins for

approximately 62 middle schools in the area,

and developed a plan to schedule the safe

disposal of garbage and to monitor the bins’ maintenance. In addition, small groups of students

were assigned to create awareness campaigns (posters, announcements, etc.) on each school’s

campus to help ensure the success of the trash management plan. Contracts were written to

define roles and responsibilities, and the specialists who provided the initial lectures and presentations helped to set up a list of indicators for students to chart and measure the program’s

success.

JESSICA

After listening to parents’ concerns regarding trash and debris on campus at a school governance meeting, Jessica knew that action was needed to raise the school community’s awareness of the potential hazards of trash. Although she had no funds and few resources at hand,

she did have access to many willing and

eager students. She formed a partnership

with an English teacher at the high school

to develop a play focusing on waste in the

community. The writers, actors and stage

directors were all high school students, and

the costumes and props were fashioned out

of recycled material found around the school

campus. The students traveled to the local

middle school and elementary school to

educate while entertaining their audiences.

After each performance, the high school

students broke the younger students into groups to talk about ways that they could clean up

their campus and make it safer for everyone. The cost of the production was minimal, and no

extra funds were necessary.
Nonformal Education 147

As you can see, each situation had a similar question: How do we raise awareness about waste management? Martin and Jessica approached the problem

using quite different education techniques, based on

the resources available. Although the projects look

very different, the end goal of raising student awareness of environmental issues is the same.

Can you identify and list the nonformal teaching

methods that Martin and Jessica used for each of

their projects?

Do you think one activity was more successful than

the other? Why?

How would you add to/change Martin’s project? Jessica’s project? Why?

What would be effective methods for Jessica or Martin to measure and evaluate the success of their

projects, both qualitatively and quantitatively?

Can you think of alternative projects to meet the same goal?

NFE EXAMPLES IN DIFFERENT SECTORS

As you can see from the examples above, the use of NFE techniques and approaches need not be

confined to training workshops alone. NFE can be used in the formal education classroom, in

meetings, and in your everyday work with your counterparts, community group or the people in your

community. Throughout the text, there have been many examples for the use of NFE approaches and

methods in a variety of different work environments. Here are several more, by sector. There is space

on the chart for you to list the NFE activities that were applied in the example, or that could be

applied. Try to think of multiple approaches to each situation!

AGRICULTURE

NFE Application: • A Volunteer demonstrates the use of organic compost to a group of

farmers. He uses a roll-up chalkboard while standing in the field to

help the group understand the important concepts.

• Using informal and structured interviews, a farmers’ group tries to

discover how to affect the prices paid for their tobacco crops.

Your Application Ideas: •
148 Peace Corps

BUSINESS DEVELOPMENT

NFE Application: • A community group takes a field trip to a cooperative in the next

town to learn how to set up one of its own.

• Participants in a workshop on income generation brainstorm many

ideas for new business enterprises, then divide into small groups—

with each group exploring one of the ideas.

• A Volunteer works with a high school jewelry-making club to learn

the skills needed to run a small business—starting with lectures on

basic marketing and accounting, and then teaching a few students

to use software programs. A local souvenir shop allows them to sell

their products from his shop in order to give them a chance to

apply their new skills and knowledge.

Your Application Ideas: •

COMMUNITY DEVELOPMENT

NFE Application: • A Volunteer guides local men and women in the creation of a

community map.

• A community group uses a sand table to design its proposed

community center.

Your Application Ideas: •
Nonformal Education 149

EDUCATION

NFE Application: • A Volunteer gives a lecturette on the importance of clean water, after

which students conduct an assessment of local water sources using

observation, collection and analysis of the water. The students create

and distribute posters to show the importance of boiling water.

• Secondary school students create a drama about peer pressure using

puppets. They perform the drama for the older primary school students and lead a discussion about avoiding peer pressure.

• Local secondary school teachers are given a paper-and-pencil survey

about what teaching techniques they know and what they’d like to

learn. The Volunteer arranges for, or facilitates herself, workshops to

accommodate the needs of the teachers surveyed.

• An education Volunteer enriches some of the European textbooks by

adding information to the lessons directly related to the town’s social

events and customs.

Your Application Ideas: •

ENVIRONMENT

NFE Application: • A Volunteer facilitates a storytelling session about the effects of deforestation before teaching the group how to make roll-up blackboards to use

instead of paper.

• At the meeting of a women’s group, a Volunteer demonstrates how to

make compost.

• Students build a 3-D model of the local river basin.

Your Application Ideas: •
150 Peace Corps

HEALTH

NFE Application: • An HIV/AIDS Volunteer uses a skit to show how HIV infection leads

to AIDS.

• A Volunteer working on nutrition goes from house to house visiting

mothers. Using an informal interview, she ascertains what the children are eating and exchanges ideas for improving nutrition in the

home.

• A Volunteer leads a youth group in preparing the content and

graphic art for an informational alcohol awareness brochure to be

professionally printed and distributed at the local high school.

• A cooking demonstration is held to encourage the use and consumption of a nutritious locally grown vegetable. Easy-to-follow

diagrams are distributed to the attendees so that the recipes can be

used at home.

Your Application Ideas: •

INFORMATION & COMMUNICATION TECHNOLOGIES

NFE Application: • Young adults write a radio script for an anti-smoking campaign. The

youth perform the script as part of a local radio broadcast.

• NGO staff create a website and begin training local community

members how to access the Internet.

Your Application Ideas: •
Nonformal Education 151

WATER AND SANITATION

NFE Application: • A Volunteer teaches a group of children a song about how to prevent

guinea worm infection.

• A Volunteer facilitates an interactive demonstration by an NGO with a

group of community members to teach them new hand-dug well techniques.

• A Volunteer shows a group of community health workers how to purify

water using a solar disinfecting method called SODIS.

Your Application Ideas: •

YOUTH AND COMMUNITY DEVELOPMENT

NFE Application: • A youth group uses participatory techniques to evaluate its income

generation projects.

• At a girls’ retreat, a Volunteer guides a visualization exercise as part

of a goal-setting session.

Your Application Ideas: •
152 Peace Corps

A SAMPLE WORKSHOP CALENDAR OF EVENTS

Suppose you are asked to facilitate a workshop on NFE for your colleagues or fellow Volunteers.

What would be most important for you to include? Would you be working with a specific sector or

would you be designing a cross-sectoral workshop? How would you assess the needs of the learners?

What learning environment would you attempt to create? Which warm-ups and activities would you

pick? How would you evaluate the session?

Below is a sample calendar of training events (COTE) for a three-day workshop on nonformal

education. It includes the content areas and the overall design, but you will need to adapt this

calendar to meet the needs of your particular group. Think about how you would choose warm-ups,

activities and so on for your own colleagues or fellow Volunteers. There are many to choose from

throughout the text, in the Appendices, and in the resources at the back of each chapter. See Appendix

G for a copy of a blank calendar for you to practice planning and pacing your own workshop.

Note: If you are conducting a Training of Trainers on NFE, it is important to both model NFE

techniques and allow learners to process what they have learned and experienced. You may wish to

set aside time at the end of each day to allow participants to process and reflect on the activities

and how they exemplify NFE.

DAY 1 DAY 2 DAY 3

Warm-up: Matching Proverbs Warm-up: How Many Trees in Warm-up Game: BUMP!

(See Appendix C) an Orange? (See Appendix C) (See Appendix D)

Introductions/ Expectations Needs Assessments: Jigsaw Facilitation Skills Practice

Learning (See Chapter 5)

What is NFE?—

Two Approaches to Education

Role Plays and Discussion

(See Appendix H)

BREAK

Learning Styles: Session Design and Evaluation Creating a Session Design:

Learning to Sail Activity Small Group or Pair Work

(Appendix I) and (See Chapter 5)

Lecturette on Learning Styles

(See Chapter 5)

LUNCH

Experiential Learning Cycle NFE Methods and Tools Sharing Session Designs

& 4MAT: Modeling followed by

Small Group Work:

participants create short

4MAT sessions

(See Chapters 3 and 5)

BREAK

Presentation of 4MAT Sessions Facilitation Skills: What does NFE Mean to You?

The Importance of Processing Participant-led workshop

Reflections evaluations

Closing: Spider Web

(See Chapter 3)
Nonformal Education 153

IDEAS AND

APPLICATIONS

Now that you have read and learned about incorporating NFE into different sectors and topics, it may

be helpful for you to apply what you have learned. Feel free to try one, several or all of these activities.

You could also create your own!

DESIGN YOUR OWN NFE ACTIVITY

Here is a sample situation for you to practice designing a nonformal education project:

An agricultural Volunteer was assigned to an island

in the Pacific. After a few months at her site, she

realized that the community’s diet relied a great deal

on eggs. Yet, despite the demand for eggs on the

island, none of the villagers was producing any for

sale. All of the eggs to be found at the village store

were shipped in from another island and were often

expensive and sometimes rotten upon arrival.

Although starting a poultry farm seemed like a great

solution to the Volunteer, she knew from pre-service

training that it was best to let the community determine their needs and how they wanted to solve

them. Instead of suggesting the community start a

poultry farm, she spent a great deal of time observing and listening to the community

members. When the Volunteer asked why no one had started a local poultry farm, villagers

generally echoed two reasons: there was a lack of money and a lack of knowledge. In informal

conversations with some of the community members the Volunteer shared her experience

working on a cooperative poultry farm in the U.S.

Eventually, the community asked the Volunteer to

teach them the basics of starting a poultry farm. The

Volunteer then drew on her knowledge of nonformal

education, especially Vella’s Seven Steps of Planning,

to design a training session on poultry farming. By

combining participatory project design and management techniques with nonformal education, the Volunteer helped the community help itself.
154 Peace Corps

Using all of the knowledge, skills, and attitudes you have developed, sketch a plan for an NFE

activity. Vella’s Seven Steps of Planning described in Chapter 3 provides an efficient template to

help you get started:

Who will participate in this activity?

How will you determine what

participants already know about this

topic? (Consider age ranges, gender

breakdown, cultural mix, hierarchies

that may be at work.)

Why is this project necessary or

helpful? What is the overall goal of

learning? What do the participants

want to learn, and are they attending

voluntarily or not?

When will you conduct the training?

How much time will you need? Are

there work or season-related time

constraints? Is the time relatively

convenient for the participants?

How will you schedule the time?

Where will you conduct your training?

Will it be indoors or outside?

What equipment is available?

What do you have and what do

you need to obtain or make?

What are the behavioral objectives

of the training? What will the

participants be able to do differently

after the training?

What specifically will the

participants learn? What new

knowledge, skills and attitudes

do you want to develop?

How will the participants engage in

the training to learn the content?

What learning methods will you use

to meet the learning objectives?

What tools will you use to evaluate

the training to see if the objectives

were met? (Refer to Parts of a

Learning Activity in Chapter 3 for

more detailed lesson planning

assistance.)
Nonformal Education 155

REFLECT

What is your personal definition of nonformal education? How would you describe it to a new

trainee?

How can/will you adapt the approaches, philosophies and methods of NFE to your own work?

What particular challenges are there in using nonformal education in your sector? What are some

ways to overcome these challenges?

Now that you have used several NFE methods and tools, think again about the discussion of

problem-based versus asset-based approaches. What has your experience been with each? Which

approach are you more comfortable using?
156 Peace Corps

KEY

RESOURCES

REFERENCE:

Werner, David and Bill Bower. Helping Health Workers Learn: A Book of Methods, Aids, and Ideas for

Instructors at the Village Level. Palo Alto, CA: The Hesperian Foundation, 1982. [ICE No. HE061]

Although the title suggests that this book is for health workers at the village level, the messages,

methods, teaching techniques, and approaches can be adapted to any learning situation. Werner and

Bower effectively describe Freirian participatory approaches to education and provide numerous examples and strategies for using these theories in learning situations.
Nonformal Education 157

APPENDICES

As a community developer worker, educator, and trainer,

you have many NFE techniques and tools to choose from.

This chapter provides a sampling of just some of the NFE

activities available. As you gain experience, you will no

doubt adapt and/or create your own activities to suit your

audience, content, and goals.

The Appendices are organized as follows:

DEFINITION: The basic purpose of each activity or

what this type of activity is generally used for.

EXAMPLE: One or two examples of how to apply

the tool or activity is included, so you can practice

your new skills and knowledge right away.

ADDITIONAL RESOURCES: are included for you

to learn more about this tool or activity.
158 Peace Corps

APPENDIX A

ASSET-BASED APPROACHES

DEFINITION:

In an asset-based approach the emphasis is on “what’s working.” By focusing on successes and strengths,

the asset-based approach aims to build on a community’s positive experiences, existing knowledge, and

available resources.

EXAMPLE: APPRECIATIVE INQUIRY

Appreciative inquiry (AI) is an approach to building capacity and fostering innovation within organizations, groups and communities. Through appreciative inquiry, members of an organization or community

focus on their past successes and existing strengths to collectively develop a common vision for the

future and initiate action to achieve it. The process involves interviewing and storytelling that draws

on the best of the past to visualize and develop possibilities. In guiding a group toward “growing the

best of what is,” AI uses a four-step process, called the “4-D Cycle.”

Discovery—Appreciating the Best of “What Is”

During the discovery phase, participants use interviewing and storytelling to discover the best of “what

is” by focusing on times of excellence, when people have experienced the organization at its most vital

and effective. Some of the core questions in an appreciative interview might include:

1. Best Experience: Remember a time when you experienced a high point or peak experience in

your work with (name of the group)—a time of great success, when you felt proud to be a part

of the group. Tell me a story about that time.

a. What happened?

b. What was your role in the situation? Who else was involved

and what were their roles?

c. What were the key factors of success?

2. Values: Without being humble, tell me about your work and

your values.

a. What do you value most about yourself? Your work?

b. What do you value the most about (name of the group)?

c. What are the core values without which (name of the group)

would not be the same?

3. Three Wishes

a. If you had three wishes for your organization, what would

they be?
Nonformal Education 159

Dream—Imagining What Might Be

In this phase, group members build upon the data generated by their stories to begin to envision

a positive future for the organization. Engaging in dreaming and visioning takes people beyond

what they thought was possible. This is a time to imagine the group’s greatest potential. Participants create possibility statements in the present tense that describe the ideal future as if it were

already happening.

Design—Co-Constructing the Ideal

During the design phase, group members capture the image that they have created together of

their desired future by beginning to design the mechanisms that will support their dreams. This

is the action planning phase of the cycle.

Delivery

In the final phase of the cycle, group members work together to implement the action plan that they

have created. They make commitments and begin to take action. The emphasis is on becoming a

“learning organization” in which all members are committed to continuous learning, adjustment, and

innovation in support of their shared vision. The key to sustaining momentum is to build an “appreciative eye” for all of the systems and ways of working together and with the community.

The appreciative inquiry process does not end with this final stage, but is a continuous process of

discovery, learning, and innovation.

Adapted from “Appreciative Inquiry as an Organizational/Community Change Process” in the

Peace Corps’ Roles of the Volunteer in Development Manual, Peace Corps, Washington, DC. [ICE

No. T0005]

THE PROBLEM-POSING APPROACH

DEFINITION:

Based on the work of Paulo Freire, problem

posing is a mini-learning cycle in itself. Through

a series of questions and answers, people move

from a description of the situation to action and

then to reflection upon that action. In this

approach, learners look at situations around them

and identify problems they are having or specific

issues at work in those situations. Pictures and

questions are often used as prompts to help foster

participatory discussion of both positive and

challenging situations in the community. Through

this questioning process, community members

work to diagnose the root causes of problems and

identify solutions. Through this participatory

dialogue, community members develop a critical

awareness of the world around them and feel

empowered to act on conditions that affect their

lives.
160 Peace Corps

EXAMPLE:

The problem is posed in the form of a “code.” This code can be a dialogue, paragraph, word,

photo, or drawing. For example, a teacher might show a drawing depicting girls collecting

firewood, cooking, and cleaning very early in the morning, followed by another drawing of girls

falling asleep in their classroom. These pictures might stimulate a discussion around girls’ education, challenging gender roles in the community and so forth. Often, codes are discussed using

the following sequence:

1. Describe the situation.

2. Identify the problems or issues in the situation.

3. Relate the problems or issues to your own experience.

4. Identify the underlying causes of the problem or issue.

5. Identify constraints and opportunities for action.

A problem or code should have the following features.

It should be recognizable to community members. The problem should be grounded in the

community’s experience, not the trainer’s or facilitator’s. In fact, codes are most effective when they

are created by someone within the community itself—perhaps a trusted HCN counterpart or other

active, insightful community member.

Avoid providing solutions. The facilitator of a problem-posing discussion is viewed as a co-learner

in the group. Problem posing presents open-ended issues that can be dealt with creatively and

critically, giving the affected people input into the process. It is important for the facilitator

to merely facilitate this process, and not propose ready solutions, as this can result in further

disempowerment for the group.

Avoid overwhelming people. The issue should not be so emotionally charged or impossible to solve

that it prevents people from talking about it. Rather, it should be one that they can address.

ADDITIONAL RESOURCE:

See “The Problem-Posing Approach” in the Roles of the Volunteer in Development Manual, Peace

Corps, Washington, DC. [ICE No. T0005]
Nonformal Education 161

APPENDIX B

ASSESSMENT TOOLS

DEFINITION:

An assessment tool is used to identify participants’ knowledge about, interest in, experience with,

and/or reason for learning about, a particular topic. You can use an assessment to identify what

the participants’ already know about a topic and/or what they are interested in or need to learn.

Assessments can be written or verbal. Ideally, assessment is done in advance of a learning

activity, session, or workshop. The results are then used when designing the learning activity.

Spot assessments are useful at the beginning of a learning session, when you have not had a

chance to assess a group’s knowledge prior to designing your learning activity.

EXAMPLE A: SPOT ASSESSMENT

The “True/False” Activity: Make a list of statements about the topic that can be answered

with “true” or “false.” Post the word “True” on one wall in the room, and the word “False” on the

opposite wall. Ask participants to stand in the center of the room. Indicate that as you read each

statement, the participants should decide whether it is true or false. They should then move to the

appropriate sign in the training room. Ask a participant or two on each side to clarify and/or expand

on their answers. Give the correct answer before moving on to the next statement. This activity will

give you a sense of the knowledge level of the group, as well as provide some valuable

insight about the personalities of the participants and the informal leaders in the group.

Note: It is important that these questions assess facts, not opinions. If you wish to conduct

a values clarification exercise instead, use the words “Agree/Disagree” and be clear that

there are no “correct” answers, but various values or opinions.

Group Brainstorm: Perhaps the shortest and simplest “mini-needs assessment” at the start

of a session is to ask a few questions about the topic and to conduct a quick brainstorm about

major points. For example, if “needs assessments” is the topic of the session, you might ask

some of the following questions and note the answers on a flipchart or board:

How many people know what a needs assessment is? (Show of hands.)

Who would like to describe “needs assessment” to us?

How many of us have ever conducted a needs assessment or participated in one?

Tell us a bit about that experience. What tools did you use?

What is the purpose of a well-conducted needs assessment?

EXAMPLE B: WRITTEN ASSESSMENT

Pre-Test: You might wish to distribute a short anonymous written test before the start of the session

to determine participants’ knowledge of the topic. As you will not be able to read the tests during

the session itself, this approach might be best for longer training programs, and might not be useful

for a session any shorter than one day.
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APPENDIX C

ICEBREAKER/WARM-UP

DEFINITION:

A short (usually 5-15 minute) activity used to create a positive group dynamic, build rapport,

introduce and/or review the learning topic, energize a group, and stimulate thinking. Icebreakers

are used when the group is meeting for the first time, while warm-ups are used in subsequent

meetings or sessions.

EXAMPLE A: MATCHING PROVERBS

This is a good introductory activity for an NFE workshop to help people to get to know each other

and to begin to discuss some of the issues around nonformal education.

Separate each proverb into two, and paste (or write) each half on its own card. Pass them out so that

each participant gets one half of a proverb. You might use the proverbs listed below, or ask HCN cofacilitators to prepare appropriate local proverbs.

Explain that you have written one half of a proverb on each card, with the first part of the proverb

on one card and the second part on another.

Give everyone a card and ask them to move around the room until they find the person with the other

half of their proverb. When they think they have found their partner, they can introduce themselves (if

they don’t already know each other) and talk for a few minutes about what the proverb means, whether

or not they like it, etc.

After participants do the activity, ask everyone to sit next to their partner. One by one, ask each pair

to read its proverb to the group and to describe what they think it means and any other thoughts

they had about it. Give each pair about two minutes to present the proverb they have.
Nonformal Education 163

Sample Proverbs:

Cross the river in a crowd... ...and the crocodile won’t eat

you. (Madagascar)

Knowledge is like a garden... ...if it cannot be cultivated it

cannot be harvested. (Guinea)

Those who are absent... ...are always wrong. (Congo)

No matter how full the river... ...it still wants to grow. (Congo)

One camel does not make fun... ...of the other’s hump. (Guinea)

The person who is being ...does not realize how far the

carried... town is. (Nigeria)

You can’t have the sunrise... ...before the day time. (Haiti)

If every day the bucket goes ...the bottom will drop out.

to the well... (Belize)

When elephants fight... ...it is the grass that suffers.

(Mozambique)

A bird in the hand... ...is worth two in the bush.

(U.S.)

A stitch in time... ...saves nine. (U.S.)
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Proverbs are the daughters... ...of experience. (Burundi)

When spiders unite... ...they can tie up a lion.

(Ethiopia)

It’s no time for the doctor... ...when the patient is dead.

(Ireland)

The day of the storm is not... ...the time for thatching.

(Ireland)

A leaky house may fool ...but it cannot fool the rain.

the sun... (Haiti)

A wolf will hire himself out... ...very cheaply as a shepherd.

(Russia)

Talk... ...does not cook rice. (China)

You’ll never plow a field... ...by turning it over in your

mind. (Irish)

When you drink the water... ...think of the well-digger.

(Russia)

He who spits at the sky... ...gets his face wet.

(El Salvador)

A closed mouth... ...gathers no flies. (El Salvador)
Nonformal Education 165

A new broom sweeps clean... ...but an old broom knows

every corner. (Jamaica)

The fault was committed ...but it is now talked about on

in the bush... the highway. (Samoa)

He is not wise... ...who places stones on his

roof. (Tahiti)

The camel... ...does not see his own hump.

(Armenia)

The angry man... ...ages sooner. (Armenia)

Between two friends even ...is not sweet enough.

water drunk together... (Zimbabwe)

Having a good discussion... ...is like having riches. (Kenya)

Until lions have their own ...tales of the hunt will always

historian... glorify the hunter. (Nigeria)

Even the mightiest eagle... ...comes down to the tree tops

to rest. (Uganda)

Plant only one seed of virtue... ...much fruit will be harvested.

(Mongolia)

Escape from the tiger... ...and into the crocodile.

(Thailand)
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Those who can’t dance... ...blame it on the flute and the

drum. (Thailand)

He who undertakes too ...does none. (Bulgaria)

many jobs...

Draw water from the new well... ...but do not spit in the old

one. (Bulgaria)

You are as many a person... ...as languages you know.

(Armenia)

It’s not shameful not to know... ...but it’s shameful not to ask.

(Azerbaijan)

The rooster said... ...”I shall cry, but whether the

sun rises God knows.” (Georgia)

Only when you have eaten ...do you appreciate what sugar

a lemon... is. (Ukraine)

If you wish good advice... ...consult an old man.

(Romania)

Don’t put gold buttons... ...on a torn coat. (Albania)

Nature, time, and patience... ...are the three great

physicians. (Bulgaria)

Instruction in youth... ...is like engraving in stone.

(Morocco)
Nonformal Education 167

At high tide, the fish eats ...at low tide, the ants eat fish.

ants... (Thailand)

A bird does not sing because ...it sings because it has a

it has an answer... song. (China)

People who do not break ...will never learn to create

things first... anything. (Philippines)

Words are like spears... ...once they leave your lips,

they can never come back.

(Benin)

A chattering bird... ...builds no nest. (Cameroon)

If things are getting easier... ...maybe you’re headed

downhill. (Ghana)

When you wait for tomorrow, ...when you don’t wait for it,

it never comes... tomorrow still comes. (Guinea)

He who does not know ...knows another. (Kenya)

one thing...

Nothing is so difficult... ...that diligence cannot master

it. (Madagascar)

If the owner of the goat is not ...the owner of a hyena

afraid to travel at night... certainly will not be. (Niger)

Nobody... ...tells all he knows. (Senegal)
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You are not great... ...just because you say you are.

(South Africa)

We start as fools... ...and become wise through

experience. (Tanzania)

A roaring lion... ...kills no game. (Uganda)

Two experts... ...never agree. (Zimbabwe)

EXAMPLE B: HOW MANY TREES ARE IN AN ORANGE?

One creative warm-up activity for a workshop or session about needs assessments is How Many Trees

are in an Orange? This short exercise demonstrates that often it is useful to immerse yourself in a

problem before you can see all of its dimensions.

Draw a quick picture of an orange tree on the blackboard or flipchart. You may wish to use another,

local fruit tree, although the fruit must be edible and have many seeds. Ask a participant to tell you

how many oranges are on the tree. After the participant has answered, suggest that it is relatively easy

for anyone to determine the number of oranges on a tree, through careful observation and counting.

Suggest that some tasks require immersion into them before the answer can be obtained.

Give one orange to every pair of participants. Ask the group to work in pairs for the next few minutes

to determine how many potential trees there are within each orange. The participants will find that they

must dissect (or eat) the orange and count the number of seeds inside.

Connect the activity to the session topic by asking the group: “How is doing a needs assessment like

finding out how many trees are in an orange?” Potential answers might include:

“You really need to get into it to find the answers, to really understand the situation of the local

people.”

“You have to get your ‘hands dirty’ in order to ascertain the needs.”

“It is easier to find the answer if you work with others.”

“You can’t just observe and count things, you need to immerse yourself in the environment,” and

so on.
Nonformal Education 169

APPENDIX D

ONGOING EVALUATION

DEFINITION:

An evaluation tool is an oral or written tool that can be used to:

measure learners’ mastery of the learning material;

identify existing gaps in knowledge; and/or

invite input from the participants on their level of satisfaction with the learning activity or session.

Evaluations can be progressive or summative. Daily evaluations are typically conducted at the end of

the day. The results are then used to revise the learning activities and methods as needed.

EXAMPLE A: MOOD METER

The mood meter is a visual measure of participants’ feelings, energy levels and satisfaction. You

might choose to use a mood meter at the end of the day, before going to lunch or even after

every session. Typically, a mood meter is hung by the exit to the training session so that

participants may make their mark on the meter as they are leaving the training area. Mood meters

can be put on a blackboard or on any kind of paper. They typically look something like this:

Participants place a check or other mark under the image that best represents how they are feeling,

their level of satisfaction with the session or whatever other measure you choose to ask them as they

prepare to leave the training area. Mood meters provide the group with an overall impression regarding

participants’ satisfaction and energy levels. It is possible for facilitators to solicit further feedback about

the mood meter if the information provided is surprising or alarming in any way, but it is important

not to react too strongly to the mood meter, otherwise participants may feel uncomfortable being

completely honest with their responses. The mood meter serves as more of a “heads-up” regarding

participants’ feelings so that facilitators can make necessary adjustments during the course of the

training day.
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EXAMPLE B:

EVALUATION COMMITTEE

A daily evaluation committee can help establish a

regular, participatory method for ongoing feedback to

the group and the facilitators. At the beginning of

every day, choose two or three participants (or ask

for volunteers) to evaluate the day’s events. They

may use any methodology they wish to gather

information from the other participants. Normally, the

evaluation committee meets immediately following

the day’s session, carries out their evaluation and

presents their findings the next morning, just before

the new session begins. This committee then passes

its evaluation committee responsibilities to a new

evaluation team and the process continues until the

last day of the event.

It is best if the facilitators do not intervene in the

form and content of the evaluation. Facilitators might

instead ask the plenary for comments and only

respond when there is a need to change the program

due to the evaluation results.

Adapted with permission from the publisher. From VIPP: Visualisation in Participatory Programmes,

1993, UNICEF/Bangladesh. [ICE TR124]

EXAMPLE C: PASS THE HAT

“Pass the Hat” is an exercise that solicits quick, anonymous

feedback about the session or about a specific question posed

by the facilitator. Participants and facilitators sit in a circle and

each has a small piece of paper. The facilitator asks a specific

question about the group process, about the session or about

the training workshop. Participants write a short answer on their

papers before folding them into a small square. The facilitator

passes a hat around the circle, and participants drop their answers

into the hat. The hat is shaken a bit then passed around the

circle again. Each participant removes one answer from the hat

and reads it to the group. This continues until all of the papers

have been read. This feedback may merely be received

or the group may choose to discuss it. Depending on the group dynamic, you may wish to adapt this

activity and have the participants respond verbally to the question prompts. Group dynamics,

gender roles and other cultural factors may impact how comfortable individuals feel expressing

their opinions openly.
Nonformal Education 171

EXAMPLE D: BUMP!

This exercise is particularly useful for briefly reviewing a session

that involved a great deal of content—for example, in a training

where specific information is being taught. Participants are divided

into groups of five people or fewer, and each person is given a

marker. Each group is given a large sheet of paper. Groups huddle

around the paper—either at a table or on the floor. The facilitator

asks the participants to think about the session(s) and to remember

the many things that have been taught—new words, concepts,

specific information or skills. When the facilitator says “Go!” all

participants should simultaneously write as many words or phrases

as they can remember from the session’s learning. After one

minute, the facilitator says “Stop!” and all participants must put

their markers down. Beginning with one group, the facilitator asks

a representative to read out all of the words or phrases written on

the flipchart. Any group that has written that word or phrase on

their paper must cross out the answer. The next group will read

only those words that have not been crossed out, while all other

groups cross out any duplicate words. This continues until all

groups are finished. The group with the most words not crossed

out (the most original words or phrases that are not duplicated by

other groups) wins the exercise.

This exercise is a good way to quickly review the day’s learning as well as giving facilitators an idea

of which concepts stood out the most for the group.

EXAMPLE E: FEEDBACK BOARD

An easy way to solicit feedback and questions from participants is to post a feedback board somewhere in the training

area. You might use a blackboard, a bulletin board, or even

a few sheets of flipchart paper, along with readily available

markers so that participants can write comments or questions at the end of a session. Feedback boards allow participants to ask questions or express concerns that they might

be uncomfortable sharing with the group.

Feedback boards may also be used as “parking lots,” or areas

to post unfinished business or issues to which the group must

return at a later time. If an idea or question comes up that you

want to address at a later time, ask a participant to write

down the question or issue on the feedback board as a

reminder.
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APPENDIX E

FINAL EVALUATION

DEFINITION:

Final evaluations are often used to determine the learners’ mastery of new knowledge and skills. They

can also be used to measure learners’ level of satisfaction with the learning activities. As we learned

in Chapter 3: Learning Activities: From Assessment to Evaluation, evaluations typically address four

levels. When combined with pre-tests, final evaluations can be useful in helping you determine the

impact of an activity, session or workshop on learners’ knowledge, skills, attitudes and/or behavioral

change. Although final evaluations are often in a written format created by the facilitator and

completed by individual learners, there are visual formats that can be created and completed by

group variations.

EXAMPLE A: ON A SCALE OF 1–5...

One quick and easy way to get feedback following an activity is to ask participants to rate different

aspects of the workshop or day’s training activity on a scale of 1–5 (with 1 being poor, 3 being good

and 5 being excellent). You can prepare the list of items to evaluate before the activity or

brainstorm with your participants the factors they feel should be evaluated. Once you have a list

of items to evaluate, you can get your feedback several ways.

Create a chart on a large piece of paper indicating each item to be evaluated with a 1–5 continuum

next to each item. Hang the chart on the wall and ask participants to approach the chart and make

a mark in the column that represents how they would rate each item. Once all participants have

marked on the chart, you can tally the responses for your use as a facilitator or discuss results with

the group.

Ask participants to copy the list on an individual sheet of paper, indicate their ratings,

and collect them to tally the results. You could

also have the evaluation made beforehand

and pass them out to be completed by

each participant.

Ask for a show of hands for each item. (“All

those who give the ‘warm-up’ activity a rating

of ‘poor’ raise your hand...”)

Of course, you should have a good feeling for

your group’s comfort level at revealing ratings

publicly if you choose one of the more public

formats.
Nonformal Education 173

EXAMPLE B: VISUALIZED QUESTIONNAIRE

Another possibility is to conduct a pre-structured,

anonymous questionnaire prepared by the facilitators.

Each participant responds to the questionnaire—again on

a scale of 1 to 5. The facilitators (or participant

volunteers) create a visual representation of the

questionnaire on a wall of the training room—with the

questions on one side and the 1-5 scale on the other.

The results of the anonymous questionnaires are

tabulated and placed on the visualized questionnaire so

that participants can have a final discussion about the

results and exchange ideas for future planning purposes.

Adapted with permission from the publisher. From VIPP:

Visualisation in Participatory Programmes, 1993, UNICEF/

Bangladesh. [ICE TR124]

EXAMPLE C: WRITTEN EVALUATION

A written evaluation is especially useful if the answer to: “Who

wants to know and for what purpose?” involves reporting to a

funding source or other supervisory group. There are typically two

types of written evaluations—one that assesses the achievement of

learning objectives and one that assesses participant satisfaction

with the sessions. The former may simply list the learning objectives and ask participants to rate how comfortable they feel with

their mastery of each objective. Written evaluations that assess satisfaction might ask participants to rate each session on a scale of

1 to 10, and then include a few open-ended questions for participant feedback on specific points. You may also wish to distribute

some combination of the two types of written evaluations, but be

sure to structure enough time at the end of your workshop for

participants to respond to the questions.
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APPENDIX F

LEARNING METHODS AND LEARNING STYLES

The completed chart below shows some of the learning activities that are well-suited for the different

types of learners listed. You may wish to mix and match activities to reach as many learners in your

group in as many ways as possible.

Method Imaginative Analytic Common Dynamic Visual Auditory Kinesthetic

Learner Learner Sense Learner Learner Learner Learner

Learner

Brainstorming X X X X X

Card Sorting X X X X X X

Fishbowl X X X X X

Stories X X X X

Visualization X X X X

Pictures X X X X

Role Plays X X X X X

Sequential

Role Plays X X X X X

Dramatizations X X

Skits X X X X

Demonstrations X X X X X X

Small Group

Discussion X X X

Case Studies X X X X

Panel

Presentations X X

Lecturette X X X

Jigsaw

Learning X X X X X

Games X X X X X

While some activities appeal more to particular learning styles, it is possible to adapt activities to make

them more accessible to those with different learning styles. For example, while Imaginative

Learners might be frustrated by merely watching a dramatization, you can engage them by allowing

opportunities for adequate processing and sharing of ideas after the dramatization, or by involving them

in presenting the drama itself. Similarly, while they might not enjoy being the observers on the outside

of a fishbowl, they would probably enjoy the “tap-and-replace” kind of fishbowl, as they would

be able to hear various perspectives, but still come in and out to add their own ideas. The ideas

in this chart, as with many issues in NFE, do not contain any one “right answer,” but many

different possibilities.
Nonformal Education 175

APPENDIX G

SAMPLE CALENDAR OF TRAINING EVENTS

Below is a sample calendar of training events (COTE) for you to practice planning a three-day

workshop. Adapt this calendar to meet the needs of your particular group. Think about how you would

choose warm-ups, activities, and so on for your own colleagues or fellow Volunteers. There are many

to choose from throughout the text, in this Appendix, and in the resources at the back of each chapter.

DAY 1 DAY 2 DAY 3

BREAK

LUNCH

BREAK
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APPENDIX H

ROLE PLAYS—TWO APPROACHES TO EDUCATION

One classic example to use when communicating the power of nonformal education comes from

David Werner, an innovative and provocative health educator who wrote Where There Is No

Doctor and Helping Health Workers Learn. Werner suggests that for new practitioners of NFE

to fully appreciate the importance of appropriate teaching, it might be helpful for them to

experience both kinds of teaching and then compare them. He suggests the use of two role plays,

which he calls “The Bossy Teacher” and “The Good Group Leader.” He recommends that these

role plays take the participants by surprise. The whole group will participate, but at first the

participants will not realize that the instructor is “acting.” You might make these two role plays

your very first introduction to a group that is about to learn NFE theories and methods.

THE FIRST ROLE PLAY:

THE BOSSY TEACHER

Suggestions to the Instructor:

Before the students arrive, place chairs or benches in neat rows, with a desk or podium at the front.

When the students arrive, greet them stiffly and ask them to sit down. Make sure they are quiet and

orderly.

Begin the lecture exactly on time. Talk rapidly in a

dull voice. Walk back and forth behind the desk. If

the students come late, scold them! Use big words the

students cannot understand. Do not give them a

chance to ask questions. (It helps if you prepare in

advance a few long, complicated sentences that use

difficult terminology.)

If a student does not pay attention, or whispers to a neighbor,

or begins to go to sleep, BANG on the table, call the student

by his or her last name, and scold him or her angrily. Then

continue your lecture.

From time to time, scribble something on the blackboard. Be sure

that it is difficult to see and understand.

Act as if you know it all, as if you think the students are not at all

knowledgeable. Take both yourself and your teaching very seriously. Permit

no laughter or interruptions. But be careful not to exaggerate too much, as

you do not want the students to know you are acting.

The lecture goes on for too long, and at the end, be sure to single out someone and ask a question

that they will not be able to answer.

Send the “students” off on a break, and prepare for the second role play.
Nonformal Education 177

THE SECOND ROLE PLAY:

THE GOOD GROUP LEADER

This time, the facilitator treats the participants in a friendly, relaxed way—as equals. (This role

can be played by the same person or someone else.)

Suggestions to the group leader:

Rearrange the room so that the participants are sitting in a circle. Join the circle yourself as part

of the group.

As a group leader, “teach” the same topic as the instructor in the first role play. But use a

participatory exercise or at least draw information out of the participants from their own experiences.

Be sure to use words that will be easy for students to understand, and at times, check for

understanding.

Ask a lot of questions. Encourage participants to think critically and to figure things out for

themselves.

Use teaching aids that are available locally and are as close to real life as possible.

Encourage participants to relate what they have seen and learned to real needs and issues in their

own lives.

At the end of the session, the facilitator asks the group what they have learned and what they plan

to do with what they have learned.

After both role plays are over, gather the group together to process what they have experienced. Some

good questions to start the discussion might be:

What did you think of the two classes?

From which environment did you learn more?

Which did you prefer? Why?

Who do you think was the better teacher or leader? Why?

In which session did you understand more of what was said?

From which session do you remember more?

During or after this discussion, it helps to summarize the two

approaches to teaching on a flipchart or blackboard.

Adapted with permission from the publisher. From Helping Health Workers Learn, by David

Werner and Bill Bower. The Hesperian Foundation, Berkeley, CA, 1982. All rights reserved. [ICE

No. HE061]
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APPENDIX I

ROLE PLAYS—TWO APPROACHES

DEFINITION:

“Learning to Sail—Individual Learning Styles” is an exercise that reveals individual learning preferences. Just as people have different personalities, they also have different preferences in the way they

like to learn. As a trainer, you need to be aware of your own learning style because it influences the

way you train others. You also need to know the individual learning styles of the participants in your

workshop or group.

EXAMPLE:

You need a group of people for this activity—fellow trainees and trainers if you are in pre-service

training, or your counterpart and friends if you are already at your site.

1. Whatever your group, ask them to imagine the following scenario:

Imagine you are given the responsibility for sailing a boat across a three-mile lake. You don’t

know how to sail, but you have a day to learn. You are sitting on the beach with a variety of

resources at your disposal.

[If you work in a waterless area where people have no concept of what sailing is, by all means,

adapt the scenario to make it more appropriate. Select a skill that people have some ideas about

but few or none in the group know how to do.]

2. Show the following list to the group (on flip-chart paper, a chalkboard, or a handout):

RESOURCES FOR LEARNING TO SAIL

A manual on how to sail

A sailboat ready to sail (with safety gear)

A video on how to sail (complete with battery-powered VCR and monitor)

A child who knows how to sail

An encyclopedia of sailing techniques

A workbook on sailing with a self-test on procedures

Pencil and paper

A peer to learn with you (who knows as little as you do about sailing)
Nonformal Education 179

3. Ask the group to think about the resources that

they (as individuals) would choose to learn best

how to sail. Explain that they may choose any

number of resources and they can write them

down if they like. Ask them to put their selected

resources in the order they would use them.

4. Going around the circle, ask people to tell

which resources they would use and how

they would use them. Process this a little

further by asking people to notice how many

different ways of approaching the task there

are within the group. What conclusions can

they draw from the activity? What

implications might learning styles have for

facilitating training workshops with people?

Note: One of the key reasons the experiential learning model works so well in skill and attitude

development types of workshops is because it addresses the different learning styles of the participants.

An experiential session is likely to engage everyone in the room at some point in the learning process.

Reprinted from Roles of the Volunteer in Development, Washington, DC: Peace Corps. [ICE No. T0005]
180 Peace Corps