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==20.	Using activities in training==

===Things to think about before choosing an activity===
*Key learning points - What is the point of it? Learning outcome? Be specific 
*Timing – How long will it take to set up, run and debrief? 
*Single or Groups – How will the participants benefit most? By working in groups or alone? How will the groups be composed and selected? What other logistics will I need to consider? 
*Set-up – How complex is the activity? What equipment or materials will we need? What instructions will I need to give? Where are the possible sources of risk or confusion? 
*Debrief – How will we reflect on the outcomes? What feedback will be essential? How can I build on the results? 
*State of learners – What are the participants going to be doing prior to the activity? What will their energy levels and needs be? What assumptions am I making? 

===Types of activities===

There are many different types of activities which can be used to enhance learning experiences for participants. Most of the training you will facilitate will have carefully designed activities for different desired outcomes.  Think carefully about the goal of the exercise and then decide the best way of assisting participants to reach the goal. 
*Pair-work 
*Ice-breakers 
*Brainstorming 
*Case studies 
*Role plays 
*Activities to review learning 
*Reporting back on group activities 
*Debriefing activities 
*Giving feedback 
*Energisers 

===Tips for using activities ===

There are some basic rules for running activities.  Some activities are very simple and almost require no explanation because they can be slotted in naturally into the content or discussion.  Others, however, are more complex and require very carefully thought out explanation or guidance to ensure minimum confusion and maximum benefit to the participants.  Remember that any activities must help learners to experience what they are learning.

#Explain what the activity is about and why you are doing it
#Explain what the benefits of the activity are
#Speak slowly and carefully when giving directions
#Ask a participant to repeat the instructions to see if the group has understood.
#Demonstrate the activity if you can
#Say how much time they have for the activity
#Explain very clearly if you want them to divide into groups
#Explain what reporting responsibilities there will be (if any)
#Keep the activity lively
#Challenge the participants
#Always discuss the activity or give feedback at the end.

Design activities so that they ADD to the course by using relevant content and context EVERY TIME.  Adult learners need to see purpose and relevance at all times during the course.

===Simple activities===

'''Ice breakers - activities which help to start a topic, set a tone or change a mood'''

The aim of ice breakers is at least to 
*grab people's attention, 
*establish a participative environment, 
*set the pace for the rest of the training, and 
*put people at ease (including the trainer), 
*get everyone to introduce themselves or share something of themselves, 
*observe the group and get a feel for individual personalities, 
*establish a starting point for the next part of the content. 

It is probably good never to ask anyone to do anything you would not want to do. If you remember this then you will avoid getting trapped in forcing insincere activities on your participants. Be yourself, find your own style but stay open to new ideas. Take into account who you are training, their position at work, their level of education, interests, and of course the content of the material you are working on together. Observe your participants well during these activities because they help tell you more about the people you are training and be careful of the time these activities can sometimes consume if not well managed. 

Ice breakers can be simple. For example, while introducing themselves participants could answer a simple question such as 
*How do you like to spend your Saturdays? 
*If you were wearing a T-shirt that displayed your life philosophy, what would it say? 
*If you could be any animal, what would it be and why? 
*What do you most like and hate about your job? 
*If you could go anywhere for a holiday, where would you go? 
*Who do you most admire, and why? 

There are other ice breaker activities that are more complex of course but you will be able to do develop them yourself in time or do some research to find ones that have already been successfully tested. 

Remember, the best kind of icebreaker will 
*Be clearly and quickly set up and explained
*Have a clear purpose
*relate to the content so that it can almost serve as an introduction to the next topic.  This saves time and, for adult learners, makes much more sense.  The content should flow on smoothly from the icebreaker wherever possible.  
*Save time not waste time.  You will have to have strategies up your sleeve for speeding things up and being disciplined about the task and the time set.
*Be relaxing and let people loosen up together.

Icebreaking activities could include;
*Writing down a list of expectations or assumptions about a certain topic area they are about to launch into
*Writing down a list to suggest ways they could each improve their work in a particular area
*Ask a question of another participant to quiz them about the differences between the way they do something
*Ask one question of each person in the class about one aspect of the planned course, or a particular area/topic

===More complex activities===
Some activities, like icebreakers, are very simple and almost require no explanation because they can be slotted in naturally into the content or discussion. Others, however, are more complex and require very carefully thought out explanation or guidance to ensure minimum confusion and maximum benefit to the participants. There are some basic rules for running activities. Remember that any activities must be relevant and help to enhance the content of the course.

'''Remember to...''' 
#Explain what the activity is about and why you are doing it 
#Explain what the benefits are 
#Speak slowly and carefully when giving directions 
#Demonstrate the activity if you can or quiz them with quick questions to check they have understood, like “are you going to…?”, “did I say to…?”, “at the end of the activity you will …. ?”
#Say how much time they have for the activity 
#Explain very clearly if you want them to divide into groups 
#Explain what reporting responsibilities there will be (if any) 
#Keep the activity lively 
#Challenge the participants
#Always discuss the activity at the end.