Difference between revisions of "Planning"
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'''One person might like to prepare everything in detail. When changes to these carefully laid plans occur, he works up a sweat. He does not like when things do not go according to plan. Another team colleague might work in a different way. She loves spontaneity. In the fever of performing a task and in team building during a training, new opportunities and perspectives arise for her. Hours of preparation get on her nerves, while unexpected situations are stimulating for her. Every person is different, and our facilitators and participants each have preferred planning styles.''' | '''One person might like to prepare everything in detail. When changes to these carefully laid plans occur, he works up a sweat. He does not like when things do not go according to plan. Another team colleague might work in a different way. She loves spontaneity. In the fever of performing a task and in team building during a training, new opportunities and perspectives arise for her. Hours of preparation get on her nerves, while unexpected situations are stimulating for her. Every person is different, and our facilitators and participants each have preferred planning styles.''' | ||
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==Practical Planning== | ==Practical Planning== | ||
Beyond these didactical principles planning includes a lot of very practical activities in a more technical way. These technical and non-didactical things influence your empowerment processes. If in example the access to a working space is for potential target groups a physical or psychological barrier, planning allows you to reflect this in advance and therefore to build a more inclusive learning environment. | Beyond these didactical principles planning includes a lot of very practical activities in a more technical way. These technical and non-didactical things influence your empowerment processes. If in example the access to a working space is for potential target groups a physical or psychological barrier, planning allows you to reflect this in advance and therefore to build a more inclusive learning environment. | ||
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| − | + | ===Didactical Planning === | |
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* [[Planning events and trainings - goals, topic, method | Goals-Content-Method]] | * [[Planning events and trainings - goals, topic, method | Goals-Content-Method]] | ||
* [[Didactical Principles]] | * [[Didactical Principles]] | ||
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* [[Body and Energizers]] | * [[Body and Energizers]] | ||
| − | === | + | ===Practical Planning=== |
* [[Inclusion and Accommodation of Special Needs]] BEFORE | * [[Inclusion and Accommodation of Special Needs]] BEFORE | ||
* [[Informing Participants]] | * [[Informing Participants]] | ||
* [[Local planning]] | * [[Local planning]] | ||
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Revision as of 23:34, 22 December 2015
One person might like to prepare everything in detail. When changes to these carefully laid plans occur, he works up a sweat. He does not like when things do not go according to plan. Another team colleague might work in a different way. She loves spontaneity. In the fever of performing a task and in team building during a training, new opportunities and perspectives arise for her. Hours of preparation get on her nerves, while unexpected situations are stimulating for her. Every person is different, and our facilitators and participants each have preferred planning styles.
Beyond the different planning styles all people have different preferences and expectations regarding learning. Active ones, cognitive ones, emotional people, sensitive, judging, such with specific needs and such without. Planning is the art of considering the diversity of a group in all its qualities while ensuring that all of its parts gain from the learning opportunity.
Practical Planning
Beyond these didactical principles planning includes a lot of very practical activities in a more technical way. These technical and non-didactical things influence your empowerment processes. If in example the access to a working space is for potential target groups a physical or psychological barrier, planning allows you to reflect this in advance and therefore to build a more inclusive learning environment.
