HANDOUT 1: SELF-RATING COMPETENCY CHECKLIST

Name:
Region/Division:
Look at the Technical Skills for DRRM Coordinators below. Rate yourself either 1,2,3, or 4 on each
of the identified competencies. The ratings mean the following: 1- I cannot do this; 2- I can do this
but with more training; 3- I can do this; and 4- I can do this and can teach others.
Technical Skills Rating
Philippine Basic Education System
DRRM Act (RA 10121) and DRRM in Basic Education
(including DRR-CCA Terminologies, inclusive DRR, CBDRR)
The Comprehensive School Safety Framework
Student-led School Watching and Hazard Mapping
Contingency Planning
Hazard, Vulnerabilities, Capacity Assessment (HVCA)
Weather advisories and early warning systems
Education in Emergencies and the Cluster System/Approach
Alternative Delivery Modes (ADMs)
Multi-hazard Drills
Child Protection in Emergencies (CPIE)
Emergency Operation Center Systems and Processes (Regional Level)
Rapid Needs/Damage Assessment (RADAR, etc.)
Safety and Security Protocols (with Basic Life Skills such as First Aid, CPR, Fire Safety)
Camp Coordination and Management Guidelines
Recovery and Rehabilitation Planning, Coordination and Monitoring
Basic Psychosocial Support & Psychosocial First Aid (PSS/PFA)
Post Disaster Needs Assessment (PDNA)
Disaster Resilient Designs and Standards
Community-based DRRM
Geographical Information Systems (GIS)
Core Humanitarian Standards and Principles
Frontline Responders Principles, Protocols and Processes (FLRT)
Inventory/supplies management/logistics
Disaster Resilient Engineering Solutions
Incident Command Systems
Localizing DRRM (localized innovations in early warning systems, rescue equipment)
Humanitarian Response Coordination Mechanism
Adult learning designs, management and delivery (capacity development)
Information Management
Resource Mobilization, Networking and Collaboration
Planning, Coordination, Monitoring and Evaluation
 HANDOUT 2: SAMPLE PARTICIPANT PROFILE

Reference: Manual on Training Needs Assessment. Project on Improvement if Local Administration in Cambodia
(PILAC). Ministry of Interior and Japan International Cooperative Agency.
 HANDOUT 3: 5 STEPS OF TRANING NEEDS ASSESSMENT

Reference: Manual on Training Needs Assessment. Project on Improvement if Local Administration in

Cambodia (PILAC). Ministry of Interior and Japan International Cooperative Agency.
 HAND OUT 4: TRAINING DESIGN FORMAT
Competency Gap: (Sample) Conduct of Rapid Needs Assessment of Damages in School

Competency Gap: Competency is an observable behavior supported by specific knowledge, skills, and
attitudes. Each competency has a specific result or output. Competency Gap is the difference between
the current competency level of the participants/employees/trainees and the required competency level.

Learning Outcome: (Sample) At the end of the training activity the participant should be able to conduct a
rapid needs assessment utilizing appropriate reporting documents and using available data

Learning Outcome: This should be a broad, general statement that your participants can still remember
long after the training is finished.

Objectives:
Specifically, the participants should be able to:
 Know what Rapid Needs Assessment is, its importance and its conduct
 Develop a Rapid Needs Assessment Report

Objectives: They tell what the participants are supposed to know or be able to do at the end of the
learning session. It informs everyone as to what new materials or skills are to be discussed, and it also
gives direction to the discussion. Verbs are usually used to begin the learning objective because it focuses
attention on what the participants are supposed to be able to DO afterwards.

Methodology:
 Discussion of Rapid Needs Assessment and sources of data
 Discussion of relevant policies and standards related to the conduct of rapid needs assessment
 Analysis of reporting documents related to rapid needs assessment
 Discussion of the process of doing a Rapid Needs Assessment Report
 Development of a Rapid Needs Assessment Report

Methodology: Refers to techniques/activities to be able to attain objectives

Evaluation:
 As a final output participants will be asked to develop and present their own Rapid Needs Assessment
Report

Evaluation: Evaluation is the process of examining a workshop, a program or process to

determine what's working, what's not, and why. It determines the value of learning and
training programs and acts as blueprints for judgment and improvement.
 HAND-OUT 5: WORKSHOP PREPARATION CHECKLIST

1. Set SMART Objectives

 What do we want to achieve through this training?
• What change do we want to see in our participants after the training?
2. Select Participants
• Who do we need to train to reach our program objectives?
• How many do we need to train? How many are we able to train at one time?
• What do we need to consider when we chose our participants?
 Age & Gender
 Politics
 Social/cultural issues
- Availability
3. Choose Content
 What information do we need to include in order to create the change we want to see
 Tailoring the information
 Level of detail
 Level of difficulty
- Mix of activities
4. Select Teaching Methods
• What is the best way to convey the information? Some lessons are easily conveyed through an
activity or through discussion, while other information is best presented in a lecture.
• What are the limiting factors?
 Your materials/resources: Do we have access to everything we need, including a whiteboard,
electricity and electronic equipment?
 Time: How much time do you have for your workshop? Give yourself enough time to complete all
your activities and presentations without rushing. Certain activities take longer than others.
Include time for introductions, questions from participants, breaks, pre- and post-tests and
evaluations. End the workshop early enough to allow participants to return safely to their homes.
 Number of participants: How many people do you expect to attend? Certain teaching methods
and activities are more appropriate for large groups, while others work better with small groups.
 Knowledge and characteristics of participants: What are the age, education, knowledge base and
objectives of the participants?
 Location: How much space do you have to conduct activities? Some activities require space to
move around, while others require tables for group work.
 Number of facilitators available to conduct the training
5. Identify Facilitators
• Who will lead the training?
• Do we need one person or several?
• Do they have the background information and skills they need?
• Are there guest speakers or panelists that need to be briefed?
6. Plan the Logistics
• Location
• Room set-up
• Timing
• Length of the training
• Length of each activity/presentation
 HAND-OUT 5: WORKSHOP PREPARATION CHECKLIST (Continuation)

7. Pre-test the Training

• Did you achieve the result you expect?
- Was the content appropriate?
- Were the presentations clear?
- Were you able to implement the activities as planned?
 What changes do you need to make to improve the training?

8. Preparations for Implementation

√ Participants Have the appropriate target groups been invited? Do you know how many people
will attend? Be prepared for additional participants.
√ Lighting Is the room too light or too dark? If the room is too dark, people may become
sleepy and may not participate. If the room is too light, participants may not be
able to see images in a slide show.
√ Temperature Is the room too hot or too cold? Can you control the temperature? Where are the
windows? Do they open? Is there air conditioning or fans?
√ Restrooms Are there restrooms available? Do you know where they are located?
√ Audio-visual Does the room have the electronic equipment you need such as a slide projector,
Equipment overhead projector, TV or video? Be sure they are working and that you know how
to operate them. Is there electricity? Where are the outlets located? Do you need
an extension cord? Are there often power outages? Do you have other activities
or materials to use in case the electricity is not working? Is there a generator
available?
√ Room Set-up Is the room large enough, with enough space for activities? Do you have enough
chairs? Set up the room in a way that will make it easy for the participants to see
the facilitator and the slide show or flip chart. You may wish to arrange the chairs
in a circle (for a small group), in a half circle (medium-sized group) or in rows or
around small tables (large group).
√ Materials Do you have all the materials and handouts you need for your presentations and
activities? Are there enough copies for all participants? Are all your documents
organized and clearly labeled so you can find them easily? Be sure to bring paper
copies of all your presentations so you can refer to them if the computer or slide
show does not work.
Reference: siteresources.worldbank.org/.../Handout_Workshop_Preparation_Checklist.pdf
 HAND-OUT 6: PRESENTATION CRITIQUE

CRITERIA COMMENTS
Topic selection
§ Was the purpose of the presentation clear?
§ Was the topic appropriate for the audience?
Audience adaptation
§ Did the speaker avoid jargon if necessary?
§ Did the speaker provide background information, if necessary?
§ Did the speaker make the presentation interesting to the
audience?
Introduction
§ Did the speaker pull the audience in with an attention getter?
§ Did the speaker introduce the topic?
§ Did the speaker establish credibility?
§ Did the speaker preview the sections of the presentation?
Body of the speech
§ Were the main points clear?
§ Was the body clearly organized?
§ Were sources used and appropriately cited?
§ Was the topic well explained?
§ Did the speaker include transitions between major ideas?
Conclusion
§ Did the speaker summarize the presentation?
§ Did the speaker include a strong closer?
Delivery
§ Did the speaker maintain eye contact?
§ Did the speaker use vocal variety (avoid monotone delivery)?
§ Was movement controlled and gestures used well?
§ Were vocal fillers (“um,” “uh,” “like”) under control?
§ Did the speech seem practiced?
§ Did the speaker sound conversational?
§ Did the speaker avoid reading?
Outline (if required)
§ Did the outline follow correct guidelines?
§ Was it easy to follow?
§ Did the speaker follow the outline in speech?
Visual aid (if used)
§ Did the visual aid add to speech?
§ Was the appearance professional?
§ Was the visual aid well used?
Question and Answer (if required)
§ Did the speaker seem prepared for questions?
§ Did the speaker handle questions well?
§ Were the answers clear?
Final grade:
Reference: https://www.usm.edu/gulfcoast/sites/usm.edu.gulfcoast/files/.../speech_critique.pdf
 HAND-OUT 7: THE 10 COMMANDMENTS FOR GIVING A PERFECT PRESENTATION
Written by Kipp Bodnar | @Kippbodnar

1) Understand Your Audience's Sacrifice

Think about it: if you're speaking to 100 people for an hour, you're consuming 100 hours of time. This is
time your audience could be spending at the office, with their families, catching up with friends, or
working on other projects. So before you utter your first word on stage, understand what your audience
has given up for you, and make sure you've invested an equal amount of time in preparation to make
their time worthwhile and well spent.

2) Be Infotaining

Teaching isn't enough. Yes, your audience wants to learn, but in order to soak up all the knowledge you're
giving them, they need to be interested and paying attention. This is why it's important to incorporate
some humor and a compelling story into your presentation. In other words, you need to inform your
audience in an entertaining way: be infotaining. Furthermore, be personable. Tell personal stories,
mention your pets, and mention your kids; find a way to make a personal connection with the audience
to keep them engaged.

3) Work the Room

Don't stand in one spot on the stage for the whole presentation. On the other hand, don't walk around so
much that it's distracting. Instead, before you begin your talk, pick 4-6 people who are spread out
randomly throughout the audience. Then do your best to speak to each of these people during your
presentation. This will help you naturally walk around the stage and address all portions of the audience,
making everyone in the room feel like they're a part of your presentation.

4) Be More Energetic Than Ever

Speaking to large audiences requires you to be a more energetic version of yourself. Project your voice,
sound excited, and make sure your passion for the topic comes through. The more energy you have, the
more engaged the audience will be, and if you're excited, your audience will get excited. But if you're
lame and boring, there's a good chance your audience will also be bored.

5) Give the Audience Time to React

When you're on a stage, a second or two of silence can seem like forever. But in reality, it's exactly what
your audience needs. If you make a joke, give them a couple seconds to laugh. If you're showing an
interesting statistic, give it a second to sink in. If you're trying to get across a complex or particularly
important idea or concept, say it, pause, and then say it again. Giving your audience a few seconds to
react or absorb the information you're giving them is one of the simplest things you can do to make your
presentation instantly better.
 HAND-OUT 7: THE 10 COMMANDMENTS FOR GIVING A PERFECT PRESENTATION
(Continuation)

6) Plan Audience Interaction

For smaller audiences, planned interaction is critical. It's a great way to get the audience engaged
and demonstrate that you understand what they want to hear. Prepare questions to ask your
audience, and time when you will pose the questions. However, be warned: the bigger the audience,
the harder it is to ask them questions and expect a response. Plan ahead for all of your interaction
based on the size of your audience.

7) Let the Audience Love You

In EVERY case, the audience desperately wants you to succeed on stage. In fact, they're actually
afraid FOR you. If you've ever attended a session during which the speaker totally tanked, you know
that it's intensely uncomfortable to watch someone choke on stage. So the more it looks like you're
confident and having fun up there -- no matter what is going on in terms of tech glitches, getting
stuck on your words, forgetting something, or whatever else it may be -- the happier and more
satisfied your audience will be with your presentation. Remember: your audience has no idea what
you plan to say, so if you mess up, they probably won't know you messed up. Be confident, and let
them love you.

8) Make Sure Your Presentation Has "Ups and Downs"

Presentation design and training export Nancy Duarte writes a lot about this topic in her book,
Resonate: Present Visual Stories That Transform Audiences, and it's a really great read. The basic
premise is that, as a presenter, you can't constantly keep building your audience up and up during
your presentation, and the best presentations have a key element: hope. In order to create hope,
you need to provide your audience with "ups and downs." Specifically, you need to flip flop back and
forth between the current problem you're addressing and the new solution you're offering to solve
it.

9) Plan for Laughs and Applause

Your presentation is nothing short of a performance. As you're prepping and practicing for your talk,
plan to do one session where you focus solely on when you should anticipate and pause to
encourage audience reactions such as applause and laughter.

10) Know Your Surroundings

Whether you'll be presenting in a small boardroom or ginormous auditorium, you should try to know
as much as possible about your surroundings ahead of time. How much space will you have to walk
around? Will there be a confidence monitor available for you look at your slides without referring to
the screen behind you? Where will your audience be sitting? Will you have a remote control to
advance your slides? These are all important questions to answer to make you feel confident and
amply prepared before you take the stage for real.

Reference: http://blog.hubspot.com/blog/tabid/6307/bid/33553/The-10-Commandments-for-
Giving-a-Perfect-Presentation.aspx#sm.0000qmt9as19tldd7zces69weby53
 HAND-OUT 7.1: FACILITATORS’ GUIDE
Active Listening

Active listening is the ability to grasp both content and feeling or a speaker’s total meaning. There
are many levels of active listening:

• Listening for content. This involves reflecting back what the speaker said either by repeating or
paraphrasing their message in your own words (e.g., everything happened so fast)

• Clarifying. This involves checking your understanding by asking questions about the content (e.g.,
So you mean to say that….? What did you mean by…?)

• Reflecting feelings. This is said be the deepest type of listening. This involves the ability to
interpret what a person might be feeling even when he/she did not specifically identify their
emotions (e.g., “Wow, that must have been really scary.”)

Integrating

Integrating In the context of groups, integrating means summarizing people’s ideas or responses by
highlighting the common themes of the discussion. It is also important in integration especially at
the end of each module to focus on significant learnings of the participants.

Process Observation and Analysis

Process observation and analysis (POA) refers to the ability to observe not just one person at a time
but also the interactions and atmosphere within a group. POA is also the ability not just to listen to
content (what people are saying) but also process (what is happening in the group). Specifically, the
facilitator/teacher may to look at:

• Participation. Is everyone participating? If not, you might want to encourage the silent ones by
asking them what they think or if they have something to say (e.g., “how about you Ben, would you
like to share your experience”).

• Pattern of communication. Are there some participants dominating the discussion? If so, it may be
useful to encourage those who are more silent to speak out (e.g., “let’s hear from the others”) or use
strategies to get everyone to participate such as passing a ball, or let the speaker point to someone
else. At times, the facilitator may remain quiet in order to encourage others to participate.

• Group atmosphere. Is the atmosphere friendly or tense? If the atmosphere is tense, you may need
to do an icebreaker or use humor. Do people seem interested or bored? If people seem sleepy,
bored or tired it might be time for a change in activity or to end the session.

• Membership. Are there subgroups among participants? If so, you can try and change seating
arrangements or make sure people have different partners.
 HAND-OUT 7.1: FACILITATORS’ GUIDE (Continuation)
Managing group interactions can be sometimes challenging. Here is a summary of common situations and what
facilitators can do to manage them.

Reference: Supporting Enabling and Empowering Students: Manual on Psychosocial Interventions for Secondary
School-Aged Students during Disasters and Emergency Situations (2015). UNESCO.
 HAND-OUT 7.2: METHODS FOR FACILITATING ADULT LEARNING ACTIVITIES

SUMMARY:

1. Give the adult learners a chance to reflect on what they are learning.

2. Have them summarize these learnings in 1-2 sentences.

3. Let them share their own stories.

4. Make them teach the material to others.

5. Give and receive feedback to validate learning.

METHODS FOR FACILITATING ADULT LEARNING ACTIVITIES

Teaching and learning go hand in hand. You did not teach if your participants did not learn. As the presenter of a
concept, it is your job to facilitate learning, i.e. to make sure that people learn what you want to teach them. There
are a number of methods to help your learners. If you are lecturing, with or without any visual aids, pause every 15 to
30 minutes and engage learners in an activity to reinforce learning. These methods focus on five participatory
processes: reflecting, summarizing, sharing knowledge, teaching, and receiving feedback.

1. Reflect

When we are given a chance to reflect, review, and relate to the material personally, learning is enhanced. As such,
let the participants pause and reflect periodically for just a few minutes on what they have learned and how they might
apply it. After the reflection, have them volunteer to share with a pair or in small groups. Here are a few examples of
reflection questions/statements you can use:

A. Most Important
Materials: pen and paper
Mechanics: Write two to three things you have learned. Now put a star by the most important learning.
B. Three Applications
Materials: pen and paper
Mechanics: Write three ways you can apply what you learned. Encircle the one you plan to do first.
C. One Sentence/One Question
Materials: pen and paper
Mechanics: Write one sentence explaining what you learned in the last ___minutes OR write one question you
have about what you’ve heard.
D. WOW/How About
Materials: pen and at least 2 sticky notes
Mechanics: On a sticky note, write a “WOW” – something you learned that was important to you. On another
sticky note, write a “HOW ABOUT?” – a question or another idea you might have. Post your notes on two
flipcharts labelled WOW and HOW ABOUT.
E. Highlights
Materials: pen and paper
Mechanics: Spend the next four minutes reading and reviewing the notes and other information you have
about the topic. Highlight the important points. Write 1-3 questions you still might have.
2. Summarize

When the participants are able to summarize a presentation, an idea, or a concept in one or two sentences, it means
they are able to connect with the material in a powerful way. Below are some ways you can use to help facilitate this
process:

A. Best Summaries
Materials: pen and index cards
Mechanics: Group the participants in teams of 4-7. On an index card, each participant writes a 3-5 sentence
summary of the main points at the end of the presentation or topic. On the other side of the card, they are to
write a code or an identifying PIN. When finished, they are to exchange cards with another team. Each team
chooses the best summary from the set of cards, and then reads it to the whole group, along with the
identifying code or PIN.
B. Essence
Materials: pen and paper
Mechanics: Divide the group into teams of 3-7. Explain that there are four rounds. 1- Create a 32-word
summary of what they have learned. Read their summary to the whole group. Participants vote for the best
by raising their hands. There are two rules in voting: they can only vote once, and they can’t vote for their
own team’s summary. 2 – Repeat the process but shorten the summary into 16 words. 3 – Repeat the process
for an 8-word summary. 4 – Repeat the process for a 2-word summary.
C. Superlatives
Materials: pen and paper
Mechanics: After your presentation, ask the participants to identify the most important concept they have
learned. Give them time to write their ideas, and then ask for responses. Then have them identify the most
___* thing you presented, and share that with the person closest in proximity to them. Take a few responses
from the whole group.
*Possible superlatives: useful, controversial, difficult to understand, surprising, universal, & obvious
D. Picture Summary
Materials: marker and flip chart sheet/manila paper/craft paper
Prepare: Rules of the activity
Mechanics: Divide the participants into small groups and give each group a flip chart sheet/manila paper/craft
paper. They are to design a poster that summarizes the key points they have learned. There are 4 rules: 1 -
page limit is one sheet of paper; 2 – joint effort; 3 – only pictures can be used; and 4 – time limit is 5 minutes.
E. Open and Closed
Materials: pen and paper
Mechanics: Have the participants write a closed-ended question and an open-ended question on index cards.
Warn them ahead of time that they will be doing this, so it would help if they pay attention and take down
notes. For the first round, have them pair up and ask each other their closed-ended questions. Switch partners
and ask each other open-ended questions.

3. Share Knowledge

Learners come from different backgrounds and experiences. They each have their story to tell. One of your tasks
as facilitator is to build on what they know, give them some control over their learning, and validate their expertise.
Try the following ideas:

A. Leaky Fishbowl
Materials: None
Prepare: Questions to ask the group
 Mechanics: This is a great technique for tapping the knowledge of a group with different levels or types of
knowledge. Have 5-7 volunteers sit in a circle in the middle of the group. Have a set of questions ready, and
give the inner group a question to discuss. There are two rules: only those in the middle of the circle can
answer; those outside the circle can only join by standing behind someone in the inner circle until s/he or
anyone in the circle steps out. Periodically, give a new question to be discussed.
B. Item List
Materials: 3-5 sticky notes
Prepare: List of the topics on a flipchart/manila paper
Mechanics: Give the participants 3-5 sticky notes and have them mark the ones that are highest in priority for
them to hear from you. Make sure to give emphasis to those topics in your presentation, and spend lesser
time on the low priority items.
C. Press Conference
Materials: pen and index cards (quantity depends on the topics)
Prepare: Outline of your topic
Mechanics: Give a brief overview of your topic. Discuss the objectives, as well as the major topics. Give the
outline of your topic to the participants. Divide them into small groups, using the name number as the major
topics you will be covering. Have the group write one question on an index card for each topic to be covered.
They should label each card with the topic OR use a different color of card for each topic. Collect all the cards,
and then redistribute them, giving all the cards of one topic to each group. Have the groups take turns asking
you the questions, as in a press conference. Be sure to ask the participants to help you answer the questions
when they can.
D. Confusion
Materials: pen and index cards
Mechanics: Divide your topics into parts. After each part, have participants write 1-2 questions or points of
confusion on index cards. Have them stand up and exchange the cards with the other participants with the
written side down. When you call time, they should sit down with the card or cards left in their hands. Conduct
a question and answer session with the participants volunteering to read a question. Be sure to ask the
participants first for an answer or explanation before you do.
E. Brainstorm
Materials: pen and paper
Mechanics: Group the participants. Ask each group to brainstorm questions related to the topic, as well as
the answer to each question. Have them share their discussion in plenary. Fill in any missing information.

4. Teach
If you want to learn about a subject, one of the best ways is to teach it. Then you have no other choice but to study
the material. Here are a few ideas on how to engage the learners in teaching:

A. Think-Pair-Share
Materials: pen and paper
Mechanics: Have the participants take time to write down what they have learned about the topic. Then they
will tell a partner what they have learned and how they will use it in real life.
B. Think-Pair-Square
Materials: pen and paper
Mechanics: This is the second part of Think-Pair-Share. After talking to a partner, the two of you will join with
another partner and then discuss your learning.
C. Triad Teaching
Materials: Optional – pen, paper, color, any object for representation
Mechanics: Divide the participants into threes and have each person tell the other two what s/he has learned.
This can be done verbally, with symbols, icons, or drawings.
 D. Showtime
Materials: Optional – pen, paper, color, any object for representation
Mechanics: Divide participants into small groups and assign each portion of the material that has been
presented. Have each group prepare and give a short, creative, and playful presentation of their topic.

5. Receive Feedback
Learners enjoy getting feedback on their output. It validates the learning. It gives a sense of their status with
regards to the topic and how much more they need to learn. Here are a few suggestions on giving and receiving
feedback:

A. Bingo
Materials: pen and 5x5 matrix with answers
Prepare: 25 questions about your topic (In preparing the questions, ask yourself, “If they can only take away 25
things from my presentation, what would I want those to be?”) and a 1-page 5x5 matrix containing the one-
word or short-phrase to your answer
Mechanics: At the end of your presentation or at intervals during your presentation, ask one or more of your
25 questions. Have the participants find the answers on their cards either individually or in pairs. As soon as
the individual or pair thinks they have the correct answer, they stand up and share their answer. If they are
correct, they get to cross off a box on their sheet. If wrong, then the next one standing gets to give an answer.
Continue until someone gets BINGO or until you’ve gone through all the questions and answers.
B. Jeopardy
Materials: pen and paper
Prepare: 4 or 5 categories, each written on a 5x7 or 8x11 card or sheet; at the back of each card or sheet assign
a point value to each question written at the back of the card, and then post the categories on the board
Mechanics: Divide the group into teams. Roll a dice to see which group goes first. Each group chooses category
and a point value. Answer the question written in front of the card. If they answer correctly, they earn the
allotted points. Move on to the next team until all the questions are answered. Finally, choose one special
question for the final round. This should be the one thing you want participants to take away from your training.
Have each group write a point value for the final question and then write it down. Read the question to the
group and have them write their answer. The groups will read their answers and show their point values. Add
or subtract the final point value from the teams’ scores. The group with the most points wins.
C. Crosswords
Materials: pen and crossword puzzle
Prepare: Create a crossword puzzle with clues that test the participants’ understanding of the key concepts you
are presenting.
Mechanics: During your presentation, stop at periodic intervals and have pairs of participants complete as much
of the puzzle as they can.
D. Team Quiz
Materials: pen and paper
Mechanics: Before your presentation, tell the participants that you will be pausing at certain intervals to have
them, in small groups, write 2 questions for their fellow participants. One should be factual, and the other
open-ended. Give them a few minutes to write the questions. Have each team ask their factual questions, then
the open-ended ones.

Reference:
httpod.msue.msu.eduuploadsfilesPDFacilitating_Adult_Learning.pdf
http://adulted.about.com/od/glossary/g/Andragogy.htm