FACILITATOR GUIDE

US : 119461

MAKE AND MOTIVATE JUDGEMENTS ON SELECTED

LITERARY TEXTS
Facilitator Information:

Details Please Complete this Section

Name & Surname:
Organisation:
Unit/Dept:
Facilitator Name:
Date Started:
Date of Completion:

Copyright
All rights reserved. The copyright of this document, its previous editions and any annexures
thereto, is protected and expressly reserved. No part of this document may be reproduced, stored
in a retrievable system, or transmitted, in any form or by any means, electronic, mechanical,
photocopying, recording or otherwise without the prior permission.

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Facilitator Guide Introduction
About the Facilitator This Facilitator Guide provides a comprehensive overview of US : 119461
Guide…
MAKE AND MOTIVATE JUDGEMENTS ON SELECTED LITERARY
TEXTS forms part of a series of Facilitator Guides that have been developed
for

series of Facilitator Guides are conceptualized in modular’s format, in

accordance with the Learner Guides. This guide has been designed and
developed to assist you in effectively and efficiently prepare and implement
your various training interventions.
Purpose The purpose of this Facilitator Guide is to assist facilitators in delivering
training sessions, related to
The Guide also provides information on facilitation methodologies and
strategies to be adopted during training sessions.
US No US Title Level Credit

US : 119461

MAKE AND MOTIVATE JUDGEMENTS ON

SELECTED LITERARY TEXTS

Objectives  To understand the facilitation methodology and strategy to be adopted for

this learning program
 To provide the necessary learner support and guidance during the training
session
Outcomes US : 119461
 MAKE AND MOTIVATE JUDGEMENTS ON SELECTED
LITERARY TEXTS
Facilitation The programme is very practical and aims to provide practical tools and skills
Methodology for adult learners. The methodology should ensure that:
 The learning environment is physically and psychologically
comfortable.
 Contact training periods are short and varied to avoid boredom.
 Learner expectations are articulated and clarified and managed by the
learner and facilitator.
 The experience of participants is acknowledged and drawn on in the
learning programme.
  Facilitation, rather than teaching, is used to allow participants to
participate fully.
 The facilitator balances the presentation of new material, debate and
discussion in such a way that the outcomes of the module are met,
while ensuring that all participants are valued and are able to
contribute to the learning process.
 The learning will be problem-oriented, personalized and accepting of
participants’ needs for self-direction and personal responsibility.
 The module presented in a way that allows a participant to participate
fully in the language of their choice.
 The facilitation process accommodates participants who may not be
literate, or who are not literate in English.
The contact session uses a participatory methodology. This is appropriate for
adult audiences who come with a wide range of experiences and skills. It also
accommodates a broader range of learning styles. Some techniques that can
be used include:
Method Description
Structured learning experience Participants engage with a complex
game or activities that represent real-life
situations that they may encounter in the
course of their work as a Ward
Committee member.
Case study This is a realistic story or real-life
situation that has taken place, in which
participants need to apply their
knowledge and skills to practice how
they can deal with the issues presented.
Group work Participants work on tasks in their
groups and report their findings back to
plenary.
Lecture The facilitator presents a short talk
(maximum of 10 minutes) to introduce a
new subject, to provide details, or to
wrap up a session.

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 Discussion This is a free exchange of ideas or
experiences on a particular topic. It may
be between the facilitator and the
participants or between the participants.
Brainstorming Participants generate a number of ideas
on a particular subject or question. It
may be used to gather different opinions
or to find out what participants know
about a particular topic.
Role-play Participants are asked to act out a
scenario where each participant plays a
particular role. A role-play may be used
to illustrate how people respond in
different situations.
Panel discussion This is a planned presentation by one or
more experts. It may be followed by a
discussion session or a round of
questions.
Resources  White board and/or Flipcharts

 Laptop & Data Projector (not compulsory)

 Facilitator & Learner Guide

 Learner Workbook

 Appendices (attached to learner guide)

Time Contact/ Facilitation Days

Theory

Practical

Assessments

Workplace Application Days

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Facilitator’s Checklist & Training Aids

Learner support strategies:

Learners are supplied with all resources and aids as required by the program – including:

 Objects & devices such as equipment, protective clothing, and safety gear, etc.

 Learner Guides and Learner Workbook

 Visual aids, etc.

Use this checklist below during your preparation to ensure that you have all the equipment,
documents and training aids for a successful session.

Preparation: Yes No

Qualification Knowledge – I have familiarised myself with the content

of the applicable qualification

Unit Standard Knowledge – I have familiarised myself with the content

of all aspects of the applicable unit standard

Content Knowledge – I have sufficient knowledge of the content to

enable me to facilitate with ease

Application knowledge – I understand the programme matrix & have

prepared for programme delivery accordingly

Contextualisation – I have included information which is specific to the

commodity and practices related to the commodity

Ability to respond to learners background & experience – I

have studied the learner demographics, age group, experience &
circumstances & prepared for programme delivery accordingly
Enthusiasm & Commitment – I am passionate about my subject &
have prepared my programme delivery to create a motivating
environment with real commitment to success

Enterprise knowledge – I know & understand the values, ethics, vision

& mission of the workplace & have prepared my programme delivery,
reporting & administrative tasks accordingly.

Equipment check:

Learner guides x 1 per learner

Assessment guides x 1 per learner

Writing materials & stationary (facilitator & learner)

White board & pens

Flip chart paper

Proximal projector & screen

Laptop & programme disk

Sample Hand-outs and examples of laws and other relevant documents

Safety gear as prescribed by unit standard and applicable legislation

Documentation checklist:

Attendance Register

Course Evaluation

Learner Course Evaluation

Portfolios of evidence

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Learning Program Time Frames

Total time Theoretical Activities to

Practical learning time
allocated learning time be
allocated (hours)
(hours) allocated (hours) completed

Complete
Program
(including
summative
assessment)

Learner 1 hour 30 minutes 30 minutes

Orientation and
“Ice Breaker”

Purpose, 1 hour 30 minutes 30 minutes

Introduction and
Learner
Directions

Preparation for 0.5 - - -

Assessment &
revision
 TRAINING PROGRAM

Briefing Session: Day1

1. Introduction to the Learning Units

Start with an “ice-breaker”, and eventually discuss the global outcome of

the learning units with learners and emphasize the assessment process.
Topics Time Remarks
 Ice Breaker 15 min Please refer to Learner
 Course expectations Guide and Assessment

 Assessment Criteria 10 min Guide for details.

 Learner’s Responsibilities
5 min

2. Training Ground Rules

Discuss the training session ground rules with learners to avoid
disturbance during the session
Topics Time Remarks
 Learning Units estimated time 10 Min Write down the training
 Ethical behavior session ground rules and

 Cellular phones – (off/silent) keep them posted in the

 Breaks – (tea, lunch….) classroom for the duration

of the session.
 Etc…

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 SPECIFIC OUTCOME 1.
Engage successfully with selected literary texts to discover meaning.
Learning Outcomes
 A variety of listening/signing/reading/viewing strategies are used to extract meaning from texts.
 Interpretations of texts and insights are supported with a range of reasons and facts relevant to the
discussion.
 Peer opinions are considered and own response confirmed or adapted as necessary.

Activity Questions Description Mark

In pairs
1 What are the differences between (1) reading to extract information 8
and (2) reading critically?

They have different goals. When students read to extract information, usually they seek facts and
presume the source is accurate. No argument is required. On the other hand, when students read critically,
they try to determine the quality of the argument. The reader must be open-minded and sceptical all at
once, constantly adjusting the degree of personal belief in relation to the quality of the essay's arguments.
They require different types of discipline. If students read for the purpose of learning raw data, the most
efficient way to learn is repetition. For instance, in grade-school, when youngsters memorize the
multiplication and division tables, they read and recite them over and over again. On the other hand, if
students read critically, the most effective technique may be to break the essay up into logical
subdivisions and analyze each section's argument, to restate the argument in other words, and then to
expand upon or question the findings.

They require different types of mental activity. If a student reads to gain information, a certain degree
of absorption, memorization and passivity is necessary. (We can't memorize the multiplication charts
effectively if we waste time questioning whether eight times three really does equal twenty-four.) If a
student is engaged in reading critically, however, that student must be active, active, active! He or she
must be prepared to preread the essay, then read it closely for content, and reread it if it isn't clear how the
author reached the conclusion to the argument. The critical reader must take the time to consider the

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argument from numerous angles including logical, rhetorical, historical, ethical, social, and personal
perspectives. In short, critical readings means actually thinking about the subject, moving beyond what
the original essay concluded to the point of how the author reached that conclusion and the degree to
which that conclusion is accurate.

They create different results. Passive reading to absorb information can create a student who (if not
precisely well-read) has read a great many books. It results in someone who has, in the closet of the mind,
a staggering number of facts to call to memory at any moment. It creates what many call "book-smarts."
However, critical reading involves original, innovative thinking. It creates a person who intentionally and
habitually reads with the mental habit of reflection, intellectual honesty, perceptivity to the text, subtlety
in thought, and originality in insight. Each method of reading has its place, but critical reading is too often
supplanted by reading for information.

They differ in the degree of understanding they require. Reading for information is the more basic,
and thus more fundamental, of the two reading skills. If one cannot make out the meaning of individual
words, it is pointless to try and evaluate their importance. However, reading critically is the more
advanced of the two, because only critical reading equates with full understanding. To illustrate the
difference, imagine the following situation. If a worker were watching the monitors at a nuclear power
plant, it would take little brainpower to "read" the dials and determine that "The Geiger counter reads 150
rads." That is one type of understanding, the understanding of fact. The worker has read every word on
that gauge, and can repeat it word for word. A far more important type of understanding is the ability to
discern what that statement means for the reader in practical terms, i.e., what the implications are. Does it
mean the nuclear power plant is running within normal parameters? That it is leaking toxic waste? That
the villagers below the plant are all going to die because of cancerous tumors? That the reactor vents
should be shut? This type of understanding, the ability to take the statement, think through the
implications, and put the fact into a meaningful context for oneself and one's community, is central to
critical reading.

Activity Questions Description Mark

2 Differentiate between skimming and Scanning 5

Skimming and Scanning

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Skimming refers to the process of reading only main ideas within a passage to get an overall impression
of the content of a reading
selection.

How to Skim:
* Read the title.
* Read the introduction or the first paragraph.
* Read the first sentence of every other paragraph.
* Read any headings and sub-headings.
* Notice any pictures, charts, or graphs.
* Notice any italicized or boldface words or phrases.
* Read the summary or last paragraph.

Scanning is a reading technique to be used when you want to find specific information quickly. In
scanning you have a question in your mind and you read a passage only to find the answer, ignoring
unrelated information.

How to Scan:
* State the specific information you are looking for.
* Try to anticipate how the answer will appear and what clues you might use to help you locate the
answer. For example, if you were looking for a certain date, you would quickly read the paragraph
looking only for numbers.
* Use headings and any other aids that will help you identify which sections might contain the
information you are looking for.
* Selectively read and skip through sections of the passage.

Peer feedback is a practice in language education where feedback is given by one student to another.
Peer feedback is used in writing classes of both first language and second language to provide students
more opportunities to learn from each other. After students finish a writing assignment, the instructor has
two or more than two students work together to check each other's work and give comments to the peer
partner. Comments from peers are called as peer feedback. Peer feedback can be in the form of
corrections, opinions, suggestions, ideas to each other. Thus, peer feedback is a two-way process in which
one cooperates with the other.

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 SPECIFIC OUTCOME 2.
Explore and explain how certain features influence responses to
literary texts.
Learning Outcomes
 Find clues in texts that reveal values, attitudes or beliefs of authors.
 Analyse how readers'/audiences' different backgrounds might influence the way they understand a
text.
 Knowledge of elements of drama is used to understand and interpret examples of the genre.
 Knowledge of elements of the short story/folklore/short essays/signed narrative is used to
understand and interpret examples of the genre.
 Knowledge of the elements of the novel/narration/story are used to understand and interpret
examples of the genre.
 Knowledge of the elements of poetry is used to understand and interpret examples of the genre.
 Authors' techniques to help communicate ideas and to achieve particular effects are analysed.

Activity Questions Description Mark

In groups collect a drama, poet, magazine story etc. and identify the
3 characters, setting, and plot and analyse the story. 5

Learner should attach evidence

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 SPECIFIC OUTCOME 3.
Produce own texts in response to issues and ideas in literary texts.
Learning Outcomes
 The way characters are revealed is analysed.
 The plot is outlined and related to the theme.
 Setting and background are described.
 Personal interpretation of selected passages is given.
 Relevant evidence from a text to support opinions and judgements is presented.
 Literature is interpreted in imaginative ways, responding creatively to texts in a variety of written
and/or non-written forms.
 Own writing/signing is edited to improve grammar, style and content.

Activity Questions Description Mark

In groups produce own texts ,story,drama or poet showing the
4 5
following characters, plot, Setting and background

Learner should attach evidence

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