PopEd Toolkit

• 4 x 3 Hours

• Ice breaking Whip
• Ground Rules
• Crossword

• Listening Exercise
• Treasure Hunt!
• Metaphors
• Lifelines

• Free Space Analysis (Opportunity Ladder) 
• Visioning an Alternative
• Baker's Dozen
• Community Strategy Exercise

• Community Mapping
• Learning the Game of If 
• Transportation Timeline
• Conflict Nets

• Listing the Actors 

• Complete the Sentence 

• Where do you stand?

• Buses
• Human Bingo 
• Gathering
• Letter to an Alien
• Trivial Pursuit
• Guided Meditation and Reflection 

• Applying non-violence Theory
• Car Use Brainstorm
• Developing Tactics
• The Hierarchy of Denial 
• Fleshing out an Issue 
• The Car Web

• Football

• Big Mouth

• Bump Tag
• Machine
• Crocodile & Frogs

• Head, Heart, Feet 
• Evaluation Whips
• Evaluation Spins 
• Written Evaluations

• Check-Out

change.

but they are gaining health, ext.

communities.

a community from using more sustainable transportation.

• Ask participants to pair off with someone they don't know
  that well. 
• Facilitator asks a question: Does your partner drive a car,
  do they ride their bike in the winter, do they take the bus, do they carpool? 
• Then the other tells whether they were right or wrong and
  at this stage they can tell each other briefly why they thought they did. 
• Partners change and new question is asked 
• Feedback. How often were they right or wrong. How did they
  lead to their assumptions? 

• Before the workshop, find a topographical map of your region,
  without roads, but perhaps with rail lines or rivers. And reduce or enlarge
  it to the size of a similar map with roads. Make sure to include a scale
  on the map to allow people to see how large or small things are 
• Give the participants a topographical or landscape map. Tell
  the participants that this map is of this region and that they are to locate
  as best as they can several important points. 
• City Hall 
• The location of the workshop 
• Their home 
• Their School, Church, Workplace, Common Hangouts, etc. 
• Stores that they use. 

• Decide on a category for the metaphor 
• Go around the room asking each participant to choose a metaphor
  in the particular category and explain the reason for the choice 
• Ask someone to record on a flip chart the metaphors used 
• When everyone has finished, quickly review the list. 

• Have the participants make a drawing of the event on a large
  sheet of newsprint, charting their progress through the session: what kind
  of journey have they made together, what were the turning points, the high
  points, the low points, how did they feel at the beginning, how do they
  feel now, what actions like ahead. This can be done individually and then
  posted for all to see. Have each participant briefly explain his/her lifeline.
  Or form small groups to draw collective lifelines. This works best if the
  small groups have been working together during other parts of the event.
  Then the participants would be comfortable with each other and would be

  able to relate to the individual learning of the group members. 

• Lifelines can be used to reflect on events of varying life
  spans. Lifelines do take time and you need to allow an adequate period
  for not only the drawing, but also for the explanation of the drawings.
  Sometimes a collective lifeline might take longer, as the group members
  will need time to discuss and agree on the common points. This method helps
  participants to review the events systematically, thus providing a more
  detailed reflection. The drawings provide visual, concrete records of the

  event which can be then used for in-depth discussions. 

• Collective Lifelines: Have the participants first quickly
  sketch their individual lifelines on a separate pieces of paper, and then
  ask each person to reproduce individual lifelines onto one large chart

  (using different coloured pens for each person). The facilitator can then
  point out the patterns that emerge: points of convergence where the majority
  of the participants feel strongly about certain parts of the agenda or
  points were there are some fluctuation 

• Lifelines with variables: At a second or third variable to
  the drawing. First ask the participants to draw the lifeline of the event
  itself. Then using another colour pen have each person draw his or her
  own participation levels in each event. The two lines can then be compared.

  Another variable would be to ask the participants to draw small light bulbs
  at those points in the event when their learning was most significant or
  profound. You may find that a participant might rate one section of the
  event as a personal low point, but also would rate that period as a significant
  learning experience. Learning also occurs during difficult moments as well
  as happy ones. 

• List short term and long term objectives 
• create two columns for constraints and possibilities with
  space between them to show the connections. 
• start with action or constraint 
• look for possibility or action 

• Brainstorm each... 

1. The things I feel really concerned about are... 
2. If I were feeling strong and powerful what I'd like to speak
   about is... 
3. The person or people I'd really like to address this to is/are
   ... 
4. The things that will help me speak up are ... 
5. the circumstances that would assist my concerns being listened
   to are.. 
6. The ways I avoid or stop myself from doing this are ... 

7. My worst fantasy about what might happen if I spoke up is.. 

8. What I am willing to do about speaking up in the next week
   is. 

1. Divide a large sheet of paper into columns each starting
   with a letter of the alphabet (a-h) 
2. Ask participants to brainstorm words associated with their
   visions of community 

3. Once the chart is completed the people can ask each other

   questions about words, but no judgement is to be passed 

4. Divide into small groups and write a short letter to describe
   how that aspect of community is affected by our transportation system. 
5. What would make the the city interesting to live and work
   in?

1. Ask small groups of participants to brainstorm 13 different

   transportation needs that they currently fill using the car. 

2. Ask them to find 13 alternatives that are available to meet
   these needs. 
3. Within the group, get each person to name three things that
   they will change to reduce their personal use of the automobile. 
4. You may also want to ask them to write a contract to themselves
   which you can mail to them after the workshop. 

1. Divide the participants into small groups, and then explain
   that you will practice the planning of a local initiative to slow the speed

   of traffic through your community. 

2. Each group is to decide on the steps and tactics they feel
   are necessary for success. Brainstorm for some wild, attention getting
   ideas to be included. Pick a few ideas the group things might work. 

3. Next each group is to decide upon the order of the steps
   to be taken and estimate how long each will take. 

4. Ask them to create a time-line for the next year, showing

   the length of time to complete each step. Mark ideas along a time-line. 

5. After about 30 minutes, ask the subgroups to come together. 
6. On a prepared time-line written on a flip chart or blackboard,
   write down the list of things that the groups had planned to do. 

you may provide the group with a web with several of the principal problems
already filled in.

empowering them to look for what they want their transportation choices
to look like.

• Before the workshop prepare a photocopy of an existing neighbourhood,
  highlighting the location of stores, apartment buildings, office buildings,
  etc. You may also want to have a sheet of paper showing topographical areas
  or marsh for your development. 
• Tell the participants that they should divide into two relatively

  equal groups, one who would like an opportunity to start from scratch with
  planning a new residential neighbourhood, and another who would be modifying
  an existing neighbourhood. Both will be close to commuter bus routes. Group
  A: A clean Slate (sorry trees) Ask the Group B: An existing community 

• Hand out paper and pencils to everyone 
• Ask everyone to reflect, and record on that paper, on an
  issue which they have very strong convictions, perhaps an issue they feel
  may never change 
• The facilitator asks "If, If, If, (and only if) I were to
  change my mind on the issue which I have strong convictions, what would
  have to happen to me as a person? What influences would be necessary for
  this change to take place? 

• what kind of person or persons would influence me? What kind
  of person would I reject? 

• What kinds of information would I need to know 
• What circumstances or conditions would have to exist? Would
  it take place in a certain location or building? Would I have to be alone
  or with some other person? 
• How would I need to be approached? 
• What kind of mood would I have to be in? 
• What resources would I need? 

• What part would chance play? 

• What kind of climate would be necessary? 
• Would fear tactics help or hinder decision 
• What other factors would be involved? 
• Realm of Feelings. Ask the participants to reflect on one
  prejudice which they have about a certain person or a certain issue. If
  someone feels they do not have any prejudices, then ask them to reflect
  on some issue or thing which they greatly dislike (such as a colour, a
  mood, a person a kind of music) ask them to record this 
• Say :If and only if, I were to change my feelings about this
  thing or person what would have to happen to me as a person? How would
  I have to be influenced in order to change my mind? 
• Realm of Doing. Ask the participants to reflect on one action
  which they have accomplished or are doing which they are greatly satisfied.
  Ask them to record this. 
•   If and only if, I were to change my way of doing this
  act, what would have to change to me as a person? How would I have to be
  influenced in order to change my way of doing this? 
• After the chart is completed ask the participants to examine

  their charts for trends and exceptions 

• Form small groups and draw out commonalties and differences. 
• In the plenary, ask the small groups to share their most
  significant findings and write these on a flip chart. Discuss and evaluate
  as necessary 

• Individuals spend 10 minutes writing down the characteristics
  of the society they want to live in 
• In small groups those ideas are shared. Then each group created
  a collective drawing to illustrate the common thread of the vision of its
  members 
• groups displayed their drawings in plenary to share our visions

  and the similarities and differences in them. 

Backcast 

• Looking at a specific community try to isolate the furthest
  back anyone knows about transportation within this physical community.
  Then go to the oldest member of that community and ask for their direct
  experiences of the change and then try to document as much as possible
  of the changes that have happened from there to the present with detail

  increasing until that point. 

• Then document what plans are know about in the future for
  transportation development and then move outward to a future 5-10-20 years
  away based on those projections. 

Putting the pieces together 

• Take a moment to use the visualizations of a perfect transport
  community and then look back from that future 20-10-5 years away as to

  what would be necessary to make it happen. 

• Choose a transportation oriented conflict (a group wishes
  to start a traffic calming initiative within their neighbourhood and are
  met with opposition; a group of cyclists want to encourage more bike designated
  areas on existing roads) and write a short neutral title in the middle

  of the map. 

• Identify the major parties in the conflict. They may be individuals
  or groups ( they can be lumped together if they share the same needs) You
  may find a combination of individuals and groups. Draw a section on the
  map for each party 
• List all of the significant needs (this includes what is
  most valued and what you/they care about) Ask yourself: with this issue
  of .. what are my/our their most important needs? 
•  Repeat this listing for each party asking: What are
  the significant fears/ concerns/worries? Don't dismiss them even if they
  are irrational -- they are still likely to be motivating players. Check
  whether there are fears linked to needs or vice versa (implied but not
  stated) 
• resist the temptation to get going prematurely on solutions
  but rather stay focused on the mapping until it is complete. If other issues
  or conflicts become apparent that are not part of this issue, not them

  for later mapping and return to the initial focus. If necessary, put yourself
  in the place of those not present. What would they say are their needs
  and fears. 

• when the map is complete 
• peruse it for new insights 

• would it be useful to break down into smaller parts 

• highlight areas on which you need more info 
• look for areas of common ground and common vision on which
  to build win/win solutions 
• look for areas which need particular attention or emphasis
  in the forming of solutions. 
• from this map you can move on to generating lists of options
  for possible solutions that meet the needs and address the fears of the
  parties. It is also worth considering what the alternatives or consequences

  are if agreement cannot be reached. 

• The next stage is to evaluate and negotiate the options to
  find out which is most suitable and mutually acceptable. Formulating a
  plan of action to implement solutions is the next step. It is often useful
  to suggest trying something out for a set period of time and arranging
  to review the process to discuss changes 

• Identify the short term and long term objectives you are
  working toward 
• List in three columns in the economic and ideological spheres
  that are with us, against us and uncommitted (with = red, against = blue,
  uncommitted = green) Rows will be ideological, political and economic. 
• In naming the actors describe their short-term and long term

  interests 

• list short-term allies but long-term opponents on "forces
  with us" side but in blue; long-term allies but short-term opponents on
  forces against us" but in green. 
• Put in parentheses those areas or actors requiring further
  research 
• assess the major contradictions in the three spheres (economic,

  political, ideological) 

• identify the major opposing interests 
• relate the opposing interests identified in one sphere to
  those in other spheres 
• decide the balance of those forces; who's winning who's losing
  and why. 

• I think the condition of our environment is becoming ... 
• When I think of the world we are going to leave for our children
  it looks like ... 
• One of my worst fears for the future is ... 
• The feelings I carry around with me about all this are... 
• When I try to share these feelings with other people what
  usually happens is ... 
• The ways I avoid expressing these feelings are 

• The ways I can help other people deal with their feeling

  of pain for our world are 

• What gives me hope, strength or courage is... 
• If you were totally fearless, and in possession of all your
  powers, what would you do to heal our world (or deal with this problem
  that we are dealing with) Note: encourage people to be bold but also realistic 
• What strengths and resources do you have now that would help
  you do that 
• what would you need to learn or acquire 
• what obstacles are you likely to put in the way of fulfilling
  this goal? 
• What can you do in the next 24 hours --- no matter how small
  the stem - that will help you reach that goal? 

• Write Agree/Lots on one sheet of paper and Disagree/None
  on another and place them on opposite corners of the room before the workshop
  begins. This can also be done verbally at the beginning of the exercise. 
• Explain to the participants that they are to move to one
  side of the room or the other depending on how much they agree or disagree
  with the statement. 
• Call out several of the themes from the below list and allow
  people an opportunity to consider the question and move to where they feel
  comfortable 
• How many private cars should be allowed in the down town
  core? 
• Only people who have demonstrated that they can not meet
  their needs in a more sustainable way should be given the privilege of

  owning a car. 

• The speed limits in residential neighbourhoods should be
  no more than 20 kph 
• Car owners should be held exclusively responsible for the
  costs of our current transportation system. 
• Before moving to the next question ask people a few people
  in different parts of the barometer to explain why they chose to stand

  where they did. Alternately you could ask people from opposite ends of
  the spectrum to explain in two's or three's why they chose the position
  that they did. 

• Feedback: How does the exercise relate to the real world.
  Were members equally divided. How did they feel about having to make up
  their minds so quickly. 

• Before the workshop begins, divide the room in two using
  tape (You could even tape out outlines of two busses), lines imaginary
  or real with you standing on the line. In this exercise the facilitator
  does not participate 
• Tell participants that this is an exercise to demonstrate
  that there is diversity in every community and to help us introduce ourselves
  in smaller groups. 

• Explain that one bus is the yes bus and another the no bus.
  After each of the questions is asked move into the Y or N box as it applies
  to you. Then take a moment to introduce yourself to the people in your
  bus, before the next question is asked. 

1. Do you have a current driver's license? 
2. Do you live in a Multi-zoned neighbourhood? 
3. Do you have children? 
4. Do you exercise regularly? 
5. Can you repair a flat bike tire? 
6. Do you enjoy camping? 
7. Do you buy mostly bio-regional foods? 
8. Do you suffer from heart disease, asthma or other lung problems? 

• In a circle, ask everyone to say their name and then complete
  one of the following phrases: 
• The furthest trip completed on foot or on a bike 
• What I enjoy most about non auto transportation 

• Divide a flip chart into columns each starting with a letter
  of the alphabet (a-h) 
• Ask participants to brainstorm positive words (beginning
  with the letters a-h) associated with their visions of community and write
  these down on the flip chart paper 

• Once the chart is completed the people can ask each other
  questions about words, but no judgement is to be passed 

• divide into small groups and write a short letter to describe
  how these aspects of community are affected by our current transportation
  system. 

left to answer them, or asked individually by the facilitator. The group
or person with the most points wins.

1. What % of land is devoted to cars in the city of Ottawa?
   (50% - RMOC), 
2. What percentage of cycling accidents are due to falls? (50%
   - Forester p 261) 
3. What percentage of its land mass has the USA paved? (2% -
   Worldwatch 84, p46) 
4. How much is the annual subsidy Ontario taxpayers spend for
   car users (8 Billion, Pollution Probe, Cost of the Car, p 57) 

5. How much do are the medical costs due to traffic collisions

   and air pollution in Ontario. (over 2 Billion, Pollution Probe, Cost of
   the Car,, p 42) 

6. Number of police hours spent in 1990 on Ontario highway accidents.
   (800,000, Ontario Government, Social Costs of Motor Vehicle Crashes, March
   1994, p 47) 
7. In Ontario, how many hectares of prime farm land have been
   paved over to build 160,000 km of highways. (almost 1 million, Pollution
   Probe, Costs of the Car, p10) 
8. What percentage of the jobs created since 1986 were both
   outside central Ottawa and not along the Transitway? (2/3, RMOC, Community
   Visioning, p4) 
9. How long will the Transitway be when completed later this
   year? (31 km, RMOC) 
10. How many km of roadway does the RMOC operate? (1,100, RMOC) 
11. What percentage of Canadians have mobility disabilities which

    restrict their ability to travel (13%, Federation of Canadian Municipalities) 

12. How many cars are there on Canadian Roads (14 Million - CDA's
    Transportation. Challenge) 
13. How much above and beyond gas taxes and licenses, is the
    system and roads and highways subsidized each year? (4.6 billion - Canada's
    Transportation Challenge.) 

I Am ... 

Each person is given a piece of paper and a pencil and
asked to finish the statement I am ... in six different ways.

Have the a round where each person introduces themselves
to the rest of the group.

• Define the issue of contention with a short, neutral title.
  Write this down in the middle of the map 
• Identify the major parties in the conflict. They may be individuals
  or groups ( they can be lumped together if they share the same needs) You
  may find a combination of individuals and groups. Draw a section on the
  map for each party 
• List all of the significant needs (this includes what is
  most valued and what you/they care about) Ask yourself: with this issue
  of .. what are my/our their most important needs? 
• Repeat this listing for each party asking: What are the significant
  fears/ concerns/worries? Don't dismiss them even if they are irrational
  -- they are still likely to be motivating players. Check whether there
  are fears linked to needs or vice versa (implied but not stated) 

• resist the temptation to get going prematurely on solutions
  but rather stay focussed on the mapping until it is complete. If other
  issues or conflicts become apparent that are not part of this issue, not
  them for later mapping and return to the initial focus. If necessary, put
  yourself in the place of those not present. What would they say are their
  needs and fears. 

• when the map is complete 
• peruse it for new insights 
• would it be useful to break down into smaller parts 
• highlight areas on which you need more info 
• look for areas of common ground and common vision on which
  to build win/win solutions 

• look for areas which need particular attention or emphasis
  in the forming of solutions. 

• from this map you can move on to generating lists of options
  for possible solutions that meet the needs and address the fears of the
  parties. It is also worth considering what the alternatives or consequences
  are if agreement cannot be reached. 

• The next stage is to evaluate and negotiate the options to
  find out which is mos suitable and mutually acceptable. Formulating a plan
  of action to implement solutions is the next step. It is often useful to
  suggest trying something out for a set period of time and arranging to

  review the process to discuss changes, p 66 

• Before the workshop divide a large sheet of newsprint in
  two (lengthways) 
• Tell the participant that in a brain storm there will be

  no judgements made or discussions about the various ideas submitted. Contradictory
  ideas can appear on the same brain storm. 

• Ask participants to give suggestions as to what needs people
  meet through automobile use. Fill these in on the first column. Once you
  have filled that side, stop and review the list to find the points where
  there is agreement. 
• Ask participants to think of more sustainable ways that each
  of these needs can be met without a car, or at least without a private

  automobile. Write these next to the needs defined in the first column. 

Our problems may not relate to their solutions or actions. We need to demand
our solution instead of pleading for theirs.

3) Identify which groups of people will be on the positive
or negative side of the issue. 2 columns positive and negative.

4) Explain limitations of looking at problems and the
advantages to finding issues. Look to within the problems to find a good
issue that is simple, has winnable goals, unites people, is strongly felt,
flexible, owned by members, and leads to other issues. This needs to be
developed by the group members, not just the organizers. Need to massage

issue to maximize involvement. Within the issue identify several goals.

5) After defining a winnable issue examine what type
of an organization would be necessary to accomplish this. Who is the membership
- will they work, what are their interests and needs, leadership and training
plans. Practicalities - Funds needed, space, skill development, support
(child care, travel, etc.). Organizational structure - Involves members,
democratic, communication means (Phone trees, minutes, newsletters, posters),
fun and culture. Allies - identifying possible allies, involving them without
loosing control of the group.

6) From the goals defined, identify targets of changes.
Who are they - main targets co-optable ones. How can we affect them? -
what do we have that they want (patronage, votes, pr), who can influence
them, how can we play on their weaknesses, what is their strategy, how
are they apt to respond to our demands.

7) Create timeline chart for actions.

8) Good tactics are winnable, affect lots of people,
unites and involves people, is strongly felt, simple, builds organization
(leadership, members, funds, alliances, public support), fun.

Things to consider in selecting a tactic - effectiveness
in achieving goals. is it feasible? How much energy will it take (and take
from other projects), how much of a priority is it, is it within the group's
culture does it fit? Is it safe for all members, is it outside the target's
culture, normal channels? Is it fun, is it easy to understand, anticipated
reaction by targets allies and other members how will we respond to each
of those.

Elements to consider in planning a tactic - timeline
working backwards (backcasting), follow-up plans - what will the next tactics

be to reach goals?

what practical arrangements have to be made, who will
do what, who will co-ordinate what meetings are needed to co-ordinate planning,
how can we train new leadership sills and involve new people in this work?

- which in turn prevents problem solving and changes of behaviour. It introduces
a model which can be applied to a personal problem or issues of social
concern

Level 3 Options Existence or viability of options

Level 4 Change Solvability of problem, possibility of

change

Level 5 Personal Ability Personal ability to choose viable
solutions

Level 6 Personal ability personal ability to act on solutions

1: to what extent is the information about the
problem being suppressed or denied

2: to what extent is the fact that it is a problem (or
its seriousness) being played down? For instance by saying "there are more
important issues and we haven't got time"

3: To what extent are you/others saying "we do have a
problem but we'll just have to live with it nothing can be done

4: To what extent are you/others saying things like "there

might be other ways of doing it but the obstacles are just too be or it
will cost too much take too long, what can one person do

5: To what extent are you/others denying your personal
ability to thing through the situation? Is there doubt that you can make
a difference or choose a workable direction? Do you/they believe there
is no support

6: To what extent are you/others denying your ability
to act differently and follow thorough the chosen directions

Section B 

• After establishing where you are on the denial hierarchy
  ask the following questions 
• Ask your self on a personal issue: Where are you stuck with
  this issue? What does this imply? What do you need in order to shift? Where
  do you feel most capable of acting on this issue? 
• Applying the model on a social issue: What are the main levels
  of denial? Are people you are targeting at different levels of denial?

  At what level is your campaign information or action aimed? Is this appropriate?
  Having identified the level where particular groups or individuals are
  blocked, what is the appropriate strategy to shift that denial 

• Brainstorm the number of ways that a particular issue could
  be looked at 

• shorten this list to eight with dotmocracy 

• form small groups to discuss some of the most common ideas
  in more depth 
• each group should research the ideas and report on them later
  after the workshop 

1.  Draw a large circle on the board with a focused question
   to begin the web chart (i.e. How does the automobile affect our lives?) 
2. Ask the participants to list, without discussion, the immediate
   causes or effects of the automobile. With each idea that is generated draw
   a circle with a description of the problem within it and connect it to
   the central issue.

3. The group then lists the causes which are connected to each
   sub point and draws connections from this new point to another one to which
   it is related.

4. If there is time, try to create third or fourth level connections
   to this question. 
5. Analyse where the group can affect the entire web most effectively.
   Try to demonstrate that the group can affect everything. 

6. Ask the group what this says about the complexity of the
   problems caused by our current transportation structure. 

Light and Livelies (Other
L&L's) 

of newspaper or newsprint are spread randomly across the floor. These represent
lily pads.

Rules of the game:

• The goal of the crocodile is to eat the frogs; the goal of
  the frogs is to escape being eaten. 
• When the crocodile is making noise with the noisemaker, s/he
  is pretending to snore, and the frogs are safe in the pond. 
• When the noise stops, the frogs are still safe as long as
  they are standing on the lily pads. 
• When the noise is being made, the frogs must move around
  the pond, but not step on the lily pads 
• When the noise stops the frogs must jump onto a lily pad
  before the crocodile gets them. More than one frog can stand on a lily
  pad if they can manage it, but each frog must either have both feet on

  the lily pad with a little paper showing around the edge of each shoe,
  or one foot on the paper with a little paper showing around the edge of
  each shoe or one foot on the paper with the other foot raised in the air. 

• as s/he makes noise, the crocodile goes around the room and
  removes three or four sheets of paper. When he stops making noise, all
  frogs not completely on the papers are caught and are out of the game.
  The process is repeated, more sheets of paper are removed and more frogs
  are caught, until there is only one piece of paper left and nearly all

  the frogs are caught. 

• We hand out the evaluation sheet explaining its objective
  and how the information will be used. 
• We invite participants to draw their head, heart and feet
  on the paper, using the markers, 

• We ask participants to fill in the form (individually or

  with someone else) 

• If there is time, ask them to share something that they learned
  or to give them comments 
• Head - new ideas, concepts, facts, information or analysis
  on the head 
• Changes in feelings discoveries about self, changes in values
  and believes on the gut 
• New skills things they will do differently, the ways of learning
  has made a difference to their lives, on their feet. 
• We ask participants to fill in the form (individually or
  with someone else) 
• If there is time, ask them to share something that they learned
  or to give them comments 

• Basics and tools) - Write what you did learn on the left
  side and what you want to learn next on the right. 
• OPIRG - Place tape down on the floor in the shape of a person
  (Head, body & feet). Go through each of the major exercises and ask

  people to move to the section where each felt the most impact. Then ask
  one or two from each what their impressions of the exercise were from that
  position 

• I discovered that... 
• I learned that... 
• I was surprised that.. 
• I want to find out... 
• I wonder why... 
• Written Evaluations 


Objectives and Expectations

• Were the objectives of the session fulfilled? 
• Were my own expectations met? 
• Did I contribute significantly towards filling my own expectations 
• What was good about the session? 

• How could it have been improved 

• What was today's mos valuable experience 
• What part of today's program could have been strengthened 
• with only half a day remaining we should what role idd I

  play in the session 

• what were my contribution to the group 
• did I see any problems in the group at this stage? How could
  I help 
• Did I take responsibility for my learning When I first walked
  into the room 
• now that the session was over 
• my first impression of the group was 
• my feeling towards the group now is 
• I wish we did more... I wish we did less... rate the facilitators
  according to their ability to work with a group, to assess the groups energy
  level, to help the group make decisions, to impart knowledge, to be flexible
  to group needs what would I like to see done in a future session 
• is there any action I want to take as a result of this session 


because of this session I am going to... where there
any logistical problems, which interfered with your participation

• Sitting in a circle, explain that a spin is an opportunity
  to give off the top of your head feedback or comments and that they must
  be kept brief. 
• Ask the participants to say their name, and complete one

  of the following sentences: 

• I discovered that... 
• I learned that... 

• I was surprised that.. 

• I want to find out... 
• I wonder why...