Tips & Tools The Art of Experiential Group Facilitation =—_—Designing the Experience: Sequencing Group Activities Be thoughtful, observant, and intentional in your planning, pre- sentation, and evaluation of activities with groups. Many in the education field refer to this conscious and deliberate ordering of activities as sequencing. The intention of sequencing is to maxi- mize learning opportunities and the emotional and physical safety of the group. Its one of the most important aspects of effective facilitation of group work. oqueneing: the caveftl ordering of group activities based on the group's needs, goals, and setting. There is no correct method or specific model for sequencing pro- grams, Approach sequencing as a dynamic process that takes into careful consideration the group’s goals and agenda, participants’ emotional and physical safety, the personality and dynamics of the group, available activities, allotted time, and the physical environment. Effective facilitators pay attention to the group development process and allow time for trust building. It isimportant to balance the level of the activity and/or challenge presented withthe participants’ a ties to meet the challenge or activity. Group leaders need to obser their group cor inorder to be sure the activities they select fit the needs and the group and the specific situation. 34 Tipe Tooley stanentita ‘more benefit out of the group activities they engage in. Allow time for this to happen by choosing activities that build upon each other. Be sensitive to the time of day, physical comfort ‘span of participants when sequencing being flexible in dealing with the unexpect group and be prep: inge your plan midstreat adapt to the ever-changing needs of the group and to take ad- vantage of new opportunities for learning that emerge as a group works together, Even when working with groups with similar characteristics, in the ‘same setting, with the same program goals, the actual lesson plan changes with each group in response to its emerging unique person: ality and needs. Every group has a different personality and parti Pates in activities in different ways. In some classroom facil ‘experiences and in leading challenge course and facili ing workshops at High s, individual class/group participation and accomplishments were different even though the topic areas were: consistent and planned activities were similar with each group. Activities you carefully plan prior to a workshop or group session ‘may be specifically elevant for one group's personality and needs This is one ofthe exciting aspects of group facilitation. There is great variety in group experience and vary- ing opportunities to take advantage of teachable moments. Wit tors develop the art of reading their group and adjusting activities in a creative way throughout group process to move learning and change Careful sequencing maximizes pa to engage at a pace t ccan be very powerful Chapter 2 Designing the Bxperionco 35ioughtfulness, and flexibility—evaluating their group and refining their plan as needed. Many times, | have carefully planned out activites in advance and prepared supplies for a group, only to completely let go of that plan after the group showed it had very different needs from what | expected. In classroom situations, I can carefully plan out a com: "munity building curriculum sequence for a specific grade level and, inevitably find that each class section approaches the activites in a different way. Classes sometimes take a longer or shorter an activity than their pe and issues as a group. sment, assuming | would use the same lesson plan or set of activities for each of the three classes. ‘As with all groups, however, these s* grade groups had different 's, and although the focus and content areas of the curriculum remained the same, different lessons ‘emerged for each group dur- ing the activities and through processing. One particular example of a | day like this involved an i tive problem | presented to each dass. The initiative chal: 36 Tips & Toole/Stanensield without stepping into a perimeter area of about 15 feet around the crate Each of three classes approached this task so differently, but each had such perfect outcomes for their group's personalities; it always brings a smile when | think of it. The frst group had great difficulty strategizing with each other. This class was socially fragmented by cliques. They often blamed each other. Everyone wanted to do it their own way and have their own turn rather than look atthe group goal. It took tis group two class sessions to solve the problem, and our processing focused on co cperation, sharing, roles, and group goals versus personal goals. ‘The second group flew through the problem solving phase of this task, but had great difficulty keeping each other safe. They ca Lup with the ingenious solution of throwing tenn for keep everyone safe from the f ended up taking advantage of | ing them kudos for t ion around how they could apply lity for others and communicating about egy that involved synergistically working together to pass the balls to those who had proven they had great aim, The others selflessly and adily worked at retrieving balls and passing them along to the throwers. During refecton the group celebrated the excellent co- Chapter 2: Designing the Rxperience 37to operate that way. They disc they used so successfully in the game could help them in the group science project they were working on that se- mester. They were able to identify specific actions that they could take to better approach the school projec ‘The time of day influenced the faci time with this school and others. ‘sessions at the end ofthe day were the most diffi Students had difficulty remaining focused and on task. With in mind, the teachers and | rotated the time slots so the dif groups would experience these activity sessions ata different ‘of day each week. This conscious decision to plan around time ‘of day proved successful and continues to influence my work with school groups. Keep in mind that adults also experience fluctua: tions of energy and engagement (especially around lunch time), ‘Sequencing Suggestions Be ready with a continuum of act tion and learning opportun- se in an ever-changing group. Be flexible enough to throw cut or let go of that well-developed plan if group needs are diferent from what you expected. Be 1 t0 let goof your agenda to meet the needs ofthe group, are helpful. Know some activities that help you read and evaluate the group. For example, at High 5 before going up tothe challenge course and teaching safety systems | wolves moving around (ouch in a simple tag. game. This introduces the idea of appropriate touch and clase personal space important to the spotting techniques necessary ‘on the challenge course. It also helps me evaluate whether the 3B Tips & Tools/Stanchfials rean giving away the novelty of your approach, informed consent as empowering participants wi ‘mation, For some: ofthe facilitator in informed consent is a responsibility situations. Continually observe your group and revaluate your plan, Be sensitive to the presenting a 1 of day and physical environment when Take time to build relationships and tust between group members, Be prepared forthe unexpected “Take advantage of teachable moments, ing the Bxperience 39