Facilitating Adult Learning For Social Change (FALSCH) Session Plan

Title: Girls Education Learning Circle Time: 30 minutes Participants: Facilitator: Nate Equity process monitor: Brittany Time keeper: Erika Scribe: Cassandra

Facilitators Intentions (Whats behind the curtain?): The goal of this facilitation is for participants to create dialogue and exchange ideas on girls education with the aim of developing new practices or action plans to meet the challenge of patriarchy and its impact on the education of girls.

Learning Objectives/Participants Take Away: Sharing different ideals, goals, practices and experiences can be a catalyst for action. By beginning the discussion with positive experiences had in school settings we introduce a framework of thinking for meeting the needs of children around the world who are not enrolled in school.

Materials: Magical talking ball and stick, white board, flip chart, markers

Agenda Overview: Activity Introductions/Icebreaker Name Game Circle Counting Game Ground Rules Intro to Learning Circles Experiential Round 7 min. Time Needed Materials/Resources Magical talking ball

1 min. 2 min. 15 min.

White board

Magical talking stick; flip chart & marker

Cross-Talk Wrap-Up

5 min. Excess time

Detailed Description of Activities: Introductions/Icebreaker Name game -- to learn names; participants will play a simple game of catch with a ball; the participant who catches the ball must say the name of the person who threw it and their own name before throwing it to another member of the group Icebreaker will be a non-verbal cues counting game in which the objective is for everyone to collectively count to an indicated number without interrupting each other or speaking twice in a row Ground Rules Ground rules for the learning circle will be briefly introduced so that everyone has an understanding of how to respectful in this facilitation method Intro to Learning Circles A brief introduction to learning circles and their purpose will be shared as well as some rules for learning circle participation etiquette Experiential Round Introduce the general topic The space for everyone in the discussion group to have the opportunity to speak on a personal experience without interruption Two questions (see appendix) Cross-Talk The space for others to comment or ask questions about each others experiences from the Experiential Round Wrap-Up Tie learning circle framework into the practice of development

Notes To My FALSCH Self (Am I walking the talk?): How does my content address issues of power and privilege in society? Does it help to build more inclusive, equitable and sustainable communities, societies and social institution? Our discussion topic addressed patriarchal impact on girls education. Having an open space to share impactful personal experiences in educational settings enabled the discussion question to be framed in a way that was meaningful for productive dialogue to take place about the searching question. How do my facilitation strategies address issues of power, privilege and participation in the session? Are we walking the talk? Passing the baton around the circle and introducing the rule that everyone in the group has the opportunity to speak once deals with issues of power and privilege by

ensuring equal and equitable participation

Detailed Description of the Activity Learning Circles Facilitation Roles: Facilitator: Nate Equity process monitor: Brittany Time keeper: Erika Scribe: Cassandra Facilitation outline: 1. Introduction: Name Game 2. Ice-breaker: Non-verbal cues circle counting game Together, the group will count to 16; Only 1 person can speak at once; if two people speak start over; Everyone in the group has to have one turn; You cannot say 2 numbers in a row; The person next to you cant speak after you speak; You cant use hand gestures 3. Ground Rules Listen carefully and actively Maintain an open mind. Try hard to understand the point of view of those with whom you disagree. Help keep the discussion on track. Speak freely, but don't dominate. Talk to the group as a whole, not the facilitator. If you don't understand, say so. Value your own experience and understanding. Be prepared to disagree. Try not to become angry or aggressive.

4. Introduce Learning Circles Learning Circles are small gatherings of people who come together to share their ideals, goals, practices and experiences. They are conducted in open neutral environments where participants can create dialogue and exchange ideas on any topic. The goal of Learning Circles

is to help participants develop new practices or action plans they can take back to their campuses, communities, and organizations to initiate. Here are some rules to keep in mind: Everyone will have the opportunity to speak, with the option to PASS if preferred The individual holding the BATON has the floor, everyone else is listening without interruptions, commentary, or questions Experiences will be shared in a clockwise manner After every has had the opportunity to share, there will be space for CROSS-TALK asking questions, making commentaries, discussing, etc. 5. Experiential round: ask a searching question (1) Talk about the most powerful experience youve had in a school setting. It could be relationships you built in the classroom, interaction between the students and professors, a learning outcome, or the process of learning itself. Give 1 minute think time, then open the floor Cross-talk (2) The Millenium Development Goals mandate that by 2015 children everywhere, boys and girls alike will be able to complete a full course of primary education. Even though the number of children out of school has dropped from 102 million to 57 million from 2000 to 2011, well over half of those children still not enrolled in school are girls. Certain regions, including sub-Saharan Africa, and South and West Asia continue to struggle with seven out of ten unenrolled children living in one of these areas. The reality for these children is that they will never have any of the experiences you all have just described. Have you encountered gender inequality in education either through your personal experiences or your professional career? What did it look like, and what do you believe remains to be done in order to correct this disparity? 6. Wrap-up