Facilitators-Handbook-For-Permaculture

INTRODUCTION: Permaculture Workshops 17

end of the lesson, the participants will be able to describe 3 ways to conserve

water in their homes. By the end of the lesson participants will be able to

demonstrate the use of Permaculture principles in the design of a kitchen. By the

end of the lesson participants will be able to make 2 different kinds of compost.

• Learning activities: What kind and what sequence of activities will I use to
  reach these objectives? E.g. large group presentations; creative thinking or
  brainstorming exercises in small groups; field practice activities.


• Procedures: What are the key points I want to cover in my presentation? What
  are the key steps to carrying out this classroom exercise or field activity? What
  instructions will I need to give to introduce and guide the activities?


• Time: How long will each activity last? How much time do I have available for
  this activity if I want to fit in the others as well?


• Learning resources: What tools, materials, visual aids, or handouts are
  needed?


• How will the space be arranged?


• Anticipated problems and solutions: What might go wrong and how will I
  respond? Is my lesson plan flexible enough? If people are tired or unresponsive,
  do I have an energizer or other creative exercise to use as a backup? Or if a
  particular lesson proves to stimulate a productive discussion, can it be expanded
  to allow this process to come to a productive conclusion?


• Self-assessment (to fill out after the lesson is finished): How well overall
  did I achieve the objectives? Which aspects worked well? Which aspects didn’t
  work as well as expected? What could I do to improve this session in the future?

After the course, this lesson plan will serve as a record of what you taught and a means

to evaluate your results so you can continuously improve the quality of your courses.

When designing your lesson plan, remember to:

• Ensure that at least 50% of the course is hands-on practice activities that are
  appropriate to the situation and can be implemented using available space and
  resources.


• Keep classroom lectures brief and combine them with varied small group
  dialogue, visual examples, and design tasks which let people integrate
  information in a fun, relaxed manner.


• Allow extra time for interpretation into a second language.


• Allow for flexibility - See Step 8: “Facilitating the course” for tips about how to
  create effective learning environments and adapting your plan to respond to
  participant feedback during the course.