Facilitating Adult Learning For Social Change (FALSCH) Session Planning Template

Title: Group 6 Appreciative Inquiry Facilitation for Improving DPMI

Time: 30 minutes (+ 10 minutes of feedback)
Participants: 12-15
Facilitators Intentions (Whats behind the curtain?):
Teaching participants to use and apply Appreciative Inquiry through a questions posing
simulation.
Learning Objectives/Participants Take Away:
Participants become familiar with Appreciative Inquiry method and feel comfortable using it
in their professional and personal lives as a facilitator.
Materials:
post it notes, flipcharts, markers
Agenda Overview:
Activity Time Needed Materials/Resources
Introduction/Energizer/
IceBreaker
5 minutes
Split into groups and tackle
questions (card and chart)
10 min post it notes, pens
Guided discussion (reflection
and leading into Appreciative
Inquiry explanation)
10 min visual to explain the 4D
method of Appreciative Inquiry
Conclusion 5 minutes

Detailed Description of Activities:
We started with an icebreaker to get participants juices flowing, the energy up and
establishing a safe environment. We briefly explained the purpose of the exercise and
what appreciative inquiry is and then had the group split into two smaller groups to
increase participation level. We then asked participants to card and chart (put their ideas
on post it notes on the wall and group them) in response to the following questions:
What is the greatest strength of DPMI? How could we, as participants, contribute even
further to that strength?
What is DPMIs biggest problem? How can we improve it
The idea is that there is one question that is in the spirit of appreciative inquiry and
another that falls within the more conventional, traditional problem solving framework,
to provide a point of contrast between the two methods. Next we came together as a
big group and debriefed as well as discussed how the questions affected their thought
process or how they felt and consequently came up with recommendations. Finally, we
provided a brief conclusion and went over the key points.
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 activity involved everyone in the group as the discussion was oriented around the
DPMI experience. It helped because it was relatable and relevant to each participant.
They felt like they had a sense of ownership in what they were discussing.
How do my facilitation strategies address issues of power, privilege and participation in the
session? Are we walking the talk?
Flexible and responsive: We also changed the context of the topic, which was
addressing needed flexibility.
Card and Chart
Physical Space was equal and fully utilized.
Active involvement : We created a more inclusive environment by breaking the large
group into two smaller groups, allowing people to feel safe sharing their ideas.