Cover Image
close this bookCreative Training - A User's Guide (IIRR, 1998, 226 pages)
View the document(introduction...)
close this folderHow was this user's guide to creative training produced?
View the document(introduction...)
View the documentWorkshop objectives
View the documentThe workshop process
View the documentIt came one night...
close this folderBasic facilitation skills
View the document(introduction...)
View the document10 handy tips
close this folderTraining needs assessment
View the document(introduction...)
View the documentPurpose
View the documentMaterials
View the documentSuggested approach
View the documentWII-FM (what's in it for me?)
close this folderEvaluation techniques
View the document(introduction...)
View the documentPurpose
View the documentMethod
View the documentAre we on target?
View the documentTell me...
View the documentComplete the sentence
View the documentOther methods
View the documentDeveloping questionnaires
close this folderEnergizers
View the document(introduction...)
View the documentPurpose
View the documentForming groups
View the documentCreative congratulations
View the documentRelaxers
close this folderMood setting exercises
View the document(introduction...)
View the documentMy posture, my thinking
View the documentPut your worries aside
View the documentCreating a positive state of mind
close this folderLectures
View the document(introduction...)
View the documentStrengths
View the documentLimitations
View the documentSuggested approach
View the documentOutcome
View the documentDeveloping the lecture method further
View the documentMind mapping
View the documentCreative use of overhead projectors
View the documentSlide/photo presentations
View the documentVisual spicers
View the documentPosters as problem-posing materials
close this folderDrawing and chalk talk
View the document(introduction...)
View the documentChalk talk
View the documentComic love
close this folderSelf-expression through pictures
View the document(introduction...)
View the documentVariation 1: Printing from objects
View the documentVariation 2: Printing from erasers/vegetables
View the documentVariation 3: Collage
View the documentBody language
View the documentVisual gestural communication
View the documentShadow plays
View the documentEasy puppets
View the documentBasic theater skills
View the documentRole play
View the documentAnimated comics role play activity
View the documentFolkstorytelling: Stories come alive!
View the documentOral testimonies
View the documentLifeline
View the documentTimelines
View the documentMap-making
close this folderMaking and using case studies
View the document(introduction...)
View the documentMaking a case study
View the documentUsing a case study
View the documentAction research
close this folderField trips
View the document(introduction...)
View the documentCross tripping/comparing environments
close this folderPhysical activities as educational tools
View the document(introduction...)
View the documentIllustrating facts or theories
View the documentPromoting attitude change
close this folderGames
View the document(introduction...)
View the documentSnakes and ladders
View the documentHealth snap
View the documentBangko-bangko
View the documentContact organizations
View the documentWorkshop participants
View the documentWorkshop production staff

Developing the lecture method further

Interactive lecture

Interactive lecture is a limited form of dialogue between the participants and lecturer. While there is a prepared outline on the topic, you choose key concepts or points that you want to be emphasized in the lecture. Provocative questions are crucial in interactive lecture. You start your talk with a question on a topic (e.g., on the topic of conflict resolution, you can ask, "what comes into your mind when you hear "conflict"?") and continue to throw other questions which could enrich the lecture.


Interactive lecture, being a dialogue, opens the lecture to people's critique. You should be open to these new ideas and try to integrate them in the lecture process. However, you should not manipulate people's answers to fit them into your lecture. It is important for you to have a skill in synthesizing and integrating key ideas.

After challenging the participants to share their thoughts, the resource person then integrates the ideas into her or his lecture. Usually, you can build on the common points from the people and the lecture outline. Divergences or unique points, on the other hand, are further deliberated. Eventually, these are either interwoven into the lecture or appreciated on their own. What is exciting in interactive lecture is that both the lecturer and participants, in the process of exchange, piece together and enrich their understanding of a topic.


When throwing out questions, the onslaught of responses from the audience can be overwhelming and can deflect you from your outline. An interactive lecture is only feasible for audiences numbering up to 25. While participation is encouraged, you can limit the number of provocative questions or elicit few responses only. The rule of thumb is to allow everybody to participate at some point in the lecture, but still have enough time for you to present the key ideas in your lecture.


Short history of popular education in the Philippines


1. Alternative education during the 1970s-80s

2. 1986 consultations on education work

3. Relating Latin America's "popular education" (pop-ed) to Philippine experiences

4. Current pop-ed initiatives

Provocative questions

What were you doing during the 1970s-80s?

Were you affected by the 1986 "People power revolution" when Filipinos toppled the Marcos dictatorship? How?

What comes into your mind when you hear the term popular education?