NFE

Handbook of Non-Formal Education Education Non-Formal and Team Team Building Building and Exercises for Integrated Pest
Management Management Pest

Compiled and edited by Damaso P. Callo, Jr., Wilma R. Cuaterno, and Harriet A. Tauli
ASEAN IPM Knowledge Network KASAKALIKASAN, the Philippine National IPM Program SEAMEO Regional Center for Graduate Study and Research in Agriculture (SEARCA)
Handbook of Non-Formal Education and Team Building Exercises for Integrated Pest Management. This handbook is based from the experiences shared by Philippine IPM facilitators; experiences that have been tried and proven to be effective in the conduct of season-long IPM training activities in the Philippines and other South and Southeast Asian nations from 1992 to 1998.
Published jointly by ASEAN IPM Knowledge Network, SEARCA, College, Laguna, Philippines; KASAKALIKASAN, Department of Agriculture, Diliman, Quezon City, Philippines and SEAMEO SEARCA, College, Laguna, Philippines; Printed in the Republic of the Philippines First Printing, October 1999 Compiled and edited by Damaso P. Callo, Jr., Wilma R. Cuaterno, and Harriet A. Tauli Style editing by Claudia S.Z. Cabrera, Nova A. Ramos, and Alvin G. Tallada Cover design and layout by Romulo T. Yambao
Philippine Copyright 1999 by SEAMEO SEARCA All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, in whole or as an entire chapter or chapters, without permission in writing from SEAMEO SEARCA. Paragraphs or sentences may, however, be quoted without permission as long as proper attribution is made. ISBN No. 971-560-033-6
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Table of Contents
page
Acknowledgment -------------------------------------------------Preface ---------------------------------------------------------------------Introduction

ABOUT THE HANDBOOK -------------------------------------------
xi xiii
Section 1
NON-FORMAL EDUCATION METHODS AND APPROACHES --------------------------------------------------Exercise No. 1.01 Sharing --------------------------------------------------------Exercise No. 1.02 Role Play -----------------------------------------------------Exercise No. 1.03 Case Study ---------------------------------------------------Exercise No. 1.04 Panel Discussion -------------------------------------------Exercise No. 1.05 Problem-Solving Exercise --------------------------------Exercise No. 1.06 Small and Big Group Discussions ----------------------Exercise No. 1.07 Informal Debate ---------------------------------------------Exercise No. 1.08 Brainstorming ------------------------------------------------5 8 9 10 11 12 13 15 17
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Exercise No. 1.09 Simulation Game -------------------------------------------Exercise No. 1.10 Observing By Field Walk ---------------------------------Exercise No. 1.11 Learning from Field Trips ---------------------------------Exercise No. 1.12 Conducting Mini-Workshop ------------------------------Exercise No. 1.13 Folk Media Presentation ----------------------------------Exercise No. 1.14 Conducting Field Day -------------------------------------Exercise No. 1.15 Follow-Up Program ----------------------------------------Exercise No. 1.16 Farmer-to-Farmer Training through Community Organizing ------------------------------------Exercise No. 1.17 Participatory Technology Development ----------------
19 21 22 24 25 26 27
29 31
Section 2
TEAM BUILDING EXERCISES ------------------------------------Sub-Section 2.1 GROUP GAMES -------------------------------------------------------Exercise No. 2.1.01 The Longest Line -------------------------------------------Exercise No. 2.1.02 Body English -------------------------------------------------Exercise No. 2.1.03 Body Parts (P and T Game, Filipino Version) -------Exercise No. 2.1.04 I Think I Know It Game ----------------------------------Exercise No. 2.1.05 List As Many As You Can ---------------------------------33
36 38 40 41 43 45
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Exercise No. 2.1.06 Picture Hanging ---------------------------------------------Exercise No. 2.1.07 Nine-Dot Game ---------------------------------------------Sub-Section 2.2 TRUST ACTIVITIES ---------------------------------------------------Exercise No. 2.2.01 Where Am I Here? -----------------------------------------Exercise No. 2.2.02 I Draw My Self -----------------------------------------------Exercise No. 2.2.03 Establishing Participatory Norms -----------------------Exercise No. 2.2.04 Dyads: Getting to Know Each Other -------------------Exercise No. 2.2.05 Parallel Trust Fall -------------------------------------------Exercise No. 2.2.06 Human Ladder ----------------------------------------------Exercise No. 2.2.07 Blindfold Exercise ------------------------------------------Exercise No. 2.2.08 Trust Walk ----------------------------------------------------Exercise No. 2.2.09 Circle Trust Fall ---------------------------------------------Sub-Section 2.3 INITIATIVE EXERCISES ---------------------------------------------Exercise No. 2.3.01 Mental Map Exercise --------------------------------------Exercise No. 2.3.02 Animal Sounds: Finding One's Group -----------------Exercise No. 2.3.03 Moving with Parts -------------------------------------------
47 49
52 53 54 55 57 59 61 62 64 67
69 70 72 74
Exercise No. 2.3.04 The Boat is Sinking ----------------------------------------Exercise No. 2.3.05 Everybody Up -----------------------------------------------Exercise No. 2.3.06 Body Language ---------------------------------------------Exercise No. 2.3.07 Total Recall ---------------------------------------------------Exercise No. 2.3.08 Name My Job ------------------------------------------------Exercise No. 2.3.09 Name That Song--------------------------------------------Exercise No. 2.3.10 Hot Stuff-------------------------------------------------------Exercise No. 2.3.11 Battle of Animals --------------------------------------------Exercise No. 2.3.12 Battle of Sports ----------------------------------------------Exercise No. 2.3.13 Human Christmas Tree -----------------------------------Exercise No. 2.3.14 Unhooking without Untying ------------------------------Exercise No. 2.3.15 Gain or Lose? -----------------------------------------------Exercise No. 2.3.16 The Three-Pointer ------------------------------------------Sub-Section 2.4 GROUP DYNAMICS EXERCISES --------------------------------Exercise No. 2.4.01 Message Relay: Whispering Game --------------------Exercise No. 2.4.02 Sentence Completion -------------------------------------Exercise No. 2.4.03 Drawing: No Lifting of Pens -------------------------------
75 77 78 79 81 82 83 84 86 88 90 91 93
95 97 98 100
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Exercise No. 2.4.04 A Piece of String --------------------------------------------Exercise No. 2.4.05 Building a Bridge -------------------------------------------Exercise No. 2.4.06 Block of Ice ---------------------------------------------------Exercise No. 2.4.07 Building Towers ---------------------------------------------Exercise No. 2.4.08 Winner Takes All --------------------------------------------Exercise No. 2.4.09 The Farmer's Will (A Puzzle) ----------------------------Exercise No. 2.4.10 The 10 Member Pyramid ----------------------------------
102 105 107 109 111 113 115
Section 3
ENERGIZERS AND ICEBREAKERS -----------------------------Sub-Section 3.1 PERK UP SONGS (ACTION SONGS) ---------------------------Exercise No. 3.1.01 There's A Welcome Here ---------------------------------Exercise No. 3.1.02 Lord On This Very Hour I Pray --------------------------Exercise No. 3.1.03 Kaibigan ng Magsasaka ----------------------------------Exercise No. 3.1.04 Pests and Diseases ----------------------------------------Exercise No. 3.1.05 Mandalo-Mandali -------------------------------------------Exercise No. 3.1.06 Usa Ka Martilyo ---------------------------------------------Exercise No. 3.1.07 Kon Kita Magtitilipon ---------------------------------------117
119 120 121 122 123 125 126 128
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Exercise No. 3.1.08 Ako Nagatukod Sang IPM --------------------------------Exercise No. 3.1.09 Making Melodies in My Heart ---------------------------Exercise No. 3.1.10 Bahay Kubo --------------------------------------------------Exercise No. 3.1.11 Leron, Leron Sinta -----------------------------------------Exercise No. 3.1.12 Kumusta Ka --------------------------------------------------Exercise No. 3.1.13 The Time to be Happy is Now ---------------------------Exercise No. 3.1.14 My Toes, Knees, Shoulders, and Head ---------------Exercise No. 3.1.15 Fruit Salad ----------------------------------------------------Exercise No. 3.1.16 Coconut -------------------------------------------------------Exercise No. 3.1.17 Toe-Knee I Love You --------------------------------------Exercise No. 3.1.18 Si Felimon ----------------------------------------------------Exercise No. 3.1.19 Ang Kalo Ko -------------------------------------------------Exercise No. 3.1.20 Battle In A Song ---------------------------------------------Exercise No. 3.1.21 Ako'y Isang Kawal ------------------------------------------Exercise No. 3.1.22 Malo, Malo, Malo -------------------------------------------Exercise No. 3.1.23 Pakisabihin ---------------------------------------------------Exercise No. 3.1.24 Bontoc Hunter's Song --------------------------------------
130 132 134 136 138 140 141 142 143 144 145 147 148 150 152 154 156
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Exercise No. 3.1.25 Ang Pato Ko -------------------------------------------------Exercise No. 3.1.26 Awit ng KASAKALIKASAN -------------------------------Sub-Section 3.2 OTHER ENERGIZERS AND ICEBREAKERS -----------------Exercise No. 3.2.01 Natural Enemies, Pests, and Diseases ---------------Exercise No. 3.2.02 Spider Mating Game ---------------------------------------Exercise No. 3.2.03 Name Game -------------------------------------------------Exercise No. 3.2.04 Love Team ----------------------------------------------------Exercise No. 3.2.05 Stand Up ------------------------------------------------------Exercise No. 3.2.06 Si Aling Marya sa Perya ----------------------------------Exercise No. 3.2.07 Divorce --------------------------------------------------------Exercise No. 3.2.08 Energy Check -----------------------------------------------Exercise No. 3.2.09 Group Hum ----------------------------------------------------
158 160
162 163 164 165 167 169 170 172 173 174
Section 4
EVALUATION EXERCISES -----------------------------------------Exercise No. 4.01 Ballot Box Evaluation --------------------------------------Exercise No. 4.02 Weather Bureau --------------------------------------------Exercise No. 4.03 Itemized Response Technique --------------------------177 179 181 183
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Exercise No. 4.04 Question and Answer Evaluation -----------------------Exercise No. 4.05 Evaluation through Role-Play ---------------------------Exercise No. 4.06 Answering Questions With Questions -----------------Exercise No. 4.07 AgroEcosystem Analysis ---------------------------------Exercise No. 4.08 Feedbacking and Critiquing ------------------------------Exercise No. 4.09 Circular Whip -------------------------------------------------
185 187 188 190 192 193 195 205
Glossary -------------------------------------------------------------------References ---------------------------------------------------------------
Acknowledgment
ur profound gratitude go to the farmers and facilitators of farmer field schools, training of trainors, and training of specialists for their unequivocal commitment in the furtherance of the IPM trust as an enabling tool of people empowerment. Their experiences shared in various IPM fora form the basis of the exercises, methods, and approaches compiled in this handbook. We also acknowledge the unselfish assistance extended by the staff of the KASAKALIKASAN National Program Office and the ASEAN IPM Regional Center, headed by Dr. Jesus S. Binamira; the SEAME SEARCA Consulting Services Unit, headed by Ms. Ana G. Abejuela; and the Communication and Publication Unit, headed by Dr. Madeline M. Suva, without which this handbook may not have been completed. Special thanks are also given to Dr. Jose R. Medina, Messrs. Cesar A. Baniqued, George S. Karganilla, Landis B. Teofilo, Roland A. Carpio, Freddie T. Langpaoen, Inocencio B. Bernard, Charles C. Sagudan, and Alvin S. Fajardo and Misses Belen P. Laurente, Luz M. Palengleng, and Araceli B. Pedro for their extensive technical inputs. Our special thanks are likewise extended to Messrs. Joey Albert N. Agena, Ronald P. Salazar, Reden R. Cabantac, Nonoy B. Alegre, and Ding S.J. Austria and Misses Adelfa B. Bellen and Maria A. Austria for their inexhaustible support and facilitation.
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Furthermore, this handbook would not have been published without the concurrence and financial support extended by the Philippine Department of Agriculture (DA) and the SEAMEO Regional Center for Graduate Study and Research in Agriculture (SEARCA).
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Preface
he ASEAN IPM Knowledge Network (ASEAN IPM) is an initiative to accumulate the vast collection of knowledge capital on IPM that can be reused and shared among ASEAN member countries to improve the effectiveness of implementation of their national IPM programs. Among the most significant roles of ASEAN IPM is support to program development. This includes the packaging and reuse of knowledge capital for training methodology and curriculum development; program management and implementation; policy and advocacy; and project preparation and evaluation. One of its tangible output is the Handbook of Non-Formal Education and Team Building Exercises for Integrated Pest Management. It is co-published by the Philippine National IPM Program, the ASEAN IPM Knowledge Network and the SEAMEO Regional Center for Graduate Study and Research in Agriculture (SEARCA). A very practical IPM training tool, IPM field trainors or facilitators in seasonlong IPM trainings can use the handbook to enhance experiential, discoverybased and participatory learning approaches among participants. Philippine IPM field trainors have already successfully used most exercises in this handbook while providing technical assistance in the conduct of season-long IPM trainings in South and Southeast Asia.
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We are very confident that this publication can provide IPM field trainors, not only in the ASEAN region but also within and outside Asia, with a variety of tested non-formal education (NFE) methods and approaches which they can use and adapt, when and where they judge them to be useful.
PERCY E. SAJISE Director SEARCA
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About the Handbook
Introduction
ABOUT THE HANDBOOK

his Handbook of Non-Formal Education and Team Building Exercises for Integrated Pest Management is designed for use of facilitators in season-long Training of Specialists (TOSs), Training of Trainors (TOTs) and Farmer Field Schools (FFSs) for Integrated Pest Management (IPM). The exercises in this handbook were based on the experiences shared by IPM facilitators, which have been tried and proven to be effective in the conduct of season-long TOS, TOT, and FFS activities in the Philippines from 1992 to 1998. Appropriate exercises were also adapted from the outputs of: (a) a four-day Technical Refresher Workshop for Vegetable IPM1 conducted in Sayangan, Atok, Benguet in June 1995; (b) a series of Technical Refresher Workshop for Rice IPM2 conducted nationwide in October and November 1995; and (c) an IPM National Technical Workshop3 conducted in Baguio City in March 1996. In these, experiences from all season-long IPM training activities that have been conducted in the Philippines were shared, among others. Together, resources were used to build the foundations of those exercises that have already been proven to be effective and those that were new.
Philippine National IPM Program. 1997. Field Guide of Discovery-Based Exercises for Vegetable IPM. National Agricultural and Fishery Council. Department of Agriculture, Diliman, Quezon City. pp1-1 to 6-40. Philippine National IPM Program. 1997. Field Guide of Discovery-Based Exercises for Rice IPM. National Agricultural and Fishery Council. Department of Agriculture, Diliman, Quezon City. pp1-1 to 7-18. Philippine National IPM Program. 1997. Field Guide of Discovery-Based Exercises for Corn IPM. National Agricultural and Fishery Council. Department of Agriculture, Diliman, Quezon City. pp1-1 to 6-26.
INTRODUCTION
This handbook is a collection of: (a) nonformal education methods and approaches; (b) team building exercises; (c) energizers and icebreakers; and (d) evaluation exercises that facilitators like us can use and adapt, when and where we judge them to be useful. We involved as many facilitators as was possible in the design of the exercises in this handbook. Although it can be said that this handbook belongs to us, it will achieve nothing until ideas in it are put into action. Claiming its ownership also means that we have the responsibility to update and modify it as new experiences and ideas come out during the conduct of our own TOSs, TOTs, and FFSs. Admittedly, some methods, approaches, and exercises added in this handbook need to be revised and redesigned when the need arises.
Handbook of Non-Formal Education and Team Building Exercises for IPM
About the Handbook
Format for the Activities

Each of the activities in this handbook has been arranged in a standard format of sections and subsections. We hope that this will make it easier for you to find the specific method, approach, or exercise that you want to use. The various section headings are listed below with a short description of the content: Non-Formal Education Methods and Approaches. Every method or approach is described briefly, including comments on when the method or approach is most appropriate as well as points to watch when using the method or approach. Team Building Exercises. This section is divided into four sub-sections, namely: (a) group games, (b) trust exercises, (c) initiative activities, and (d) group dynamics exercises. Each write-up provides the purpose(s), materials, and procedure for implementing the game, exercise, or activity. It also gives pointers on when the exercise is most appropriate. Exercises are sequenced following the stages of team development. Energizers and Icebreakers. This section is divided into two subsections, namely: (a) perk-up songs, and (b) other energizers and icebreakers. For the perk-up songs, the lyrics of each song are given. If the tune of the song is familiar, the title of the familiar song is likewise cited. If there are actions that should accompany singing, these are also described in the write-up. Each write-up gives pointers on when the song is most appropriate. For the other energizers and icebreakers, each write-up provides the purpose(s), materials, and procedure for implementing the activity. It also gives pointers on when the exercise is most appropriate.
INTRODUCTION
Evaluation Exercises. The purpose, materials, and procedure of presenting evaluation exercises for training sessions or programs are given. Pointers on when the activity is most appropriate are also discussed.
Non-Formal Education Methods and Approaches
Section 1
NON-FORMAL EDUCATION METHODS AND APPROACHES
on-formal education (NFE) methods and approaches, as knowledge management strategies, bring about sharing of knowledge and the creation of new knowledge, and in the process empowers the participants. Activities focus on allowing participants to observe, discuss, interact, brainstorm as well as perform analysis, make decisions, and solve problems4.
Essentially, NFE is a participatory educational process based on the assumptions of adult learning. When adult learners decide to participate in any learning activity, they bring along a wealth of experience, knowledge, and skills. They are armed with their own beliefs, values, and convictions. They have their own perceptions, biases, and feelings. With such a background, the adult learner is the richest resource in the learning process5. NFE methods and approaches encourage participants to see themselves as source of information and knowledge about the real world. When they are encouraged to work with the knowledge they have from their own experience, they can develop strategies together to change their immediate situations. This learning experience takes place in several ways, as follows6:
4
Department of Agriculture. 1997. Technical Proposal for the ASEAN Integrated Pest Management Knowledge Network. Department of Agriculture, Diliman, Quezon City. pp4. Ortigas, C. D. 1997. Training for Empowerment. Office of Research and Publication, Ateneo de Manila University, Loyola Heights, Quezon City. pp13-26. Society for Participatory Research in Asia. 1987. Participatory Training for Adult Educators. Society for Participatory Research in Asia Publication, New Delhi, India. pp7-9.
SECTION 1
Existing popular knowledge is recognized and valued. The learning process starts with the assumption that participants already possess some knowledge. Participants do not start with a clean slate. In this approach, the synthesis of popular knowledge with existing scientific knowledge strengthens the learning experience of the participants. New knowledge is built on the existing knowledge. In the learning process, the starting point for creating new knowledge is the existing knowledge that people have, particularly the authentic elements of it. As people begin to appreciate what they already know, they are more open to seek new information. This desire to seek new information and knowledge enhances the learning process. Participants learn to exercise control. The learning process puts emphasis on the active participation of participants in generating their own knowledge. This encourages them to take the responsibility for their own learning. It is this active posture which constitutes a powerful impetus for learning and for learners to exercise control over their learning. Learning becomes a collective process. One of the elements of NFE is the promotion of collective responsibility for seeking new knowledge. As a result, participants learn to get together, collectively seeking and analyzing information. Learning creates informed options. The very process of collectively analyzing a given situation throws up various alternatives. As part of the process of analysis, options are debated based on concrete information. As a result, participants are able to accept and reject options on an informed basis. This creates a sense of empowerment, which is based on the confidence that the information has been understood and interpreted.
Actions emerge out of this analysis. The very act of involvement in the process of analyzing a given reality creates a sense of ownership of that knowledge and willingness to transform that situation. The participants are then able to take concrete actions. Thus, where possible, facilitators should create a learning situation where adults can discover answers and solutions for themselves. People remember the things they have said themselves best, so facilitators should listen more and not speak too much. They need to give participants a chance to find solutions before adding important points the group has not mentioned7. The NFE methods and approaches described in the following pages considers most of the characteristics mentioned above. The facilitator is therefore given a number of options to select from, depending on the situation and the need of participants.
Hope, A. and S. Timmel. 1994. Training for transformation 1: A Handbook for Community Workers. Mambo Press, Gweru, Zimbabwe. pp99-120
SECTION 1
Exercise No. 1.01
SHARING
Procedure: Knowledge, ideas, and opinions on a particular subject are freely exchanged among trainees and facilitators. When method is most appropriate: The method is suitable where the application of information is a matter of opinion. It is suitable when attitudes need to be induced or changed. Participants are most likely to change attitudes after discussion. The method is also suitable as means of obtaining feedback about the way in which participants may apply the knowledge learned. Points to watch: The participants may be led away from the subject matter or fail to discuss it fully. The whole session may be vague. Participants may become entrenched in their attitude rather than be prepared to change them.
Exercise No. 1.02
ROLE PLAY
Procedure: Participants enact, in the training situation, the role they will be called upon to play in their job. Use role playing mainly for the practice of dealing with the face-to-face situation (e.g., where people come together in the work situation). When method is most appropriate: The method is suitable where the subject is one that is a near-to-life practice to the training situation. The participants can practice and receive expert advice or criticism and opinions from fellow participants in a protected training situation. This gives confidence and offers guidelines. The participants get the feel of the pressures of the real-life situation. Points to watch: The participants may be led away from the subject matter or fail to discuss it usefully.
SECTION 1
Exercise No. 1.03
CASE STUDY
Procedure: A history of some events or a set of circumstances with relevant details is examined by the participants. Case studies fall into two broad categories: Those in which participants diagnose the cause of a particular problem; or Those in which participants set out to solve a particular problem.
When method is most appropriate: This method is most suitable when participants need to view a problem objectively or free from the pressures of actual events. It provides opportunities for exchange of ideas and consideration of possible solutions to problems that the participants will face in their work situation. Points to watch: Participants may get the wrong impression of a real work situation.
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Exercise No. 1.04
PANEL DISCUSSION
Procedure: Divide participants into smaller groups of 5-6 members each. Write questions on the board to be answered by groups. A facilitator will serve as the moderator, timekeeper, and at the same time set the rules and regulations for the activity. Ask the groups to draw lots as to which one will be the first discussant and the first to act as panel of interrogators, and so on. Assign questions for each group to answer. After a group has presented its answers to their assigned questions, the panel of interrogators can ask questions related to the discussions or answer made. This question and answer activity will go on until all groups have been able to present their part. While the activity is going on, a panel of facilitators may rate the participants as to (a) answers and questions raised and (b) group and individual performance or participation. When method is most appropriate: This exercise is appropriate for assessing learning and participants performance in a TOS or TOT activity. It is also effective in an FFS with 25-30 participants where group members share their learning experiences through questions and answers. The activity helps develop capability to communicate ideas and knowledge with other participants. This method is most appropriate in presenting case studies. Points to watch: As we encourage a freewheeling group discussion, some members of the group may impose on others by insisting on their ideas. This may use up much time, which may lead to others not having a chance to speak. The facilitators must be sensitive of these behaviors and be able to handle the group so that everybody is given a chance to actively participate in the activity.
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SECTION 1
Exercise No. 1.05
PROBLEM-SOLVING EXERCISE
Procedure: Participants undertake a particular task that should lead to a required result. The facilitator provides rules. It is usually a practice or a test of knowledge put over before the exercise. Before further information or new ideas are introduced, the method may help to discover participants existing knowledge or ideas. Use problem-solving exercises with individuals or with groups. When method is most appropriate: Use this method when participants need to practice following a particular pattern or formula to reach a required objective. The participants are on their own, thereby ensuring a highly active form of learning. Use problemsolving exercises to find out the extent of assimilation of participants. There is a big room for imaginative facilitators to experiment and try out things. Points to watch: The exercise must be realistic and the expected result reasonably attainable by all participants or they will lose confidence.
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Exercise No. 1.06
SMALL AND BIG GROUP DISCUSSIONS

Procedure: Divide a big group of 25-30 participants into five smaller groups, giving each group a particular task to accomplish and discuss. Give every member of the small group the chance to share his /her ideas about the assigned task. Leaders chosen by the group will lead the discussions. After a certain given time, ask all groups to convene and process their discussions with the bigger group. When method is most appropriate: This method is suitable when eliciting participation and sharing of experiences as well as ideas from individual in-groups. It is easier for an individual to share his ideas within a small group than within a big group. This is true all the more when participants are not comfortable with the big group yet, as in the instances when the training program has just started. Sometimes, participants may feel intimidated or threatened when asked to share their ideas with the big group. Thus, it becomes helpful to structure training activities in such a way that group discussions precede large group work or discussions. The ideal group for small group discussions is at least 5-6 and not more than 10 members. Big group discussions should not exceed 30 members.
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SECTION 1
Points to watch: Some members of the group may impose on others (e.g., insist on their ideas). There is also a danger that some participants may use up considerable time in presenting their opinions. These situations may lead to others not having the chance to speak. The facilitator should always be sensitive to these behaviors and be able to handle the group so that each member is given equal chance to be heard. Accept all opinions to show respect for individual members. It might be helpful if the facilitator will remember that there are different kinds of people (e.g., some need to be encouraged to speak up or some need recognition). It is his role to clarify inputs and tasks to avoid problems that may arise as a result of differences in personalities. Facilitators must maintain good judgement and not be swayed by opinions of anyone of the group members.
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Exercise No. 1.07
INFORMAL DEBATE
Procedure: Announce a topic that has a potential for differences of view. Ask participants to select the pro and con side of the issue. Ask the pros to move to one side of the room, the cons to the other. (Try to have the two sides to be roughly equal in number.) Ask each group to muster all the arguments it can for the position. With the groups in their different locations, informally secure affirmative and negative arguments. Continue the debate until the topic is adequately discussed.
When method is most appropriate: This highly participatory procedure is particularly useful to introduce a session or a topic. It may also be used on an ad hoc basis when opinions differ in the course of a discussion.
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SECTION 1
Points to watch: Some members of the group may impose on others (e.g., insist on their ideas). There is also a danger that some participants may use up mconsiderable time in presenting their opinions. These situations may lead to others not having the chance to speak. The facilitator should always be sensitive to these behaviors and be able to handle the group so that each member is given equal chance to be heard. Accept all opinions to show respect for individual members. It might be helpful if the facilitator will remember that there are different kinds of people (e.g., some needs to be encouraged to speak up or some need recognition). It is his role to clarify inputs and tasks to avoid problems that may arise as a result of differences in personalities. Facilitators must maintain good judgement and not be swayed by opinions of anyone of the group members.
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Exercise No. 1.08
BRAINSTORMING
Procedure: Either in small group or in big group, give participants an issue or problem to be discussed and deliberated on exhaustively. Accept all ideas during the discussion. After a thorough deliberation on the issue or problem, the entire group comes up with a consensus as a final output. When method is most appropriate: This method is suitable when tackling issues and problems that need or call for group decision-making. It is particularly helpful when participants are expected to actively join in the deliberation and share their ideas and experiences as well as knowledge about the issue on hand. A group of not less than five and not more than 10 members should give the best results.
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SECTION 1
Points to watch: If the issue or problem is not clear to the group(s), it is possible that participants will not be able to come up with what is expected of them. Discussions may move away from the topic. As in the small and big group method, some members of the group may impose on others (e.g., insist on their ideas). There is also a danger that some participants may use up considerable time in presenting their opinions. These situations may lead to others not having the chance to speak. The facilitator should always be sensitive to these behaviors and be able to handle the group so that each member is given equal chance to be heard. Accept all opinions to show respect for individual members. It might be helpful if the facilitator will remember that there are different kinds of people (e.g., some need to be encouraged to speak up or some need recognition). It is his role to clarify inputs and tasks to avoid problems that may arise as a result of differences in personalities. Facilitators must maintain good judgement and not be swayed by opinions of anyone of the group members.
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Exercise No. 1.09
SIMULATION GAME
Procedure: A simulation is an abstraction or simplification of some real life situation or process. In simulation, participants usually play a role that involves them in interactions with other people and/or with elements of the simulated environment. A business management situation for example, might put the participant into the role of production manager of a corporation. Provided with statistics about business conditions, he/she negotiates a new labor contract with the unions bargaining team, that hopefully will work better. A simulation game combines the attributes of a simulation (e.g., role playing a model of reality) with the attributes of a game (e.g., striving toward a goal, specific rules). Like a simulation, it may be relatively high or low in modeling of reality. Like an ordinary game, it may or may not entail competition.
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SECTION 1
When method is most appropriate: The method is a suitable way for participants to learn the effects of the behavior on other people and other peoples behavior on them. It increases skills in working with other people and in getting work done through other people. This method is valuable in learning the skill of negotiation. Points to watch: Simulations can vary greatly in the extent to which they can fully reflect the realities of the situation they are intended to model. A simulation that incorporates too many details of a complex situation becomes complicated and time consuming for the intended audience. On the other hand, if the model is over-simplified, it may fail completely to communicate its intended point. A well-designed simulation provides a faithful model of those elements that are most important to the immediate objective. It informs the facilitator and the participants about elements that have been simplified, abbreviated, and eliminated completely.
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Exercise No. 1.10
OBSERVING BY FIELD WALK

Procedure: Divide the participants in small groups of at least five members per group. Assign an existing issue or problem that the big group needs to address in an area. Let each small group observe the area by walking around and have a first-hand experience of the issue or problem. Synthesize the observations through small and big group participatory discussions. When method is most appropriate: This method is suitable when there is an issue or problem that will need or call for a group decision-making. It is particularly useful when there is an actual situation in the field or village which will allow the participants to be exposed to the issue or problem at hand and thus, be able to share their knowledge and ideas as well as experiences more comfortably. Point to watch: Sharing of knowledge, ideas, or experiences after a field walk is usually more lively and meaningful. However, as we encourage freewheeling group discussions, some members of the group may impose on others by insisting on their ideas. There is also a danger that some participants may use up considerable time in presenting their opinions, which may lead to others not having a chance to speak. The facilitators must be sensitive of these behaviors and be able to handle the group by reaching a consensus after everybody is given a chance to be heard.
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SECTION 1
Exercise No. 1.11
LEARNING FROM FIELD TRIPS

Procedure: To maximize results from field trips, these guidelines should be considered: Be certain that the objectives of the trip are well-defined and related to the central purpose of a given training activity. Literally ask yourself: Is this trip really necessary? Plan logistic properly: who to contact, how to reach the visitation point, when to arrive, when to depart. Provide written instructions to the participants concerning what to look for at the point of visitation. Provide appropriate background materials as well. Indicate whether the work is done individually, in pairs, in small groups, etc. Indicate what kind of tasks participants are responsible for upon return to the training session: a report (written or oral), a case study, a completed survey, summaries of interviews, certain documentation such as pictures, collection of specimens, etc. Schedule enough time for the processing of the learning from the field. Secure feedback (evaluation) from the group concerning the field trip. This will enable the strengthening of programming of future field trips.
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When method is most appropriate: This activity is most appropriate if conducted toward the middle to the end of the training program. Field visits to points of interest away from the training room, whenever practicable, are advantageous because they: Are a means of enriching the learning experience; Are particularly essential to complement seemingly theoretical and conceptual learning activities; Provide a desirable change of pace in the learning process; Provide an opportunity for participants to get to know one another in a more in-depth way; May provide fun, excitement, novelty, new motivation to learn, and so on; and Provide a chance to develop oral and/or written communication skills, in respect to the reporting phase of the field trip.
Points to watch: Obviously, field trips may be organized as a total group activity, with each member being individually responsible for observing and reporting his/her experience. However, the use of small groups or teams of at least five participants should be emphasized.
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Exercise No. 1.12
CONDUCTING MINI-WORKSHOP
Procedure: Depending upon the need, the participants may be divided into smaller groups (break-up sessions) or regrouped (plenary sessions) to tackle a certain issue or problem in a workshop-like atmosphere. During break-up sessions, the small group participants work together to produce an output for an issue or problem predetermined in plenary sessions. The outputs in breakup sessions are then validated in plenary sessions. An action plan, agreed upon in a plenary session, is usually developed at the end of a miniworkshop. When method is most appropriate: This method is most useful when there are topics or issues that arise during the training process and there are no concrete plans on how to address them. It is likewise helpful when the participants want to learn more about a particular topic or issue. More than just developing an action plan, mini-workshops may be used as a strategy to develop the participants technical competence in dealing with specific topics or problems. Points to watch: As we encourage a freewheeling group discussion, some members of the group may impose on others by insisting on their ideas. This may use up considerable time, which may lead to others not having a chance to speak. The facilitators must be sensitive of these behaviors and be able to handle the group so that everybody is given equal chance to actively participate in the design of an action plan.
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Exercise No. 1.13
FOLK MEDIA PRESENTATION

Procedure: The participants plan and prepare an appropriate folk media either as a big group or as an individual small group. Local songs, dances, poems, proverbs, stories, tales, legends, and drama are forms of folk media to select from. Folk media are prepared to convey a developmental message using the most appropriate local medium that is familiar to a group of people. Folk media are then presented as part of a field day, a fiesta, or other kinds of celebration. By doing so, the message becomes easier for the intended audience to understand. When method is most appropriate: Folk media can be used in various ways. The extensionists can use it to explain complex concepts. Weakness in a culture or group may be approached in a non-threatening situation through a folk media presentation. It can create an awareness and lead to analysis of problems by the people in a community. Points to watch: The differences and uniqueness of culture and values from one region to another or from one village to another suggest that the selection of the most appropriate folk media to convey a desired message to a particular group be treated with utmost importance.
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SECTION 1
Exercise No. 1.14
CONDUCTING FIELD DAY

Procedure: The field day is an occasion when farmers and facilitators show other people or the community what they have learned and the results of their participatory technology development (PTD) activities. The field day may include such activities as field tour, exhibit, and a program where local officials deliver speeches. In the Philippines, the participants and the community also jointly prepare foods as part of the event. A field day takes in a festival-like atmosphere. Folk media prepared by farmers complete the celebrations. The field day is the training participants affair. This means that they must plan for and implement the activity. For the Farmer Field School (FFS), the farmer-participants may choose to invite co-farmers from the same or neighboring villages (barangays). For the facilitators, they may choose to invite their local chief executives or direct supervisors with the end view of orienting them on the program. When method is most appropriate: The best time to have a field day is when there is still standing crop that is nearing maturity in the learning field. That is, unless there is an emergency situation and there is no choice but to harvest the crop before a field day. The field day is the culminating activity of a Farmer Field School (FFS), a Training of Trainors (TOT) and/or a Training of Specialist (TOS) course. Points to watch: Although a field day is also designed to convey desired messages (e.g., result demonstration and other developmental messages), more importantly, the activity must also highlight the participants experience on what can be accomplished by working together.
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Exercise No. 1.15
FOLLOW-UP PROGRAM
Procedure: The first phase of a program usually focuses on capability and capacity building. In IPM, this comes with the season-long training of specialists, trainors and farmers in Farmer Field Schools (FFSs). However, before the end of the first season, trainors must already look toward sustaining a program in local communities. This means that after the initial activities (e.g., in the FFS), farmers must already start planning for follow-up activities in their communities. In so doing, barangay-based organizations (e.g., IPM) are strengthened. This is the goal of the follow-up program. In IPM, participants in an ongoing FFS may sit together to plan what they will do upon completion of the season-long IPM training program. Farmers are expected to discuss about getting organized into an IPM club, if they have not been formally organized yet. Some suggested activities that an IPM club can carry out are: Technical backstopping through home and field visit to IPM and non-IPM farmers; Networking of trained farmers in the different barangays in a community; Conduct of participatory technology development (PTD) activities to discover new management options; Conduct of farmer field school (farmer-to-farmer); and Preparation and circulation of IPM newsletter to disseminate new and localized technologies and management strategies.
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When method is most appropriate: This activity is best done in the TOS, TOT, and FFS, with farmers and local community leaders, starting on the 12th week of the training session. Points to watch: From the start of the training, it should be made clear with the participants, particularly the farmers, that they are expected to pass IPM on to other members of the community and to other farmers. This will put their mind into proper perspective, once the planning session for IPM follow-up activities is conducted.
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Exercise No. 1.16
FARMER-TO-FARMER TRAINING THROUGH COMMUNITY ORGANIZING

Procedure: Divide the participants into five smaller groups. Let them discuss and brainstorm on the strengths and weaknesses of their present farmers organizations in terms of running a farmer field school. Let them come up with a list of requirements for a successful farmers organization. If there are more of the weaknesses, ask them to come up with a list of strategies needed to strengthen the organization to carry out successful farmers activity or training program. Let the group report their output. Connect the activity to the significance of having a strong community organization for successful farmer-to-farmer training program. Discuss outputs in relation to the need for full awareness about present community situation. Discuss the need to recognize problems as a requirement to provide right solutions.
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When method is most appropriate: This method is appropriate when tackling issues and problems that need or call for group decision-making. It is particularly helpful when participants are expected to share their ideas on their farmers organization as well as how they feel these groups may be strengthened. Important points on farmers organizations and how to run a farmer-to-farmer training program may result from an exhaustive discussion. A group of not less than five and not more than 10 participants should give the best results. Points to watch: On completion of the activity, the facilitators should see to it that the participants had achieved the following objectives: Developed a list containing requirements of community or farmers organizations. Assessed strengths and weaknesses of existing community or farmers organizations in running farmer-to-farmer training program. Suggested actions or strategies for strengthening community or farmers organizations to run farmer-to-farmer training program.
If the issue or problem is not clear to the group, it is possible that participants will not be able to come up with what is expected of them. Discussions may move away from the topic. Some members of the group may impose their ideas on others. There is also a danger that some participants may use up considerable time in presenting their opinions. These situations may lead to others not having the chance to speak. The facilitator should always be sensitive to these behaviors and be able to handle the group so that each member is given equal chance to be heard and a consensus reached. The facilitator must remember that it is important to accept all opinions to demonstrate respect for individual group members.
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Exercise No. 1.17
PARTICIPATORY TECHNOLOGY DEVELOPMENT

Procedure: Introductory activities Conduct participatory discussions regarding the topic; conduct group exercise to draft procedure to be followed in designing, planning, and implementing participatory technology development (PTD) activities; and conduct participatory discussions to determine what can be done now. Identify local problems Before entering a barangay (village), participants should make a concrete list of things to do. Design appropriate Baseline Survey Form and use it to obtain specific data on pest, fertilizer, and other cultural management practices. Visit the barangay as often as possible in small groups until all relevant data are finally gathered. Validate initial information Consolidate initial data gathered in small groups, validate in the big group and with farmers by conducting participatory discussions. List down all major issues for consideration in designing PTD activities. Determine when and what additional data to gather for designing and planning immediate PTD activities. Prioritize problems, design, and implement activities Consolidate additional data gathered in small groups, validate in big group and with farmers by conducting participatory discussions. List down additional issues for consideration in designing PTD activities.
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Plan additional visits to the barangay if needed. Update data, revalidate in big group and with farmers through participatory discussions. Make a final list of major issues for use in designing and planning of final PTD activities. Conduct mini-workshop in small groups to design and plan individual PTD activities of small groups. Present output to farmers and the big group for additional suggestions and comments. Implement the activities with farmers. When method is most appropriate: This activity is appropriate for a group of 25-30 participants in a TOS, a TOT, or an FFS. PTDs on integrated pest management are being implemented to empower participants (both facilitators and farmers) with analytical ability and skills to investigate the cause-effect relationship of problems in farming practices and thereby stimulate them to design a set of actions for solving their problems. Points to watch: This activity must enhance the participants' learning process through experiential, discovery-based, and participatory approaches. As a team, the participants learn from other farmers response at each stage of intervention and draw lessons for future IPM program implementation strategies. In addition, the participants develop their analytical skills and attitudes in working within participatory framework in planning, organizing, and evaluating development activities. PTD as a learning process empowers in three ways: (a) it empowers because of the specific insights, new understanding, and new possibilities that participants discover in creating better explanation about their social world; (b) participants learn how to learn; and (c) it liberates when participants learn how to create new possibilities.
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Team Building Exercises
Section 2
TEAM BUILDING EXERCISES

eam building is an organized effort to improve team effectiveness. In a sense, team building draws upon the athletic model for its basic concepts. These concepts include assumptions that performance must be continually critiqued, that the team cannot rest on past accomplishments, that a team must constantly strive for greater teamness, that a team must be willing to engage in introspection and feedback (e.g., receiving as well as giving), and that such values as openness, trust, spontaneity, mutuality, sharing, caring, risk taking, and experimentation are paramount8. Team building typically begins when the team leader realizes that there are blocks to team effectiveness, that the team is not hitting on all cylinders, that improvements or change is desirable, and that help along those lines is wanted. Note that this is not the same as the team leader wanting team development so that the team leaders will can be imposed more fully to the group. In the latter case, team building would be a wasted effort, for such a leaders concept of a team would be one where members are subservient rather than creative, independent, questioning, etc. An effective team has the following characteristics9: Mutual trust. Mutual trust takes a long time to build and can be destroyed quickly. It is established in a team when every member feels free to express his opinion, says how he feels about issues and asks
8
Eitington, J. E. 1984. The Winning Trainer: Winning Ways to Involve People in Learning. Gulf Publishing Company, Houston, Texas, U.S.A. pp169-178. Ortigas, C.D. 1994. Group Process and the Inductive Method: Theory and Practice in the Philippines. Ateneo de Manila University. pp54-61.
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questions, which may concern retaliation, ridicule, or negative consequences. Mutual support. Mutual support results from group members having genuine concern for each others welfare, growth, and personal success. If mutual support is established in a team, a member need not waste time and energy protecting himself or his function from anyone else. All will give and receive help to and from each other in accomplishing whatever goal the team is working on. Genuine communication. Communication has two dimensions: the quality and openness and authenticity of the member who is speaking, and the quality of non-evaluative listening by other members. Open authentic communication takes place when mutual trust and support are so well established that no member feels he has to be guarded or cautious about what he says. It also means that members of a good team wont play games with each other, such as by asking trap questions or suggesting wrong answers to test another members integrity. Non-evaluative listening simply means listening to what the other person is trying to communicate, with bias-filters removed. Most persons listen through an evaluative screen and tend to hear only those aspects of a communication that do not threaten status, roles, and convictions. Accepting conflicts as normal and working them through. Individuals differ uniquely from one another and will not agree on many things. An unproductive heritage left by the old school of human relations is the notion that people should strive for harmony at all costs. A good leader (where mutual trust, mutual support, and genuine communication are well established) accepts conflict as normal, natural and as an asset, since it is from conflict that most growth and innovation are derived. It is also worth noting that conflict resolution is a group process and the notion that a manager can resolve a conflict between or among subordinates is a myth.
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Mutual respect for individual differences. There are decisions which, in a goal-oriented team, must be team decisions because they require the commitment of most or all of the resources of the team and cannot be implemented without this commitment. However, a good team will not demand unnecessary conformity of its members. It is easy for a group to drift into the practice of making decisions or forcing decisions on an individual where clearly, for his growth and for the good of the organization, he should make the decision. The individual member should be free to ask advice from other members who, in turn, will recognize that that person is not obligated to take the advice. A good team delegates within itself. In a well-established team with high mutual trust and support, the leader or a member will be able to make a decision, which commits the team. In such a team, only important issues need not be worked through, and there is much delegation from leader to members, from members to members, and even from members to leader. Team building exercises included in this section of the handbook try to demonstrate most of the above mentioned characteristics of an effective team. However, the facilitator should select the best exercise that he will use to suit a particular situation.
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Sub-Section 2.1
GROUP GAMES
A game can be an end in itself. As adults, the justification for participating in game activities can be purely for personal enjoyment. No validity hassles; or attempting to manipulate the cognitive, affective, psychomotor triumvirate - just flat-out fun. If an ongoing program needs a boost because of scheduling problems, personality conflicts or activity repetition, try playing a couple of these games. Games, presented in a lighthearted manner, can provide the morale growth that facilitates group cohesion and enthusiasm for the program. De-emphasize competition and try to present the activities in such a way that everyone will want to participate. Consider the following play pointers10: Dont just explain. Involve yourself in the activity. You dont have to play every game, but be ready to personalize the game with your person; get in there and mix it up with the group. Keep the rules to a minimum. Wordy explanations lead to pre-game boredom. Bend some rules occasionally or change a few as fits the participants and the situations. Dont run a good game into the ground. Play a game only at least once a day or once in a while (e.g., three straight days of any game in this sub-section is boring).
10
Rohnke, K. 1988. Silver Bullets: A Guide to Initiative Problems, Adventure Games and Trust Activities. Wilkcraft Creative Printing, Beverly, Massachusetts, U.S.A. pp14-78
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Keep the participants playing. Dont include or evolve rules that permanently eliminate participants. Pick teams that are fair. Dont use the disastrous sociogram method for choosing sides (e.g., asking two participants to pick their own teams). Play games that allow as much as 50/50 male-female split as possible. Organized sports generally demand a sex split and theres enough of that. These games can be played as well by either sex. Emphasize competition against self when competition seems natural. Trying to beat a time established by your own team or attempting to smash a nebulous world record is great fun with none of the second place, next time symptoms of the loser syndrome.
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SECTION 2
Exercise No. 2.1.01
THE LONGEST LINE

Purpose: To develop sharing and cooperation among participants. Materials: Articles found on the bodies of the participants. Procedure: Divide a big group of 25-30 participants into five smaller groups. Give the following instructions: Make a line out of the articles found on the body of each group member within five minutes. After completing the line, group members should form a straight line and clap their hands three times to announce that they have completed their task. The group with the longest line wins.
After giving the instructions, start the game. When the game ends, process and analyze the activity. Ask the following questions: What happened during the activity?
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How did each group come up with their lines? What behaviors or attitudes did the group members show?
Team members will be able to come up with successful program or activity results when they cooperatively work, voluntarily share their efforts, resources, ideas, and talents and actively participate in the undertaking. When method is most appropriate: This game is appropriate with a group of 25-30 participants. Use it as a starter for a session on Working with others. Use it for sessions on how to go about group activities and carry out objectives successfully.
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Exercise No. 2.1.02
BODY ENGLISH
Purpose: To encourage discussion, decision-making, and cooperation of the participants. Materials: None Procedure: A big group of 25-30 participants is divided into three smaller groups. A group tries to spell out the words of a well-known proverb by using their bodies as letters. Forming letters with the fingers is not allowed. Another group tries to decipher what the first group is trying to say. The groups switch roles from time to time so that everyone gets the chance to be dramatic and disfigured. When method is most appropriate: This activity will be most useful if done before or after a learning activity that needs group discussion, decision-making, and cooperation among the participants. This exercise may be undertaken to strengthen or to measure the learned knowledge of the participants on their cohesiveness as a group. This exercise may call for a participant to perform an activity that one may not normally do to one's self or that one may not normally do to others. The facilitators are therefore cautioned to do the exercise only when there is already a well-established rapport among the participants.
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Exercise No. 2.1.03
BODY PARTS (P AND T GAME, FILIPINO VERSION)

Purpose: To strengthen or measure the learned knowledge of the participants on their cohesiveness as a group. Materials: Masking tapes and marking pens Procedure: A big group of 25-30 participants is divided into five smaller groups.. A female and a male participant are selected from each of the small groups. Masking tapes and marking pens are provided to each group for marking. The females will mark all the body parts beginning with the letter T of their male partners. Similarly, the males will mark all the body parts beginning with the letter P of their female partners. Their groupmates may coach their respective group participants. The small group with the most number of marked P and T parts, processed and validated by the big group, wins.
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When method is most appropriate: This activity will be most useful if done before or after a learning activity that needs group cooperation. This exercise may be undertaken to strengthen or to measure the learned knowledge of the participants on their cohesiveness as a group. This exercise may call for a participant to perform an activity that one may not normally do to one's self or that one may not normally do to others. The facilitators are therefore cautioned to do the exercise only when there is already a well-established rapport among the participants.
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Exercise No. 2.1.04
I THINK I KNOW IT GAME

Purpose: To demonstrate to participants the danger of making decisions without ample bases. Materials: Five Manila papers with a circle (representing a head) already drawn on them and five marking pens Procedure: A big group of 25-30 participants is divided into five smaller groups. Five Manila papers with a circle drawn on them and five marking pens are prepared. Two participants from each of the small groups are selected. One will act as an illustrator and the other as a guesser. As the guesser (with eyes closed or blindfolded) faces his other group members, the illustrator faces a facilitator. As the facilitator points to a part in his head, his group members silently take note of that head part. The guesser then guesses how many that head part is, without really knowing what part it is. Then the illustrator draws how many head parts as guessed (even though he knows it is wrong) to the circle in the Manila paper provided. The facilitator asks each group, one at a time. The group with the most number of correct guesses wins. Example: How many like this (e.g., facilitator pointing to one of his eyes) do you have? If the guesser says, there are three, then the illustrator draws three eyes, etc.
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When method is most appropriate: This activity is most appropriate after an insect zoo activity. It is a very useful exercise to demonstrate the danger of making decisions without ample bases. It is possible that outcomes of the game will be such that most of the guesses are correct and the participants may be simply overwhelmed by the results. It is therefore important that the facilitator devise an appropriate strategy to counter outcomes, which may unclearly demonstrate the objective of the exercise.
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Exercise No. 2.1.05
LIST AS MANY AS YOU CAN

Purpose: To demonstrate the advantage of working in groups. Materials: Pieces of papers, ball pens Procedure: The facilitator invites the whole group to listen while he/she reads a list of 20 wholly unrelated items such as: pin juice phone sea ship chair door spoon cat carpet blanket line car globe light medicine cake bulb watch flower
After reading the list ONCE, participants are asked to write the items they can recall. After 3 minutes, ask who among the participants was able to list 20 items, 19, 18, etc. Then ask them to work in pairs and give three minutes more for the task. After three minutes, ask again which pair has listed 20 items, 19, 18, etc. Next, ask them to group into four to do the same task in one minute. When the time is up, ask which group was able to list all 20 items. Process the activity when everyone has settled. Ask the following questions: Were you able to list more items when you worked alone or when you worked in pairs?
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Did working with a bigger group result in your being able to list more items? Why was this so?
Parallel the exercise with working in the community. Ask the participants if they think more will be accomplished in the community, particularly with farmers, if they work in teams rather than working alone. Find out why they think so. When method is most appropriate: The activity will be most appropriate if the participants are asked to reflect on their experiences in implementing community projects. Ask them to parallel implementation of IPM with the exercise (e.g., completing list of 20 items). If a person works alone, he/she might not complete the list. This is true of community projects. More things are achieved by working together. Members need to cooperate and contribute their share or perform their roles to get more things done.
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Exercise No. 2.1.06
PICTURE HANGING
Purpose: To demonstrate the need for cooperation for successful teamwork. Illustrate the value of building from parts to make a whole. Materials: Old magazines from where participants may cut pictures, scissors, colored papers, cardboard or chipboard, paste, pieces of string, thumb tacks, or tapes (for hanging the frame) for each group. Procedure: Group the participants into five. Provide each group with a complete set of materials listed above. Provide the following instructions: Look for a picture that reflects your perception of how groups should work. Mount the picture using as many materials as could be used from the set provided the group. Hang the picture after mounting it.
Ask participants to talk about their experience in the context of working together and using parts to come up with a whole.
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When method is most appropriate: Use the activity as a starter for a session on evaluating a training activity or program. View the parts out of which the picture frame is made as items that contributed to the whole training program. And that, without the cooperation of all the members of the group, it would have been difficult to achieve goals or accomplish targets.
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Exercise No. 2.1.07
NINE-DOT GAME
Purpose: To be aware of the concepts, objectives, and approach of the KASAKALIKASAN program to the problems and issues of farmers in the local area. Compare with our past IPM experiences. Materials: Manila paper, tape, and pens Procedure: Draw nine dots up on a piece of Manila paper like this:
Ask the participants to try to join all of the nine dots with only four straight lines, and without lifting the pen from the page. Ask the farmers to share their results. The solution will be something like this:
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Ask the farmers: Why was it difficult to find the way to do this at first? How did we overcome the problem? Discuss how this relates to solving other problems (e.g., very often we need to look outside the things that we think are the problem, to understand the real causes before we can go about solving them). In this game we had to look outside the square to find the solution. Tell the farmers that the nine dots can represent the nine most important problems of farmers in this area. All of the problems begin with P. Ask them to help you list them. Adapt what is discussed to fit it into nine categories beginning with P that are something like this: Pests ( including diseases) Poverty (profits are low) Pesticides (poisoning) Programs (that are no good) Politicians (do not help us) Public health Pollution Provision of water Protection of forests
The facilitators then use each of the nine problems to lead into an explanation of some of the central concepts and approaches of KASAKALIKASAN IPM. Here are some of the ideas that we talked about in our design session: In the FFS, we explore ways to solve the problems of pests and diseases, low profits, pesticide resistance, and pesticide poisoning. The program is based on what farmers need and want to learn farmers decide what we will do in the FFS.
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The field school is based in farmers fields and so looks at the real problems that are happening now. We learn by exploring the problems together as a group. By working together we can discover how to start to work on problems that are too big for one person, the group can do much more than one. By becoming a strong group, we will be able to get more support and attention from the local government or other organizations that we may want to influence. The fields are a part of the local environment and the community, so we also look at the effects our actions have on things that are outside our fields. The facilitators guide a participatory discussion on how KASAKALIKASAN differs from our experiences and ideas of IPM.
When method is most appropriate: Use the activity as a starter for a session on Concepts, Objectives and Approaches of the KASAKALIKASAN Program. Use the exercise to compare with our past IPM experiences the KASAKALIKASAN concepts, objectives, and approaches in addressing problems and issues of farmers in the local area.
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SECTION 2
Sub-Section 2.2
TRUST ACTIVITIES
In any learning activity, we need to be constantly sensitive to group needs. We cannot emphasize often enough that building trust, openness, and honesty between people is the critical element for group actions. This demand great openness on our part, not only for others. As facilitators, we need to be open to feedback about the way we work and to take time to examine our own values, attitudes, and belief. Trust is never finally achieved. Even if a group has known each other well, the process of trust building is continuous11. Trust is a powerful and essential learning tool12. It is the key to personal involvement. At the end of a session in which trust activities have been used, its satisfying to hear participants say, Id like to try that, in contrast to their initial reaction of No way! A part of the reason for the extent of this growth in personal confidence is the establishment of trust. Trust that: I dont have to do everything; the safety equipment and procedures work; what the facilitators say is honestly presented; if I try something and fail, my peers will be supportive of my efforts; I will not be laughed at or made to appear foolish; my ideas and comments will be considered without ridicule. A group surrounded with positive experiences and successes will experience trust growing apace with personal confidence. Trust within the framework of a participatory, discovery-based, and experiential curriculum is gained with patience, thoughtfulness, and care over a period of time, and can be damaged or lost in a second by carelessness or inconsiderate behavior. Cultivate and protect the trust that an individual offers and shares.
11
12
Hope, A. and S. Timmel. 1984. Training for Transformation 2: A Handbook for Community Workers. Mambo Press, Gweru, Zimbabwe. pp6-8. Rohnke, K. 1988. Silver Bullets: A Guide to Initiative Problems, Adventure Games and Trust Activities. Wilkcraft Creative Printing, Beverly, Massachusetts, U.S.A. pp79-94.
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Exercise No. 2.2.01
WHERE AM I HERE?
Purpose: As a discussion starter in developing trust among the participants and the facilitators. Materials: Blackboard and chalk or newsprint and marking pens Procedure: The discussion leader goes up to the blackboard or newsprint and draws a square to represent the place where the group is currently holding its session. To help the participants picture where they are, he can draw some landmarks the group is familiar with like a nearby store or tree or house. The whole group must first be consulted as to what they want to put in the picture. Some might want to indicate where their farms are. Others might want to indicate where their homes are. When this has been decided, ask participants to come up to the blackboard or newsprint and put a circle or a cross to mark where from the community he is. When method is most appropriate: Use this activity as the discussion entry point during the first meeting in a farmer field school. It does not require reading or writing that might be threatening to participants who do not possess the skill. It is thus a good starter in developing trusts among the participants and the facilitators.
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Exercise No. 2.2.02
I DRAW MY SELF
Purpose: To introduce one's self in a non-threatening and non-embarrassing manner. Materials: Pieces of papers big enough to draw on (e.g., short-sized bond papers). Procedure: Provide each participant with a piece of paper and crayons. Give them 10 minutes to draw on their pieces of paper any objects that represent them. When everyone has finished, give each a chance to talk about his or her drawings. Encourage them to discuss why they chose the objects to represent themselves and the characteristics of the objects that resemble their personal qualities. When method is most appropriate: Use this activity with a group of 25-30 participants preferably during the session on getting-to-know each other. Allowing the participants to talk about objects that represent themselves provide non-threatening, non-embarrassing situation where each one learns about each others positive and negative qualities. This will hasten the development of trust among the participants. Use this activity with extension workers, community organizers, and farmers.
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Exercise No. 2.2.03
ESTABLISHING PARTICIPATORY NORMS

Purpose: To identify participatory norms for a training program or farmer field school. Materials: Manila papers, marking pens, and masking tapes Procedure: On a Manila paper, present the following illustration:
Facilitate discussions by asking the following questions: In this kind of set-up, how would the participants feel? How will the group participate? What kind of group leader would there be? What kind of behavior may take place?
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Present the second illustration:
Lead the discussion again using the same set of questions asked in the earlier discussion. Expect the participants to express their ideas on the differences of facilitators roles. Expect them also to express their feelings about participants behaviors as well as expected results based on the illustration presented. Ask them what situation they would prefer. Ask them what they should do to get the most benefit or results if they were placed in a non-formal, participatory situation. Lead them into the discussion of participatory norms (e.g., standards they would like to adopt to get the training program or farmer field school going on smoothly). When method is most appropriate: This activity is most useful in a training program or farmer field school where the participants (including the facilitators) establish their own house rules that will eventually govern themselves. This activity will be very crucial in establishing initial trust among the participants and the facilitators.
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Exercise No. 2.2.04
DYADS: GETTING TO KNOW EACH OTHER

Purpose: To establish rapport among participants and develop cohesive working groups. Materials: Envelopes, drawings of objects cut into halves (e.g., IPM-related objects like pests and natural enemies), pencils or ball pens, sheet of papers Procedure: Place one cut drawing of half an object inside each envelope. Give the following instructions: Enclosed in this envelope are drawings of halves of objects. Try to locate the person who has the other half of the object you picked. When you find him/her, sit with her and get the following information: name; occupation; job-related information like specialized skills, previous job experience, training attended, other abilities; and personal information. Give sufficient time for partners to interview each other. Ask each one to introduce her new friend to the rest of the group. Give a time limit of two to three minutes to each participant to introduce his/her new friend.
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When method is most appropriate: Use this activity during the earlier sessions of a training activity. Use it during the session on getting-to-know-each-other. The activity helps build immediate rapport between the interviewed and the interviewer. It should help form cohesive working teams through establishment of trust and confidence with a co-participant. Use the activity with extension workers, community organizers, and farmers.
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Exercise No. 2.2.05
PARALLEL TRUST FALL

Purpose: To increase the participants sense of personal confidence and mutual support within a group. Materials: Any place with a stump, platform, ladder rung, or the likes. Procedure: An effective and dramatic group trust exercise can be accomplished by asking a participant to stand up on a stump, platform, ladder rung, etc., and fall backwards into the arms of a prepared group of catchers. There should be at least ten catchers standing on level ground. The two line of catchers stand shoulder-to-shoulder facing one another. Hands are extended palms up so that hands are alternated and juxtaposed to form a secure landing area. The platform should be six feet high or less. The participant falling should keep his/her arms held closely to the side and fall with the body not bending on the waist. If the falling participant does bend, it concentrates the force of the fall to a small area and makes catching the bent faller more difficult. As a facilitator, do not succumb to the temptation of being the first person to fall. Try to have the participants alternate their position in the catching line as different people take their turns at falling, so that all can eventually experience the responsibility of being a catcher. To involve the entire group, ask the fallen participant to continue holding himself/herself rigid so that he/ she can be passed from hand to hand down the entire line of the catchers. To further the commitment, ask the catchers to lift the fallen participant to an overhead position for the trip down the line. When method is most appropriate:
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This exercise is most appropriate with a group of 25-30 participants preferably to gauge each participants commitment and own decisionmaking skills. Make an attempt to achieve 100 percent participation during this activity, even if participation means simply standing on the platform and looking down at the line of catchers. From this point, its often easier to go ahead and fall than climb down. On the other hand, very little is achieved by demanding that a participant stay up there until he/she makes an attempt. Participation in this and all activities must result from the participants own decision and not because of the facilitators impelling personality, and certainly not from any cute coercion tricks.
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Exercise No. 2.2.06
HUMAN LADDER
Purpose: To develop trust, be responsible for each others safety, and engage in unself-conscious physical contact with group members. Materials: Six to ten smooth hardwood pegs about three feet long, 11/4 in diameter. Procedure: Participants are paired and given one rung of the ladder. Several pairs holding a rung and standing close together form the ladder. A climber starts at one end of the ladder and proceeds to move from one rung to another. As the climber passes by, the pair holding that ladder rung may leave their position and proceed to the end of the ladder, extending the ladder length indefinitely. When method is most appropriate: This exercise is most appropriate with a group of 25-30 participants to develop trust, to be responsible for each others safety, and to engage in unselfconscious physical contact among the participants. The direction of the ladder may change at any time (e.g., right angle turn). Obstacles may be added and the height of the rungs may also vary to generate various reactions on how trust developed among the participants.
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Exercise No. 2.2.07
BLINDFOLD EXERCISE
Purpose: To generate commitment from participants for the implementation of a project. Materials: Handkerchiefs, box, padlock, keys, ball pens, small pieces of paper Procedure: Each participant should find a partner. With handkerchiefs, ask a person A of every pair to be blindfolded. Ask person B of every pair to bring person A to take a walk in a familiar place like a garden or a lawn. Person B should be responsible for leading person A merely by giving directions and without necessarily holding him or her. Suggest that along the way each pair may talk about training-related experiences. Ask participants to change roles after 15 minutes so that person B is now blindfolded and person A is the guide for the next 15 minutes. Without letting at least two blindfolded persons know, ask their guides to leave them before they reach the other end. Observe the reactions of the blindfolded persons without guides. (Facilitators must make sure these blindfolded persons get to the session hall safely). Process the activity when all participants are back in the session hall. Ask participants to parallel the blindfolded walk in the garden to the training program. The facilitator may ask the following questions: Along the way, what obstacles did those blindfolded meet? (Parallel these obstacles to problems in the training program).
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For those who have difficulty trusting their partners, why was this so? (Touch on the sense of commitment of persons such as trustworthiness, reliability, etc., which affects how people perceive persons they can trust). How did the blindfolded persons feel when their guides left them? (Discuss this in terms of people letting down commitments or failing to keep commitment. Discuss commitment in the light of properly turning over responsibilities).
Relate the problems, situations, conflicts that cropped-up during the activity to what might happen during the implementation of the IPM project. End the activity by asking the participants to write on small slips of paper at least five things they will do to promote IPM. Put all pieces of paper in a box and secure the box with a lock. Inform the group that the box will be opened after three to four months when they get together again. This will be the time when they may assess the extent of their commitments based on the degree to which they implemented their plans. Participants shall keep the keys of the lock while facilitators may keep the box containing participants plans. When method is most appropriate: Use the activity toward the middle of the training program, when participants need to discuss about commitment and think about how they intend to promote IPM. The use of a box that can be locked to contain participants list of commitments has an element of suspense that contributes to the effectiveness of the exercise. However, facilitators must make sure to be back in the area to go over the list of plans on the date and time agreed upon. Failure to do so will disappoint participants expectations.
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Exercise No. 2.2.08
TRUST WALK
Purpose: To generate commitment and active participation anchored on trust from participants for the implementation of a project. Materials: Spacious room or lawn, and handkerchiefs (optional) Procedure: Begin by pointing out that: The success of our program depends on participant participation. But participation depends upon trust. To symbolize the importance of trust, lets conduct a trust walk. Is there anyone who doesnt want to participate? O.K., here are our procedures: Find a partner, preferably someone you dont know at all or dont know very well. In your pair, decide who will be the leader and who will be the follower. (This step can also be done randomly by having everyone call out one and two, with the ones automatically becoming the leaders and the twos the followers.) The followers are to close their eyes. The trust walk is done silently, non-verbally. When the signal is given, the leader will steer the follower around the designated area. The leaders should try to make the trip as interesting as possible and should do so safely. Remember eyes closed, followers, since you trust your leader to insure that no harm befalls you. Then, walk around, for five minutes or so. (The period can be 15-20 minutes in an experiential program that emphasizes sensory awareness and where the outdoors is available to feel the trees and rocks, smell of flowers, etc.)
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Stop walking and process the action. Followers: How did you feel? Anxious? Fearful? Dependent? Trusting? (Secure several responses.) Leaders: How did you feel about your role and responsibility? Concerned? Silly? Responsible? (Secure several responses.) Was a system of communication established? Was trust accomplished to any degree? Any general comments or reactions from anyone?
When method is most appropriate: Use this activity to illustrate how to generate commitment and active participation anchored on trust from participants for the implementation of a project. Several key or skill points to make the trust walk an effective experience are: Keep it voluntary. Dont put pressure on anyone to participate. This would defeat the purpose of the exercise, which is building trust.
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Limit the use of this activity to groups oriented toward experiential learning activities. Stress the non-verbal or silent aspects of it. This behavior is typically hard for participants to grasp. (Although non-verbal means no talking, we may have difficulty communicating the idea.) To make the experience worthwhile, the walk should take at least five minutes. Tell them that you will signal them when the five minutes are up, and that if they quit sooner they dont get much out of the experience.
The facilitator should be ready to adapt the trust walk experience to the needs of the group (e.g., with TOS or TOT participants, the processing of feelings can be shifted to a discussion of how farmers feel in a farmer field school). Or are we only concerned with our feelings as trainors? Also, how do we develop trust with our prospective client?
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Exercise No. 2.2.09
CIRCLE TRUST FALL

Purpose: To increase the participants sense of personal confidence and mutual support within a group. Materials: Any spacious room, lawn, or the likes Procedure: This is an exercise involving physical activity and contact as well as movement. Here are the procedures: Have participants form a very tight circle of about 8 to 10 participants. Ask a volunteer to enter inside of the circle. The volunteer is to stand in a stiff, erect way, eyes closed, and to fall back on a signal from the facilitator. The participants in the circle then gently move the volunteer around the circle. Ask for other volunteers to enter the circle and engage in the trust fall.
Process the action: Did you trust the group to catch you? How did it feel to be moved about? Did the activity affect or improve group cohesion?
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Pairs (e.g., one on one) may also conduct the trust fall, but the receivers must be physically able to cope with a falling, inert body. When method is most appropriate: This exercise is most appropriate with a group of 25-30 participants preferably to gauge each participants commitment and own decisionmaking skills. Make an attempt to achieve 100 percent participation during this activity, even if participation means simply joining as part of the circle. On the other hand, very little is achieved by demanding that a participant volunteer to fall. Participation in this and all activities must result from the participants own decision and not because of the facilitators impelling personality, and certainly not from any cute coercion tricks.
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Sub-Section 2.3
INITIATIVE EXERCISES13
Initiative exercises offer a series of clearly and often fanciful defined problems. Each task is designed so that a group must employ cooperation and some physical effort to gain a solution. Some problems are more cerebral than physical and vice-versa. This problem-oriented approach to learning can be useful in developing each individuals awareness of decision-making, leadership, and the obligations and strengths of each member within a group. Participants engaged the problem in-groups to take advantage of the combined physical and mental strengths of a team. These initiative problems also can be employed to promote an individuals sense of his own competence, and they also serve to help break down some of the stereotypes which exist so comfortably in our social network. Finally, initiative problems are a paragon for building morale and a sense of camaraderie.
13
Rohnke, K. 1988. Silver Bullets: A Guide to Initiative Problems, Adventure Games, and Trust Activities. Wilkcraft Creative Printing, Beverly, Massachusetts, U.S.A. pp95-143
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Exercise No. 2.3.01
MENTAL MAP EXERCISE

Purpose: To introduce participants to and gather information on what they know about IPM. Materials: Big sheets of paper (e.g., big enough for four persons to draw or write on at the same time, such as Manila paper) Drawing materials, preferably permanent markers (e.g., marking pens) Masking tapes with which to put drawings up on the walls
Procedure: Put out two or three pieces of paper on the floor and several pieces of marking pens with each. For 10 minutes, ask participants to think of what they know about IPM. Then give the instruction that anybody can just go to the floor to draw or write his thoughts about IPM. Give enough time for each one to draw or write on the paper. Put up the drawings on the walls and discuss ideas or thoughts written on them.
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When method is most appropriate: Use this activity with a group of 25-30 participants during the orientation session right after leveling of expectations of the participants and facilitators. There are no right or wrong answers. However, the activity gives facilitators an idea as to where participants are (e.g., their concepts or misconceptions on IPM that may be important to consider in the discussion of the training design). It should be interesting to leave the drawings up on the walls for the entire period of the training program. Toward the end of the training program, use the same exercise to compare the differences in participants ideas about IPM.
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Exercise No. 2.3.02
ANIMAL SOUNDS: FINDING ONES GROUP

Purpose: To illustrate individuals need to belong (e.g., need to be accepted). Materials: 25 small pieces of paper, pencils, or ball pens. Procedure: Think of five different kinds of animal. These may be dog, cat, duck, pig, and carabao. Write down one kind of animal on each piece of paper. Make sure to have the same number of papers for all the kinds of animal. After writing on the pieces of papers fold each one. Mix the folded pieces of paper together. Then, ask each participant to pick one but not to open the paper that he/she picked. When each one has picked a piece of paper, ask them to look at the kind of animal written. Nobody should let any one else know what was written on his paper. Nobody should speak to anyone else. Nobody should make any sound at all. Participants can only do the action of the animal that they picked and find their group by looking at the actions made by the other members. Process the activity when each participant has found his group. Ask the following questions to everyone:
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Did you enjoy the game? How did you feel when you could not find your group?
Do you think farmers will want to come back to farmer field school if they feel they do not belong? How can we make farmers feel accepted in the farmer field school?
Accept all answers. Accepting all answers will encourage participants to share in the discussion as well as give them the feeling of respect. Emphasize individuals need to belong or the need to be accepted. When method is most appropriate: The exercise is most appropriate as an initiative activity in the morning or before the start of the afternoon sessions with a group of 25-30 extension workers, community organizer, and farmers. Use it any time of the day when the group needs to do some perk-up activity.
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Exercise No. 2.3.03
MOVING WITH PARTS

Purpose: To explain the importance of individual participation in successful teamwork. Materials: An illustration of a motorcycle with all parts labeled Procedure: Put up the illustration of the motorcycle in front of the big group. Ask participants which of its part is the most important. (Expect different responses from the participants. Encourage them to explain why they feel the part they mentioned is the most important). Accept all responses. There are no right or wrong answers in this activity. When everyone has had his or her time to speak out, ask him or her if they think the motorcycle would run without any of its parts. Use the motorcycle parts as parallel to individual group members. Ask the group about the importance of the individual participation in successful teamwork. Again accept all answers. Accepting all answers will encourage participants to share in the discussion as well as give them a feeling of respect. When method is most appropriate: Use the activity before starting discussions on team building. Use it with a group of 25-30 participants whether extension workers, community organizers, or farmers. It should also be interesting to use an illustration of a power tiller, a drum wheel tiller or a carabao pulling a plow instead of an illustration of a motorcycle.
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Exercise No. 2.3.04
THE BOAT IS SINKING

Purpose: To illustrate individual needs for belonging (e.g., need to be accepted by others). Materials: None Procedure: One participant, perhaps a volunteer, should serve as the captain. The captain calls out: The boat is sinking. Group yourselves into ________. (The captain may select whatever number he wants to call out). As the number is called out, the participants group themselves accordingly. Eliminate persons who do not find groups to join with. The game ends when there are only one or two people left. At the end of the game, ask the following questions to everyone: Did you enjoy the game? How did you feel when you could not be accommodated in any group? Do you think farmers will want to come back to farmer field school if they do not feel accepted? How can we make farmers feel they are accepted in the farmer field school?
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Accept all answers. Accepting all answers will encourage participants to share in the discussion as well as give them the feeling of respect. Emphasize individuals need to belong or the need to be accepted. When method is most appropriate: The exercise is most appropriate as an initiative activity in the morning or before the start of the afternoon sessions with a group of 25-30 extension workers, community organizers, and farmers. However, use it anytime of the day when the group needs to do some perk-up activity.
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Exercise No. 2.3.05
EVERYBODY UP
Purpose: To introduce the concept of group cooperation among the participants. Materials: None Procedure: Ask two participants of approximately the same size to sit on the ground or floor facing one another so that the bottoms of their feet are opposed, knees are bent, and hands are tightly grasped. From this stylized sitting position, ask the duo to try and pull themselves into an upright standing position. If the pair is successful, ask them to seek another partner and try standing up with three people, then four, etc., until the entire group eventually makes an attempt. When method is most appropriate: Using this initiative exercise is a useful way to introduce the concept of group cooperation. Something began as a simple cooperative stunt becomes an initiative problem that includes the entire group. An expanding group will soon find that the seemingly logical circular configuration of bodies cannot be continued beyond eight or so. A chance of thinking (initiative) must be employed to come up with solution that allows large numbers (25-30 people or more) to complete the problem.
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Exercise No. 2.3.06
BODY LANGUAGE
Purpose: To introduce one's self and better remember other persons during the getting-to-know each other session through body movements. Materials: None Procedure: Form a circle. Then everybody goes to the center, one after the other, to introduce his/her name or nickname to the group through body movements. When method is most appropriate: This exercise is most appropriate with a group of 25-30 participants preferably to introduce one's self during the getting-to-know each other session. It is a way of better remembering a person through his/her body movements. While this activity can be a source of fun for the group, introducing one's self through this method must be complemented by other approaches so that everyone will learn more about their group mates.
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Exercise No. 2.3.07
TOTAL RECALL
Purpose: To introduce one's self and better remember other persons during the getting-to-know each other session with the use of adjectives. Materials: None Procedure: Form a circle. Then each goes to the center, one after the other, to introduce himself/herself with a nickname and an adjective beginning with the first letter of ones nickname that one feels will best describe one's self. Similarly, the next person to the right, afterwards, will do introduction to the group and then recalls the nicknames and adjectives of the previous persons to the left and so on, beginning with the person who introduced himself/herself first. Example: I am WILMA WHOLESOME; I am BELEN BOLD, she is WILMA WHOLESOME; I am DAMES DRAMATIC, they are WILMA WHOLESOME and BELEN BOLD; and so on When method is most appropriate: This exercise is most appropriate with a group of 25-30 participants, preferably to introduce one's self during the getting-to-know each other session. This exercise is a way of introducing anyone and knowing and remembering each other.
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While this activity can be a source of fun for the group, introducing one's self through this method must be complemented by other approaches so that everyone will learn more about their group mates.
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Exercise No. 2.3.08
NAME MY JOB
Purpose: To demonstrate the importance of individual participation in a successful teamwork, to develop the discovery-based learning skills of the participants with the use of sign language. Materials: None Procedure: Divide the big group into five smaller groups. Assign a leader for each group who will act as their official spokesperson. An actor-facilitator will act the jobs in question one at a time, which each group will guess. Each member of the team should be attentive to the actor. The first group to name a job that the actor portrays will be given one winning point. The group who obtains the highest number of winning points is the winner. The rest of the facilitators may act as the official judges. When method is most appropriate: This exercise is most appropriate when we want to demonstrate the importance of individual participation in a successful teamwork. This exercise may also develop the discovery-based learning skills of the participants with the use of sign language. Use this exercise after a discovery-based learning activity. Remind the group that sharing their individual past experiences and knowledge will help each one in the process of discovery. It is also important to remember that active participation from each member of the group makes learning an easy process.
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Exercise No. 2.3.09
NAME THAT SONG

Purpose: To evaluate the retention of knowledge by the participants after a technical inputting or any learning activity. Materials: Manila papers and marking pens Procedure: Divide the big group into five smaller groups. Assign a drawer from each small group. Each small group must have a Manila paper and a marking pen. A group member draws on the Manila paper an object or objects that he/she feels will best describe a song which, in turn, will be guessed by their corresponding small groups. All small groups must guess a song before a facilitator proclaims the correct answer and awards the winning point. The group who guesses the most number of songs will be declared the winner. When method is most appropriate: The activity is most appropriate after a technical inputting or any learning activity. This activity is also helpful in evaluating the retention of knowledge by the participants. In instances where the group is represented by various ages or cultures, it is important that a variety of songs representing such age or cultural groups also be included to ensure active individual participation.
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Exercise No. 2.3.10
HOT STUFF
Purpose: To test the degree of cooperation among the participants when there is a perceived need for utmost cooperation among them. Materials: Several balls made of paper with an activity written on the outermost portion Procedure: Several paper balls are prepared. On each paper ball, an activity to be performed by a concerned participant is written. A group of 25-30 participants forms a circle. A facilitator, who is also in the circle, starts passing clockwise the paper balls to each participant. It is done while singing or playing music from a cassette tape player. An operator is assigned to play and to abruptly stop the music from time to time. Anybody who holds a paper ball when the music is abruptly stopped performs an activity written on the outermost portion of the paper ball (e.g., dance, sing, kiss the one at your left, etc.). The exercise ends when all the activities written on all paper balls are performed. When method is most appropriate: This activity is most appropriate when there is a perceived need for utmost cooperation among the participants. The exercise may be undertaken to test the degree of cooperation among the participants. This exercise may call for a participant to perform an activity that one may not normally do to one's self or that one may not normally do to others. The facilitators are therefore cautioned to do the exercise only when there is already a well-established rapport among the participants.
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Exercise No. 2.3.11
BATTLE OF ANIMALS
Purpose: To demonstrate the value of planning and coordination for a successful teamwork. Materials: None Procedure: A big group of 25-30 participants is divided into five smaller groups. An animal and its sound are assigned to each of the small groups, as follows: Cat Bird Dog Pig Cow = = = = = meow, meow tweet, tweet bow wow wow, bow wow wow oink, oink moo, moo
A facilitator starts the game by pointing to an animal group. That animal group then says in synchrony the corresponding animal sound thrice before calling out another animal group who, in turn, will respond by saying in synchrony their corresponding animal sound. The process is repeated several times making sure every animal group participates actively. A group who commits mistakes or who does not say the animal sound in synchrony is eliminated. The group that is most systematic and organized wins.
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Example: The cat group says: cat, meow, meow/cat, meow, meow/cat, meow, meow to bird, tweet, tweet. The bird group then says bird, tweet, tweet/bird, tweet, tweet/bird, tweet, tweet to dog, bow, wow, wow and so on ... When method is most appropriate: This exercise is useful in demonstrating the value of planning and coordination for a successful teamwork. The exercise also underscores the value of a systematic as well as organized group. Once a winner is declared, it will be nice to process in the big group the factors, that made the winning group win over the rest. Expect different answers. Be sure to relate it to the theme of the exercise.
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Exercise No. 2.3.12
BATTLE OF SPORTS
Purpose: To demonstrate the value of planning and coordination in successful teamwork. Materials: None Procedure: Divide the big group of 25-30 participants into five smaller groups. Assign one sport activity or action to each group. You may use the following sports activities or actions: BASKETBALL, SHOOT BASEBALL, BAT VOLLEYBALL, TOSS FOOTBALL, KICK
Point to any one group to start the game. The group should say its sport and its corresponding action thrice before calling out the sport and a corresponding action of the group it has chosen to respond. The group that is selected does the same (e.g., say its sport and its corresponding action thrice before calling out the sport and corresponding action of another group. For example, the basketball group may say, BASKETBALL SHOOT, BASKETBALL SHOOT, BASKETBALL SHOOT TO FOOTBALL KICK. The football group should answer FOOTBALL KICK, FOOTBALL KICK FOOTBALL KICK TO VOLLEYBALL TOSS, and so on).
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Eliminate any group that makes a mistake in calling out or doing the actions of any of the sports activities. The group that is not eliminated automatically wins. When a winner has been identified, ask the winning group why they think they won over the rest. (Expect different answers). Ask the following questions: Why did your group not make any mistake? How did you choose which group you were going to call out next? Did you have a leader? Did you plan out? Accept all answers.
Accepting all answers will encourage participants to share in the discussion as well as give them the feeling of respect. Emphasize the value of planning and coordination for successful teamwork. When method is most appropriate: The exercise is most appropriate as an initiative exercise in the morning or before the start of the afternoon sessions. However, use it any time of the day when the group needs to do some perk-up activity.
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Exercise No. 2.3.13
HUMAN CHRISTMAS TREE

Purpose: To demonstrate the importance of individual participation in successful teamwork. Materials: A list of 10 objects that participants can illustrate using bodies. Procedure: Divide a big group of 25-30 participants into five smaller groups. If there are those who cannot be accommodated in the small groups, ask them to act as judges. Otherwise, some facilitators may act as judges. Each group should illustrate the objects that were called out using their bodies. However, they should not speak with each other as soon as the object has been announced. The groups may start moving as soon as the object is announced. Give them 10 seconds to execute the object and then ask them to freeze or stop moving. For each object called out to be executed, ask the judges to look at the groups and select the best one based on: number of group members involved creativity recognizability of form
When the 10 objects in the list have been called out, executed by the participants, and judged, the group that earns the highest points wins. Ask the participants what they felt about the activity. Ask the following questions:
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Did you enjoy it? Was it difficult? Did everybody participate? What is the importance of individual participation in successful teamwork?
Accept all answers. Accepting all answers will encourage participants to share in the discussions as well as give them the feeling of respect. When method is most appropriate: Use the exercise as an initial activity when starting session in the morning or in a session following a break. Use it with 25-30 participants, whether extension workers, community organizers, or farmers.
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Exercise No. 2.3.14
UNHOOKING WITHOUT UNTYING

Purpose: To illustrate the need for planning and cooperation for successful teamwork. Materials: One meter of plastic straw for each participants (e.g., enough number of pieces of plastic straw for all participants) Procedure: Give each participant a piece of plastic straw, one meter long, and provide the following instructions: Make loops on both ends of the plastic straw. Each loop should be big enough so that a persons fist can slip in. Tie a knot to keep the loops in place. Ask each member of the pair to slip in one fist each at both end of his piece of straw. Make sure to hook the two pieces of straw together with partners facing each other. Partners should disentangle themselves (e.g., unhook their pieces of straw without untying any knot and keeping the loops on their wrists).
When method is most appropriate: The activity is most appropriate as an initial activity to start or close a team building session. It is appropriate for a group of 25-30 participants. Use this activity with extension workers, community organizers, and farmers.
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Exercise No. 2.3.15
GAIN OR LOSE?
Purpose: For groups to arrive at a consensus after debating on and convincing other groups that their answer is the right one. Materials: Chalkboard and chalks or newsprint and marking pens, masking tapes, and an oral or written puzzle Procedure: Provide an oral` or written puzzle: A farmer buys a goat for P100. He then sells it for P200. He buys the same goat later for P300. Sells it again for P400. The question is, did the farmer gain or lose? If he gained, how much did he gain? If he lost, how much did he lose?
Ask the participants to individually solve the above puzzle. After five minutes, ask for their individual answers and write them on the board or newsprint. All those with the same answer should group themselves together. The facilitator should emphasize that there might be different answers to the problem. However, there is only one correct answer so the participants should decide which is the right one. Ask each group to explain and convince the other groups that their answer is the right one. Encourage groups to clarify their answers.
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After the session, all groups should strive at a consensus as to the right answer to the puzzle. Discuss the exercise by asking the following questions: Why did the participants arrive at different answers to the same problem? How do you feel about the activity?
When method is most appropriate: Use this as an initiative activity to demonstrate how participants can explore and use resources present in the group. It allows participants to settle differences by being given the chance to be heard. It develops awareness of the group members of behavior necessary for productive and effective group interaction. This is an appropriate exercise for trainors planning community action projects.
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Exercise No. 2.3.16
THE THREE-POINTER
Purpose: To illustrate the need for planning and cooperation for successful teamwork. Materials: Spacious room or any flat ground area or lawn Procedure: The object is to get a group of five people across a 10-meter area, using only three anatomical points of simultaneous contact with the floor or ground. A point of contact may be a foot, hand , knee, etc., but there can only be three parts of the groups anatomy on the floor at one time. The three points can be repeated over and over. Divide a big group of 25-30 participants into five small groups and follow the rules given below: Select five participants who must begin at the marked starting line and end at the finish line. Use the painted lines on a basketball court, if available, for convenience. No props may be used (e.g., paper cores, wagons, mats). All five participants must be in constant and direct physical contact with each other as they make the crossing.
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Explain the problem and then let the groups begin when ready so that the action is not seen as competitive. Obviously, groups will be looking at one another and perhaps hurrying their own efforts if they see another group having success, but a mass start dramatically increases the chance of injury. Also the results are not as much fun or as valuable for the participants if they feel rushed. When method is most appropriate: This initiative problem is particularly useful for latter discussions because the first technique chosen for a solution is usually the most difficult. Once a group sees the possibility of a solution, the blinders go on and they will collectively stick with that idea even if it does not make any sense .
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Sub-Section 2.4
GROUP DYNAMICS EXERCISES

Group dynamics or group process is defined as the interaction of the forces or energies of the environment called process elements, at any given time, which actively influence the individual, the group, and the situation14. Elements in this interaction are perceived as either threatening or accepting. In either case, tension can grow within the subject. The more rigid his or her position toward what he or she perceives as threatening, the more tense he or she becomes. Tension can reach an explosive level. It is at this point that release of tension is often affected by aggressive behavior. On the other hand, one who less rigidly responds to pressures from his or her environment is less tense and, therefore, more apt to manifest accepting behavior. The concepts of valence and tension play significant roles in the study of group dynamics. To a participant, for instance, group acceptance can be a positive valence and group disapproval a negative one. If a group shows characteristics attractive to a participant, it elicits an approach behavior from him or her. If the group behaves threateningly, avoidance behavior may well result in the participant. Group dynamics exercises are meant to help counter negative attitudes and perceptions resulting from group interactions among participants and facilitators during the learning process. Group dynamics activities are either games, trust exercises, or initiative activities that are more often used as group exercises by facilitators in the conduct of TOSs, TOTs, and FFSs in the Philippine National IPM Program. These group dynamics activities are included to15:
14
15
Ortigas, C.D. 1994. Group Process and Inductive Method: Theory and Practice in the Philippines, Ateneo de Manila University Press, Loyola Heights, Quezon City. pp1-10. Philippine National IPM Program, 1993. The KASAKALIKASAN Program Document. National Agricultural and Fishery Council, Department of Agriculture, Diliman, Quezon City. pp19-30.
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Develop the participants into a closer knit IPM team; Establish a learning climate that is enjoyable as well as fruitful; Help participants experience and be able to identify such aspects of teamwork as mutual support, the importance of individual roles to a teams success, and behaviors that can build or hinder teamwork; and Help participants to experience what can be accomplished by working together.
Facilitators of the National IPM Program have been trained in these group dynamics activities and they make use of those activities that they feel are most appropriate to their situations. Some of these group dynamic activities16 are provided in the next pages.
16
Philippine National IPM Program. 1993. Handbook on KASAKALIKASAN IPM Training Exercises Developed, Adapted, and Used by Philippine IPM Trainers. National Agricultural and Fishery Council, Department of Agriculture, Diliman, Quezon City. pp13-47.
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Exercise No. 2.4.01
MESSAGE RELAY: WHISPERING GAME

Purpose: To illustrate the breakdown of communication and to demonstrate the importance of good communication in undertaking community projects. Materials: None Procedure: Ask all participants to form a circle. The facilitator then whispers a message to the first person on his right or to his left. Pass the message on (e.g., whisper to the next person and to the next until the message gets to the other end of the circle). Ask the last person who received the message to say the sentence aloud. The first person to which the facilitator whispered the message will verify the accurateness or correctness of the message. Relate the activity to good and clear communication as a significant factor in successfully carrying out community undertakings. People may view the degree of change in the original message or breakdown in communication as changes caused by certain hindrances or barriers to effective communication that affect implementation of community projects. When method is most appropriate: Use the activity as a starter for a session on Effective Communication or other topics on communication.
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Exercise No. 2.4.02
SENTENCE COMPLETION
Purpose: To demonstrate the value of effective communication and planning in teamwork. Materials: Chalkboard and chalk or newsprint and marker pens Procedure: Divide participants into five groups. Assign each group with a part of a sentence as: Group I Group II Group III Group IV Group V Name of person Action word Name of place Time Expression (Who) (What) (Where) (When) (How)
Give each group one minute to plan together what to say (e.g., name of person, action, place, and expression) when it is called. Start with a trial. For example: Who? What? Where? When? How? Group I Group II Group III Group IV Group V Joe is crying in the chapel yesterday loudly!
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Write all answers on the board. A complete sentence should result to: Joe is crying in the chapel yesterday, loudly! Ask questions and give answers briskly. Write all sentences on the board or newsprint. When all the sentences have been written, ask participants to read them aloud. The completed sentences will result to laughter. Tie up the activity with the discussion of the value of effective communication and planning in teamwork. When method is most appropriate: Use the game as a group dynamic exercise, a starter, or an icebreaker. It is most appropriate with a group of 25-30 participants. Play the game any time but especially before sessions on communication or team building.
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Exercise No. 2.4.03
DRAWING: NO LIFTING OF PEN

Purpose: To develop cohesion and cooperation among group members. Materials: Chalkboard and chalks or newsprint and marker pens Procedure: Group the bigger group of 25-30 participants into five smaller groups before giving the following instructions: For five minutes, draw a farmer without lifting a pen. Give each participant one minute to do his share in the drawing activity. After giving the instructions, start the game. When the groups have implemented the first set of instructions, give the next set of directions. This time, give each group five minutes to plan together on how to come up with an illustration of a farmer where each group member has a part in completing the drawing. Give each group five minutes more to work on their drawings as planned. Evaluate each groups drawings after five minutes. Ask the following: How did the first drawing look? How does your drawing look this time? Why was this so?
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How did you come up with your second drawing? What attitudes or behaviors did each member exhibit? Are you happy with the result of your first drawing? Your second drawing?
The first drawing activity showed how each group could work together without a clear plan and direction. However, result of the activity may not really show the figure being asked for. If each group has planned cooperatively on how the activity should be undertaken and each member has an assignment to perform and guidelines to follow, results certainly are better if not best. When method is most appropriate: This game is appropriate for a group of 25-30 participants. Use this as a group dynamic exercise, an icebreaker, or a starter for sessions on planning, problem solving, leadership, community organizing, or group work.
GROUP I
GROUP II
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Exercise No. 2.4.04
A PIECE OF STRING
Purpose: To list the steps of a problem solving process and to describe leadership roles and identify responsibilities participants should play in the problem solving process. Materials: Pieces of string, scissors, rulers, tape measures or meter sticks, chalkboard and chalk or newsprint and marking pens Procedure: Call five volunteers for the first round of task. Brief the volunteers on their task that is: Having been given a piece of 10 feet long string, a pair of scissors, and a ruler, cut the string into five pieces of equal length. Complete the task in five minutes. The group should be able to say how long each piece should be if using the metric system. Ask the rest of the participants to observe the volunteers. After five minutes, the volunteers go back to their places and observe the second group. The instructions for the second group are: Give a piece of 10 feet long string, scissors, and a ruler without a metric system. Cut the piece of string into five equal parts. Complete the task within five minutes. The group should be able to say how long each piece of string should be.
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Before asking the group to proceed with the exercise, ask the following questions as a way of providing additional instructions. Do you know the conversion rate of the British measurement? Do you have any idea on how you are to go about the exercise? The easiest way to do the exercise is by converting measurements, which is: 1 inch 10 feet 120 inches 100 inches 20 inches 5 pieces = = = = = = 2.54 centimeters 10 x 12 inches = 120 inches 100 inches + 20 inches 254 centimeters 20 x 2.54 centimeters = 50.80 centimeters 304.8/5 = 60.96 centimeters
Fold the string into five equal parts or lengths. Cut the string. The measurement of each length should be 304.8/5 = 60.96 centimeters.
After the additional instructions are given, ask the volunteers to proceed with the task. When the task is accomplished, all the participants discuss and react on how each task was done by the groups. Tie up the discussions by concluding the following observations: Without proper understanding of the situation, it takes time to do a task. Development work also requires that quick action be taken to overcome problems. This can only be achieved if the people know what they are supposed to do. Some people know what they are supposed to do but they do not know how to do it. This means that they need someone to assist them during the process of doing the activity.
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Summarize the exercise on the second role of a change agent as: People may know what their problems are but take time to solve them because they do not know how. Our jobs as leaders are to provide information on how to do it. The provider of information is whom we call process facilitator or helper. His concern is: How to get help from development agencies? How to organize action-group activity? How to make decisions on something which has to be done? One of the most important role of a leader is emphasizing the how to of change. Playing the role of process facilitator or helper provides valuable assistance in: Showing people how to recognize and define needs; Showing people how to diagnose problems and set objectives; Showing people how to acquire relevant resources; Showing people how to select or arrive at solutions; Showing people how to adapt or install solutions; and Showing people how to evaluate solutions to determine if the solutions are satisfying their needs.
When method is most appropriate: Use the exercise in a training of 25-30 participants. It is an appropriate group dynamic exercise or as a starter for a session on creative problem solving process. Use brainstorming and group discussions as tools in carrying out the exercise.
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Exercise No. 2.4.05
BUILDING A BRIDGE
Purpose: To describe different types of leadership and to make a list of different characteristics of each type of leader and a list of things that a good leader should not do. Materials: Cartolina or cardboard, masking tapes, pairs of scissors, marking pens, and pencils for each group. Procedure: Divide a bigger group of 25-30 participants into five smaller groups. Let the members of each group choose a leader. Meet these leaders in a separate room while the rest of the participants are asked to guess what instructions are being given to the leaders. (Assign roles for each leader to play. One may play the role of an authoritarian or autocratic leader; another one may play the role of a democratic leader. Group leaders are successful if they can play their roles well. For example, group members may react negatively to the autocratic leader). Upon return to their respective groups, give the following instructions: Each group should build a bridge using a piece of cardboard or cartolina. The boards may not be enough but it is up to the group to do something about the other materials they need. Groups may choose wherever they want to work while constructing their bridges. However, after 10 minutes, the group should gather to present their outputs.
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Ask the following questions during the presentation of outputs: Which group finished its bridge? What contributed to the completion of the bridge? Why were other groups not able to complete their bridge? What type of leadership did each group leader demonstrate? What characteristics of a leader did each of the group leader show? What things should a good leader not do?
When method is most appropriate: The exercise is most appropriate when introducing a session on leadership. Use it in a training of 25-30 participants. It is also appropriate when team building on cohesiveness and cooperation is needed. This exercise is also useful to describe which type of leadership is appropriate for a particular situation17. For example, if there is an outbreak of cutworms in a field school and it is impossible to meet with farmer-participants immediately, an authoritarian leadership style is appropriate. In a new group with a strong experienced leader, while groupmembers feel insecure about their own identity or role in a group, a consultative style may be more appropriate. If the aim of the program is to help people develop maturity and responsibility, participating in making their own decisions, then the enabling style of leadership is essential.
17
Hope, A. and S. Timmel. 1984. Training for Transformation 3: A Handbook for Community Workers. Mambo Press, Gweru, Zimbabwe. pp69-112.
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Exercise No. 2.4.06
BLOCK OF ICE
Purpose: To illustrate how people change in any development for progress. Materials: Chalkboard and chalk or newsprint and marking pens for use in illustrating a block of ice measuring 8 cubic foot or 2' x 2' x 2'. Procedure: Draw on the board a block of ice with the above-mentioned dimensions. Divide a big group of 25-30 participants into five smaller groups and give the following instructions: Imagine that you are given a block of ice measuring 2' x 2' x 2' or 8 cubic feet. Reshape or alter the shape of the block of ice to one measuring 2' x 1' x 4'. Group together and plan out how the group should go about it. List down the steps that you should follow in altering the shape of the block of ice.
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When method is most appropriate: This activity is most appropriate when tied up with discussions on people and situations in development process. People in any development activity or program are like a block of ice. To change, they need to be liquefied and moved to a new situation and later on made to stay in that situation of change.
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Exercise No. 2.4.07
BUILDING TOWERS
Purpose: To state behaviors or attitudes which contribute to and which hinder team building. Materials: 30 pieces of plastic straw for each group, masking tape, and scissors (place these on a table for everyone to see but not distributed to the groups) Procedure: Ask participants to group themselves into five smaller groups. Give each group 30 pieces of plastic straw. Tell them that they are given 20 minutes to build a tower. Do not give any elaboration about the tower they are build. The groups have to discuss among themselves how to go about building their towers. Put a roll of masking tape and scissors in front of the room for everyone to see. However, do not call their attention to these materials. The objective of this is to see how the groups make use of resources that might be available to them. As each group finishes its tower, write down the time in terms of number of minutes that it took to complete their output. After 20 minutes, announce that the time is up. Ask all the groups to put their towers in the center of the room so that everyone gets a good view of all the outputs. Process the activity.
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Parallel the towers to teams or groups. Certain behaviors or attitudes of group members contribute to make a strong team or group. Ask participants what factors contributed so that they completed their towers. Ask them what behaviors or characteristics among group members hindered the completion of the groups outputs. When method is most appropriate: The activity is most appropriate for a session focusing on behaviors that contribute to and which hinder team building. Because participants talk about their teams in terms of the towers they built, it does not become threatening to talk about behaviors or attitudes that normally may not be comfortable to discuss.
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Exercise No. 2.4.08
WINNER TAKES ALL

Purpose: To assess strengths and weaknesses of the group and enumerate things to do to overcome weaknesses of the group. Materials: Set of objects that are non-functional unless they are used together. For example: Betel nut, tobacco leaf, lime, and a can to be used as a spittoon Left shoe, right shoe, left sock, and right sock Ball pen cap, ball pen ink (filler), ball pen body, and piece of paper Hot water in a cup (e.g., tape a piece of paper labeled hot water to the cup; the person who picks this may then get the hot water for himself), pack of coffee, pack of sugar, and teaspoon
Procedure: Prepare enough items so that each person in the group may pick one. Put all items in a big box and mix them up. Go around the room asking each person to pick one object from the bag or box without looking. When each one has picked an item, give the instructions. Without speaking to anyone, they should look for their groups. No one can ask for anything, but anyone may offer her object if she finds her group mates. When a group has assembled all the items, they should use or consume the object. Otherwise, their group does not win. For example,
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the group that gets the betel nut, tobacco leaf, lime, and spittoon should share the items and therefore, chew the mixture. The group that gets the ball pen parts should put all the parts together and each member should use the pen to write on the piece of paper. Process the activity when all the groups have used or consumed their objects. Ask which group finished first and why. Ask which group finished last and why. Discuss strengths and weaknesses of groups in terms of factors that contributed to getting their objects completed and eventually being used. Certain behaviors or attitudes of group members contribute to make a strong team or group. Ask them what behaviors or characteristics among group members hindered the completion of the groups outputs. After discussing weaknesses of the groups, they might want to suggest things to do to overcome weaknesses. There might be instances when participants are not familiar or do not have the habit of chewing betel nut. In these situations, it might be fun to discuss what the group felt when they had to chew the items to comply with the instructions. When method is most appropriate: The activity is appropriate for a session focusing on behaviors that contribute to and which hinder team building. Because participants talk about their teams in terms of the objects they completed and used, it does not become threatening to talk about behaviors or attitudes that normally may not be comfortable to discuss.
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Exercise No. 2.4.09
THE FARMERS WILL (A PUZZLE)

Purpose: To develop participants creative thinking. Materials: Oral or written problem situation Procedure: Give the following problem to the group, either orally or in writing: A farmer, who had three sons died. His will stipulated that his seventeen cows should be divided as follows: one-half to the oldest son, one-third to the middle son, and one-ninth to the youngest. Since the sons knew enough about arithmetic to recognize that the 17 cows could not be divided as stipulated, they discussed the problem and finally hit on the idea of seeking help from Lola Basyang. So they presented Lola with their dilemma. She listened carefully, was silent a long time, and then said, Come back in 17 days and I will have a solution for you. They returned at the designated time and Lola Basyang gave them this solution: I will lend you one of my cows. Now make your division of your cows. They did, and they found that 18 broke down readily into 9 (one half), 6 (one third), and 2 (one ninth), as the will had required. Lola Basyang asked, Are you satisfied? They replied, Oh, yes. You are very wise.
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So Lola Basyang said: Since you are satisfied, you dont need my cow anymore. I, therefore, will take it back. Please note that nine plus six plus two equals seventeen. They left pleased, but a little perplexed as to the arcane arithmetic Lola Basyang had employed. Process the story. Ask: What is going on here? What does the story tell us? Answer: the three sons thought they had an insoluble problem. Using their conventional problem-solving approaches, they were correct in that assessment. But what was needed was an unconventional approach. Lola Basyang who stepped back, looks at the problem in new, more creative and more global terms, and gave it a new framework (e.g., the eighteenth cow). So theres nothing really secret about the arithmetic, just good right-brain (creative) thinking. Could it be that the farmer expected his sons to do some right-brain thinking? When method is most appropriate: This activity should be introduced to a group of about 25-30 participants if the facilitators feel there is an additional need to develop participants creative thinking and decision-making. Use this exercise for extension workers, community organizers, and farmers.
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Exercise No. 2.4.10
THE TEN MEMBER PYRAMID

Purpose: To build a symmetrical pyramid with a group of 10 people as quickly and efficiently as possible and demonstrate how proper coordination and cohesion can result to an effective teamwork. Start discussion about decision-making, leadership, and cooperative effort. Materials: Gym with mats or open area on soft ground (e.g., lawn) Procedure: In your presentation, make no mention of having to form the pyramid with all the participants on their hands and knees. The problem can be solved and performed in less than five seconds by a group that simply lies down or lines up in the assigned 4-3-2-1 sequence. Such procedure is basically sneaky, but acceptable. The following rules may be employed: If possible, the participants should be as heterogeneous a group could be. Timing begins when the problem has been given and ends when the final person tops off the horizontal or vertical apex. The exercise should be done either on mats in the gym or outside on soft ground. Only a 4-3-2-1-person pyramid is considered symmetrical.
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When method is most appropriate: This activity is most appropriate for a group of 10 participants composed of extension workers, community organizers, and farmers. This activity is useful to demonstrate how proper coordination and cohesion can result to an effective teamwork. This activity can also be used to start discussion about decision-making, leadership, and cooperative effort. The problem of physically stacking 10 people points out that an initial, often frenetic, burst of activity often is not the best approach. As a group attempts to solve a problem, the first suggestion is often accepted as the only solution. The team puts on the blinders and, in a flurry of physical maneuvers, forgets to think. Some level of thoughtful planning should be necessary to achieve an efficient solution.
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Energizers and Icebreakers
Section 3
ENERGIZERS AND ICEBREAKERS
lthough a group of participants who know one another quite well may not require energizing and icebreaking activities, groups of outsiders can certainly gain from them. Facilitators, all too typically, merely warm up their groups via various introduction-type procedures. For example: Kindly stand up when your name is called and tell us your nickname, job description, organization and why you are here. This ritual may have some value, but all too often it becomes meaningless because the required responses are inaudible and the participants do not listen or are bored by the routine involved18. This is particularly true if 25-30 or more people offer the introductions. Another problem is that participants may have needs more significant than merely to learn other participants names and job descriptions. Since the odds are that the usual introduction wont do much for the participants, it is essential to use more dynamic, experiential activities, such as energizers and icebreakers, for warm-up purposes.
Energizers and icebreakers19 are learning activities that enable facilitators to begin sessions with impact and comfortably acquaint participants with one another. Participants thus find themselves in a cordial climate allowing them to fully concentrate on the primary learning objectives with minimum tension and anxiety.
18
19
Eitington, J. E. 1984. The Winning Trainer: Winning Ways to Involve People in Learning. Gulf Publishing Company, Houston, Texas, U.S.A. pp1-9. Ortigas, C. D. 1997. Group Process and the Inductive Method: Theory and Practice in the Philippines. Second Edition, Ateneo de Manila Press, Loyola Heights, Quezon City. pp13-26.
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These activities are also useful in re-energizing learners during low periods, providing a change of pace, and stimulating responsively to new concepts and skills. These may also provoke the flow of creative juices and encourage members to invest more of themselves in the group. Energizers provide the means for a smooth and natural transition between sessions and topics. They also serve as excellent warm-up activities. The energizers and icebreakers in the following pages are simply understood and easy to administer. They can be used singly, or several may be used depending upon the objectives, the nature of the group, available time, etc. Most of these had been successfully tried in the Philippine National IPM Program in the conduct of TOS, TOT, and FFS activities. To achieve the objectives of an energizer or icebreaker, the facilitator selects the appropriate activity based on the accurate reading of the participants learning needs. The facilitator ought also to be sensitive to their receptiveness to the selected activity.
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Sub-Section 3.1
PERK-UP SONGS (ACTION SONGS)20

At other times, the facilitators may lead the group in singing some popular tunes with specific themes related to the learning situation, or favorite tunes that the group may feel like singing at the moment. Singing, dancing, and encouraging the group to stretch and shake for a few minutes will help ease tense muscles. Participants themselves may have a good number of perk-up songs, waker-uppers, relaxers, and what-have-you to contribute to the sessions. Facilitators need not hesitate in tapping the learners own creativity and resourcefulness. The following are some of the most common perk-up songs successfully used in the Philippine National IPM Programs training activities.
20
Philippine National IPM Program. 1993. Handbook on KASAKALIKASAN IPM Training Exercises Developed, Adapted and Used by Philippine IPM Trainers, National AGricultural and Fishery Council, Department of Agriculture, Diliman, Quezon City. pp48-63.
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Exercise No. 3.1.01
THERES A WELCOME HERE

Theres a welcome here (2x) Theres a warm, warm welcome here Theres a welcome here (2x) Theres a warm, warm welcome here We welcome you (3x) Purpose: To demonstrate warm acceptance of guests or visitors. Materials: Chalkboard and chalks or newsprint and marking pens. Procedure: Introduce the melody of the song. Sing it when guests or visitors join the group. After singing, the guests may introduce themselves to the participants or somebody from the group may assume the responsibility of introducing them. Warm acceptance of guests or visitors demonstrates openness or desire to share among group members or participants. When activity is most appropriate: It is best to use the song when somebody new comes to join the activity or just visit and observe what is going on.
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Exercise No. 3.1.02
LORD, ON THIS VERY HOUR I PRAY

Lord, on this very hour I pray The strength to live my best today Draw near to me that I shall see The kind of person I shall be In serving others I may see That I am only serving thee Teach me oh, Lord on thy great plan That I may be a better man Purpose: To provide opportunity for participants to reflect on or become aware of the kind of persons they are. Materials: Chalkboard and chalks or newsprint and marking pens for use in writing the lyrics of the song. Procedure: Introduce the song before the start of the days activities. While they are singing, ask participants to reflect on themselves. Ask them to think of how they have been performing their jobs and how they can improve on themselves. Ask them also how they can be of more service to their fellowmen. When activity is most appropriate: Use the activity with a group of 25-30 participants of extension workers, community organizers, or farmers. It is most effective when done at the beginning of the day.
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Exercise No. 3.1.03
KAIBIGAN NG MAGSASAKA
Kumusta ka kaibigan kong magsasaka Gumising at makinig sa kaibigan mo Kaibigang gagamba sa kanan Kaibigang gagamba sa kaliwa Umikot ng umikot at marami pang iba Seksing putakti sa harapan Tutubing karayom sa likuran Umikot ng umikot at humanap ng iba Purpose: To reinforce awareness that pests have natural enemies and to encourage participants to observe their fields. Materials: Chalkboard and chalks or newsprint and marking pens, masking tape Procedure: Introduce the lyrics and tune of the song. After singing, relate the song to participants experience in the field. When activity is most appropriate: This perk-up song may be used any time as a starter or for ending an activity. Use it for sessions especially on pests and predators.
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Exercise No. 3.1.04
PESTS AND DISEASES (TUNE: PARU-PARONG BUKID)

I Yellow stem borer, one egg mass and two dots Stripped stem borer, many line many dots Pink stem borer, lays egg mass on leaf sheath And the white stem borer, with two black antennae II Green leafhopper, tungro Green leafhopper, yellow dwarf We have zigzag leafhopper, that transmits orange leaf We have brown planthopper too, that transmits grassy stunt And we have the rice bug that sucks the milk of rice Purpose: To recall names of pests and diseases and to encourage participants to observe their fields. Materials: Chalkboard and chalks or newsprint and marking pens, masking tapes for writing the lyrics of the song Procedure: Introduce the lyrics and tune of the song. Sing the song as a group. After singing, relate the song to participants experience in their field.
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When activity is most appropriate: Use this exercise as a defreezing activity or as a starter for a session on Pests and Diseases of Rice. It is an interesting method to help participants recall or memorize names of pest and diseases.
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Exercise No. 3.1.05
MANDALO-MANDALI
Mandalo-mandali (tap lap twice, clap hands twice) Alapali-pali (put right hand over left, left hand over right) Mandalo-mandali (tap lap twice, clap hands twice) Alapali-pali (put right hand over left, left hand over right) Ala pinday-pinday (tap lap twice, clap hands twice) Ala pinday-pinday (put right hand over left, left hand over right) Mandalo-mandali (tap lap twice, clap hands twice) Alapali-pali (put right hand over left, left hand over right) Purpose: To illustrate the need for coordination for successful teamwork. Materials: Chalkboard and chalks or newsprint and marking pens, masking tapes for writing the lyrics of the song Procedure: Introduce the song. When participants have mastered the song, introduce the actions and ask them to do the actions while singing. When activity is most appropriate: This song is a good icebreaker. Use it to end an activity or session on team building. Compare and contrast coordinating movements while singing with establishing linkages or coordinating with other agencies and individuals involved in community projects.
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Exercise No. 3.1.06
USA KA MARTILYO
Usa ka martilyo, martilyo, martilyo Usa ka martilyo, nahimo nga duha (change to other number) Other numbers: tulo, upat, lima Purpose: To illustrate the need for coordination for successful teamwork. Materials: Chalkboard and chalks or newsprint and marking pens Procedure: Introduce the song. When participants have mastered the song, introduce the actions and ask them to do the actions while singing. Use the following actions: While singing the number one (right fist makes pounding motion) While singing the number two (right and left fists make pounding motion) While singing the number three (stamp right foot while right and left fists make pounding motion) While singing the number four (stamp right and left feet alternately while right and left fists make pounding motion)
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While singing the number five (move head up and down, stamp right and left feet alternately while right and left fists make pounding motion)
When activity is most appropriate: This song is a good icebreaker. Use it to end an activity or session on team building. Compare coordinating movements while singing and/or contrast with establishing linkages or coordinating with other agencies and individuals involved in community projects.
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Exercise No. 3.1.07
KON KITA MAGTILILIPON (TUNE: THE MORE WE GET-TOGETHER)

Kon kita magtililipon, tililipon, tililipon Kon kita magtililipon, daw ano ka pula May buyo, may bunga May apog, may mascada Kon kita magtililipon, daw ano ka pula Purpose: To illustrate the need for unity and harmonious relationship among members of the organization or among farmers. Materials: Chalkboard and chalks or newsprint and marking pens for writing the lyrics of the song. Procedure: Ask the participants who are familiar with the song The More We GetTogether to sing with the facilitators when the song is introduced. Let others join in the singing when the tune has become familiar.
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When activity is most appropriate: Use the song as a starter or to end a session on team building. Ask participants to compare and/or contrast the chewing of mascada to the process of undertaking community projects and activities. One may expect better results as more chewing is done to the condiments. Parallel this condition to community work. Unity and harmonious relationship are developed through frequently grouping together. This is also true of conducting regular meetings and dialogues among the groups or farmers involved.
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Exercise No. 3.1.08
AKO NAGATUKOD SANG IPM (TUNE: ITS LOVE THAT MAKES THE WORLD GO ROUND)
Ako, ako, nagatukod sang IPM (3x) (Its me, its me, its me who makes IPM) Ako nagatukod sang IPM (Its me who makes IPM) Chorus: Roll over the pathways Cross over the wide paddy Roll over the pathways Save the community Repeat whole chorus Ako (Me). . . . . Ikaw (You). . . . Kita (We). . . . . Purpose: To emphasize the importance of individual contributions in the success of the implementation of the whole IPM program. Materials: Chalkboard and chalks or newsprint and marking pens for writing the lyrics of the song.
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Procedure: Ask participants who are familiar with the song Its Love That Makes the World Go Round to sing with the facilitators when the song is introduced. Let others join in the singing when the tune has become familiar. When activity is most appropriate: The activity will be most appropriate if the participants are asked to reflect on their experiences in implementing community projects. Ask them to parallel implementation of IPM with the building of a home or structure. If one part of the structure is missing, the building will not be strong and may not even be functional. This is true of community projects. If members do not cooperate and contribute their share or perform their roles, it will be difficult if not impossible to get the project going.
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Exercise No. 3.1.09
MAKING MELODIES IN MY HEART

Making melodies in my heart (3x) For the King of kings Action (Repeat the melody while doing the specified action) Cumulative Actions: Thumb in Elbow up Knees bent Feet apart Tongue out
Purpose: T o serve as icebreaker (e.g., to perk-up the group) and demonstrate the need for coordination among members in a team activity.
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Materials: Chalkboard and chalks or newsprint and marking pens Procedure: Introduce the song. When participants have mastered the melody of the song, introduce corresponding actions. The group sings the song and does the action as announced by the song leader. The group may then process the activity. Parallel coordination of singing and doing actions to the significance of coordination and cooperation. This is essential among members of the group for the success of any activity or understanding. When activity is most appropriate: The song is appropriate for a group of 25-30 participants. It is good starter for a session on cooperation and coordination or for a session on working with others.
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Exercise No. 3.1.10
BAHAY KUBO
Bahay kubo, kahit munti Ang halaman doon, ay sari-sari Singkamas at talong, sigarilyas, at mani Sitaw, bataw, patani Kundol, patola, upot kalabasa At saka mayroon pang labanos, mustasa Sibuyas, kamatis, bawang, at luya Sa paligid-ligid ay puno ng linga Purpose: To serve as icebreaker (e.g., perk-up the groups) and to illustrate the need for leadership and coordination as factors contributing to successful group work. Materials: Chalkboard and chalks or newsprint and marking pens for writing the lyrics of the song Procedure: Introduce the song. When participants have become familiar with the tune, divide the whole group into three. Ask each group to sing the song either as an opera, orchestra, or rock. Somebody should act as the conductor. As the conductor, he/she can point to any of the groups to sing the song the way they have been assigned to. The group he/she points to next should continue singing from where the previous group finished, likewise singing in the manner that had been assigned to them.
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Ask participants what happens when there is no conductor or leader to coordinate the singing of the song. Emphasize the parallelism of singing in-groups following the conductors baton to successful teamwork as a result of effective leadership and group coordination. When activity is most appropriate: Use the song as a starter in the morning or in a session following a break. Use it with any number of participants.
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Exercise No. 3.1.11
LERON, LERON SINTA

Leron, leron sinta, buko ng papaya Dala-dalay buslo, sisidlan ng bunga Pagdating sa dulo, nabali ang sanga Kapus kapalaran, humanap ng iba Purpose: To serve as icebreaker (e.g., perk-up the groups) an illustrate the need for leadership and coordination as factors contributing to successful group work. Materials: Chalkboard and chalks or newsprint and marking pens for writing the lyrics of the song Procedure: Introduce the song. When participants have become familiar with the tune, divide the whole group into three. Ask each group to sing the song either as an opera, orchestra, or rock. Somebody should act as the conductor. As the conductor, he/she can point to any of the groups to sing the song the way they have been assigned to. The group he/she points to next should continue singing from where the previous group finished, likewise singing in the manner that had been assigned to them. Ask participants what happens when there is no conductor or leader to coordinate the singing of the song. Emphasize the parallelism of singing in groups following the conductors baton to successful teamwork as a result of effective leadership and group coordination.
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When activity is most appropriate: Use the song as a starter in the morning or in a session following a break. Use it with any number of participants.
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Exercise No. 3.1.12
KUMUSTA KA
Kumusta ka (Shake hands) Kuni chiwa (puts hands together and bow) Abakabar, abakabar (put shoulder against shoulder) Good day everyone (stand straight) Ituro ang paa (point to feet) Iindak ang isa (stamp one foot) Umikot ng umikot (turn around moving clockwise or counter clockwise) Humarap sa iba (stand before new partner) Purpose: To serve as icebreaker (e.g., perk-up the groups) and illustrate the need for leadership and coordination as factors contributing to successful group work. Materials: Chalkboard and chalks or newsprint and marking pens for writing the lyrics of the song Procedure: Introduce the song. When participants have become familiar with the tune, put in the actions with the song. (See actions in parenthesis beside each line of the song). Ask participants to form two circles, one inside the other. Participants in the inner circle face those in the outer circle; pairs do the actions above as partners. While the sixth line is sung, those in the inner circle turn
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moving clockwise while participants in the outer circle turn moving counter clockwise. After turning twice, they should face the next person in the circle. That person will be their next partner. Ask participants what happens when they do not coordinate their movements. Emphasize the parallelism of coordinating movements while singing the action song to successful teamwork because of effective group coordination. When activity is most appropriate: Use the song as a starter in the morning or in a session following a break. Use it with any number of participants.
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Exercise No. 3.1.13
THE TIME TO BE HAPPY IS NOW

The time to be happy is now And the place to be happy is here And the way to be happy is to make others happy And to build a little heaven down here Purpose: To serve as icebreaker (e.g., to perk-up the group) and illustrate the need for participation of all the members in a team activity. Materials: Chalkboard and chalks or newsprint and marking pens for writing the lyrics of the song Procedure: Introduce the song. When participants have become familiar with the tune, ask them to omit the words that begin with the letter H. Ask the participants what happens when they omit certain words from the song. Emphasize the parallelism of omitting words from the song to group members who are absent from a team activity (e.g., how their absence affects the teamwork). When activity is most appropriate: Use the song as a starter in the morning or in a session following a break. Use it with any number of participants.
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Exercise No. 3.1.14
MY TOES, KNEES, SHOULDERS AND HEAD

My toes, my knees, my shoulder, my head (3x) We all clap our hands together. Version: Normal Sexy Macho Japayuki Purpose: To serve as icebreaker (e.g., to perk up the group) and to demonstrate the need for coordination among members in a team activity. Materials: Chalkboard and chalk or newsprint and markers Procedure: Introduce the song. When participants have mastered the melody of the song, introduce corresponding actions. The group sings the song and does the action as announced by the song leader. The group may then process the activity. Parallel coordination of singing and doing actions to the significance of coordination and cooperation. This is essential among members of the group for the success of any activity or undertaking. When activity is most appropriate: The song is appropriate for a group of 20-25 participants. It is a good starter for a session on cooperation and coordination or for a session on working with others.
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Exercise No. 3.1.15
FRUIT SALAD
Melon (4x), papaya (2x), saging (6x) Fruit salad (2x) Purpose: To serve as icebreaker (e.g., to perk up the group) and demonstrate the need for coordination among members in a team activity. Materials: Chalkboard and chalk or newsprint and marking pens Procedure: Introduce the song. When participants have mastered the melody of the song, introduce corresponding actions. The group sings the song and does the action as announced by the song leader. The group may then process the activity. Parallel coordination of singing and doing actions to the significance of coordination and cooperation. This is essential among members of the group for the success of any activity or undertaking. When activity is most appropriate: The song is appropriate for a group of 20-25 participants. It is a good starter for a session on cooperation and coordination or for a session on working with others.
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Exercise No. 3.1.16
COCONUT
C-O (2x), N-U-T (3x) C-O (2x), N-U-T, N-U-T Purpose: To serve as icebreaker (e.g., to perk up the group) and to demonstrate the need for coordination among members in a team activity. Materials: Chalkboard and chalk or newsprint and marking pens Procedure: Introduce the song. When participants have mastered the melody of the song, introduce corresponding actions. The group sings the song and does the action as announced by the song leader. The group may then process the activity. Parallel coordination of singing and doing actions to the significance of coordination and cooperation. This is essential among members of the group for the success of any activity or undertaking. When activity is most appropriate: The song is appropriate for a group of 20-25 participants. It is a good starter for a session on cooperation and coordination or for a session on working with others.
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Exercise No. 3.1.17
TOE-KNEE I LOVE YOU

Toe-Knee (2x) Nose, I Love You (2x) Toe-Knee (6x) Nose, I Love You Purpose: To serve as icebreaker (e.g., to perk up the group) and demonstrate the need for coordination among members in a team activity. Materials: Chalkboard and chalk or newsprint and marking pens Procedure: Introduce the song. When participants have mastered the melody of the song, introduce corresponding actions. The group sings the song and does the action as announced by the song leader. The group may then process the activity. Parallel coordination of singing and doing actions to the significance of coordination and cooperation. This is essential among members of the group for the success of any activity or undertaking. When activity is most appropriate: The song is appropriate for a group of 20-25 participants. It is a good starter for a session on cooperation and coordination or for a session on working with others.
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Exercise No. 3.1.18
SI FELIMON
Si Felimon (3x) Namingwit sa karagatan Nakahuli (2x) Ng isdang tampalasan Version: Changing vowels at a time (e.g., a, i, o, u) Purpose: To serve as icebreaker (e.g., to perk up the group) and to illustrate the need for participation of all members in a team activity. Materials: Blackboard and chalk or newsprint and marking pen for use in writing the lyrics of the song Procedure: Introduce the song. When participants have become familiar with the tune, ask them to change the vowels of the words in the song one round at a time (e.g., a, i, o, u). When activity is most appropriate: Use the song as a starter in the morning or in a session following a break. Use it with any number of participants.
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Ask participants what happens when they change from one vowel of the words to another. Emphasize the parallelism of changing vowels of the words to emerging problems as we implement IPM activities (e.g., how do we respond to such emerging problems from time to time).
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Exercise No. 3.1.19
ANG KALO KO
Ang kalo koy bilog Bilog aking kalo Ang kalo na hindi bilog Hindi aking kalo Purpose: To serve as icebreaker (e.g., to perk up the group) and illustrate the need for participation of all members in a team activity. Materials: Blackboard and chalk or newsprint and marking pen for use in writing the lyrics of the song Procedure: Introduce the song. When participants have mastered the melody of the song, introduce corresponding actions. The group sings the song and does the action as announced by the song leader. The group may then process the activity. Parallel coordination of singing and doing actions to the significance of coordination and cooperation. This is essential among members of the group for the success of any activity or undertaking. When activity is most appropriate: The song is appropriate for a group of 20-25 participants. It is a good starter for a session that will need the participation of all members in a team activity or for a session on working with others.
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Exercise No. 3.1.20
BATTLE IN A SONG
I Have you ever seen A battle in a country Now you will hear A battle in a song II Marines ahead, fire with your___________________ (Recite fill-in the blank and repeat I, one at a time, consecutively and cumulatively: LEFT THUMB, RIGHT THUMB, LEFT FOOT, and RIGHT FOOT then say HURRAY!). Purpose: To serve as icebreaker (e.g., to perk up the group) and to illustrate the need for participation of all members in a team activity. Materials: Blackboard and chalk or newsprint and marking pen for use in writing the lyrics of the song Procedure: Introduce the song. When participants have become familiar with the tune, ask them to recite II, fill-in the blank and repeat I, one at a time, consecutively and cumulatively: LEFT THUMB, RIGHT THUMB, LEFT FOOT, and RIGHT FOOT then say HURRAY!
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The group may then process the activity. Parallel coordination of singing and doing actions to the significance of coordination and cooperation. This is essential among members of the group for the success of any activity or undertaking. When activity is most appropriate: The song is appropriate for a group of 20-25 participants. It is a good starter for a session on cooperation and coordination or for a session on working with others.
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Exercise No. 3.1.21
AKOY ISANG KAWAL

Akoy isang kawal Singko isang araw Tatlong bonete, tatlong pandesal Ang aking almusal Sumbrero ko'y bunot Sapatos ko'y bulok Ang baril ko pa (2x) Iisa, ang putok, POT Purpose: To serve as icebreaker (e.g., to perk up the group) and to demonstrate the need for coordination among members in a team activity. Materials: Chalkboard and chalk or newsprint and markers Procedure: Introduce the song. When participants have mastered the melody of the song, introduce corresponding actions. The group sings the song and does the action as announced by the song leader. The group may then process the activity. Parallel coordination of singing and doing actions to the significance of coordination and cooperation. This is essential among members of the group for the success of any activity or undertaking.
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When activity is most appropriate: The song is appropriate for a group of 20-25 participants. It is a good starter for a session on cooperation and coordination or for a session on working with others.
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Exercise No. 3.1.22
MALO, MALO, MALO

Malo (3x) Din ginawa malo Suranggani ti malo ginawa Malo (3x) Din ginawa malo Suranggani ti malo ginawa Suranggani (2x) Suranggani ti malo ginawa Suranggani (2x) Suranggani ti malo ginawa Purpose: To serve as icebreaker (e.g., to perk up the group) and to demonstrate the need for coordination among members in a team activity.
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Materials: Chalkboard and chalk or newsprint and marking pens Procedure: Introduce the song. When participants have mastered the melody of the song, introduce corresponding actions. The group sings the song and does the action as announced by the song leader. The group may then process the activity. Parallel coordination of singing and doing actions to the significance of coordination and cooperation. This is essential among members of the group for the success of any activity or undertaking. When activity is most appropriate: The song is appropriate for a group of 20-25 participants. It is a good starter for a session on cooperation and coordination or for a session on working with others.
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Exercise No. 3.1.23
PAKISABIHIN
(Alternate singing between male and female) Sasabihin ba sa akin Neneng, anong ginagawa mo Nag-hehele (2x) ng aking manika Sasabihin ba sa akin Totoy, anong ginagawa mo Nagsusundalo-sundalohan sa aming bakuran Sasabihin ba sa akin Uod, anong ginagawa mo Naninira (2x) ng inyong halaman May interchangeably use the following for the underlined words: Gagamba/ kumakain (2x) ng pesteng kulisap Trichogramma/ umiitlog (2x) sa itlog ng corn borer Diadegma / umiitlog (2x) sa itlog ni Tarzan DBM Purpose: To serve as icebreaker (e.g., to perk up the group); to demonstrate the need for coordination among members in a team activity; and to reinforce awareness that pests have natural enemies. Materials: Chalkboard and chalk or newsprint and marking pens
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Procedure: Introduce the song. When participants have mastered the melody of the song, introduce corresponding actions. The group sings the song and does the action as announced by the song leader. The group may then process the activity. Parallel coordination of singing and doing actions to the significance of coordination and cooperation. This is essential among members of the group for the success of any activity or undertaking. When activity is most appropriate: The song is appropriate for a group of 20-25 participants. It is a good starter for a session on cooperation and coordination or for a session on working with others. Use it for sessions on pests and natural enemies.
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Exercise No. 3.1.24
BONTOC HUNTER'S SONG

As bigat no maya-an (2x) (Action: hunting for wild pig early in the morning) Anakay (2x), Ananakay (Action: caught wild pig is carried on the shoulder) Asaan (2x), Kurtukutan (Action: sharpening a bolo and placing it in a bolo case) Kitchimi-misimisan (Action: Testing how sharp the bolo) Tsek-ketsek (2x) (Action: chapping the wild pig) Purpose: To serve as icebreaker (e.g., to perk up the group); to demonstrate the need for coordination among members in a team activity; and to reinforce awakeness that there are regional differences in values and norms.
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Materials: Chalkboard and chalk or newsprint and marking pens Procedure: Introduce the song. When participants have mastered the melody of the song, introduce corresponding actions. The group sings the song and does the action as announced by the song leader. The group may then process the activity. Parallel coordination of singing and doing actions to the significance of coordination and cooperation. Parallel also coordination of singing and doing actions to the significance of having a local IPM program. This is essential among members of the group for the success of any activity or undertaking. When activity is most appropriate: The song is appropriate for a group of 20-25 participants. It is a good starter for a session on cooperation and coordination or for a session on working with others. Use it as a starter for sessions on planning of local IPM programs.
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Exercise No. 3.1.25
ANG PATO KO
May pato akong patuka-tuka, pahiwid-hiwid, pakapay-kapay (Action: a hand extended forward, another hand backward, and then both hands forward to motion the opening and closing of the beaks, then both hands are held to the chest to motion the swaying of the wings, and then finally both hands extended sideward to motion the flying of the duck) Kuak, kuak, patuka-tuka (Action: a hand extended forward, another hand backward, and then both hands extended forward to motion the opening and closing of the beaks) Kuak, kuak, pahiwid-hiwid (Action: both hands are held to the chest to motion the swaying of the wings) Kuak, kuak, pakapay-kapay (Action: both hands extended sideward to motion the flying of the duck) Kuak, kuak, patuka-tuka (Action: a hand extended forward, another hand backward, and then both hands extended forward to motion the opening and closing of the beaks)
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Purpose: To serve as icebreaker (e.g., to perk up the group); to demonstrate the need for coordination among members in a team activity; and to reinforce awareness that there are regional differences in values and norms. Materials: Chalkboard and chalk or newsprint and marking pens Procedure: Introduce the song. When participants have mastered the melody of the song, introduce corresponding actions. The group sings the song and does the action as announced by the song leader. The group may then process the activity. Parallel coordination of singing and doing actions to the significance of coordination and cooperation. Parallel also coordination of singing and doing actions to the significance of having a local IPM program. This is essential among members of the group for the success of any activity or undertaking. When activity is most appropriate: The song is appropriate for a group of 20-25 participants. It is a good starter for a session on cooperation and coordination or for a session on working with others. Use it as a starter for sessions on planning of local IPM programs.
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Exercise No. 3.1.26
AWIT NG KASAKALIKASAN
K usa silang dumating dito sa aming barangay A ng pangkat ni Ka Piring na sugo ng panakahan S asanayin magsasaka na kulang sa kaalaman A ng maliit na puhunay malaki ang pakinabang. K aya kaming magsasaka ay agad na bumuo A ng bilang na tatlumpoy nahati sa limang grupo L abing anim na Biyernes dito sila magtuturo I PM ang sagisag na dapat nating mapagtanto. K ulisap na kaibigan at kulisap na kaaway A bonong organiko iwasan ang kimekal S a gamit na pang isprey lason sa kapaligiran A y dapat na iwaksi at panganib sa kalusugan N ararapat paghandaan and PILIPINAS 2000 Nararapat lang na sundin ang layunin ng KASAKALIKASAN Purpose: To serve as icebreaker or energizer. and to describe the theme of KASAKALIKASAN, the National IPM Program. Materials: Manila paper containing the lyrics of AWIT NG KASAKALIKASAN
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Procedure: Introduce the song. When participants have mastered the melody of the song, the group sings the song. The group then processes the activity. Parallel coordination of singing the song to the objectives of the National IPM Program. When activity is most appropriate: Group singing of the song is appropriate as an opener for a session on the Concept of KASAKALIKASAN, the National IPM Program. Use this activity during the conduct of TOS, TOT, and FFS.
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Sub-Section 3.2
OTHER ENERGIZERS AND ICEBREAKERS

Other structured, content or content-free training activities designed to relax participants, get them acquainted with one another and energize them, are also included in this sub-section as additional options to select from21. Most of these exercises were designed or adapted by facilitators of the Philippine National IPM Program and had been utilized successfully in their conduct of TOSs, TOTs, or FFSs nationwide22.
21
22
Rohnke, K. 1988. Silver Bullets: A Guide to Initiative Problems, Adventure Games, and Trust Activities. Wilkcraft Creative Printing, Beverly Massachusetts, U.S.A. pp95-143. Philippine National IPM Program. 1993. Handbook on KASAKALIKASAN IPM Training Exercises Developed, Adapted and Used by Philippine IPM Trainers, National AGricultural and Fishery Council, Department of Agriculture, Diliman, Quezon City. pp48-63.
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Exercise No. 3.2.01
NATURAL ENEMIES, PESTS, AND DISEASES

Purpose: To recall names of natural enemies, pests and diseases and to serve as icebreaker and defreezing activity. Materials: None Procedure: Ask the participants to arrange their chairs in a circle formation. When they are settled, give the following direction: When the name of a natural enemy is mentioned, everybody should sit at attention. When the name of a pest is called out, everybody should change seats. When the name of a disease is said, everybody should stand at attention, his or her face showing an expression of shock.
Execute actions quickly. Eliminate participants who are not able to do the actions at the count of three. When method is most appropriate: Use this exercise as a defreezing activity or as a starter for a session on Pests, Natural enemies or Diseases. It is an interesting method to help participants recall or memorize name of pests, natural enemies, and diseases.
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Exercise No. 3.2.02
SPIDER MATING GAME

Purpose: To understand better a technical subject matter or topic through a role-play. Materials: Cotton or plastic twine for making spider webs Procedure: A big group of 25-30 participants is divided into five smaller groups. A female and a male participant are selected from each of the small groups. Then each couple (e.g., a female and a male participant selected from each small group) demonstrates how the spiders mate. Each small group may vary the details of their spider mating activity presentation. When method is most appropriate: This activity is most useful if presented before or immediately after the discussion on Spiders, their activities in the field and their life cycle. Demonstrating to participants the act of mating by spiders using this technique has been extensively tested with different groups (e.g., farmers, extension workers, and specialists) with a high degree of success. While this activity can be a source of fun for the group, the method must be complemented by other approaches so that everyone will learn more about the subject matter. Actual observations in the field or in an insect zoo are two good examples. A big group participatory discussion is another good example.
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Exercise No. 3.2.03
NAME GAME
Purpose: To discuss what types of names can be more appropriate to different types of situations. Materials: Pre-prepared cartolina picture, at one side of the cartolina is written a Latin name and on the other side a common-English name Procedure: The participants sit or stand in a circle after getting a pre-prepared cartolina picture from the facilitators. At one side of the cartolina is written a Latin name and on the other side a common-English name. The general process of the name game is such that it can be a fun way for the facilitators and the participants to learn names of the members of the group. For the first time around, the Latin names will be used. In the process, the group may have to give up the Latin name after 3-4 restarts and trials because it will be so difficult to continue. Let the group try several times, just enough to get frustrated and worried. Have a processing discussion. When method is most appropriate: The game is most appropriate when some participants are insisting on using scientific (Latin) names during sessions. When facilitators feel that it would be good to discuss what types of names can be more appropriate to different types of situations.
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The game may easily generate enthusiasm among participants working as extensionists but may create some resistance among participants with research backgrounds. Thus, the facilitators should explain before ending the session that the main objective of the exercise is to demonstrate that scientific or Latin names are not useful to farmers. It must be stressed also that it is much easier to remember names when they are either in a language that farmers speak or descriptive of something that they can observe about an object.
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Exercise No. 3.2.04
LOVE TEAM
Purpose: To serve as an energizer and to illustrate the value of communication to establish good teamwork. Materials: Pieces of paper, ball pens, and small box to place pieces of paper Procedure: This energizer requires a group with equal number of male and female participants. The facilitator will think of as many love teams as required by the number of participants, such as: Florante at Laura Samson and Delilah Romeo and Juliet Guy and Pip Martin and Pops
The facilitator writes these names on small pieces of paper, one name to a piece. The papers are folded to conceal the names. Those bearing the names of women are kept separately from those with mens names. Each man chooses a piece of paper with a womans name on it; each woman, one with a mans name (role reversal).
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The partners of each love team try to find each other using only mime or actions. No verbal communication is allowed. Having accomplished this, each love team prepares a one-minute program or skit. When all the team are ready, the presentation begins. After the pair has presented its skit, and before the next skits presentation, the whole group tries to identify the love team that has just been mimicked. The whole group chooses the pair with the best presentation. A prize may be given to the winning pair.
When method is most appropriate: This activity is most appropriate with a group of 25-30 extension workers, community organizers as well as farmers. This can be used as an energizer during breaks for topics on communication skills.
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Exercise No. 3.2.05
STAND UP
Purpose: To serve as an energizer and to illustrate the value of active participation and coordination to establish good teamwork among participants and facilitators. Materials: Spacious room or lawn Procedure: The facilitator forms dyads and asks the partners to sit on the floor, back to back, with their elbows linked. When the signal is given, all the dyads attempt to stand up from this position. Progressively larger groups may be formed until all participants and the facilitators form a single group with elbows linked and attempt to stand up together.
When method is most appropriate: This activity is most appropriate with a group of 25-30 extension workers, community organizers as well as farmers. This can be used as an energizer during breaks any time during the day or when there is a need to demonstrate the value of coordination and active participation to ensure good teamwork among the participants and facilitators.
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Exercise No. 3.2.06
SI ALING MARIA SA PERYA

Purpose: To serve as an energizer and illustrate the value of active participation and coordination to establish good teamwork among participants and facilitators. Materials: Spacious room or lawn Procedure: At each turn the facilitator says, Si Aling Maria ay pumunta sa perya. The participants ask him, Siya nga ba? Ano ang ginagawa niya doon? The facilitator answers, Siya ay bumili ng ________ (see items a to e), and performs the associated action(s): Pamaypay (do a fanlike motion with the right hand). Pamaypay at gunting (do action a, then with the fingers of the left hand, imitate the cutting motion of a pair of scissors). Pamaypay, gunting, at upuang tumba-tumba (do actions a and b then rock to and from like a rocking chair). Pamaypay, gunting, upuang tumba-tumba, at manikang umiikot and ulo (do actions a, b, and c, then turn your head around). Pamaypay, gunting, upuang tumba-tumba, manikang umiikot ang ulo, at orasang sumisigaw ng cuckoo, cuckoo (do actions a, b, c, d, then say cuckoo, cuckoo).
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For example, after step 1 the facilitator answers, Siya ay bumili ng pamaypay, and then performs the fanlike motion with his right hand. Step I is repeated, and the facilitator answers that Aling Maria bought the items in b and performs the actions. This process continues until the items and actions in e have been said and performed, whereupon the participants and the facilitator will exchange roles.
When method is most appropriate: This activity is most appropriate with a group of 25-30 extension workers, community organizers as well as farmers. This can be used as an energizer during breaks any time during the day or when there is a need to demonstrate the value of coordination and active participation to ensure good teamwork among the participants and facilitators.
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Exercise No. 3.2.07
DIVORCE
Purpose: To sreve as an energizer and to illustrate the value of active participation and coordination to establish good teamwork among participants and facilitators. Materials: Spacious room or lawn Procedure: Each player may choose any partner at random, preferably of the opposite sex. The facilitator gives instructions (e.g., Touch your partners knee with your elbow, Forehead to forehead, Right hip to left hip.) The facilitator limits the number of instructions to three per round. After the first, second, or third instruction, he says, Divorce. At this word, each participant, including the facilitator, finds a new partner. The individual with no partner becomes facilitator for the next round. He tries to find new actions that will contort the participants bodies. As few as 5 and as many as 10 rounds may be played. When method is most appropriate: This activity is most appropriate with a group of 25-30 extension workers, community organizers as well as farmers. This can be used as an energizer during breaks any time during the day or when there is a need to demonstrate the value of coordination and active participation to ensure good teamwork among the participants and facilitators.
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Exercise No. 3.2.08
ENERGY CHECK
Purpose: To check energy level of the participants. Materials: None Procedure: At various stages of the daily training schedule, you may want to check the energy level of the group. If so, ask the participants: Will you stand up, please? Lets see how energetic or vigorous we are at this point. Lets sing E in an increasing crescendo. Lets sing out I, and louder this time. Lets sing out O, really loud now. Was it fun? Yes? Lets hear it. (Applause)
When method is most appropriate: This activity is most appropriate for a group larger than the usual 25-30 participants, to check their energy level at various stages of the daily training schedule. Take note that the larger the group, the more impact it will produce. Use this activity for extension workers, community organizers as well as farmers.
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Exercise No. 3.2.09
GROUP HUM
Purpose: To serve as an icebreaker to relax participants as well as to set a desirable tone or mood. Materials: None Procedure: In an experiential training program, the following icebreaker may be undertaken with the following procedures: Ask everyone to stand up and form a circle. This may be a single circle or several circles, depending on the group size. Instruct them to close their eyes, take their partners hands, and exercise a firm, friendly grip. Have everyone take a deep breath and then exhale out loud with an ommm. Then ask everyone to take three deep breaths and exhale each time with a loud ommm. Ask participants to please be seated.
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When method is most appropriate: This activity is most appropriate for a group larger than the usual 25-30 participants to check their energy level at various stages of the daily training schedule. If this icebreaker is used with a fairly large group, the ommm is quite impressive and probably will be rendered more loudly each time. Use this activity for extension workers, community organizers as well as farmers.
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Evaluation Exercises
Section 4
EVALUATION EXERCISES
great deal of the exchanges and discussions among facilitators during and after a training program focus on how things are going, how the session went, how the participants are doing, or on any of innumerable other points regarding the conduct of the whole program. The processes that will determine the value or the importance of the program to the participants, as well as to the organizers are referred to as evaluation systems. The process of looking back to assess the effectiveness of various learning activities, of the facilitators, and of the conduct of the whole program is an essential component of program management. Evaluation must be systematically planned. Not only are the procedures systematic; they are built into the program at its inception and are integral to its total design. Evaluation procedures are either summative or formative23.
Summative evaluation, also known as terminal evaluation, measures its object against an absolute norm, definite standard of excellence. A typical example would be a quiz given every end of the week (e.g., the participants responses are measured against absolutely correct answers).
23
Ortigas, C. D. 1994. Group Process and the Inductive Method: Theory and Practice in the Philippines. Second Edition, Ateneo de Manila Press, Loyola Heights, Quezon City. pp54-61.
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Formative evaluation, also known as developmental evaluation, on the other hand, looks more to descriptive data. It measures observed outcomes against intended outcomes. It is more consistent with the participatory, discovery-based and experiential learning methods, as well as with the philosophy of the group-centered leader. The methodology and philosophy are growth- or development-oriented (e.g., they are premised on the recognition that people are in a constant process of formation and definition). Formative evaluation not only assesses the present level of development but incorporates ways and means for improvement and growth. The following are some examples of formative evaluation exercises used successfully in the National IPM Program24.
24
Philippine National IPM Program. 1993. Handbook on KASAKALIKASAN IPM Training Exercises Developed, Adapted and Used by Philippine IPM Trainers. National Agricultural and Fishery Council. Department of Agriculture, Diliman, Quezon City. pp48-63.
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Exercise No. 4.01
BALLOT BOX EVALUATION

Purpose: To measure the participants knowledge and skills in identifying abnormalities, diseases, insect pests, and the damage these pests cause and their natural enemies. Materials: Pieces of cardboard or folders, vials rubber bands, marking pens, threads, bamboo sticks, thumb tacks, specimens of abnormalities, diseases, insect pests and plants damaged by them and their natural enemies Procedure: Collect and preserve abnormalities, diseases, insect pests, the damage they cause, and their natural enemies in vials or mount the same on pieces of cardboard or folders. Prepare questions focused on abnormalities, diseases, insect pests, the damage they cause, and their natural enemies. The questions should be in the dialect or vernacular. Write the questions on the cardboard or folder. (They should be of a selection type where participants only choose the letter of the correct answer). Questions may be as follows: What insect causes this damage? Which of these insects is a pest? Which of these insects is a friend?
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Which of these plants is nitrogen-deficient? Which of these plants has symptoms of tungro disease?
Mount the cardboard or folder on the bamboo sticks with the thumbtacks and set-up the ballot boxes in the field. Use actual plants in the field showing actual symptoms of insect or disease damages or abnormalities for the exercise. During the exercise, participants only select their answers and drop them in the ballot boxes attached to the cardboard or folders. When method is most appropriate: The exercise is appropriate for measuring the ability of participants in identifying abnormalities, diseases, insect pests, the damage they cause and their natural enemies. It becomes meaningful because actual field situation or problems are presented. Participants need not know how to write to be able to participate in the activity. In cases where some participants cannot read, facilitators must make it a point to walk with those concerned and assist them by reading out the questions to them.
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Exercise No. 4.02
WEATHER BUREAU
Purpose: To evaluate the activity or workshop; to identify and reinforce good things, which have happened; and to draw suggestions and recommendations for the improvement of the workshop. Materials: Blackboard and chalks or newsprint and marking pens Procedure: Divide the blackboard or newsprint into two columns. On the heading of the left column, draw a picture of a sunny day (e.g., the sun shining brightly in the sky). On the heading of the right column, draw a picture of a rainy day (e.g., rain falling from clouds in the sky). Ask participants to think of the days activities. Ask them to write on the left column what they think went well during the day (e.g., the good things that happened in the conduct of the workshop during that day). Then ask them to focus on things that need to be improved or what can improve the next days sessions and to write them on the right column of the board or newsprint. There are no right or wrong answers in this activity. Provide pieces of chalk or marking pens which participants can use to write their ideas. Anybody can just come up to the board or newsprint and put down his ideas. When method is most appropriate: Use this activity, with a group of 25-30 participants, as an evaluation tool at any point during the workshop or training program. Ask participants to consider such items as venue, their co-participants, the facilitators, and the objectives of the workshop, workshop materials, etc.
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When participants have become familiar with the mechanics of the exercise, the newsprint may just be posted on the door or the wall. Participants may just write at any time of the day. Read responses at the end of each day to monitor the weather condition (e.g., how participants feel about certain aspects of the workshop or training program). Use the Weather Bureau with extension workers, community organizers as well as farmers.
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Exercise No. 4.03
ITEMIZED RESPONSE TECHNIQUE

Purpose: To evaluate the training program or workshop; to identify and reinforce good things, which have happened; and to draw suggestions and recommendations for the improvement of the workshop or training program. Materials: Blackboard and chalks or newsprint and marking pens Procedure: Divide the blackboard or newsprint into two columns. On the left column, write down the heading: What went well? On the right column, write down the heading: What needs improvement? Ask participants to think of the days activities. Then ask them what they think went well during the day (e.g., the good things that happened in the conduct of the workshop or training program during that day). Write down all responses. There are no right or wrong answers in this activity. When all responses have been exhausted, ask participants to focus on the things that need improvement or what can be done to improve the next days conduct of the workshop or training program. Again, write down all responses. When method is most appropriate: Use this activity, with a group of 25-30 participants, as an evaluation tool at any point during the workshop or training program. Ask participants to consider such items as the venue, their co-participants, the facilitators, and the objectives of the activity, workshop or training materials, etc. Writing
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down all responses encourages participants to share their views. The act of writing all responses demonstrates that all their ideas are respected and considered. The intention of the activity is to call attention to and reinforce the good points that have happened. Use the activity to draw recommendations and suggestions from the group on how to improve the workshop or training program. Use this technique with extension workers, community organizers as well as farmers.
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Exercise No. 4.04
QUESTION AND ANSWER EVALUATION

Purpose: To clarify training-related doubts, problems and issues among participants; to express ideas and feelings about the training program; and to elicit suggestions for the improvement of future training programs. Materials: Pieces of paper, ball pens, empty box or basket for dropping questions or comments Procedure: Ask participants to write on pieces of paper any training-related questions or doubts that have been left unanswered. They may also write comments, feelings, and ideas about the training program. Suggestions for future training programs are also welcome. Drop the pieces of paper with the questions, etc., into a box or basket. (Address questions, comments or suggestions that need reactions to the persons concerned. However, the person giving the question or making the comments does not need to write his/her name). Assign a facilitator as a referee. As referee, he/she reserves the right to screen any question or comment deemed irrelevant. The referee reads out the question, comment or suggestion and calls out the name of the person to whom the item is addressed for the corresponding reply.
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When method is most appropriate: The activity is most appropriate when done during the end of a training program. It allows participants as well as facilitators to raise inquiries about matters left unanswered until the end of the training program. It also allows people to freely express ideas and feelings about the training because they do not have to write their names on the pieces of paper. Use this exercise also for farmers in the farmer field school. However, since many of the participants may not know how to write, give time for them to whisper the questions or comments to anyone from the group they choose to. The person to whom the question or comment is whispered is the one who relays it. This will ensure the anonymity of the person giving the question or comment.
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Exercise No. 4.05
EVALUATION THROUGH ROLE-PLAY

Purpose: To portray experiences, learning, and skills acquired during the training. Materials: None Procedure: Divide the big group of 25-30 participants into five smaller groups. Give each group 15 experiences, learning, and skills acquired during the training. When all the groups have presented, a facilitator may lead in the discussion of the role-plays. Members of the big group may raise questions regarding the points presented by smaller groups. Small groups then clarify these points or answer the questions addressed to them. When method is most appropriate: This activity is appropriate for evaluating a session or the whole training program for facilitators as well as farmers. However, if it is used for evaluating the whole training program, the time allotted for the activity should be increased. The use of role-play makes the evaluation process creative and interesting. Furthermore, evaluation becomes a nonthreatening situation. Because of spontaneous dialogue and reactions that the method brings out, using role-play for evaluation makes the process enjoyable. The use of role-play for evaluation will be more effective if it involves as many group members as possible.
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Exercise No. 4.06
ANSWERING QUESTIONS WITH QUESTIONS

Purpose: To provide a more enlightened learning opportunity for participants; to allow the participants to develop their own analysis and understanding; and to lead the participants to the answer by asking questions. Materials: Ball pens, writing pads, any object or problem in the field Procedure: In the field, the common question is: What is this? or What is that? There are many ways to answer the question. For most of us, the natural response is to give the name of the object, often in a foreign language (English or Latin). The question is often answered by saying Oh, that is Lycosa psuedoannulata or This is Scleropora philippinensis. The result of this answer is that an educational process has been stopped. A better way to answer a question is to ask another question: Where did you find it? What was it doing? Were there many of them? Have you seen this before? The idea is to promote learning by discovery and to lead the participants toward their own analysis.
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When method is most appropriate: The goal of discovery-based learning is to provide a more enlightened educational opportunity for participants. The methodology of learning is very important for achieving the goal of education. One important method is to ask questions that allow the participants to develop their own analysis and understanding. You are stealing the opportunity for education if you reply directly with an answer. Ask questions. Lead the participants to the answer by asking questions. The participants may be led to the wrong impression that the facilitator is technically incompetent and may result to loss of credibility if the learning process is not handled properly. If the topic is unfamiliar to the facilitator, the process should lead to a mutually agreed activity, like simple experimentation, to answer basic questions.
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Exercise No. 4.07
AGROECOSYSTEM ANALYSIS
Purpose: To improve decision-making skills through a field situation analysis and to ensure that all relevant knowledge and experiences are considered in coming up with a decision. Materials: Learning field, notebook, ball pen, crayons, Manila papers, meter sticks, vials, sweep net, and plastic bags Procedure: Every week during the season, the participants will study the components of the crop agroecosystem. They will study the plant morphology and agronomy, herbivores and natural enemies of herbivores. They will look at diseases and rats, etc. Agroecosystem analysis (AESA) is a way of assembling what the participants are studying and placing into a process useful for decisionmaking based on many factors. Old IPM practices relied on economic threshold levels (ETLs) to make decisions. ETLs, however, are extremely limiting and do not include the other factors in the agroecosystem or farm management. AESA will lead the participants through weekly sets of questions and drawings. In the beginning, the analysis will take a lot of time. By the end of the season, however, the participants should be able to do a complete analysis while standing in the field.
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When method is most appropriate: This exercise should start as soon as there is a decision to make in the field and continue, as it is necessary. For example, for most crops, the analysis is done from seed germination to harvesting. The main objective of the exercise is to improve decision-making skills through a field situation analysis. It is therefore a must to do regular observations, drawing what was observed, and critiquing what was observed in small and big groups. This process ensures that all relevant knowledge and experiences are considered in coming up with a decision. A skilled facilitator is necessary to guide the weekly conduct of AESA.
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Exercise No. 4.08
FEEDBACKING AND CRITIQUING

Purpose: To improve the participants analytical, planning, and facilitating skills. Materials: Chalkboard and chalks or newsprint and marking pens, pre-designed matrix Procedure: Facilitate a big group discussion to agree on standard matrix that can be adopted for weekly feedbacking. Devise a matrix form that can be used to gather relevant information about a particular activity. Critique constructively the information provided by each small group in the big group. List down important problems, issues, and experiences shared. Discuss how the information shared can be useful in improving future IPM activities. When method is most appropriate: This exercise is very useful after every FFS session or before ending the weekly activities in preparation for planning of next weeks activities. This exercise is particularly helpful in improving the participants analytical, planning, and facilitating skills. Oftentimes, the exercise may appear repetitive and yet the participants may forget to analyze the problems and challenges identified. It is very important, therefore, to come up with concrete recommendations that could be immediately undertaken during the feedbacking and critiquing sessions.
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Exercise No. 4.09
CIRCULAR WHIP
Purpose: To generate informal data about a training program (e.g., participants significant learnings, strengths, weaknesses, and suggestions for improvement, etc. of the program). Materials: Chalkboard and chalks or newsprint and marking pens Procedure: For a quick, easy to accomplish assessment about participant learnings, form a circle (about 10-15 participants) and whip around it, each participant making a statement concerning the one most significant learning in the training for him or her. This procedure readily generates considerable data about group learning. The whip, as round robin device, adds elements of novelty, energy and involvement to a session or program. The statements to which the participants might respond in the whip activity could take one of these forms: The most significant thing to me in this training program was What I intend to apply (or do) on my farm as a result of this training is I now see (or understand) that I intend to do less (or more) of
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Following the use of the circular whip to secure statements about individual learnings, the group may be asked (one statement per participant, again) for ideas to strengthen the program (or of the strengths and weaknesses of the program). When method is most appropriate: It is particularly helpful to encourage the reluctant participants to admit that they, too, learned something. The statement offered by participants may be subject to total group discussion, depending on activity or training objectives and time limits. They may also be used as a lead in to the completion of a more formal questionnaire, which elicits more comprehensive and systematic data concerning program reaction. The Circular Whip is effective only in a relatively small group. This follows since it would be extremely awkward, for example, to seat 25-30 participants in a circle and then solicit their opinions. However, in a group of 25-30 participants, two or more such whips may be conducted simultaneously.
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Glossary
GLOSSARY
Agroecosystem analysis (AESA) refers to the weekly study of the components of crop agroecosystem, such as the plant morphology, agronomy, herbivores, natural enemies of the herbivores, diseases, rats, weather, water, weeds, etc. in the learning field, which will lead into a process useful for decision making. Activity is a generic term for participatory training experiences such as exercises, games, role-plays, small group experiences, and instrumentation. Ballot box evaluation is a simple, easy-to-use pre- or post-training evaluation tool for farmers and extension workers of their knowledge and skills in integrated pest management (IPM). Behavior refers to any observable or visible action or activity performed by the learner Big group discussion is a term used to describe the use of big groups (e.g., plenary sessions) in identifying and solving problem by participatory discussion.
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Glossary
Brainstorming is a basic and highly popular tool for group problem solving. It can be used to identify problems, to suggest causes for problems and to propose solutions for problems. The technique emphasizes deferred judgement and quantity to get quality. Case study is a technique designed to give group training in solving problems and making decisions. The facilitators role is typically catalytic rather than didactic. Content refers to the subject matter or topics taken up in an activity or activities to attain the objectives. Critiquing is an activity to assess the progress and the effectiveness of learning in terms of learning processes, relationships, physical environment, and problems and issues relevant to learning as expressed by the participants. Debate is a participant-involving technique, structured formally or informally, to generate varying viewpoints on an issue or problem. Didactic teaching is a traditional approach to teaching or instructing, entailing the dissemination of facts, knowledge, information, manual skills, etc. Today it is contrasted with experiential or discovery-based learning. Discovery-based learning is a learning process accomplished by doing and experiencing as opposed to listening, observing, reading, viewing, etc. It is synonymous with experiential learning.
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Glossary
Dyad (Pair) means a pair of participants who work together in a learning situation. The dyad is a tremendous means of securing involvement, intimacy, rapport, sharing, etc. Energizer is a training procedure, such as an opener, icebreaker or the like, designed to start things off and set the proper climate for a learning activity. Evaluation is the process of assessing the effectiveness of various learning activities, the participants, the facilitators and the conduct of the whole program. Exercise is a structured learning experience marked by a learning goal, high participation, and structure. Its overall purpose is to generate data from participant analysis. Facilitator is a trainor or specialist who, as a change agent, structures learning situations and experiences with the end result of enhancing the learners capabilities to be sensitive to his or her own processes and behavior. He is one who functions in a way to allow participants to assume responsibility for his or her own learning. The term is in contrast to the more didactic instructor, teacher, lecturer, presentor, etc. Feedbacking is a way of receiving information from or giving to one or more participants or facilitators concerning ones behavior, attitudes, and relationships in a learning situation.
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Glossary
Field day is an occasion when farmers and facilitators show other people or the community what they have learned and the results of their participatory technology development (PTD) activities. Field trip is a planned visit or tour to a given area, site, laboratory, field, plantation, project, etc. to study its operation in depth, learn lessons and to report back thereon. The field trip is typically a team project or activity, although not universally so. Field walk is a planned observation accomplished by walking in a field nearby a training site to have a first hand experience of an issue or problem related to the training. Observations in a field walk are synthesized through small and big group discussions. Farmer field school (FFS), by design, is a school without walls, where about twenty five (25) farmers meet once a week for the duration of the cropping season from planting to harvest. In each weekly session of an FFS, the farmers, working in-groups, conduct agroecosystem analysis (AESA), team building activities and special topics. Special topics are designed based on immediate problems encountered by farmers in their farming activities. Trained FFS facilitators allow farmers to be experts, facilitating them to bring forth and examine their own experiences. Folk media presentation is a learning tool used to convey a developmental message using the most appropriate local medium that is familiar to a group of people. Local songs, dances, poems, proverbs, stories, tales, legends and drama are some of the common forms of folk media.
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Glossary
Game is an experiential learning activity marked by a learning goal, competition, rules, scores or outcomes and oftentimes with winners and losers. Games may be content-laden or be a pure game devoid of content. Group dynamics is a process of interaction of a group at work. It includes such processes as communication, goal setting, decision-making, support giving, and leadership. Icebreaker is a structured, content or content-free training activity designed to relax participants, get them acquainted with one another, and energize them. Interaction refers to the dynamics among participants, including communication patterns, relationships, role assumptions, etc. Introspection is a way of looking inward at ones attitudes, beliefs, values, perceptions, behaviors, etc. Integrated pest management (IPM) is a pest management strategy that builds on biological control as its foundation. In practice, it develops farmers ability of making critical and informed decisions that renders production systems more productive, profitable and sustainable. It thus, makes farmers experts in their own fields. Integration is that stage of learning where the learner is able to piece together the learnings in an activity and sees the value in its application to his or her real life situation.
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Glossary
KASAKALIKASAN is the acronym for Kasaganaan ng Sakahan at Kalikasan. It means Nature is Agricultures Bounty. It is the Philippine Governments program that seeks to popularize Integrated Pest Management (IPM). Learner-centered training refers to a training situation wherein participants are given the opportunity to assume responsibility for their own learning. Learning field is that portion of a farmers field school measuring at least 1,000 square meters, containing a farmer-run comparative study of integrated pest management (IPM) and farmers crop protection (FCP) practices. It is in this field that farmers practice agroecosystem analysis (AESA) which include plant health, water management, weather, nutrient management, weed density, disease surveillance, and observation and collection of insect pests, beneficial predators and parasites. Farmers interpret data from the learning field through direct experience using AESA to make field management decisions and develop a vision of balanced ecological processes. Lecture method is a didactic instructional method, involving one-way communication from the active presentor to a more or less passive audience or trainee group. Methodology refers to the various ways and means by which the dissemination of concepts, ideas, knowledge and skills can be affected. This may include the definition of instructional media and the materials to be used as aids in facilitating the learning process.
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Glossary
Natural enemy refers to a beneficial insect, a predator, a parasitoid or an insect pathogen utilized for the control of insect pests. Nonformal education (NFE) is a participatory learning approach that encourages the learners to see themselves as source of knowledge about the real world and to work with the knowledge they have from their own experience in the learning process. Objective refers to the desired organizational and behavioral attributes or characteristics to be attained after conducting an activity. Panel discussion is a term used to describe the use of panel of interrogators and discussants in identifying, discussing and solving problem. This activity is an effective tool in helping participants to develop their capability to communicate ideas and knowledge with other participants. Participant refers to a person who is the focus of learning activity and who is expected to participate actively in the learning process. Participatory technology development (PTD) is the process of collective and collaborative inquiry with the purpose of initiating community actions on solving local problems. Pest management is an ecologically based strategy of maintaining pest population below the economic injury level by the use of any or all control techniques that are economically and socially acceptable.
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Glossary
Role-playing is a learning technique in which participants act out and thus experience real-life roles and situations. It is both a forms of simulation and experiential learning. Predator is a beneficial insect or arthropod (e.g., spider) that feed on many different species of prey (e.g., insect pests or arthropods) by quickly eating them or sucking their body fluids. Problem solving is the process of effective decision-making. The skills, which relate to the classic model of decision-making, are how to: (a) define the problem, (b) generate data about the problem, (c) generates ideas or alternate courses of action for problem resolution, (d) choose among the alternative solution, and (e) implement the solution or decision. Process refers to the dynamics of interplay of behaviors within the learning situations leading to the attainment of the training objectives. Processing is a way of surfacing experiences and insights of participants and interpreting these into the learning context. Puzzle refers to a fun-type form of experiential learning that is designed to stimulate participant curiosity, creativity and a problem-solving orientation. In some cases, puzzle is used just for fun. Simulation or simulation game is a learning activity designed to reflect reality. It may range from a roleplay and an in-basket exercise to a mock military invasion. It can be a learning activity akin to real life marked by such game attributes as competition, scores, outcomes, winners and losers.
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Glossary
Small group discussion is a term used to describe the use of small groups (e.g., break-up sessions) in identifying and solving problem by participatory discussion. Specialist refers to a facilitator of a Training of Trainors (TOT), who is a graduate of an intensive four-month, six days a week season-long Training of Specialists (TOS) in non-formal education techniques for integrated pest management (IPM). Team building is an organized effort to improve team effectiveness. It is a process consisting of a series of synergy-building exercises designed to promote group cohesiveness and effectiveness in performing and achieving their common goals and tasks. It may relate to defining and clarifying policies or goals; to reviewing and refining procedures; to seeking out ways to be more innovative and creative; to improving management practices in such areas as communication, decision-making, delegation, planning, coaching, career development and initiatives; to improving relationships between team members; to improve external relations (e.g., with local government units); to improve relations with other work teams; and to improving services. Training of Specialist (TOS) is an intensive four-month, six-day a week season-long training course in non-formal education (NFE) techniques and integrated pest management (IPM) for extension and crop protection specialists. Training team refers to a group of facilitators who work together to see to it that the learning process supports the objectives of the learning activities.
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Glossary
Training of Trainors (TOT) is an intensive four-month, three days a week season-long training course in non-formal education (NFE) techniques and integrated pest management (IPM) for extension workers. Trainor refers to a facilitator of a farmer field school (FFS), who is a graduate of an intensive four-month, three days a week season-long Training of Trainors (TOT) in non-formal education techniques for integrated pest management (IPM). Trust walk, also known as blind walk, is an exercise designed to loosen up participants and develop trust among them. It may also be used to heighten sensory awareness. Tungro is a virus disease of rice transmitted by the insect pest green leafhopper. Workshop refers to a hands on, highly participatory learning effort wherein participants learn by doing. Typically, the group is small enough to ensure adequate rapport and intimacy.
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Refernces
REFERENCES
Department of Agriculture. 1997. Technical Proposal for The ASEAN Integrated Pest Management Knowledge Network. Department of Agriculture, Diliman, Quezon City. 29p Eitington, J.E. 1984. The Winning Trainer: Winning Ways to Involve People in Learning. Gulf Publishing Company, Houston, Texas, U.S.A. 423p. Hope, A. and S. Timmel. 1984. Training for Transformation 1: A Handbook for Community Workers. Mambo Press, Gweru, Zimbabwe. 147p. Hope, A. and S. Timmel. 1984. Training for Transformation 2: A Handbook for Community Workers. Mambo Press, Gweru, Zimbabwe. 132p. Hope, A. and S. Timmel. 1984. Training for Transformation 3: A Handbook for Community Workers. Mambo Press, Gweru, Zimbabwe. 181p. Ortigas, C.D. 1994. Group Process and the Inductive Method: Theory and Practice in the Philippines. Second Edition, Ateneo de Manila Press, Loyola Heights, Quezon City. 185p. Ortigas, C.D. 1997. Training for Empowerment. Office of Research and Publication, Ateneo de Manila University, Loyola Heights, Quezon City. 156p.
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References
Philippine National IPM Program. 1993. The KASAKALIKASAN Program Document. National Agricultural and Fishery Council. Department of Agriculture, Diliman, Quezon City. 52p. Philippine National IPM Program. 1993. Handbook on KASAKALIKASAN IPM Training Exercises Developed, Adapted and Used by Philippine IPM Trainers. National Agricultural and Fishery Council. Department of Agriculture, Diliman, Quezon City. 74p. Philippine National IPM Program. 1997. Field Guide of Discovery-Based Exercises for Rice IPM. National Agricultural and Fishery Council. Department of Agriculture, Diliman, Quezon City. 1-1/7-18p. Philippine National IPM Program. 1997. Field Guide of Discovery-Based Exercises for Corn IPM. National Agricultural and Fishery Council. Department of Agriculture, Diliman, Quezon City. 1-1/6-26p. Philippine National IPM Program. 1997. Field Guide of Discovery-Based Exercises for Vegetable IPM. National Agricultural and Fishery Council. Department of Agriculture, Diliman, Quezon City. 1-1/6-40p. Rohnke, K. 1988. Silver Bullets: A Guide to Initiative Problems, Adventure Games and Trust Activities. Wilkcraft Creative Printing, Beverly, Massachusetts, U.S.A. 188p. Society for Participatory Research in Asia. 1987. Participatory Training for Adult Educators. Society for Participatory Research in Asia Publication, New Delhi, India. 105p.
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Handbook of Non-Formal Education Education Non-Formal and Team Team Building Building and Exercises for Integrated Pest

Management Management Pest

Acknowledgment -------------------------------------------------Preface ---------------------------------------------------------------------Introduction

102 105 107 109 111 113 115

119 120 121 122 123 125 126 128

185 187 188 190 192 193 195 205

Glossary -------------------------------------------------------------------References ---------------------------------------------------------------

PERCY E. SAJISE Director SEARCA

About the Handbook

ABOUT THE HANDBOOK

Handbook of Non-Formal Education and Team Building Exercises for IPM

About the Handbook

Format for the Activities

Handbook of Non-Formal Education and Team Building Exercises for IPM

Non-Formal Education Methods and Approaches

NON-FORMAL EDUCATION METHODS AND APPROACHES

Handbook of Non-Formal Education and Team Building Exercises for IPM

Non-Formal Education Methods and Approaches

Exercise No. 1.01

Handbook of Non-Formal Education and Team Building Exercises for IPM

Non-Formal Education Methods and Approaches

Exercise No. 1.02

Exercise No. 1.03

Handbook of Non-Formal Education and Team Building Exercises for IPM

Non-Formal Education Methods and Approaches

Exercise No. 1.04

Exercise No. 1.05

Handbook of Non-Formal Education and Team Building Exercises for IPM

Non-Formal Education Methods and Approaches

Exercise No. 1.06

SMALL AND BIG GROUP DISCUSSIONS

Handbook of Non-Formal Education and Team Building Exercises for IPM

Non-Formal Education Methods and Approaches

Exercise No. 1.07

Handbook of Non-Formal Education and Team Building Exercises for IPM

Non-Formal Education Methods and Approaches

Exercise No. 1.08

Handbook of Non-Formal Education and Team Building Exercises for IPM

Non-Formal Education Methods and Approaches

Exercise No. 1.09

Handbook of Non-Formal Education and Team Building Exercises for IPM

Non-Formal Education Methods and Approaches

Exercise No. 1.10

OBSERVING BY FIELD WALK

Exercise No. 1.11

LEARNING FROM FIELD TRIPS

Handbook of Non-Formal Education and Team Building Exercises for IPM

Non-Formal Education Methods and Approaches

Exercise No. 1.12

Handbook of Non-Formal Education and Team Building Exercises for IPM

Non-Formal Education Methods and Approaches

Exercise No. 1.13

FOLK MEDIA PRESENTATION

Exercise No. 1.14

CONDUCTING FIELD DAY

Non-Formal Education Methods and Approaches

Exercise No. 1.15

Handbook of Non-Formal Education and Team Building Exercises for IPM

Non-Formal Education Methods and Approaches

Exercise No. 1.16

FARMER-TO-FARMER TRAINING THROUGH COMMUNITY ORGANIZING

Handbook of Non-Formal Education and Team Building Exercises for IPM

Non-Formal Education Methods and Approaches