n, often instead of an icebreaker or to introduce a new topic in the middle of a session. They can also be used to bridge to distinct topical segments of training sessions. Using different methods to open or begin segments of training sessions can create an energized and involved atmosphere; it generally signals that the training will be participatory.
Openers can take various formats and most break the traditional and expected model of the facilitator standing in front of the class making introductions and reviewing an agenda to start a training session. Instead, the facilitator can encourage participants to immediately engage in an activity, and then report out on that activity.
Openers are most effective when they are:
- Relevant to the material to be covered during that session7
- Thought-provoking and help participants see information differently through self-discovery rather than lecture
- Linked to participants’ own experiences. In other words, they draw out participants’ knowledge about a topic
- Bridged to the session through use of transitions
Openers should not be used just because they are novel.8 They should provide effective and engaging ways to introduce new topics. As with icebreakers, facilitators should be sure not to let these startup activities drag on too long.
Following are some examples of openers used in financial education sessions:
General Description of the Activity and Instructions for Facilitating
(Opener to Training)
Materials Needed: Flip chart/newsprint pad and markers for facilitator; copy of training course agenda, outcomes, and objectives for each participant
About the Opener: Participants are invited to share the knowledge and skills they expect to get from the training and compare those expectations to the agenda.
1. Explain the importance of hearing participants’ expectations. Remind them that the program has expectations of them that were explained to them upon enrollment into the program.
2. Ask participants to write down their expectations on their workbook or on a scrap piece of paper. Give them 4–5 minutes to complete the task.
3. Using the round robin technique, get one expectation from each person, then start again until ideas are exhausted. Write them on the flip chart.
4. When an expectation is repeated, put a check or star next to it.
5. Once all the expectations have been shared, discuss how the training program will meet or not meet the expectations listed on the flip chart by referring participants to the agenda, outcomes, and objectives for the entire course.
6. Summarize group expectations and distribute to group at the next session.
(Opener to Training)10
Materials Needed: Flip chart/newsprint and markers for each team; copy of training course agenda, outcomes, and objectives for each participant
About the Opener: Participants are invited in groups to share the issues they want addressed during the training. Then they rank the top three issues from their group through consensus. These issues are then compared to the agenda for the course.
1. Ask each person to write down the issues he/she wants to be addressed by the training.
2. After a few minutes, invite participants to share their issues with one another.
3. Instruct them to select the top three issues from all of those shared by all group members that they want to ensure are addressed.
4. After 7–10 minutes of sharing and ranking in the groups, have each group present its list.
5. Ask for clarifying questions.
6. After all the groups have presented, identify the areas common to all the groups’ top three issues.
7. Compare the issues with the agenda; point out where in the agenda for the entire course that specific issues will be addressed; identify ways to address those issues that were not planned for in the training.
8. Keep the issues displayed throughout the training and check in periodically to see whether they are being addressed. Check off those that are addressed.
(Opener to Session on Credit)11
Materials Needed: Flip chart/newsprint pad and markers for facilitator
About the Opener: This opener requires s