Facilitating Adult Learning
6 hrs, 45 mins.
Learning Objectives:
By the end of the session participants will be able to describe at least 5 basic skills and knowledge needed to facilitate adult learning.
Time inminutes / Steps / Resources/Facilitator’s Notes
Arrival to 5 mins.
after start.
10 mins.
10 mins. / Optional set up. Slide of the two heads exemplifying data dumping vs. igniting learner’s brains.
Arrival activity:
Create a name-tag and complete the sentence “Two things I would like to take away from this session today would be……
As others arrive encourage them to introduce themselves to each other & share how they completed the sentence.
Welcome
Welcome them to this session. Introduce yourself & your team. If the “heads” slide is used ask who would like to suggest an interpretation of the picture in relation to adult learning.
Answer. The left one suggests data dumping, filling our learners’ heads with everything and overwhelming them. The 2nd one suggests igniting or providing what is needed to spark the learner’s brains. Note that this is our visual for a Plutarch quote.
If the slide is not used. Welcome them, introduce the team and sweep them into the “check-in.”
Check-in –standing in a circle
Ask/Explain the purpose of a “check-in” & the value of standing in a circle.
- Get everyone’s voice in the room
- We are able to see everyone in a circle
- It begins to create a “safe” environment
Tell them they may repeat a word if that word resonates with them.
Capture these on newsprint. Have two facilitators outside the circle capturing these on separate sheets of newsprint. Post so these can be referred to during the course.
Koosh Ball is optional. It makes people laugh and moves it along when thrown at random.
Debrief: “What were the themes?” Ask other appropriate questions.
Review course objectives and overview.
Look at their “Post-It expectations and comment on whether or not what they are seeking will be covered. If not, ask the writer to see you during break to discuss their learning need. / Optional: Show slide of the two heads
Directions for arrival on newsprint
“What are 2 things you would like to take away from this session today?”
Please post on the .
newsprint.”
Newsprint entitled
“Expectations”
Post-Its on the tables.
Welcome sign
“Welcome to
Facilitating Adult
Learning
”
Newsprint with
Plutarch quote on
newsprint.
“The mind is not a vessel to be filled, but a fire to be ignited.”
Koosh Ball
Newsprint. –pre-write the “check-in”
question.
Question. “What is one or two words that would describe what an excellent facilitator might do or what excellent facilitation looks like”
One person scribes their responses on newsprint.
Koosh ball
One person creates affinity groups of their Post-it note responses to the question
on their arrival.
15 mins. / Show the slide with the definition
Definition:
“A learning facilitator is a person who guides an individual or group to learn through interactive activities, by using a range of processing skills and methods to achieve measurable learning outcomes.”
.
Ask.
“What words jump out? Why?
“What would you include in processing skills?”
Ex. Guiding discussions, questioning, etc.
Segue to roles and responsibilities
Ask each table to brainstorm and write down 5 critical roles/responsibilitiesof a learning
facilitator.
Give example:
Create a positive/nurturing learning environment.
.
Each table reports out. Create a non-repetitive list on newsprint.
Give handout and compare this list to theirs. Welcome comments and discussion.
Acknowledge that the handout suggests 7, but there certainly could be more.
Note. There is another way to interpret roles and that is almost from a positional perspective.
Ex. F2F facilitator, meeting facilitator, coach, e-facilitator.
Say. We are using the term “learning facilitator” to differentiate this from a meeting facilitator. This term will encompass, f2f, e-facil. and any other facilitative role where the goal is to guide the learning process. / Slide and or handout of definition.
Newsprint entitled
“Roles/Responsibilities
Handout: Position Description & Roles
and Responsibilities
5 mins. / Reflection.
Ask them to take out their learning logs/journals. Think about the definition and roles we have just discussed.
Review the descriptives they cited while doing the “check-in.” How do these words compare to the definition and roles/responsibilities?
Say. We are on a continuum of learning and growing. Consider the following: where you are & the position description for and roles & responsibilities. Consider how you would like to enhance your role as a learning facilitator.
Record their thoughts in their journals. / Write reflection prompt on newsprint. “How would you like to enhance your role as a learning facilitator?”
10 mins. / How Adults Learn
Conducta popcorn shout out. Ask them, based on what you know about yourself as a learner and other adult learners ask them to shout out some basic principles they know about adult learners.
Ex. Ad. Learners are motivated when they see the relevance of what they are learning. / Handout: Wheel of Learning
Handout- “Six
Principles of Adult
Learning”
20 mins.
20 mins. / Give them the handout on Basic adult learning principles.
Ask. “What did they miss.”
“Why is it important to know something
about adult learners and how they learn?”
Answer: So we can facilitate adult learning
effectively. It is not like teaching children
in school.
Explain that the model we are going to look at for guiding our thinking about how to help facilitate learning comes from The Fifth Discipline Fieldbook, by Peter Senge. The model is a combination of work of Senge, David Kolb, Charles Handy and others.
Suggest that there is a rhythm to learning and it can be described in a cyclical way. This cyclical model, The Wheel of Learning supports the adult learning principle that learning is lifelong and ongoing.
Build the model on newsprint or create a PowerPoint that builds the Wheel of Learning.
Start with the individual cycle.
1–Doing
This is the actual participating in an activity or task.
2- Reflecting
Asking “how did it go.” “What underlying
beliefs seemed to affect the way it went?
Other reflection questions are possible.
If there is no reflection you might end up spending days implementing and then redesigning in mid-action.
Make the point! Reflection is a critical part of learning.
3. Make meaning –what did our last action suggest for future application. What new understandings do we have? Where should we be looking next?
4. Choose Settling on the action. Choose and refine your approach.
Points. The Wheel of Learning not only is a model of how adults learn it also helps us explain “learning to learn.” i.e. we need to emphasize for learning to take place, reflection is critical.
People who use the wheel recognize that they learn faster when they move slowly, and come to a deeper understanding and more sustaining application.
Say. “Let’s add the outer circle. Just as we can use this wheel to explain individual learning, we can add an outer wheel that has similar steps for group or team learning.
Add the outer circle highlighting the equivalent steps of Public reflection, Shared meaning, Joint Planning and Coordinated Action.
Ask them to take a look at this model
Group task. Ask the group to discuss what the implications are for a learning facilitator based on the Wheel of Learning.
Ex. Need to ask the right questions to help leaners process what they have experienced.
Summarize & bringout through questioning the following points.
- Each point on the individual learning wheel has a team equivalent
- Reflection stage is “public.” What does this mean?
- Facilitator needs to be comfortable with handling diverse opinions. It is through having the courage to encourage these discussions that the group can get to creating shared meaning.
- Creating shared meaning may also be interpreted as shared insight.
- The facilitator plays a key role in keeping the wheel moving.
- It is critical for the facilitator to appreciate and understand learning styles other than her own.
VAK=Visual, Auditory, Kinesthetic
Say. As learners we all seem to have a preference for how we like to learn something. In the “doing” step of the wheel of learning some of us prefer to learn in a visual way, some in an auditory way and other kinesthetic.
Conduct the VAK exercise
Note: Completing and scoring the VAK survey/
assessment needs to be completed prior to coming to the session.
(Pre-set 3 locations) Each flipchart has a pre-written title and T-chart drawn on it.. Ex. Visual-left side of T is “learning methods” and right side is “facilitator.”
Explain what the left side and right side mean.
Learning methods-these are the types of methods, etc. & be specific as you can, that you feel enhance your learning coming from your VAK preference.
Ex. Visual-Handouts.
Facilitator. These are attributes the facilitator could have or what s/he might do to the learning environment to help you learn.
Ex. Visual: Quotes/posters on the walls that make the learning environment visually appealing..
Instruct the participants to go the easel that denotes their VAK preference.
Discuss in this group the two things on their chart; what methods/learning activities enhance their learning (from that learning preference) and what they appreciate having the facilitator do./environmental factors that enhance their learning.
Groups create a list on both sides of their T-chart.
Groups share
Ask. “What are the implications for a facilitator?”
“What are some simple ways to honor all preferences?’
“What have we done to honor these preferences so far today?
“As we use more technology-based learning how are we going to honor these preferences?
Add any other appropriate questions.
State: Looking at different learning styles is just one dimension of diversity that learning facilitators need to be aware of in order to create an inclusive learning environment.
Other dimensions that require knowledge, sensitivity and skill include cultural differences and even personality differences.
Segue- A person’s personality impacts how they she/he behaves individually and with a group. Sometimes in learning sessions we are challenged by certain behaviors that create dissonance, whether it is the talkative person who dominates the discussion or the person who sits quietly and never contributes to the discussion or perhaps the grumpy person.
Learning activity-
Give each table group the handout of the different faces.
Ask. Do any of these faces look familiar?
Have you experienced people like this in sessions you have attended?
Depending on time, do this one of two ways.
- With the whole group, ask who has had a specific experience with a certain type of difficult personality and how did she handle it.
“Wheel of Learning”
Lightly pencil in the model so you don’t have to draw this freehand. Or use a
slide and build it on a slide.
Wheel of Learning Handout to give after the explanation.
Newsprint entitled Wheel of Learning
Continue with the model being built on the newsprint or slides if using PowerPoint.
3 easels. Three different titles:
Auditory, Kinesthetic,
Visual
Create a “T” chart. Subtitles:
Methods/Facilitator
Handout:“Who are my learners and how will I engage them?”
Handout of different
faces that convey different emotions.
- Small groups discuss how they have handled certain behaviors. Then have them report out.
Ask. “Why is it so important to manage behaviors?”
.
“What happens to that inclusive environment you are trying to maintain?”
What are some basic strategies the facilitator needs to have in her metaphoric toolbox.
Ex. Flexibility. A sense of what is going on. / .
Handout:”There are No Difficult People…”.
10 mins. / BREAK
45 mins. / Traits of an Effective Facilitator
Ask each table to generate a list of 5 traits they feel are essential for an effective facilitator.
Createa non-repetitive list on newsprint.
Acknowledge that these are all important.
Then segue to the research conducted by “training” guru, Thiagi.
Preface -Thiagi’s findings by noting the following:
- 10 yrs of research
- Different facilitators
- Same facilitator with different groups
Instead of specific techniques, he discovered 5 consistent traits.
- Adaptable
- Flexible
- Proactive
- Resilient
- Responsive
Show and describe the6 continuums we may need to adapt during a session. Structure, Pace, Interaction, Focus, Concern, Control.
If time allows instead of “you” telling them what these tensions mean, assign one to each table and have the table describe that tension to the group.
Ask them to put a mark (an icon they create for themselves) on each continuum designating where their comfort zone and normal mode is.
Ask them to discuss their choices with their table members.
Tell them we are going to consider when, as a learning facilitator we might want to increase or decrease the tension along each of these continuums.
Assign each table group 1 of the tension
continuums.
If you had them describe a tension let them do this step focusing on the same tension.
Ask them to discuss and determine what situation might cause the facilitator to adapt or increase or decrease the tension and how/what would she do to adjust the tension?
Groups share points from their discussion.
If time is too short to do this in table groups, do in the large group.
Ask. What are the implications for us as facilitators? Answers: Be present. Consciously move outside one’s comfort zone to make the adjustment
End with something fun that acknowledges their flexibility, adaptability, responsiveness, etc. / Handout: Secrets of a Successful Facilitator
6 strips of Masking –
placed parallel to each other running the length of each table cluster.
.
45 mins. / Must Dos & Skills of the Learning Facilitator
Reminder: This should have been sent to them prior to the course for pre-reading.
Using the assorted pictures, distribute them between the tables. Ask each table to consider the message communicated in the picture as it relates to one or more of the Must Dos.
Ask Each table identifies which “must do” their picture relates to. Write the “must do” on a post it and attach it to the picture and hang their pictures on the wall with the Post-It attached.
Give them 10 mins.
Gallery Walk –Havethe participants gather by one groups postings and have someone from that group explain why they selected the Must-Do to go with it.
Ask them to individually look at the Must Dos and choose one they need to develop more and write in their learning logs…what the Must Do is and then respond to the question “this is important to me because… / Must dos Handout
Pictures for this activity that reinforce one or more of the Must-Do messages
45 mins. / LUNCH
50 mins
(5 mins) / Asking Questions and Facilitating Discussion: The Science and Art of Questioning
Post around the room one newsprint for each type of question.
Have sufficient handouts “The Science and Art of Questioning” available.
Ask What role does questioning play in enriching learning?
Explain (not as an answer to the above question, but by way of introduction to questioning)
The science of questioning—crafting stimulating questions, is the spinal columnof discussion. The art of questioning—how questions and responses are facilitated, is the spinal cord of discussion. One gives structure to the discussion; the other movement and life to the discussion. / 6 newsprints posted around the room and titled:
- Closed-ended
- Factual
- Cognitive
- Value
- Application
- Evaluation
(15 mins) / The Science
Before we can craft our questions, we must ask, “What do we want to have happen as a result of this discussion?” Once we answer that, we can look at what type of questions we want to ask.
Types of Questions
Learning experts have dissected questions into many different types. For our Girl Scout experience, let’s look at closed-ended questions and then select from the many types of open-ended questions five that will serve our needs: factual, cognitive, value, application, and evaluation.
Distribute “The Science and Art of Questioning” handout.
Facilitator briefly introduces each type of question and asks, “What are some other examples of (this type) of question?” (These should be quick responses from the group, almost like brainstorming, not an extensive discussion. Keep in mind that a question may fall into more than one type. Don’t get stuck in strict categorization. Concentrate on what the question can do for you.)
Invite participants to step to newsprint. Set the maximum number of people at each newsprint, depending on the number of people in the group, so that there is basically an even number of people at each newsprint—6 types of questions, 22 people in the group, no more than 4 people to each newsprint.
Ask What are the advantages and disadvantages of using (this type) of question? Each group records on the top half of the newsprint.
Groups report to total group.
(15 mins) / Girl Scout Leadership Experience
Facilitator briefly reviews the GSLE. (This should be a reviewto establish common ground and set up the next step where participants determine what they want to have happen and what questions they might ask to make that happen.)
Suppose you are facilitating a group of new troop volunteers, as a table group, quicklydetermine what you want to have happen in a discussion about the GSLE.
Develop a variety of types of questions for this GSLE discussion. Design your questions to progress toward your objective.
Record on newsprint. Groups rotate around room, reading each group’s GSLE discussion questions.
Ask: After looking at other group’s questions, what would you change in your own? Why? / Transforming Leadership
(15 mins) / The Art
Well crafted questions deserve to be facilitated to their full advantage.
AskWhat are some of the behaviors that you appreciate or admire when a facilitator is asking questions and leading a discussion? Record on the left side of newsprint.
AskWhat are some of the behaviors that bother you when a facilitator is asking questions and leading a discussion? Record on the right side of newsprint.
Table groups return to their original newsprint with the advantages and disadvantages.
On the bottom half of the newsprint record some Dos and Don’ts for facilitating that type of question.
Facilitator should have a list of general Dos and Don’ts. Be very careful! This is to add insight to what the participants have contributed, not to be “the right answer”.
Each group reports and then the facilitator reports with the general list of Dos and Don’ts.
Individually record in your handout or learning journal:
“What skills in your questioning do you want to improve?”
“How will you improve those skills?”
Wrap-up by asking the group, “What insights have you gained about crafting questions?”
“What insights have you gained about facilitating questions?” / Newsprint divided down the center vertically
Facilitator newsprint of general dos and don’ts
15 mins / Additional Facilitation Skills
Distribute the handout ask them to individually look at each skill area. Consider where their current level of skill is.
Place a check in the right hand box if you feel you are highly skilled in that area. If not, note, “N” for Needs improvement.
Ask them to use their learning log to begin to create a personal development plan.
Ask them to note the area and steps they will take to develop that skill.
Ask them to share their plans with a “learning partner.
You might ask them the value of sharing their plan with someone else. Answer: Solidifies the commitment to development / Facilitation skills checklist
Evaluation
Have them complete whatever feedback form you are using. / Evaluation form
Close with an inspirational closing.
Ex. Joel Barker quote.
Consider now that you have developed your development plan.
“Vision without action is merely a dream
Action without vision simply passes the time.
Vision with Action can change the world.
Comment: Think of the result you will have by combining your vision of yourself as a highly skilled facilitator and taking action to develop your skills
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