ADED 2F91 - SessionGuide

Adult Education 2F91
Facilitating Adult Learning
Session Guide
Centre for Adult Education and Community Outreach
Faculty of Education, Brock University
2017 Spring
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Developed April, 2015. Revised, October 2016.
© Brock University
Copying of this material is strictly prohibited.
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Table of Contents
TABLE OF CONTENTS............................................................................................................................................. III
SESSION 1: CONTEXTS FOR FACILITATING ADULT LEARNING............................................................................... 10
SESSION RESOURCES .....................................................................................................................................................10
SESSION SCHEDULE .......................................................................................................................................................11
TOPIC GUIDE ...............................................................................................................................................................11
SESSION 2: ROLES, RESPONSIBILITIES, SKILLS AND QUALITIES OF EFFECTIVE FACILITATORS ................................ 16
TOPIC GUIDE ...............................................................................................................................................................17
SESSION 3: HOW ADULTS LEARN: IMPLICATIONS FOR FACILITATION ................................................................... 23
TOPIC GUIDE ...............................................................................................................................................................24
SESSION 4: PLANNING A FACILITATION ................................................................................................................ 28
TOPIC GUIDE ...............................................................................................................................................................30
SESSION 5: ORIENTING STUDENTS TO FACILITATION ........................................................................................... 34
TOPIC GUIDE ...............................................................................................................................................................36
SESSION 6: FORMING GROUPS FOR COLLABORATION ......................................................................................... 39
TOPIC GUIDE ...............................................................................................................................................................41
SESSION 7: FACILITATING COLLABORATION ......................................................................................................... 45
TOPIC GUIDE ...............................................................................................................................................................46
SESSION 8: FACILITATING DISCUSSION ................................................................................................................ 51
TOPIC GUIDE ...............................................................................................................................................................53
SESSION 9: PROCESS TOOLS AND COLLABORATIVE TECHNIQUES FOR FACILITATING ADULT LEARNING .............. 57
TOPIC GUIDE ...............................................................................................................................................................58
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ADED 2F91 – Course Reading Summary
SESSION 10: AVOIDING AND RESOLVING PROBLEMS WHEN FACILITATING GROUPS ........................................... 63
TOPIC GUIDE ...............................................................................................................................................................64
SESSION 11: ASSESSING LEARNING AND DEVELOPMENT IN FACILITATIONS ........................................................ 69
SESSION SCHEDULE:......................................................................................................................................................70
TOPIC GUIDE ...............................................................................................................................................................70
SESSION 12: LEARNING SYNTHESIS ..................................................................................................................... 75
SESSION SCHEDULE *: ...................................................................................................................................................76
* BREAKS SHOULD BE TAKEN AS NEEDED. SUGGESTED BREAKS ABOVE WILL VARY DEPENDING ON THE SIZE OF THE CLASS. ..................76
TOPIC GUIDE ...............................................................................................................................................................76
APPENDIX A – GROUP ROLES ............................................................................................................................... 80
APPENDIX B - DIFFERENCES BETWEEN TEACHING AND FACILITATION ................................................................. 82
APPENDIX C – CRITICAL THINKING AND DISCOURSE SKILLS ................................................................................. 83
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2F91 Course Readings Summary
This full credit course consists of 72 hours of class time divided into 12 weeks as required by the
academic regulations of Brock University. The following is a list of the course topics and associated
readings. The “Course Package” file in Sakai “‘Resources” includes actual links to all external online
readings, along with other excellent research and writing resources.
If you get a message that indicates you must pay for access to an article, do the following:
1. Click the large header 'Your Library',
2. Then, click 'Brock University', which then takes you to the same page (except with access)
and then
3. Click the author's name under article's title, which then brings you to the PDF.
Please note: readings and any video components should be completed prior to attending the session in
preparation for engaging in the learning activities.
Session & Topics Readings
1 Contexts for Bens, I. (2012). Facilitating with ease! Core skills for facilitators, team leaders
Facilitating Adult and members, managers, consultants, and trainers (3rd ed.). San
Learning Francisco: Jossey-Bass.
Introduction, pp. 1-6: Introduction
Chapter 1, pp. 7-10: Understanding Facilitation.
Merriam, S. B., & Bierema, L. L. (2014). Adult learning: linking theory and
practice. San Francisco, CA: Jossey-Bass.
Chapter 1, pp. 1-22: Adult Learning in Today's World.
2 Roles, Texts:
Responsibilities,
Brookfield, S. D. (2015). The skillful teacher: On technique, trust, and
Skills and
responsiveness in the classroom (3rd ed.). San Francisco, CA :
Qualities of
Jossey-Bass
Effective
Facilitators Chapter 2, pp. 15-26: The Core Assumptions of Skillful Teaching
Chapter 4, pp. 41-54: What Students Value in Teachers
Bens, I. (2012). Facilitating with ease! Core skills for facilitators, team leaders
and members, managers, consultants, and trainers (3rd ed.). San
Francisco: Jossey-Bass.
Chapter 1, pp. 11-31: Understanding Facilitation
5
3 How Adults Learn

Barkley, E., Major, C., & Cross, P. (2014). Collaborative learning techniques.
A handbook for college faculty (2nd ed.). San Francisco, CA:
Jossey-Bass.
Chapter 1, pp. 3-13: Collaborative Learning: Coming to Terms with

the Term
Chapter 2, pp. 14-33: The Case for Collaborative Learning
Merriam, S. B., & Bierema, L. L. (2014). Adult learning: linking theory and
practice. San Francisco, CA: Jossey-Bass.
Chapter 2, pp. 24-41: Traditional Learning Theories
Chapter 3, pp. 42-60: Andragogy: The Art and Science of Helping
Adults Learn
4 Planning a
Facilitation
A handbook for college faculty (2nd ed.) San Francisco, CA: Jossey-
Bass.
Chapter 3, pp. 39-57: Designing the Learning Task

Chapter 3, pp. 51-58: Facilitation Stages

responsiveness in the classroom (3rd ed.). San Francisco, CA:
Jossey-Bass.
Chapter 8, pp. 97-109: Teaching in Diverse Classrooms
5 Orienting Students
to Learning
Jossey-Bass.
Chapter 4, pp. 58-75: Orienting Students
Chapter 5, pp. 81-96: Creating Participation
6 Forming Groups
For Collaboration
Jossey-Bass.
6
Chapter 5, pp. 76-89: Forming Groups
Chapter 4, pp 59-79: Knowing your Participants
Brookfield, S. (2015). The skillful teacher: On technique, trust and

responsiveness in the classroom (3rd ed.) San Francisco, CA: Jossey-
Bass.
REVIEW Chapter 8, pp. 97-109: Teaching in Diverse Classroom
7 Facilitating Barkley, B.F, Major, C.H., & Cross, P.K. (2014). Collaborative learning
Collaboration techniques: A handbook for college faculty (2nd ed.). San Francisco:
Jossey-Bass.
Chapter 6, pp. 90-100: Facilitating Student Collaboration
responsiveness in the classroom (3rd ed.). San Francisco, CA :
Jossey-Bass
Chapter 5, pp.55-68: Understanding and Responding to Classroom

Emotion
Chapter 15, pp. 199-212: Helping Students Take Responsibility for

Learning
8 Facilitation Brookfield, S. (2015). The skillful teacher. On technique, trust, and

Discussion responsiveness in the classroom (3rd ed.). San Francisco: Jossey-
Bass.
Chapter 6, pp. 69-82: Lecturing Creatively
Chapter 7, pp, 83-96: Using Discussion Methods
Barkley, B.F, Major, C.H., & Cross, P.K. (2014). Collaborative Learning
Techniques: A Handbook for College Faculty (2nd ed.). San
Chapter 9, pp. 151-186: Techniques for Discussion
Online Resources:
Leading a Classroom Discussion
9 Process Tools and Barkley, B.F, Major, C.H., & Cross, P.K. (2014). Collaborative learning
Collaborative techniques: A handbook for college faculty (2nd ed.). San Francisco:
Techniques for
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Facilitating Adult Jossey-Bass. (Students read ONE of the following Barkley et al.
Learning chapters)
Chapter 10, pp. 187-223: Techniques for Reciprocal Teaching
Chapter 11, pp. 224-260: Techniques for Problem Solving
Chapter 13: pp. 289-320: Techniques for Focusing on Writing
Chapter 14: pp. 330-372: Techniques Using Games
Chapter 9, pp. 163-204: Process Tools for Facilitators
Brookfield, S. (2015). The skillful teacher (3rd ed.). San Francisco: Jossey-
Bass.
Chapter 13, pp. 169-184: Teaching Online
10 Avoiding and Barkley, E., Major, C., & Cross, P. (2014). Collaborative learning techniques.
Resolving A handbook for college faculty (2nd ed.). San Francisco, CA:
Problems when Jossey-Bass.
Facilitating Groups
Chapter 8, pp. 118-150: Avoiding and Resolving Common Problems
Chapter 6, pp. 96-115: Effective Decision Making
Chapter 7. pp. 145: Facilitating Conflict
11 Assessing Barkley, B.F, Major, C.H., & Cross, P.K. (2014). Collaborative learning
Learning and techniques: A handbook for college faculty. (2nd ed.). San Francisco:
Development in Jossey-Bass.
Facilitations
Chapter 7, pp. 101-117: Grading and Evaluating Collaborative
Learning
Brookfield, S. (2015). The skillful teacher (3rd ed.). San Francisco: Jossey-
Bass.
Chapter 14, pp. 185-198: Giving Helpful Evaluations
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12 Learning Brookfield, S. D. (2015). The skillful teacher: On technique, trust, and

Synthesis responsiveness in the classroom (3rd) (pp. 49-64).
Chapter 20. Staying Sane: 16 Maxims of Skillful Teaching
pp. 316—331
All References and Citations in this guide model APA 6 th Edition formatting.
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2F91 Facilitating Adult Learning - Session 1
Session 1: Contexts for Facilitating Adult Learning

Learning Outcomes
Upon completion of this session learners will:
 Describe the course goals, session structure, and course assignments;

 Explain the meaning of facilitating;
 Compare and contrast facilitation practices in different learning environments;
 Reflect on the differences between facilitation and teaching.
Rationale
The purpose of this session is to:
 Provide an overview of the course content;

 Orient learners to the concept of facilitation;
 Visualize facilitation practices in formal, non-formal, workplace and community contexts.
Connection to Practice
Throughout the session, the learner is encouraged to reflect on their own understanding of facilitation.
Connection to Evaluation
A continuous process of self-evaluation will begin in this session.
Session Resources
Sakai Resources:
Bens, I. (2012). Facilitating with ease! Core skills for facilitators, team leaders and members, managers,
consultants, and trainers (3rd ed.). San Francisco: Jossey Bass.
Introduction: pp. 1-6.

Chapter 1, pp. 7-10: Understanding Facilitation.
Merriam, S. B., & Bierema, L. L. (2014). Adult learning: linking theory and practice. San Francisco, CA:
Jossey-Bass.
Chapter 1, pp. 1-22: Adult Learning in Today's World.
Education is not the filling of a vessel, but the

kindling of a flame."
- Socrates
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Session Schedule
Time Topic Learning Strategy Reading/Resource
30 A. Welcome, Getting Acquainted, and Gifts

Housekeeping
30 B. Orientation to the Course Think, Pair Share ADED 2F91 Session

Guide
Large Group Discussion
ADED 2F91 Assignment
Guide
30 C. What is Facilitation? Small Group, Word Web Bens, Chapter 1
15 Break
10 C. What is Facilitation? (Continued) Large Group Discussion Bens, Chapter 1
30 D. Contexts for Adult Facilitation Small Group Merriam & Bierema,

Chapter 1
30 Lunch
30 D. Contexts for Adult Facilitation Large Group Debrief Group Presentations

(continued)
15 Break
40 E. The Learning Journal Explanation
15 F. Journal Focus Integration - Journal

Activity
10 G. Course Discussions and Group Instructor Led

Activities – A Constructivist Environment
Individual
20 H. Preparing for the Next Session Instructor Led ADED2F91 Session Guide
Individual
30 I. Session Summary Large Group Discussion
Topic Guide
A. Welcome, Getting Acquainted, and Housekeeping (30 Minutes)
In preparation for this introductory session, the Facilitator will introduce him/her self and welcome
everyone to the course. A key theme in this course is the formation of community to provide trusting
environments within which to participate. This introductory activity will be the first step in building a
learning community for the course.
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Introductions - "Gifts"
The Facilitator will distribute large index cards to each
person in the class.
“Gifts” is both an attitude and
Take a moment on your own to reflect on the Gifts you engagement strategy. Dr. Sara
bring to this class. Lightfoot, Harvard School of
Education, notes that classrooms
Write down your Gifts and share them with the person should be environments where
next to you. students are rewarded for their
Each person will have an opportunity to share their name talents and Gifts.
and their "Gifts" with the rest of the class.
Be prepared. Students have been
B. Orientation to the Course (30 Minutes) enculturated to believe that telling
about their talents is “bragging.”
Course Overview
We know, of course, that the ability
In 4F31 you explored the overall field of adult education, to identify one’s strengths will be a
its environments and how the social context of adult critical asset as students move from
learning affects beliefs, values, attitudes and invariably the academic culture to the
educational practice. This course focuses on facilitating workplace. Importantly, students
adult learning processes. Our initial focus will be on will also reap self-esteem.
concept and theory. In later sessions we will introduce
practical strategies for facilitating adult learning. (Busy, Noisy, and Powerfully
Effective: Cooperative Learning
Think, Pair, Share
Tools in the College Classroom,) Dr.
With a partner, read over the course outline and the Idahlynn Karre, 2009, p. 33).
descriptions of the assignments. What questions do you
have about the course and how you will be evaluated?
Large Group
The Facilitator will lead a discussion to address questions, issues and concerns that are shared by each
pair.
C. What is Facilitation? (30 Minutes)
Transfer In - Individual Reflection
In this section we will use a collaborative tool called
"Word Web", (Barkley et al., 2014, pp. 283-288) to help us
analyze what is facilitation. As a precursor to this
activity, on your own, begin to think about the various
differences between what we may define as ‘teaching’
and ‘facilitation’. Take a moment to list descriptors that
identify "teaching" activities and what you see as
"facilitation" activities.
Word Web Instructions

The Facilitator will divide you into four groups and distribute flip chart paper and markers for the task.
 In your teams, brainstorm "What is Facilitation? Write a list of terms and phrases that to you,
based on your knowledge and experience at this point, reflects the core concepts and supporting
details.
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 Use the paper provided, or flipchart paper, to sketch out a diagram that starts with the central
idea and begin to add other connecting levels as you see them.
 Determine the ways the items you have identified are related by drawing lines or arrows to show
the connections.
 Keep adding new ideas and relationships as you construct the Word Web.
 For an example of a Word Web related to "What is Design", refer to page 285 of the Barkley et
al. text.
 Each team posts their Word Web around the room. These are there to compare throughout the
day on an informal basis.
 Keep the charts to post each week around the room so that items can be added as new thoughts
emerge.
 In Chapter 1 of Bens (2012), the author describes various aspects of facilitation. How does this
meaning of facilitation fit with your own personal understanding?
 How does the description Bens provides differ from teaching behaviours/or not?
 What are some examples of facilitation from your own experiences that illustrate this meaning/or
not?
D. Contexts for Adult Facilitation (60 Minutes)
In Chapter 1 of Merriam and Bierema (2014) we review a concept that was introduced in 4F31, that of
adult learning environments, or contexts. We see that adult learning happens formally in accredited
settings, like universities and colleges, informally, as in perhaps workplace training or community
programs, and non-formally, as in going to a museum or accessing information online to learn about
something. Some form of facilitation exists for each of these contexts, it just looks different.
So context shapes the purpose of facilitation. Facilitation can be there to teach something but also to
problem solve or get a temperature of a position on an issue. It can also be a facilitation to support the
work of a group or even to conceptually identify a concept, as in policy development. Each of these
settings involves some form of facilitation, but that facilitation will vary then depending on the context and
the goal of the facilitation.
Small Group Activity
The Facilitator will divide you into four equal teams for this task.
 In your groups, designate a leader to organize your discussion. Using Chapter 1 of Merriam &
Bierema as a guide, first summarize the various "contexts" or adult learning environments
discussed in the article. This will be a review from 4F31
 Brainstorm specific situation examples of these various contexts (i.e. a workplace learning
situation, community action etc.) and discuss what facilitation looks like for each one. What is the
same? What is different?
 Select ONE context and develop a specific case example that illustrates facilitation in that
context. (The Facilitator will coordinate this process to ensure that each group is working on a
different context as much as possible.)
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 Be prepared to define the context for your case and to explain and describe the case along with
the purpose of the facilitation and the key facilitation strategies/goals. Select one person from
your team to be the presenter.
Large Group Debrief
 Each team defines their context and presents their case example.
 What do you see varies in terms of facilitation strategies, issues, etc. for different adult learning
contexts/situations? What is the same?
E. The Learning Journal (40 Minutes)
As you did in 4F31, you will be creating and maintaining a learning journal throughout the course to
engage in the professional practice of ongoing self-reflection. Although you will not be submitting journal
entries in 2F91, you may wish to keep in mind that in the field most adult educators use journaling as an
ongoing reflection activity to assess their work and enhance their practice. It is also used extensively in
the research process in the form of a research journal.
Remember, your journal and your process are personal to you and should be approached in ways that
are meaningful for you. During this course you will be provided certain reflection points. Keep in mind
that you are not limited to those requested points alone and you can go anywhere that makes sense for
you in your ruminations.
In general, writing specific journal entries gives you an opportunity to formulate your thoughts and ideas
and connect new learning to your past experience. It also helps you to construct personal meaning as
you begin to consider how this new information fits with your reality.
Transfer In (20 Minutes)
In small groups, share with each other the impact of learning journals in 4F31 and your personal
learning process. What is working for you? What are you struggling with in terms of keeping a
journal?
Large Group Discussion (20 Minutes)
What do you think is the impact of a journal process to build facilitation competencies? How
might you use an ongoing journal in your facilitation practice?
F. Journal Focus – Self-Assessment (15 Minutes)
Each week reflective opportunities for you to consider will be provided. Time has been set aside at the
end of this session for you to take about 15 minutes to quietly reflect on today’s session and make some
preliminary notes for your first journal entries in 2F91.
Reflect for a few moments on what you have gained from this first session. In your Journal identify:
 The major learnings from this introductory session;
 What else you would like to know about facilitating adult learning?
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G. Course Discussions and Group Activities – A Constructivist Environment (10 Minutes)

As you begin to prepare for next week’s class, begin to think about how you will contribute to each week’s
session.
All Brock courses are designed for a constructivist learning environment where each learner contributes
to the overall knowledge base within a course. Therefore, each of the courses in our program require
students to participate regularly in weekly discussions and group activities, including Sakai discussion
forums and activities in the online environment.
The final assignment, “Critical Discourse,” worth 20% of your overall grade, indicates specifically how the
Facilitator will grade your critical discourse as you proceed through the course. A review of the rubric for
this assignment now, in Session 1, will give you an opportunity to identify clearly what critical discourse
looks like, and what is expected of you each week. It will also give you an opportunity to plan a strategy
that will give you a better opportunity to prepare for each week’s class and integrate this required
discourse into your ongoing weekly schedules if you are an online student.
Take a moment this week to review the rubric for this assignment. If you have any questions about the
critical discourse assignment bring them to class next week.
H. Preparing for the Next Session (20 Minutes)
The next session introduces you to the roles and responsibilities of an effective facilitator. We will also
examine the qualities and behaviours/skills that a facilitator needs to be successful. Begin to think about
these concepts and prepare the readings for Session 2.
I. Session Summary (30 Minutes)
The Facilitator will lead a brief closure activity for today’s initial session and respond to any general
questions, comments or concerns that you may have at this particular time.
Homework: Review the Sample DACUM Chart in the Activity Sheet file in Sakai
Course Materials and bring it with you to class next week for a large class activity. You will also
need to print and bring the Facilitation Strategy Worksheet from the same file.
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2F91 Facilitating Adult Learning – Session 2
Session 2: Roles, Responsibilities, Skills and Qualities of Effective Facilitators

Learning Outcomes
Upon completion of this session the learner will:
 Discuss the critical assumptions, roles and competencies for facilitating adult learning
processes;
 Identify behaviours and skills of "skillful" teachers and facilitators;
 Recognize the underlying facilitation attitudes, behaviours and qualities critical to success
in adult learning contexts.
Rationale
The purpose of this session is to connect the learner with the specific role of a facilitator and to discuss
the skills required to be effective facilitating an adult learning process.
Connection to Theory
 The learner will begin to formulate their own views on what qualities define the successful adult
educator as facilitator.
 Learners will examine the role of adult educators in adult learning processes.
Throughout the session learners are encouraged to apply what they are learning in readings and session
activities to their own experiences.
 Learners may informally evaluate their learning in this session by critically reflecting on the
journal notes they have made.
Session Resources
Text:
Brookfield, S. D. (2015). The skillful teacher: On technique, trust, and responsiveness in the classroom
(3rd ed.). San Francisco, CA: Jossey-Bass.
Chapter 2, pp. 15-26: The Core Assumptions of Skillful Teaching
Chapter 4, pp. 41-54: What Students Value in Teachers
consultants, and trainers (3rd ed.). San Francisco: Jossey Bass.
Chapter 1, pp. 11-31: Understanding Facilitation
Online Video
What do Facilitators Do?
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Session Schedule
Topic Learning Strategy Reading/Resource
30 A. Welcome and Overview Instructor Led Online Video: What do

Facilitators Do?
Transfer In
30 B. Core Assumptions of Skillful Teaching Pair Share Brookfield, Chapter 2
30 C. Qualities of ‘Skillful’ Adult Educators Small Group Activity Brookfield, Chapter 4
15 Break
30 C. Qualities of ‘Skillful’ Adult Educators Large Group Debrief Small Group

(continued) and Discussion Presentations
Small Group Activity Bens, Chapter 1

30 D. Core Practices in the Facilitation
(pp. 11-31)
Process
30 Lunch
Small Group Activity Bens, Chapter 1

30 D. Core Practices in the Facilitation
(pp. 11-31)
Process Large Group Debrief
45 E. Creating a Facilitation Job Description Large Group Activity, All

Facilitator Led
15 Break
45 F. Group Activities and Group Contracts Small Groups Appendix A
10 F. Session Summary Round Robin

Discussion
Journal Reflection
5 G. Preparing for the Next Session Assignment Guide

2F91 Session Guide
Topic Guide
A. Welcome and Overview (15 Minutes)
The purpose of this session is to explore the various roles, responsibilities and critical assumptions about
facilitating adult learning. Initially we will critically explore the various assumptions about adult facilitation.
We will then focus on the kinds of broad skills that are essential to effective adult facilitation. This will lead
us into an examination of the roles and responsibilities and specific behaviours that facilitators
demonstrate in facilitation processes.
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Transfer In
Use the video "What do Facilitators Do" as a starting point for the session. If media is available this can
be watched at the beginning of the session. Otherwise the Facilitator will ask you to view it for homework.
What similarities do you see between the three role components identified in the video and your
readings this week? What is new? How does this vision of the facilitator role compare with your
own conception of the role of a facilitator?
B. Core Assumptions of Skillful Teaching (30 Minutes)
Think, Pair, Share
In Chapter 2 of The Skillful Teacher, Brookfield (2015) suggests three core assumptions about skillful
teaching. What is your reaction to these assumptions within a broad field of facilitation practice?
Discuss with the person next to you and be prepared to share your perspective.
Each pair will have an opportunity to share what they have discussed.
As a large group discuss:
What is the value of Brookfield's "core assumptions" for "skillful teachers" in a discussion about
the role of a facilitator in a variety of adult learning contexts?/or not?
C. Qualities of "Skillful" Adult Educators (60 Minutes)
Small Group Activity (30 Minutes)
In Session 1 we identified that in the various adult learning contexts there are many different ways in
which we facilitate processes. Regardless of the context and the facilitation strategy, either direct or
indirect, there are certain qualities that are at the root of what we do; qualities that are particularly relevant
to adult learning situations.
Brookfield identifies a number of these qualities based on input from students that exemplify what he calls
"skillful" teachers.
 Break into groups of three or four and review Brookfield Chapter 4. Begin to item each quality
discussed in the chapter. Use colour sticky post it notes to record each one.
 Discuss what you see as the importance of each of these qualities. What other qualities might
you add to Brookfield’s list based on your own experience of having facilitated or having been
facilitated?
 As a small group, select your top three qualities to share with the class.
o Why did you select these three in particular?

o How are they relevant to a broad set of facilitation contexts/adult learning environments?
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The Facilitator will lead a discussion where each group "The core practices are the
reports out. Using a “round robin” method, each group
will have an opportunity to briefly describe the qualities
foundation of the facilitator's style"
they selected and why.
In the larger group, begin to create a list of
- Bens, Chapter 1, p. 11
competencies that all facilitators should have to be
successful and that have impact on the adult learning
process. Try to prioritize these and come to an
agreement as to the top ten competencies you would recommend as a class.
D. Core Practices in the Facilitation Process (60 Minutes)

Where Brookfield identifies core qualities that embody effective adult facilitation, Bens (2012) examines
core practices and process tools that serve as what she calls the "foundation" of a facilitator's style.
The Facilitator will divide the class into four teams.
Each team will work with an assigned group task:
Group A: Your group has been asked to facilitate a one day certificate class in basic first aid in a college
continuing education program.
Group B: Your group has been asked to facilitate a How to Stop Smoking workshop for the Canadian
Lung Association.
Group C: Your group has been asked to facilitate a goal setting meeting for the new Employee
Assistance Program (EAP) in your organization. A new committee has been established.
Group D: Your group has been asked to facilitate a town hall meeting in your community to discuss the
need for a new garbage and composting system for the community.
Group Instructions
 Discuss the task as a team to make sure you understand the facilitation you have been assigned;
 Identify: What is the Goal of your Facilitation? What is the expected outcome?
 Separate Process from Content. i.e. Develop the facilitation aspect of your task, not the actual
content of it.
 Review Bens Chapter 1, pp. 18-21 to identify what your general facilitation responsibilities will be
throughout the process.
 Using the Facilitation Strategy Worksheet in the Activity Sheets file in Sakai (Course
Materials), design a sketch of your facilitation.
o Identify the core practices that you will engage for your specific facilitation situation.
o Be prepared to explain what your roles and responsibilities will be for your specific
facilitation case and to identify which core practices you will need to use.
o If you are familiar with any of the process tools that Bens (2012) identifies, feel free to
share which of these you would use and why.
Large Group Debrief (30 Minutes)
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Each team describes their specific task and presents their "sketch" of the facilitation. The sketch should
demonstrate the role, responsibilities and core practices that are used throughout the facilitation, and
why.
As a large group compare and contrast the differences in core practices and use of process tools based
on the different facilitation situations.
E. Creating a Facilitation Job Description (45 Minutes) Your ongoing involvement in group
Large Group Activity activities is integral to the success of this
community. Your weekly connection to the
For homework you were asked to review and bring along
course is both expected and required.
the Sample DACUM Chart from the Activity Sheets file
in Sakai. We will use that chart for this activity. Any absence from the community for more
DACUM charts have been used in higher education and than a week must be reported to the Facilitator
industry for some time to help identify the key and to your team. In the absence of group
competencies for a job and for training purposes. This members, each team will share the load based
includes not only the specific job related items, but also a on who is available for that week.
listing of the key attitudes and behaviours
necessary to be successful in that job.
DACUM charts are built by experts in the Facilitation
Behaviours
field who come together to build the chart
based on their vast experience in that
field.
Imagine that this class is a DACUM
committee. You will work together as one Facilitating
large group to make your own DACUM Attitudes and
Values Adult Learning Facilitation Skills
chart for a "Facilitator". Your Facilitator Processes
will use either the flip chart or the white
board to lead your discussion.
Your Task:
 Reflect on what we have read and Tools

discussed this week from both
Brookfield and Bens within the
context of the DACUM chart
headings - Duties, General Knowledge and Skills, and Behaviours/Attitudes.
 Begin by trying to replicate the key "Duties" of a Facilitator. These are the main boxes along the
left of the DACUM chart sample.
 WE WILL NOT DEVELOP THE SPECIFIC TASKS FOR EACH DUTY. THIS PROCESS
ACTUALLY TAKES ABOUT THREE DAYS OF DISCUSSION.
 Now list what you see as the General Knowledge and Skills required to be a Facilitator.
 What do you see as the core Behaviours and Attitudes required of an effective Facilitator?
 What are some examples of the Tools Facilitators use based on your readings this week and your
own experiences?
 Retain this Facilitation DACUM Chart for Session 12 where we will add two key components,
"Future Trends" for the job of Facilitation, and "Wish List" items we would include as must have's
for effective adult facilitation practices.
F. Group Activities and Group Contracts (45 Minutes)
20
In adult education grouping of students for collaborative activities is a key facilitation strategy. Grouping of
students in this course is a key element to reflect the experiential nature of the approach and to fully
experience group dynamics and the role that facilitators play to enable that process.
Beginning in this session, the Facilitator will finalize you into self-selected permanent All in One Teams
(A, B, C, D) in which you will remain for the rest of the course. Specific work areas have been set up in
Sakai to facilitate any ongoing discussions and chats you need to have between each session in these
small groups. You may also wish to use Google Hangout for group meetings as needed.
All in One Teams - All in One Folder (30 Minutes)
In adult learning settings that endure over a long period of time, as in a college semester or action
learning teams in the workplace and long term community development activities, groups are formed and
continue as one group for the duration of the event or project (as opposed to Buzz groups that form as
needed during a class or meeting), The All in One Folder is one collaborative strategy to help All in One
Teams form and build common bonds as they begin their journey together. (Busy, Noisy, and Powerfully
Effective: Cooperative Learning Tools in the College Classroom,) Dr. Idahlynn Karre, 2009, p. 2).
 Assemble in your teams.
 Each team receives a pocket folder in a different colour.
 Start your first group meeting by getting acquainted with each other further. On the outside of the
folder write down words or phrases that represent individual differences. On the inside represent
your similarities.
 Share your contact information by writing your name, telephone and email inside the folder.
 Begin to think about a name that defines your team. Draw an image that distinguishes your team.
 Take some time now to review the Group Roles in Appendix A. Every two weeks you should be
shifting roles so that everyone has an opportunity to facilitate the group during the course.
 Each team gives a summary report to the class. Teams might think of a clever way to share their
team name. Celebrate each team as they share.
Group Contracts in Facilitations (15 Minutes)
Establishing a group contract is one way in which a group can begin to develop a sense of belonging and
commitment to each other. Research indicates that successful groups create commitment to each other
by establishing group contracts. This becomes a key facilitation strategy that we examine to establish
community and trust.
As a class, reflect on past group experiences, both good and bad. Use this to try and reach a consensus
on the Top 5 “Rules” that you will keep as your overall Group Contract for this class. Post these on the
white board and record them on Flip Chart paper to be posted in each of the session now throughout the
course.
As a class discuss:
 When might group contracts be helpful/useful?
 What are examples from your experience where contracts (formal or informal) have been used
and what was the outcome?
 What makes a group contract binding or purposeful?
 Consider and share your own rationale as to why we should develop a group contract for this
21
course.
F. Session Summary (10 Minutes)
Round Robin Discussion
What was your most significant learning from this session?
On your own during the week reflect on the attitudes, skills, qualities and behaviours discussed in
this session. In preparation for Assignment 1, self-assess your core competencies for facilitating. What
level are you at based on Bens p. 35? Complete the Facilitation Skills Self-Assessment on pages 36 and
37 to identify your current skill set. Save this to reflect on as part of the requirements for Assignment #1.
G. Preparing for the Next Session (5 Minutes)
The next session explore the theories of adult learning and the assumptions of andragogy and their
implications for facilitation practices. In addition the theoretical basis for collaborative learning will be
examined. Have your readings prepared and be ready for discussion.
Reminder: Assignment 1
is due at the beginning of Session 4.
Take a moment to review the Assignment 1 details and prepare any
questions you may have at this time. Bring these to class or email them
to your Facilitator throughout the week.
22
Session 3: How Adults Learn: Implications for Facilitation

Learning Outcomes
 Differentiate between theories of adult learning;

 Examine the connection between adult learning theories and facilitation practices;
 Consider how to apply the assumptions of andragogy to facilitation practices;
 Discuss criticisms of the concept of andragogy;
 Explore the theoretical basis of collaborative learning, both face-to-face and online.
Rationale
The purpose of this session is to explore the theories of adult learning and the assumptions of andragogy
and their implications for facilitation practices. In addition the theoretical basis for collaborative learning
will be examined.
Merriam and Bierema (2014) discuss traditional theories of adult learning as well as the concept of
andragogy, defined by them as the art and science of helping adults learn. Barkley, Major, and Cross
(2014) demonstrate how traditional adult learning theories form the foundation of collaborative learning.
Learners will have an opportunity to examine adult learning theories that underlie facilitation practices.
Learners will have an opportunity to reflect on their beliefs on how adults learn and how their beliefs
influence their preferences for facilitation practices.
Session Resources
Text:
Barkley, E., Major, C., & Cross, P. (2014). Collaborative learning techniques. A handbook for college
faculty (2 ed.) San Francisco, CA: Jossey Bass.
Chapter 1, pp. 3-13: Collaborative Learning: Coming to Terms with the Term
Chapter 2, pp. 14-33: The Case for Collaborative Learning
Merriam, S. B., & Bierema, L. L. (2014). Adult learning: linking theory and practice. San Francisco, CA:
Jossey-Bass.
Chapter 2, pp. 24-41: Traditional Learning Theories
Chapter 3, pp. 42-60: Andragogy: The Art and Science of Helping Adults Learn
23
Session Schedule
30 A. Welcome and Overview Instructor Led

Transfer In Individual Activity
45 B. Traditional Theories of Learning Think, Pair, Share Merriam & Bierema,

Chapter 2
15 Break
60 B. Traditional Theories of Learning All in One Teams Merriam & Bierema,

(cont’d) Chapter 2
30 Lunch
60 C. Andragogy Large Group Discussion Merriam & Bierema,

Chapter 3
30 D. Criticisms of Andragogy Large Group Discussion Merriam & Bierema,

Chapter 3
15 Break
Large Group Discussion Barkley et al. Chapters 1

30 E. Connections between Adult Learning
and 2
Theory and Collaborative Learning
Think, Pair, Share
15 F. The Theoretical Basis of Collaborative
Learning in the Online Environment
15 F. Session Summary Journal Reflection All
15 G. Preparing for the Next Session Assignment Guide

2F91 Session Guide
Topic Guide
Last session we explored the roles and responsibilities of the educator facilitating adult learning. As well,
we discussed the broad skills that are essential for effective adult facilitation. This session focuses on
how adults learn. We will explore the various theories of adult learning that underline the practice of adult
education.
24
Transfer In
Think about something you recently learned. How would you describe it? Was it information that you
learned? A skill? An emotional response to some event? These are examples of learning. Keep these
examples in mind as we explore the various learning theories.
B. Traditional Theories of Learning
Merriam and Bierema (2014, p. 26) discuss five orientations to learning, which they label “traditional
theories.” They are behaviourism, humanism, cognitivism, social cognitivism, and constructivism.
Think, Pair, Share (45 minutes)
Share your thoughts and ideas with a partner throughout this activity. Record your thoughts in your
learning journal at the end of the think, pair, share activity.
 How do these theories differ?
 How can you relate each of these theories to learning activities that you have experienced or
developed?
 Refer to Exhibit 2.1 (p. 39) of Merriam and Bierema. Cover the column on the right hand side of
the page. Tick off in the left hand column the phrases that apply to you. Once you have
completed that step, uncover the right hand column. Review the theories describing your
orientation to learning (right hand column) that are associated with the items in the left hand
column that you ticked. Based on these findings, how would you describe your orientation to
learning?
 Think back to the Transfer In where you thought of something you recently learned. Consider how
you learned it. What theory or theories might explain how you learned?
 What conclusions have you reached about your orientation to learning?

All in One Teams (60 Minutes)
This activity is designed to highlight the underlying principles and differences between the learning
theories. Each group will design a 3-hour workshop for returning adult students on “How to Balance Work,
Family, and Student Life.” Each group is to use an exaggerated version of their particular theory. As each
group presents their plan for the workshop, others are asked to point out how congruent (or not) the plan
is to the particular learning theory.
Instructions
Team A: Behaviourism
Team B: Cognitivism
Team C: Humanism
Team D: Constructivism
25
1. Develop a plan for a 3-hour workshop on How to Balance Work, Family, and Student Life using
your assigned adult learning theory as the theoretical base of the plan (15 minutes).
2. Present the plan to your classmates (5 minutes).
3. Your classmates will provide you feedback at the end of your presentation on how congruent or
not your plan is with the assigned theory (5 minutes).
C. Andragogy (60 Minutes)
Andragogy is typically understood as a model of learning that identifies characteristics of adult learners
(Merriam & Bierema, 2014, p. 60). Knowles (as cited in Merriam & Bierema, 2014) was one of the first
persons to introduce the concept of andragogy when he proposed six assumptions about adult learners.
These assumptions focused on the adult learner’s self-concept, past experience, readiness to learn,
problem-centered orientation, internal motivation, and need to know. Merriam and Bierema stated that
these assumptions have implications for program design and instruction.
Think, Pair, Share (30 Minutes)
Review Merriam’s and Bierema’s writing on these assumptions. Examine your own learning as an adult
by recalling a good and bad learning experience. Write a short description of each. Then compare the two
incidents. What was different? What assumptions of andragogy were present in the good experience but
not in the bad experience? What could be done to turn the bad experience into a good one?
Share your examples and reflections with a learning partner.
You have been asked to develop a workshop on “How to Conduct a Meeting. You have just learned about
the six assumptions of Andragogy and want to ensure that the workshop you create takes these
assumptions into account.
 How can you design the workshop to use these assumptions?

D. Criticisms of Andragogy (30 Minutes)
Merriam and Bierema state that the concept of andragogy as a theory on how adults learn has been
criticized. One of the criticisms is “its unquestioning focus on the individual adult learner who is insulated
from the world and fully in control of his or her own learning” (p. 58); that is, the assumptions of the adult
learner fail to take into account the learning context.
What are your perspectives on this issue? Give examples from your experiences as a learner and/or
educator.
E. Connection between Adult Learning Theories and Collaborative Learning (30 Minutes)
Barkley et al. (2014) promote collaborative learning as an effective instructional strategy for adults. They
define collaborative learning as “two or more students laboring together and sharing the workload
equitably as they progress towards intended learning outcomes” (p. 4). They differentiate between
collaborative learning and cooperative learning which they define as “the instructional use of small groups
so that students work together to maximize their own and each other’s learning” (Smith as cited in Barkley
et al., 2014, p. 6). They explain that, although collaborative and cooperative learning both represent
interactive group learning, there are differences in their theoretical orientations, goals and assumptions.
Nevertheless, these terms are often treated synonymously as they share common elements, that of
“intentional design, co-laboring, and meaningful learning” (p. 13). Thus, Barkley et al. have chosen to use
the term, collaborative learning to describe interactive learning.
26

 Differentiate between cooperative and collaborative learning based on their theoretical
underpinnings and the tenets held by their respective supporters.
 Does the difference matter in practical terms?
 How does collaborative learning support (or not) the assumptions of andragogy?
F. Theoretical Basis of Collaborative Learning in the Online Environment (15 Minutes)
Think, Pair, Share
Examine Barkley et al.’s theoretical rationale for collaborative learning in the online environment on pp.
18-20. What particular theory underlies each of their rationales? Please explain.
G. Session Summary (15 Minutes)
This session explored theories of learning, the concept of andragogy, and collaborative learning and their
implications for facilitating adult learning. Take a few moments to consider what you learned about
yourself as a learner this session. Make a note in your learning journal.

Next session is focused on planning facilitation. We will explore Ben’s seven stages of facilitation,
developing learning outcomes and choosing facilitation learning techniques. As well we will examine how
student diversity and online learning can be taken into account when planning facilitation. Complete the
readings and review the learning activities in preparation for the session.
Reminder: Assignment 2
is due at the beginning of the next session.
27
Session 4: Planning a Facilitation

Learning Outcomes
 Explain the seven stages of developing a facilitation;

 Examine three learner centred approaches used to correlate learning activities to course
goals;
 Develop learning outcomes and collaborative learning activities for a facilitation session;
 Develop a facilitation plan for a specific event;
 Explore facilitation strategies appropriate for online learning;
 Consider learning activities and facilitation methods to meet the learning needs of diverse
students.
Rationale
The purpose of this session is to introduce learners to the stages, steps and processes required in
planning a successful facilitation. As part of this process, learners will develop learning outcomes and
collaborative learning activities to achieve the purpose of a facilitation session. Further, learners will
consider facilitation methods to meet the learning needs of diverse students and for those in online
classes.
Berkley, Major, and Cross (2014) describe the theories of Anderson and Krathwohl, Wiggins and Tighe,
and Fink. Berkley et al. demonstrate how authors use their conceptual theories to design collaborative
learning tasks that correlate with learning outcomes and evaluation methods. Brookfield relates learning
theories to the needs of students in multicultural classrooms.
activities to their own experiences and practices.
Learners will be able to use what they have learned in this session to complete Assignment 3. As well,
learners may informally evaluate their learning by critically reflecting on the journal notes they have made.
Session Resources
Text:
faculty (2nd ed.). San Francisco, CA: Jossey Bass.
Chapter 3, pp. 39-57: Designing the Learning Task
consultants, and trainers (3rd ed.). San Francisco, CA: Jossey Bass.
Chapter 3, pp. 51-58: Facilitation Stages
(3rd ed.). San Francisco, CA: Jossey-Bass.
Chapter 8, pp. 97-109: Teaching in Diverse Classrooms
28
Session Schedule
30 B. Facilitation Stages Large Group Discussion Ben, Chapter 3
45 C. Designing the Learning Task Small Group Activity Barkley et al. Chapter 3
and Large Group
Debrief
15 Break
45 D. Developing Learning Outcomes and Small Group Activity Barkley et al. Chapter 3
Collaborative Learning Techniques and Large Group
Debrief
30 Lunch
E. Planning a Facilitation Small Group Activity, All

45
Large Group Debrief
15 Break
45 F. Planning a Facilitation in the Online Large Group Discussion Barkley et al. Chapter 3
Environment Small Group Activity
45 G. Meeting the Needs of Diverse Learners Small Group Activity Brookfield, Chapter 8
Jigsaw Debrief
15 G. Session Summary Large Group Discussion

Journal Reflection
15 H. Preparing for the Next Session Individual Activity 2F91 Session Guide
29
Topic Guide
Last session we discussed various theories on how adults learn. Today we focus on planning facilitation.
To learn how to create a facilitation plan, we begin with discussing Ben’s (2012) seven stages of
facilitation. We then focus on developing learning outcomes and choosing collaborative learning
techniques designed to achieve the learning outcomes. Next, while working in groups you will develop a
facilitation plan using the scenarios from Session 2 in which you identified core practices in the facilitation
process. Finally, we will examine how student diversity and online learning can be taken into account
when planning facilitation.
B. Facilitation Stages (30 Minutes)
Transfer In
Think about your experiences with facilitation either as the facilitator or learner. What design processes
did you use or observe? What went well? What did not go so well? Keep these experiences in mind as
you explore facilitation. Make a note in your journal.
Bens (2012) explains seven stages of conducting facilitation. These seven stages encompass steps to be
completed before the facilitation, during the facilitation, and after the facilitation.
Individually review these facilitation stages. Then as a large group discuss:
 What are the key features of each stage?
 What are some issues or challenges you might encounter when planning facilitation? How might
you deal with them?
C: Designing the Learning Task: Learning Outcomes and Collaborative Learning Techniques (45
Minutes)
During the planning process, once the data have been collected and analyzed, the problem and
subsequent learning task identified, and discussed with “management,” the educator is ready to develop
learning outcomes and learning activities.
Barkley et al. (2014) advocate that courses be designed so that they are learner centered, and state that
collaborative learning tasks may be more compelling and effective (p. 42) in such a course. In designing
the learning task, they identify three key areas that need to be addressed: identifying the learning task’s
underlying problem and prompt, selecting a technique that responds to the underlying problem and
prompt and connects to broader course goals, and structuring the task to meet student needs and
abilities. We will begin by focusing on developing learning outcomes/objectives and selecting
collaborative learning activities to meet the learning outcomes.
Models for Developing Learning Outcomes
NOTE: The purpose of learning outcomes is to identify what learners are expected to learn by the end of
a session or a course. Learning outcomes are addressed in detail in 4F33, Curriculum Design for Adult
Learners. Barkley et al. use learning outcomes in their chapter to demonstrate how they can be used to
choose facilitation strategies and collaborative learning activities.
Barkley et al. describe three models of developing learning outcomes that employ learner centered
approaches to correlate collaborative learning strategies with course learning outcomes. These models
are Anderson and Krathwohl’s Revised Bloom’s Taxonomy of Educational Objectives, Wiggins and
McTighe’s Understanding by Design, and Fink’s Taxonomy of Significant Learning.
30
Learners will work in their All in One Teams to examine these models of designing learning outcomes.
The Facilitator will assign one of the models to each group. In your group:
 Review the model assigned to you noting Barkley et al.’s suggestions for choosing collaborative
learning activities;
 Identify its salient points;
 Write a brief synopsis of the process used to develop learning outcomes and choose
collaborative learning activities;
 Post your work for the class to see.

Compare and contrast these three models in terms of how learning outcomes are developed and
collaborative learning activities chosen.
D: Developing Learning Outcomes and Choosing Collaborative Learning Techniques (45 Minutes)
Small Group Work (30 Minutes)
In Session 2 you worked in groups to identify core practices in the facilitation process. In this activity, you
will return to those groups and work with the topic you were assigned. You will develop one learning
outcome and choose an appropriate facilitation strategy or collaborative learning technique to achieve the
outcome using Anderson’s and Krathwohl’s Revision of Bloom’s Taxonomy model.
Group Tasks:
Group A: Your group has been asked to facilitate a one day certificate class in basic first aid in a college
continuing education program
Group B: Your group has been asked to facilitate a How to Stop Smoking workshop for the Canadian
Lung Association
Group C: Your group has been asked to facilitate a goal setting meeting for the new Employee
Assistance Program (EAP) in your organization. A new committee has been established
Group D: Your group has been asked to facilitate a town hall meeting in your community to discuss the
need for a new garbage and composting system for the community
Group Instructions
 Review your work from Session 2 where you identified core practices in the facilitation process.
 Review Anderson’s and Krathwohl’s Revision of Bloom’s Taxonomy model.
 Develop one learning outcome based on the goal of your facilitation session using Anderson’s
and Krathwohl’s Revision of Bloom’s Taxonomy model.
 Then, following Anderson’s and Krathwohl’s process, create a learning activity to achieve the
learning outcome. Preferably, choose a collaborative learning technique with which you may be
familiar. See the collaborative learning techniques listed in Appendix B (p. 377) as well as the
collaborative learning techniques used to demonstrate the model in pp.42-55.
 Provide a rationale for your choices.
Each team posts their work, describing briefly their specific task, learning outcome and learning activity or
collaborative learning technique, while providing a rationale for their choices. The facilitator will post a
blank sheet beside each team’s work.
31
 Learners circulate to read each team’s work. Each person may record their thoughts, ideas, or
questions on the blank sheets.
 The Facilitator will lead a discussion on some of the ideas and questions recorded.
E. Planning a Facilitation Session (45 Minutes)
Returning to the teams and your topics to which you assigned in Session 2, develop a facilitation plan
using Bens’s seven stages of facilitation.
 Review this session’s task as a team to make sure you understand the purpose of this activity.
 Review your work on the goal of the activity and the learning outcome created earlier.
 Use Bens Chapter 3, pp. 51-58, to develop the steps and processes needed for facilitation of your
assigned task.
 Using the Planning a Facilitation Worksheet in the Activity Sheets file in Sakai (Course
Materials), develop a plan for your facilitation.
o List the process design steps required for each phase of planning the facilitation,
including rationale.
o List any of the process tools (Bens) and collaborative learning strategies (Barkley et al.)
with which you are familiar if appropriate for the facilitation and your rationale for their
use.
o Post your work for your classmates to review.
As a large group compare and contrast process design steps, process tools, and collaborative learning
strategies based on the different facilitation situations.
F. Planning for Facilitation in the Online Environment (45 Minutes)
Barkley et al. (2014) provide suggestions for designing collaborative learning tasks for the online
environment. They state that defining an appropriate task and determining the procedures that will
engage students in performing that task efficiently are critical in the online environment due to the
complicating factors of technology and the need to collaborate in a virtual environment.
 What factors do you think need to be taken into consideration when developing a facilitation plan
for online learners?
 Working in your Session 2 groups, review your facilitation plan to examine what changes might
be needed to make it effective in an online learning environment.
G. Meeting the Needs of Diverse Learners (45 Minutes)
Brookfield (2015) describes a variety of ways in which learners differ such as culture, race, language,
class, learning styles, motivation, and interests. He discusses several strategies to assess and meet the
learning needs of diverse students in a multicultural classroom.
In your “Session 2” groups,
32
 Consider Brookfield’s discussion on diversity in relation to your facilitation plan.
 Who might be attending your facilitation session? What characteristics might they possess?
How might you find out?
 What changes might you need to make to your plan to meet their learning needs?
 Develop a brief report on the kinds of student diversity you might expect in your facilitation
session, and how you might revise your facilitation plan to meet learning needs.
The Facilitator will create four new groups, each with one member of the “Session 2” groups. Then, each
person will present their “Session 2” group report to the others, and answer any questions.
H. Session Summary (15 Minutes)
In this session, we have explored how to plan a facilitation session including developing learning
outcomes and choosing collaborative learning techniques. Consideration was given to planning
appropriate facilitation strategies in the online environment and meeting the needs of student diversity.
What was your most confusing topic in this session?
Session 5 is focused on Orienting Students to Facilitation. Complete the readings and review the topics
and activities in preparation. Search the internet for ice-breaker examples to share in Session 5.
33
Session 5: Orienting Students to Facilitation

Learning Outcomes
 Explore icebreakers and introductory activities used to orient learners to a facilitation session;
 Examine how to orient students to collaborative learning in face-to-face and online courses;
 Discuss facilitation strategies to promote high participation in the workplace and community
development settings.
Rationale
The purpose of this session is to familiarize learners in the use of facilitation strategies to orient students
to the learning environment. Such strategies can be used at the beginning of courses, workshops, and
meetings.
Learners may relate orienting strategies and activities to learning theories discussed in a previous
session.
Learners will be able to use what they have learned in this session to complete Assignment 3. As well,
Session Resources
Text:
faculty (2nd ed.). San Francisco, CA: Jossey Bass.
Chapter 4, pp. 58-75: Orienting Students
Chapter 5, pp. 81-96: Creating Participation
34
Session Schedule

45 B. Social Icebreakers Learning Partner Barkley et al. Chapter 4

Activity
Large Group Debrief
15 Break
30 C. Other Introductory Activities Large Group Discussion Barkley et al. Chapter 4
45 D. Orienting Students to Course Policies Learning Partner Barkley et al. Chapter 4

and Procedures Activity
Large Group Debrief
30 Lunch
All in One Teams Barkley et al. Chapter 4

45 E. Orienting Students to Collaborative
Learning Large Group Debrief
15 Break
45 F. Participation Strategies for Workplace Large Group Discussion Bens Chapter 5

and Community Development Settings
30 G. Session Summary Large Group Discussion All

Journal Reflection
15 H. Preparing for the Next Session 2F91 Session Guide
35
Topic Guide
Last session we discussed developing a plan for a facilitation session. We discussed Ben’s seven stages
of facilitation, developing learning outcomes and choosing collaborative learning techniques designed to
achieve the learning outcomes. In this session we investigate activities to orient learners to a learning
environment that uses facilitation and collaborative learning techniques. Barkley et al.’s focus is the
academic environment. In this context, they explain a number of icebreakers and introductory activities.
They organize their activities in three categories: introductions and icebreakers, course policies and
procedures, and orientation to collaborative learning. We will look at all three categories in how they might
be implemented in both face-to-face and online courses. Conversely, Bens’s (2012) context is non-formal
adult learning environments, specifically the workplace. She discusses facilitation strategies to encourage
high participation in meetings.
As a start in exploring orienting activities for both the classroom environment and workplace meetings
and workshops, think about your experiences in such environments. What activities were used to “break
the ice” and orient participants? Were they effective in introducing participants to each other and to the
purpose of the course or meeting? If not, why? Share your experiences in the large group.
B. Social Ice Breakers: Getting to Know Each Other (45 Minutes)
The first category for orienting students is introductions and icebreakers. Students may come to a course,
workshop, or meeting not knowing what to expect or with preconceived ideas on what to expect. Both
Barkley et al. (2014) and Bens (2012) stress the importance of providing a way for strangers to get to
know each other a bit before collaborative activities begin. You may have noticed in the ADED courses
thus far that we make good use of what we call a "Transfer In," an initial discussion that warms up the
topic. From a learning perspective, these are important to safely begin a discussion, and they are linked
to the content for that section of the session.
Ice-breakers though have a different look and feel and are designed to help people who are new to each
other begin to connect. For collaborative learning it is essential that there are several early opportunities
for students to get to know each other. Non-threatening ice-breakers unrelated to the topic at hand are an
effective way to orient students to each other. Barkley et al. (2014) describe several social icebreakers (p.
59-61) that you may want to consider in the following activity with a learning partner.
Think, Pair, Share
 For homework you were asked to search the internet for ice-breaker examples to share this
week. With a partner compare what you found and be ready to share two of your favourite ice-
breakers.
 What appeals to you about these ice-breakers and in what specific context are they most relevant
(i.e. workplace learning, higher education, non-profits, community development)
Large Group Debrief
Each team shares what they have selected. Once each partner group has shared their ice-breakers as a
large group discuss the following:
 Ice-breakers are effective ways to get students to begin to know and feel comfortable with each
other. What are the issues and limitations of using ice-breakers? What guidelines would you
suggest in terms of best practice?
36
C. Other Introductory Activities (30 Minutes)

Barkley et al. (2014) describe other activities that can be used as alternatives to icebreakers, such as
activities that focus on students as learners and those that introduce the course content.
 When would it be appropriate to use activities that focus on students as learners or activities that
introduce course content?
 What are the advantages and disadvantages of using such activities?

D. Orienting Students to Course Policies and Procedures (45 Minutes)
The second category for orienting students is course policies and procedures. Barkley et al. (2014) stated
that developing a shared understanding of course policies and procedures are necessary for group
cohesiveness, and explain some activities to accomplish this goal. However, orienting students to course
policies and procedures through collaborative activities may be a challenge in the online environment.
Think, Pair, Share
With a partner, review the collaborative activities Barkley et al. describe to orient students to course
policies and procedures. Choose one of the activities and customize it for the online environment.
Large Group Debrief
 Each pair describes briefly their activity and how they customized it for online.
 Critically discuss suggestions made for these activities.
 What were the challenges experienced? How might they be overcome?
E. Orienting Students to Collaborative Learning (45 Minutes)
The third category of orienting activities is orientation to collaborative learning. Barkley et al. (20141)
make several suggestions to orient students to collaborative learning such as establishing group ground
rules, developing group learning contracts or team agreements, and promoting the benefits of
collaborative learning. The following activity provides an opportunity to consider the benefits and
challenges of collaborative learning.
All in One Teams
Each team will develop a commercial emphasizing the importance of collaborative learning and present
their commercial to the class.
Large Group Debrief
 What are the benefits and challenges of collaborative learning?
 How might challenges be overcome?
 What considerations need to be addressed in orienting students to collaborative learning in online

courses?
F. Participation Strategies for Workplace and Community Development Settings (45 Minutes)
In Chapter 5, Bens (2012) identifies a variety of strategies to ensure high participation in workplace
facilitation. Clarifying your role and the topic is identified as key to prepare a clear picture of the overall
learning situation. Bens also suggests that creating buy in to the learning event and establishing targeted
norms for group behaviour will encourage participation.
37
 What do you see is the difference between the environment of the workplace and higher
education or community learning that necessitates the creation of buy-in and targeted norms?
What is your reaction to Bens (2012) in terms of the strategies identified to create buy-in and
establish targeted norms?
 As a large group discuss the five high-participation techniques identified by Bens in Chapter 5
(pp. 88-90). In what type of situations would you see yourself using these strategies? What is
your reaction to them as tools for building higher participation in workplace learning? Do they fit
for other types of adult learning?
This session explored activities to orient learners to the learning environment. Barkley et al.’s (2014) work
on course introductory activities that used collaborative learning techniques was examined. As well,
Bens’s (2012) work on creating high participation in workplace facilitation sessions was discussed.
Round Robin
Each person has an opportunity to identify their most significant learning in this session. Record your
thoughts in your journal.
Session 6 focuses on forming groups for collaboration. Prepare by completing the readings and reviewing
the session activities.
38
Session 6: Forming Groups for Collaboration

Learning Outcomes
 Differentiate between group types, group size, and group membership as a basis for forming
groups;
 Explore methods for selecting group members appropriate for course goals and learning tasks;
 Explain the relevance of Tuckman’s Model of group development on facilitation practices;
 Identify specific facilitation practices required to support groups in each stage of development.
Rationale
The purpose of this session is to explore a variety of ways to organize groups for learning activities. As
well, learners will examine Tuckman’s model of group development that offers insights into stages
through which groups pass on their way to functioning effectively. Further, they will discuss Ben’s
suggestions for facilitation practices to support groups through these stages.
Learners may connect their understandings of learning theories to the discussion of forming groups.
Tuckman’s model of group development offers insights into group dynamics.
Learners will be able to use what they have learned in this session to completing Assignment 3. As well,
Session Resources
Text:
faculty (2nd ed.). San Francisco, CA: Jossey-Bass.
Chapter 5, pp. 76-89: Forming Groups
Chapter 4, pp 59-79: Knowing your Participants
Brookfield, S. (2015). The skillful teacher: On technique, trust and responsiveness in the classroom (3rd
ed.) San Francisco, CA: Jossey-Bass.
REVIEW Chapter 8, pp. 97-109: Teaching in Diverse Classrooms
39
Online Resources:
Tuckman Model
http://www.youtube.com/watch?v=MNgzjYb02JM
Session Schedule

30 B-1. Forming Groups: Group Types Large Group Discussion Barkley et al. Chapter 5
15 Break
30 B-2. Forming Groups: Group Size Pair, Share Barkley et al. Chapter 5
Large Group Debrief
B-3. Forming Groups: Group Membership Large Group Discussion Barkley et al. Chapter 5
Brookfield Chapter 8
30
30 Lunch
All in One Teams Barkley et al. Chapter 5

60 C. Selecting Group Members
Brookfield Chapter 8
Large Group Debrief
15 Break
90 D. Understanding Team Development All in One Teams Bens Chapter 4

Large Group Debrief You tube video

Journal Reflection
40
Topic Guide
Last session we discussed activities designed to orient learners to a learning environment that uses
facilitation and collaborative learning techniques. Barkley et al. (2014) explained a number of introductory
activities which were categorized as introductions and icebreakers, course policies and procedures, and
orientation to collaborative learning. Bens (2012), focusing on non-formal adult learning environments
such as the workplace, discussed facilitation strategies to encourage high participation in meetings.
In this session, we will focus on forming groups. First we will discuss Barkley et al.’s (2014) chapter where
they provide suggestions for forming groups related to group types, group size, and group membership.
Then we will focus on the reading from Bens (2012) in which she emphasizes the need to learn about the
participants so that facilitators may design effective meetings, and discusses Tuckman’s stages of team
development and implications for facilitation methods. Brookfield’s (2015) chapter on teaching in diverse
classrooms is particularly relevant when considering how to form groups and support group development.
In preparation for discussing group formation in the learning environment, both face-to-face and online,
think about your experiences in such environments. What strategies did you use as a facilitator or
experience as a learner? If you were a facilitator, what were your reasons for using the strategies you
chose? If you were a learner, how effective were the strategies you experienced in forming productive
groups? Share your experiences in the large group.
B. Forming Groups
Barkley et al. (2014) state that successful collaborative learning depends on forming groups that can
effectively and efficiently accomplish the goals of an assignment. They assert that many factors influence
how groups are formed and suggest that decisions on group formation be made on a case-by-case basis.
In making such decisions, group types, group size, and group membership need to be taken into account.
B.-1 Group Types
Johnson, Johnson, and Smith (as cited in Barkley et al., 2014), categorize group types as informal, formal
and base. They state that these groups differ based on their purpose, the type of assignment, and the
time it will take to complete the assignment.
 Discuss the differences between informal, formal and base types of groups;
 Give examples of when to use each type to form groups;
 Which types work best in the online context?
B.-2 Group Size
Think, Pair, Share (30 Minutes)
Barkley et al. (2014) suggest that groups be small enough to encourage full participation and trust
building and large enough for sufficient diversity to accomplish the learning assignment. From your
perspective, what factors should influence decisions on group size? What size of group works best in
face-to-face classes? Online classes?
Each pair shares their ideas with the class while the facilitator leads the discussion.
41
B-3. Group Membership

Large Group Discussion (30 minutes)
Barkley et al. state that groups may be heterogeneous or homogenous and that there are advantages
and disadvantages to both.
 What are the advantages and disadvantages of heterogeneous groups? Homogenous groups?
 What do you think Brookfield would say about heterogeneous and homogenous groups?
 Which do you think is the best way to form groups? Give reasons for your perspective.
C. Selecting Group Members
Barkley et al. (2014, p. 79) state that selecting group members depends on the goals of the course and
the learning tasks that are assigned. They describe three methods for assigning learners to groups:
random, student selection, and instructor determined. Bens (2012) states that getting to know the
participants is an essential first step in designing meetings. Knowing the participants is necessary to
make informed decisions in deciding how to form groups.
Instructions
 Review Barkley et al.’s examples for each method of member selection;
 Choose the method(s) you will use to form groups in your particular context;
 State the rationale for your choice(s).
In this activity, you will choose methods to form groups appropriate to the course and context. You intend
to use collaborative learning techniques throughout the sessions, and want to ensure that you form
groups that will be effective and efficient in accomplishing the learning tasks.
Team A: You are teaching a university Introduction to Biology course. The course consists of lectures,
seminars, and laboratory work. You need to form groups for each of these contexts.
Team B: You are an outside consultant who has been contracted to facilitate a one-day visioning
workshop with a new team at XYZ Company. A new service is being developed and the team needs to
create a mission statement and objectives. The team consists of 20 members, are from departments
across the organization, and have had little contact previously.
Team C: You are teaching a 36-hour college course on Communication Skills for Health Care
Professionals. One of the assignments is a group project that will be presented towards the end of the
course. Approximately 30 students will attend this face-to-face course. The classroom has desks in rows.
However, the desks are movable.
Team D: You are teaching a 36-hour college course on Communication Skills for the Health Care
Professional online. One of the assignments is a group project that will be presented towards the end of
the course. Twenty students will attend this online course.
Each team shares their choices on group formation and their rationale for doing so. The facilitator will
lead a discussion on changing group members.
 How often should group members be changed? Why? What are your experiences with changing
groups, either as a learner or facilitator?
42
E. Understanding Team Development

In working with groups and teams, it is essential to understand group dynamics. Groups go through
developmental stages each if which requires specific facilitation strategies to develop and grow.
One model that seeks to explain the evolution of group formation is the Tuckman Model. Tuckman
envisioned four stages of group development – forming, storming, norming and performing. Ten years
after he added a final stage that describes how a group ends its time together. For the purpose of this
course in instructional strategy, we will focus on the first four stages.
Review Chapter 4 of Bens (2012, pp. 66-79), along with the Tuckman Model video concerning team
stages provided in the Sakai Resources.
All in One Teams
For this small group activity you will work together in your All in One Teams.
Group A will focus upon Forming
Group B will focus upon Storming
Group C will focus upon Norming
Group D will focus upon Performing
Each group will consider the content from the readings and describe (20 Minutes):
 The particular stage and its purpose;

 The characteristics and behaviours;
 Facilitation strategies specifically required to support groups in that stage of
development.
Each group will have 10 minutes to teach the rest of the class about their stage. (40 Minutes)
1. What is your reaction to this model in terms of explaining group dynamics and the role of the
facilitator?
2. The “Adjourning” stage has been added to Tuckman's Model from the original construct.
What are some examples of facilitation strategies that would be effective for this final stage?
3. What is the impact of group development on participation in adult learning contexts?
This session explored activities to orient learners to the learning environment. Barkley et al.’s work on
course introductory activities that used collaborative learning techniques was examined. As well, Bens’s
work on creating high participation in workplace facilitation sessions was discussed.
Round Robin
Session 7 focuses on facilitating collaboration. Prepare by completing the readings and reviewing the
session activities.
Homework
Bring a copy of the Peer Review Worksheet from Bens (2012, p. 96) to use in Session 7.
43
Assignment 2, Critical Reflective Paper: Philosophy of

Adult Teaching and Facilitation Practices is due at the
beginning of the next session.
Critical Discourse Self-Check – consider reviewing the rubric for the critical discourse
assignment at this point to see how you are doing.
44
Session 7: Facilitating Collaboration

Learning Outcomes
 Examine theory that supports the value of active group processes in adult learning;
 Explore strategies for facilitating collaborative activities online;
 Identify strategies for observing and interacting with groups during collaborative activities;
 Utilize collaborative tools to assess group strengths and weaknesses.
Rationale
The purpose of this session is to explore facilitation strategies during collaborative activities and at the
end of the activity. We will examine theory related to three key small group processes, collaborative
learning, cooperative learning and problem-based learning. At the end of the session, learners will use
some specific tools to assess the strengths of their all in one groups at this stage of the course.
 The learner will examine theory that informs use of collaborative, cooperative and problem-based
learning as an effective small group structure for adult facilitation.
activities to their own experiences.
 Groups will evaluate their strengths and progress as a group and identify areas for group
development.
Session Resources
Texts:
Barkley, B.F, Major, C.H., & Cross, P.K. (2014). Collaborative learning techniques: A handbook for
college faculty (2nd ed.) San Francisco: Jossey-Bass.
Chapter 6, pp. 90-100: Facilitating Student Collaboration
(3rd ed.). San Francisco, CA: Jossey-Bass
Chapter 5, pp.55-68: Understanding and Responding to Classroom Emotion
Chapter 15, pp. 199-212: Helping Students Take Responsibility for Learning
45
Session Schedule

Transfer In Large Group Discussion
30 B. Dealing with the Emotions of Learning Large Group Discussion Brookfield, Chapter 5
30 C. Observing Group Activities Large Group Discussion Barkley et al, Chapter 6
15 Break
30 D. Responding to Learner Resistance Large Group Discussion Brookfield, Chapter 15
30 E. Facilitating Collaborative Learning Barkley et al, Chapter 6

Online
30 Lunch
E. Group Self-Assessment Meeting and All in One Teams Bens, pp. 95-96
60
Strength Bombardment
15 Break
60 F. Reporting Out and Closure in Travelling File Barkley et al, Chapter 6

Collaborative Activities
30 G. Summary Large Group Discussion
10 H. Preparing for the Next Session Facilitator Led
Topic Guide
In previous sessions we have discussed how to orient the student and how to form and develop group
structures. In this session we will extend this discussion to focus on the role of the facilitator once the
students/participants have been oriented to the course or event. What is our role now as students work
actively in their groups and what strategies can we use to best maximize their participation. What can we
do to put closure to that activity and why is that important?
We will also examine the emotions of and resistance to learning and explore some facilitation strategies
to help students function well in the learning environment. Finally, we will take some time to check in with
our All in One Teams and to self assess our progress and effectiveness as a team.
46
Transfer In
Reflect on your learning from Session 5 which focused on orienting students to collaborative learning
activities. Compare this with what Barkley et al. (2014) call "Introducing the Activity" in this week's reading
from Barkley et al.
 What is the same and what is new? How are these things important to the facilitation of
collaborative learning activities?
B. Dealing with the Emotions of Learning (30 Minutes)
Although Brookfield's (2015) focus is on the support of students in a college classroom, any group of
adults in any adult learning context will deal with the emotions of learning. In this activity you will be
divided into three groups. Each group will work with one set of emotions as defined by Brookfield -
Impostership, Cultural Suicide and Roadrunning.
 In your groups develop a short summary that describes what Brookfield means by the name of
your topic.
 Discuss the relevance of the specific topic you were assigned to learning environments beyond
the college classroom.
 What facilitation strategies can support the emotions of the learner based on the topic you were
assigned.
C. Observing Group Activities (30 Minutes)
Barkley et al. (2014), suggest that in facilitating collaborative activities it is important to check in from time
to time and observe groups during their collaborative activities.
 What are the benefits of checking in on groups during collaborative activities?
 Describe some key strategies and recommendations for observing group behaviour?
 What might be some specific concerns about observing groups during a collaboration?
D. Responding to Learner Resistance (30 Minutes)
Implicit in each of the readings this week is the idea that somehow facilitators must do what they can to
overcome resistance to learning. Brookfield (2015), however, suggests that due to some specific learner
situations we may not be able to overcome student resistance to learning, but we can do things to help
them take responsibility for their learning.
Think, Pair, Share
With a partner, compare and contrast Brookfield's (2015) chapter with that of Bens (2012) and Barkley et
al. (2014) in terms of their positions on creating participation and overcoming resistance to learning.
 What are the limitations to affecting student participation and breaking down resistance to
learning?
 Of all the advice from the readings this week, what CAN facilitators do to help students take
responsibility for their learning and break down resistance to learning, particularly resistance to
collaborative learning activities.
 Each team takes turns briefly explaining their position with respect to the above.
E. Facilitating Collaborative Learning Online (30 Minutes)
47
Barkley et al. (2014) identify a variety of ways in which facilitation strategies change for online
collaborative activities.

In your All in One Teams discuss the following and be ready to report out at the end of the activity
 Identify some key differences between the face to face and online environment that necessitate a
different role and strategy.
 Identify and describe some specific strategies for online facilitation of collaborative activities as a
result of these differences:
o Group A: Introducing the Activity
o Group B: Observing and Interacting with Groups
o Group C: Structuring Reporting-out Approaches
o Group D: Helping Groups Achieve Closure

 Each group provides ONE difference between F2F and Online until all differences are exhausted.
These are recorded on Flip Chart paper or on the White Board.
 Each group explains the online strategies they discussed and identifies these with the differences
identified previously in this discussion.
F. Group Self-Assessment Meeting and Strength Bombardment (60 Minutes)

Groups are at the heart of many collaborative activities, particularly ongoing permanent groups or action
teams. Facilitating a peer review process and group self-assessment opportunity is one key way to
ensure solid group development and personal growth through collaborative learning.
Group Task #1 - Group Self-Assessment Survey (30 Minutes):
 Select a group member to be the Facilitator for this process.
 Using the Group Participation Survey in Bens (2012, p. 91) as one example, devise your own
survey that reflects the context of this course.
 As a group, take your customized survey by having one person read the question or statement.
Each group member answers on their own blank sheet without giving their name.
 One person then tabulates the results.
 As a team, discuss your strengths and growth areas for your group.
48
Group Task #2 - Group Peer Review (30 Minutes):

 Follow Steps 1-4 of the Peer Review Process found in Bens, p. 95.
 Use the copy of the Peer Review Worksheet that you were asked to bring to class from Bens
(2012, p. 96) to complete the process.
 Engage in Step 5, the Strength Bombardment.
Use any extra time to self-reflect on the process you just engaged in and create a journal entry with your
personal reactions.
G. Reporting Out and Closure in Collaborative Activities (40 Minutes)
Barkley et al. (2014) identify the importance of the actual reporting out process for any collaborative
activity in terms of consolidating and synthesizing learning. A variety of techniques are suggested
beyond the more common Stand Up and Share that seems to be the mainstay of group work in general.
In this activity we will model a Travelling file process to discuss four key issues in reporting out and
closure.
Travelling File (Similar to Small-Group Stations and Pass the Envelope)

The Facilitator will have either four envelopes or four file folders, each containing a question for critical
discussion on a piece of paper.
Folder 1: What is the role of the Facilitator in the reporting out and closure process for
collaborative activities?
Folder 2: How can a Facilitator help students achieve their own synthesis of the lessons they
have learned?
Folder 3: What makes facilitating collaboration online different from face to face facilitation?
What is most important in the Facilitator's role for facilitating collaborative activities online?
Folder 4: Brainstorm! Best ways to celebrate successes both online and face to face?
 Each team receives one folder and spends five minutes discussing the question and writing down
their group thoughts and ideas.
 After five minutes, the folders or envelopes travel to the right and the process continues until each
team receives their initial first file or envelope back.
 Each team now synthesizes the key responses to each question.
 Each team does a Stand Up and Share
Large Group Debrief

What is your reaction to this type of process? Where does it best fit into a learning situation?
H. Summary
When is collaboration too much? Discuss as a class the potential limitations and issues with respect to
the use of collaborative activities in any adult learning setting.
49
I. Preparing for the Next Session

In the next session we explore the specific facilitation of discussions. Discussions are a key strategy for
articulating learning and understanding in adult settings. We will see that there are many facilitator tasks
under the surface that prepare students for active involvement in discussion.
50
Session 8: Facilitating Discussion

Learning Outcomes
 Explain the value of discussion in active adult learning processes;
 Identify the strengths and limitations of the discussion approach;
 Identify the most appropriate use of the discussion approach to facilitate adult learning;
 Discuss the process for facilitating and preparing for a discussion;
 Explore four collaborative learning techniques designed to stimulate discussion;
 Design a strategy that prepares adult learners for the discussion approach.
Rationale
 Introduce learners to the process of facilitating discussions in adult learning situations;
 Encourage learners to develop a critically reflective practice by deconstructing the discussion
approach from a personal and professional perspective;
 Encourage learners to consider the situational relevance of the discussion approach when
making facilitation choices;
 Make connections to previous sessions.
 Learners will be exposed to the foundational theory that grounds the discussion approach to
instruction;
 Learners will situate this approach within Kolb's model for learning.
The learner will design a discussion process using collaborative techniques.
Learners will have an opportunity to evaluate their insights, perceptions and interpretations of the use of
discussions through reflective journal writing.
Session Resources
Texts:
Brookfield, S. (2015). The skillful teacher. On technique, trust, and responsiveness in the classroom (3rd
ed.). San Francisco: Jossey-Bass.
Chapter 6, pp. 69-82: Lecturing Creatively
Chapter 7, pp, 83-96: Using Discussion Methods
Barkley, B.F, Major, C.H., & Cross, P.K. (2014). Collaborative Learning Techniques: A Handbook for
College Faculty (2nd ed.). San Francisco: Jossey-Bass.
Chapter 9, pp. 151-186: Techniques for Discussion
Online Resources:
Leading a Classroom Discussion
Session Schedule
51
2F91 Facilitating Adult Learning Session 8
Topic Learning Reading/Resource

Strategy
30 A. Welcome and Overview, Large Class

Transfer-in Discussion
30 B. Using Discussion in Active Large Group Video: Leading Classroom Discussion

Lectures Discussion
Brookfield, Chapter 6
40 C. Preparing for Discussion in Adult Small Group Brookfield, Chapter 7

Facilitation Activity
15 Break
40 C. Preparing for Discussion in Adult Large Group Small Group Presentations

Facilitation (continued( Debrief
30 Lunch
45 D. Using Questions to Shape Small Group Brookfield, Chapter 7

Discussion Activity
Large Group
Debrief Small Group Presentations
20 E. Collaborative Techniques for Small Group Barkley, Major & Cross, Chapter 9
Discussion Activity
15 Break
20 E. Collaborative Techniques for Large Group Barkley, Major & Cross, Chapter 9
Discussion (Continued) Debrief
30 F. Issues and Value of Discussion Large Group All

Discussion
5 G. Session Summary
5 H. Preparing for the Next Session
10 I. Journal Focus Self-Reflection
52
Topic Guide
This session will introduce discussion as a process tool in adult facilitation practice. We will examine its
utility as a process tool, the preparation that is necessary for adult learners in particular, and the role of
the adult educator in facilitating discussions. Finally, we will work with four key collaborative techniques
designed to stimulate discussion in any adult learning environment.
Discussion can take many forms and there are many techniques that are used to facilitate discussion in
adult learning settings. In formal instruction, active lectures, where students respond to questions or even
work with each other during the lecture, are one form of discussion in practice. In non-formal and informal
settings, discussions surface information, help clarify issues and provide a forum for democratic sharing
of views. Many discussions take the form of small group activity.
Theory tells us that social interaction is a key element in any adult learning process. But what are the
limitations of this approach? When is it most appropriate? What needs to be in place for effective
discussions to happen?
Transfer-In
As a foundation for this session, based on your readings and your personal experience either as a learner
or facilitator, openly discuss the following:
 In what kinds of situations would you select to implement a discussion as the primary basis for
the facilitation process?
 When would you specifically NOT select to employ discussion as a primary facilitation strategy?
 Explain your rationale and provide any examples that can help illustrate your response.
B. Using Discussion in Active Lectures (30 Minutes)
As a lead in to this section, view the Leading Classroom Discussion video either in class or as preparation
for class.
As learners we can all identify with lectures as part of our educational background. Some of our
experiences have been better than others. Lectures, however, particularly active lectures that involve
learners, can add tremendous value to an adult
facilitation. Brookfield (2015) identifies these in Chapter
6. If teaching were the same as telling,
 Lectures provide a vehicle for outlining a broad we’d all be so smart we
outline of a body of material. could hardly stand it. —Mark Twain
 They are used to explain, with frequent
examples, concepts that are hard for learners to
understand.
 They can be used to introduce alternative

perspectives and interpretations and they can encourage interest.
(Brookfield, 2015, pp. 71-72 )
Even in non-formal adult facilitations lectures can similarly engage interest and provide broad overviews
that may be part of the facilitation.
53
Brookfield (2015) identifies a variety of strategies, including those that introduce discussion, that can
make lectures an active learning experience,
 Discuss these strategies and assess their value in a variety of adult education contexts beyond
the formal higher education classroom.
 What is your view of the power of silence in the facilitation of an active lecture?
C. Preparing for Discussion in Adult Facilitation (80 Minutes)
Many adult educators, including Brookfield (2015) and Bens (2012), emphasize that discussions do not
just happen. In fact a great deal of preparation is necessary to plan a facilitation using the discussion
approach. One of the most significant issues with respect to discussions is participation. What can we do
as facilitators to ensure students will engage in our discussion?
Brookfield and Bens both highlight a variety of practical strategies to support discussion – early access to
materials to prepare for a discussion, structured critical reading, evolving ground rules for discussion and
clarifying expectations and purposes, to name a few.
Small Group Discussion (40 Minutes)
What other aspects of the environment may need attention beyond the practical before learners,
particularly adults, participate in an open discussion?
 In your All in One Teams, confirm your group roles for this week.
 Consider the role of the adult educator to facilitate the discussion process.
 Design a strategy to prepare a group or class for a discussion and identify what, when and
how this would happen with respect to an adult learning event of your choice.
 Post your work using the flipchart paper provided.
 Each group will create a list of facilitation strategies they would recommend based on the
readings and their own experiences.
Groups will have an opportunity to share their work and as a class consider the key elements required to
prepare a class for a discussion, and the role facilitators must play to facilitate this process.
D. Using Questions to Shape Discussion (45 Minutes)
We have learned that in the discussion approach, learners are not directly “taught” content, but work with
it in discourse to deepen their understanding. The role of the adult educator shifts from “teacher” to
“facilitator” as students engage in the discussion itself. However, there is preparation and this is usually
in the form of preparing students for the discussion specifically and in the preparation of questions that
can guide their thinking as they engage in the discussion.
Questioning strategies then are at the heart of a discussion, whether it is in large or small groups. In this
activity we practice the art of developing a series of questions that can be prepared ahead of time to lead
a discussion.
54

In this activity you will work again in your A, B, C and D groups to practice creating discussion questions
based on the two of the readings for this week:
 Group A and B will develop a question set to discuss Chapter 6 of Brookfield.
 Group A and D will develop a question set to discuss Chapter 7 of Brookfield.
 Using the strategies suggested in the readings for this session create questions that could be
used throughout the whole lesson/lecture.
Each group will identify the questions they have prepared and explain their rationale for the series of
connected questions to stimulate discussion of the chapter content.
E. Collaborative Techniques for Discussion (40 Minutes)
In this activity you will work as a team to illustrate how you will use one assigned collaborative task in an
adult education situation.
Group A: Buzz Groups
Group B: Talking Chips
Group C: Three-Step Interview
Group D: Critical Debate
 Review the Barkley et al. text, Chapter 9 to learn more about the specific technique your group
has been assigned.
 Be prepared to briefly describe this technique when you present to the class.
 Create a scenario for a discussion class where you would utilize this technique. Be prepared to
explain your rationale for using this technique in the situation you have identified.
 Explain how you would modify this technique for an online discussion.
Large Group Debrief
Each team will have 5 minutes to describe the technique they were working with and to show the scenario
they created and explain why this technique would be a good choice for this situation.
F. Issues and Value of Discussion (30 Minutes)
The Facilitator will lead a critical discussion that examines the issues and value of discussion in adult
facilitations.
Take five minutes on your own or with a partner to reflect on your views about discussion as an effective
facilitation tool. The following questions are a guide to nurture critical thought:
 Is discussion a valuable facilitation tool? What is your reason? What is your rationale?
 What are the issues around facilitating effective discussion?
 What are the barriers to discussion as an effective facilitation tool?
Use the balance of the time to critically discuss the relevance of discussion.
Round Robin
What question would you most like to have answered regarding the discussion approach?
55

In the next session we will explore and apply a variety of collaborative techniques and process tools for a
different facilitation contexts.
Homework:
In preparation for an activity in the next session, carefully read and take notes for ONE assigned chapter
from the Barkley et al. text:
Group A: Chapter 10, pp. 187-223: Techniques for Reciprocal Teaching

Group B: Chapter 11, pp. 224-260: Techniques for Problem Solving
Group C: Chapter 13: pp. 289-320: Techniques for Focusing on Writing
Group D: Chapter 14: pp. 330-372: Techniques Using Games
I. Journal Focus (5 Minutes)

Reflect for a few moments and in your Journal identify the major learnings from this session.
A Key Facilitator Tool
One key source for free resources related to discussions and facilitation practices in general is the
Interactivity Foundation http://www.interactivityfoundation.org/. This foundation has been around for many
years to encourage the development of discourse in society to promote democratic processes. On its
website are several free documents that are a must for new facilitators. As a free download you can
obtain the following guides that have been built based on evidence from research that is conducted by
their organization. These are very readable and very practical guides that are an excellent resource.
Facilitation Guidebook (1st edition, 2005) a guide for facilitating Project Discussions 132 pages / 505 KB
Support Materials for the IF Discussion Process (1st edition, 2009) a guide for participants in a Project
Discussion 90 pages / 463 KB
Facilitation Guidebook for Small Group Citizen Discussions (2nd edition, 2009) a guide for facilitating
Public Discussions 89 pages / 535 KB
Guidebook for Student-Centered Classroom Discussions (1st edition, 2008) a guide for teachers
facilitating college classroom discussions 141 pages / 581 KB
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Session 9: Process Tools and Collaborative Techniques for Facilitating Adult

Learning
Learning Outcomes
 Explain the value of process in adult facilitations;
 Explore a variety of process tools;
 Select process tools for specific facilitation contexts.
Rationale
The purpose of this session is to introduce a variety of process tools that can be used in different types of
facilitations for specific purposes.
Learners will be exposed a variety of established techniques that are used in different types of facilitation
contexts.
The learner will select process tools appropriate to a given facilitation context.
Learners will have an opportunity to reflect on how a tool can be chosen for a specific situation.
Session Resources
Texts:
Barkley, B.F, Major, C.H., & Cross, P.K. (2014). Collaborative learning techniques: A handbook for
college faculty (2nd ed.). San Francisco: Jossey-Bass. (Students read ONE of the following
Barkley et al. chapters)
Chapter 10, pp. 187-223: Techniques for Reciprocal Teaching
Chapter 11, pp. 224-260: Techniques for Problem Solving
Chapter 13: pp. 289-320: Techniques for Focusing on Writing
Chapter 14: pp. 330-372: Techniques Using Games
consultants, and trainers (3rd ed.). San Francisco: Jossey-Bass.
Chapter 9, pp. 163-204: Process Tools for Facilitators
Brookfield, S. (2015). The skillful teacher (3rd ed.). San Francisco: Jossey-Bass.
Chapter 13, pp. 169-184: Teaching Online
Video Resource:
Process - NOT
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Session Schedule
Topic Learning Reading/Resource
Strategy
30 A. Welcome and Overview, Round Robin Video Resource

Transfer In
60 B. Case Analysis - Choosing a Small Group Bens, Chapter 9

Process Tool Activity
15 Break
30 B. Case Analysis - Choosing a Large Group Bens, Chapter 9

Process Tool (continued) Debrief and
Discussion
30 Lunch
45 C. Facilitating Processes Online Pair, Share Bens, Chapter 9
20 D. Jigsaw: Part A - Preparation All in One Groups Barkley et al. Chapters as assigned
15 Break
15 D. Jigsaw: Rotation 1 All in One Groups Barkley et al. Chapters as assigned
15 D. Jigsaw: Debrief Large Group Jigsaw Experience

Discussion
5 E. Session Summary Round Robin
5 F. Preparing for the Next Session
G. Journal Focus Self-Reflection
Topic Guide
Process is a key component of adult facilitation. Any facilitation has a goal or a purpose and it is through
a variety of process tools and collaborative techniques that groups achieve what they are setting out to
do. In this session we examine a variety of process tools and collaborative techniques designed to
achieve specific results.
58
Round Robin
Prior to class or as an option in class, as a warm up for this session, take a moment to view this classic
scene from Ferris Bueller's Day Off. Begin to think about what process is in an active learning situation.
Process - NOT
Reflect for a moment about past learning experiences you have had as an adult. Try to identify some
examples of where process (as opposed to the sheer dissemination of content) was used and its affect on
that learning situation.
Each person has an opportunity to either share a story or talk about what process means to them within a
learning situation.
B. Case Analysis - Choosing a Process Tool (90 Minutes)
In Bens (2012), Chapter 9, a variety of process tools is introduced. In this activity you will have an
opportunity to select an appropriate tool or tools for a specific situation.
In your All in One Teams, work on ONE of the following cases. In each case you are a Brock employee.
Case 1 - Brock 2030
Brock University is seeking input from everyone in the university to help it identify what it should
be like in 2030. As opposed to a strategic planning process with senior management, the
university is looking at all staff for long term ideas. Your team has been asked to create a
facilitation process for new groups that have been formed in each sector of the university to
identify what Brock should look like in 2030. Where does Brock need to be? What will it look like?
Case 2 - Brock Executive Council Strategic Planning
You are senior facilitators within the Human Resource function of the university. The President
has asked that you develop a facilitation process that will support the senior executive team to
begin its next strategic planning process.
Case 3 - Brock Community Stakeholders Issues

Representatives from a variety of stakeholder groups in the community have been invited to attend a one
day meeting at Brock to share and discuss a variety of contentious issues that have surfaced recently
between the university and the general community. The Chair of the Board of Governors has approached
your group to identify a safe process that will allow discussion but at the same time surface issues.
Case 4 - Declining Enrollment at Brock
The President has put together a team represented by each department head at the university, along with
union and student representatives. The team's purpose is to identify reasons for a declining enrollment in
undergraduate studies across each faculty over the past five years. Your team has been asked to identify
a facilitation process that will help them identify why this might be happening.
Instructions:
 Using the process tools identified in Bens, Chapter 9, select a process tool/s to achieve the goal
for the case you have been assigned.
 Prepare your rationale for the process tool/s you have selected.
59
 Using flip chart paper draft the instructions for the tool you selected. List the steps. Customize the
tool instructions from the Bens for the Brock setting.
 Be prepared as a team to explain and describe the process tool/s you selected and why they are
relevant to your situation in terms of achieving the goal of the facilitation.
Small Group Debrief
Each team has 5 minutes to explain their task based on the case they were provided and to describe the
tools/s they chose and why.
 As a large group reflect on the tools identified in Bens, Chapter 9. What is your general reaction
to them in terms of value and impact?
 In what other adult learning situations might these tools be effective?

C. Facilitating Processes Online (45 Minutes)
Barkley et al. (2014) have provided advice to us for implementing their collaborative techniques in an
online adult learning environment. Bens (2012) does not. However, these process tools can be converted
to apply to online settings. Reflect on some of these processes.
Pair, Share
Working in pairs, each pair selects one process tool from Bens, Chapter 9. Your task is to identify how
that process tool can be converted to an online setting. What specific facilitation issues will need to be
addressed to ensure the effectiveness of the process online?
Large Group Debrief
Each Pair shares their converted process explaining as well what issues needed to be addressed in that
conversion for online facilitation.
As a large group critically discuss your reactions to Brookfield's (2015) advice on teaching online. What
are the key issues and how does this impact the role of the facilitator in an online setting?
D. Jigsaw: Part A - Preparation (30 Minutes)

There are times, particularly in classroom facilitation, where there is not enough class time to cover
extensive reading that is necessary for the successful completion of a class. In these kinds of situations a
tool called Jigsaw (Barkley et al., 2014, p 47) can employed. In Session 4 you had an initial opportunity to
experience a Jigsaw on a small scale. In this session we will employ the technique to ensure that each of
the four chapters for this week is well covered in terms of your learning.
Each All in One Team will work with the following chapters. (These were specifically assigned during the
last session so that each of you has had a chance to prepare one chapter):
Group A: Chapter 10, pp. 187-223: Techniques for Reciprocal Teaching
Group B: Chapter 11, pp. 224-260: Techniques for Problem Solving
Group C: Chapter 13: pp. 289-320: Techniques for Focusing on Writing
Group D: Chapter 14: pp. 330-372: Techniques Using Games
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In this initial half hour, review the chapter you have been assigned. Begin to share your notes so that
each of you has a detailed summary of key points you can share with others later. Your objective will be
to prepare yourselves so that each of you are experts in this chapter and able to teach others about the
key elements of that chapter.
Specific Tasks:
 Master the content of the chapter
 Prepare a strategy for "teaching" it to others
 Prepare a visual that each of you can take away to use as part of your "instruction"
D. Jigsaw: Rotation 1 (15 Minutes)
One person EACH from Group A moves to Groups B, C and D and "teaches" about their assigned
chapter.
One person EACH from Group B moves to Groups A, C and D and "teaches" about their assigned
chapter.
One person EACH from Group C moves to Groups A, B and D and "teaches" about their assigned
chapter.
One person EACH from Group D moves to Groups A, B, and C and "teaches" about their assigned
chapter.
D. Jigsaw: Debrief (15 Minutes)
Take a moment to reflect on your own a moment and assess your reactions to this Jigsaw process from
the perspective of your own learning. As a large group, share your reactions and discuss the advantages
and disadvantages of this collaborative technique
E. Session Summary (5 Minutes)
In a Round Robin, share what is the most surprising thing that you learned in this session?
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F. Preparing for the Next Session (5 Minutes)

Next session focuses on avoiding and resolving a variety of problems that might occur when facilitating
groups. Barkley et al. (2014) discuss problems in the learning environment ranging from individual
behaviours to group functioning while Bens (2012) focuses on effective decision making and conflict
resolution.
G. Journal Focus
On your own throughout the week, consolidate your thoughts on this session and note some of your key
learnings.
62
Session 10: Avoiding and Resolving Problems when Facilitating Groups

Learning Outcomes
 Discuss potential resolution strategies for problems encountered when facilitating groups in both
face-to face and online contexts;
 Describe facilitator responsibilities in promoting group decision making;
 Explore strategies for resolving conflict in groups;
 Interpret appropriate feedback strategies for specific scenarios.

Rationale
The purpose of this session is to explore a variety of problems that learners may encounter when
facilitating group learning through discussion and collaborative learning methods.
Learners may connect their understanding of learning theories to discussion of resolving problems during
discussion and collaborative learning activities.
Learners may use what they have learned in this session to completing Assignment 3. As well, learners
may informally evaluate their learning by critically reflecting on the journal notes they have made.
Session Resources
Text:
faculty (2nd ed.). San Francisco, CA: Jossey-Bass.
Chapter 8, pp. 118-150: Avoiding and Resolving Common Problems
Chapter 6, pp. 96-115: Effective Decision Making
Chapter 7. pp. 117-145: Facilitating Conflict
63
Session Schedule

60 B. Common Problems and Potential All in One Teams Barkley et al. Chapter 8
Resolution Strategies
Large Group Debrief
15 Break
30 C. Resolution Strategies for the Online Pair, Share Barkley et al. Chapter 8
Environment
Large Group Debrief
45 D. Effective Decision Making Bens Chapter 6
30 Lunch
Large Group Discussion Bens Chapter 7

30 E. Facilitating Conflict
15 Break
75 F. Providing Feedback. All in One Teams Bens Chapter 7

Large Group Debrief

Journal Reflection
Topic Guide
In this session, we will focus on common problems that arise when learners work together in groups.
Barkley et al. (2014) discuss problems in the learning environment ranging from individual behaviours to
group functioning. Bens (2012) identifies strategies to promote effective decision making and conflict
resolution. The session ends by exploring how to provide effective feedback to both individuals and
groups.
Transfer In
Think of a time when you had to resolve a problem with a group of learners. What strategies did you use
to resolve the issue? What worked well? What did not work so well? Share your experiences in the large
group.
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B. Common Problems and Potential Resolution Strategies

Barkley et al. (2014) discuss a wide range of problems that might arise when learners work together
collaboratively. These problems include issues such as resisting group work, poor interpersonal skills, off-
task behaviour, groups not getting along, assuming leadership, differing ability levels, groups working at
different rates, poor participation, inequitable participation, and academic dishonesty. They propose
strategies to resolve each of these issues. As well, Bens (pp. 129-140) discusses when and how to make
interventions. She identifies several scenarios and makes recommendations for resolution of these
dilemmas.
 Review Barkley et al.’s chapter on potential problems and solutions, and Bens pp. 129-140.
 Develop a generic plan that might be used as a general strategy for resolving these issues.
 Post your plan for the class to review.

 As a class, review the posted plans, and consider the key strategies required in a generic plan.
 Develop a generic plan which includes the key strategies discussed above.
 What strategies might be used to avoid problems developing in the first place?
C. Resolution Strategies for the Online Environment
Barkley et al. state that, because the online environment is unique, avoiding and resolving problems have
different dimensions, and thus problem solving strategies used in face-to-face classrooms, while still
effective in the online environment, may need to be used in different ways online.
Pair, Share (15 Minutes)
 Review Barkley et al.’s table in Exhibit 8.1 (p. 132).
 Analyze each strategy in the generic plan and revise as necessary for use in the online
environment.
Large Group Debrief (15 minutes)

Each pair will share ONE strategy and explain how it was revised for the online environment. This
process will continue until all strategies have been explained.
D. Effective Decision Making
Bens suggests that “Helping groups make high quality decisions is one of the most important functions of
a facilitator” (Bens, 2012, p. 97). In Chapter 6 she discusses decision making options and how they can
be used to promote effective decision making. As well, Barkley et al. (2014p.119) advocate encouraging
and supporting learners’ efforts to negotiate difficulties encountered by providing opportunities for learning
skills as problem solving and conflict resolution in a safe environment.
Many adult learning contexts involve group and team processes where decision making within the group
is a key aspect of the learning. In workplace environments, the facilitator would have a more direct role to
facilitate the decision making process. In a learning environment, helping learners reach decisions
becomes a more indirect and consultative process. In these types of instructional strategies the facilitator
prepares the right environment and then steps aside, ready to coach teams as needed and monitor their
activity.
Learners will break into their teams to work together.
65
Review Chapter 6 of Bens (2012) and Chapter 8 of Barkley et al. (2014) prior to class.
Consider that you are designing an entire 12 week workshop that is problem-based in nature where
consensus building will be key for groups to be able to produce decisions that reflect the views of all
group members.
Considering Bens and Barkley et al.:
 Describe your responsibilities to ensure effective decision making.
 As groups begin working in their teams (in your workshop), what specific advice would you
incorporate into your facilitation plan to ensure effective decision making happens in your course
teams?
 How and where in your 12 week course would you make use of any of the process tools cited in
Bens and/or collaborative learning techniques in Barkley et al.?
Teams will have an opportunity to share their work and as a class consider the key responsibilities of the
facilitator to ensure effective decision making.
E. Facilitating Conflict (30 Minutes)
As Bens, (2014, p. 117) stated, “dealing with conflict is a fact in every facilitator’s life.” She adds that
facilitators need to intervene in order to restore group effectiveness. In Chapter 7, Bens identifies a
variety of options for dealing with conflict situations. Following are two practical scenarios. As a class,
choose one to consider as a class together.
Scenario -1
You have implemented a team project where learners will work together over a period of two months to
deliver a final product. You divide students into groups. Each learner receives the same group mark for
the final work.
Halfway through the course you are approached by members from one group complaining that one group
member is not participating in their meetings or completing any work toward the project. They are
concerned about the team grade that this person might receive for not having completed any work and
they are very angry.
They want YOU to do something about it.
1. Based on your review of Bens, describe what action you will take to address this group conflict
issue.
2. How might your action differ (or not) in the online environment?
3. What other strategies might you employ next time you assign this type of ongoing group work that
might prevent or reduce the potential for this type of conflict in the future?
66
Scenario -2
You are facilitating an all class discussion where the class is split in terms of their views. You observe
that tempers are rising, some people have shut right down; others are becoming quite vocal about their
personal beliefs regarding the issue and are even interrupting each other while others are speaking. The
climate is becoming confrontational.
 As a facilitator, what would be your best plan of action to resolve this conflict?
 What tools from the Bens text in general or from Barkley et al. might you select (or not) that could
help with this situation?
 What are some things you can do prior to this discussion to assist you generally to reduce the
potential for conflict in a class discussion?
F. Providing Feedback (75 Minutes)
All in One Teams
Every facilitator will meet situations that require feedback. Feedback may be needed for one particular
learner or for the group as a whole. Feedback is always meant to be constructive. As Bens (2012) states,
“the goal is to improve the current situation or performance, never to criticize or offend (p. 125). Thus,
providing feedback through individual or group interventions is a key facilitator role and skill.
Travelling File
The class will be grouped into their All in One Teams.
Each team receives one of the folders with one of the four cases inside it, along with some blank sheets
of paper;
At the beginning of the activity, each group opens their file and as a team determines a response. Each
team writes their response using the blank paper and leaves it in the folder;
After 10 minutes, the folders rotate so that each group receives another folder with a new case;
This process continues until each group has had an opportunity to work with each case;
At the end of the activity, the group should be receiving back the first case they worked on. Using flip
chart paper, they should review the advice from each team and synthesise a response to the case;
Each team posts their flip chart, re-reads the case to the class and provides a summary response.
Cases
Case 1
You are in the process of observing a learner presentation that has some serious limitations based on the
overall requirements for the assignment.
Beyond determining an overall grade, how will you provide feedback to this learner that will help them
grow without harming their self-esteem? Use your own experiences and Bens pp. 125-128 as a guide for
your response.
Case 2
Describe a situation from your own experience as either a facilitator or learner that illustrates a coaching
and mentoring example where providing developmental feedback was the main objective. Describe how
the feedback given compared to Bens’ Eight Step Feedback Process (p. 126).
Case 3
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You observe over time that students in your class seem to be excluding one individual in the class.
Whenever that person speaks, some people in class roll their eyes or begin whispering to each other. In
group work, that person is also left out of the conversation.
As a facilitator, what do you see as your role and responsibility to the individual and to the group? What
is a specific facilitative strategy that you might employ to help with this issue without harming or exposing
the individual? Consider Bens, pp.129-133 as a guide for your discussions.
Case 4
You observe that a student is constantly putting down other’s ideas during class discussions and
interrupts with their own ideas and experiences. This continues to happen after several weeks despite
your attempts to facilitate the discussion around this learner’s constant interjections.
Briefly identify a strategy for dealing with this situation. Describe how you would provide feedback to this
learner in particular regarding their behaviour during class discussions.
This session explored common problems that arise when learners work together in groups. Barkley et al.
(2014) discussed avoiding and resolving problems in the learning environment ranging from individual
behaviours to group functioning. Bens discussed types of decision making and provided strategies to
promote effective decision making. As well, she outlined how to manage conflict to restore group
effectiveness. Finally, Bens (2012) explained strategies to provide effective feedback to both individuals
and groups.
Round Robin
The next session focuses on giving helpful and useful evaluation as part of the facilitation process.
Feedback is a key element in the development of learners.
For homework, search for a rubric used to evaluate learning and bring it to class.
Prepare the readings and be ready for discussions.
Assignment 3: Facilitation Plan Due at the beginning of the next session.
68
Session 11: Assessing Learning and Development in Facilitations

Learning Outcomes
 Discuss the general principles of evaluating learning;

 Differentiating between process and product in the evaluation process;
 Differentiate between formative and summative evaluation;
 Explore processes for grading collaborative and online work;
 Distinguish between helpful and unhelpful evaluation;
 Identify the characteristics of helpful evaluations;
 Analyze the components of assessment rubrics that assist the evaluation process
Rationale
Evaluating learning is a key part of the facilitation process whether it is formative or summative. This
session will explore general guidelines and principals of evaluating learning and ongoing development.
Further, strategies for grading collaborative and online work will be discussed. As rubrics are a key
element of the evaluation process, the components of effective rubrics will be introduced.
Brookfield discusses the connection between power and evaluation. Barkley et al. review general
principles of evaluating learning.
Learners will have an opportunity to create a rubric and through the analysis of a case situation, practice
writing effective feedback based on the principles discussed in the readings for this session.
Session Resources
Barkley, B.F., Major, C.H., & Cross, P.K. (2014). Collaborative learning techniques: A handbook for
college faculty. (2nd ed.) San Francisco: Jossey-Bass.
Chapter 7, pp. 101-117: Grading and Evaluating Collaborative Learning
Brookfield, S. (2015). The skillful teacher. On technique, trust, and responsiveness in the classroom (3rd
ed.). San Francisco: Jossey-Bass.
69
Session Schedule:
30 A. Welcome and Overview Facilitator

Transfer In Large Group Discussion
30 B. Characteristics of Helpful Pair Share Brookfield, Chapter 14

Evaluations
60 C. Feedback: Case Analysis All in One Teams Brookfield, Chapter 14
15 Break
60 D. Using Rubrics for Effective Large Group Discussion All

Evaluation
All in One Teams Student Homework to Share
30 Lunch
30 E. Formative and Summative Pair Share Barkley et al, Chapter 7

Evaluation Practices
30 F. Grading Collaborative Work Large Group Discussion Barkley et all Chapter 7
15 Break
30 G. Student Self-Evaluation, Group All in One Teams Barkley et all Chapter 7

Evaluation and Student Peer
Evaluation Large Group Debrief
30 H. Grading Collaborative Work in Large Group Discussion Barkley et all Chapter 7

the Online Learning Environment
30 I. Session Summary Round Robin
15 J. Preparing for the Final Session Facilitator Led
Topic Guide
Giving helpful and useful evaluations that the student can make use of is a key element of the facilitation
process. As we have discussed, facilitation is about guiding and without effective feedback, students will
not have the information they need to reflect and develop over time.
Transfer In
Reflect on a time when you were given either a formal or informal evaluation or feedback on something
that you did. How effective was that feedback/or not? What made is so? How did you feel during or when
you received that evaluation/feedback? Feel free to share a specific experience.
B. Characteristics of Helpful Evaluations (30 Minutes)
Pair Share
70
Brookfield (2015) identifies a series of characteristics that in his experience constitute helpful evaluations.
Working with a partner, discuss your reactions to these characteristics. Would you add anything else to
what he has to say?
Each partner group shares what they discussed and then the Facilitator will open discussion to the large
group. It may be helpful to build these characteristics on the whiteboard or flip chart paper.
C. Feedback: Case Analysis (60 Minutes)
Brookfield (2015) indicates that feedback to students is not helpful unless it specifically identifies areas for
development and provides constructive feedback that helps the learner identify exactly what they need to
improve upon. Similarly, positive feedback that lacks any kind of specificity does not reinforce what the
learner did well.
All in One Teams
Each team will review one student submission for an assignment. Based on the principles and
characteristics of evaluation identified in the readings for this session, each group will prepare feedback
for that assignment. Be ready to explain your rationale for that feedback and identify the characteristics
that are displayed in that feedback. Use Flip Chart Paper to construct your feedback and assign a grade.
The Assignment. Total Value is 20 Points (10=belief statements; 6-two examples that illustrate;
4=slogan)
Students were asked to create a short answer that describes their personal philosophy of learning. They
were to include two examples that illustrate this philosophy in action. Finally each student was asked to
create a slogan that represents their beliefs about learning. APA format was not required for this
submission but attention to correct grammar and spelling was a requirement.
(Student Submissions are found at the end of this session.)
Large Group Debrief
Each group shares the feedback and grading for the submission they were working with. Each group
explains their rationale for the wording they used, and identifies the key characteristics of their feedback.
D. Using Rubrics for Effective Evaluation (60 Minutes)
Transfer In
 Why are rubrics useful in the evaluation process?
 What issues do you see in the use of rubrics in evaluation?

Round Robin
For homework you were asked to search for a rubric and bring it to class. In Round Robin fashion take
turns showing your rubric and discussing why you feel it is either effective or ineffective for use as an
evaluation tool.
Through this process, build a list on a white board or flip chart paper that captures the characteristics of
an effective rubric.
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All in One Teams - Building a Rubric

Using the advice of the readings and elements from the previous discussion, each team will create on flip
chart paper or a white board a simple rubric. Each team will take turns explaining their rubric and
highlighting the key features that make it effective.
Build a Rubric to Assess:
Team A: Washing the Dishes
Team B Cutting the Grass
Team C Making the Bed
Team D Doing the Laundry
E. Formative and Summative Evaluation Practices (30 Minutes)
As Barkley et al. (2014) indicate, formative evaluation is designed to provide feedback to both the
facilitator and the learner on how well the learner is doing with the assigned material. This process
promotes ongoing feedback for development. Whereas summative evaluation "gathers evidence to
assign grades" (Barkley et al., 2014, p. 110). Formative and Summative evaluation are studied more
carefully in 4F33. However, to gain an understanding of how best to evaluate, it is important to be able to
differentiate between these two types of evaluating learning.
Pair Share
Working with a partner, differentiate between what you understand to be formative evaluation vs.
summative evaluation. Think of some examples of each and be ready to share them with the class. What
makes one evaluation formative and another summative, even if they look the same?
F. Grading Collaborative Work (30 Minutes)
A key fundamental for grading collaborative learning is to ensure that each student is accountable for
their share of the work. At the same time, however, group product is often the main item that is graded.
Barkley et al. (2014) identify a variety of issues and decision points with respect to assessing and grading
collaborative work. Compare processes and practices for evaluating collaborative learning with general
practices of evaluation. What is different? What is the same?
G. Student Self-Evaluation, Group Evaluation and Student Peer Evaluation (30 Minutes)
Barkley et al. (2014) identify that there are many sources for evaluating learning in a facilitation. We are
probably most familiar with the instructor or facilitator as evaluator. As we see from our reading this week,
however, collaborative learning in particular is well suited to other forms of evaluation; specifically self-
evaluation, group evaluation and student peer evaluation.
All in One Teams
Each group will explore one source of evaluating learning in facilitation. In your groups review the advice
from Barkley et al. and be prepared to describe the evaluation assigned to your team. List any advice and
examples of how to create instruments for the evaluation. What issues arise with that source of
evaluation? Most importantly, identify the purpose of using that evaluation source and whether it could be
considered formative or summative, or both.
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Team Assignments:
Team A: Instructors
Team B Student Self-Evaluation
Team C Student Peer Evaluation
Team D Group Evaluation
Large Group Debrief
Each group presents their summary and any examples they can find from the text. As a large class
compare the differences between each source of evaluation and the types of evaluation instruments that
are used for each source.
H. Grading Collaborative Work in the Online Learning Environment (30 Minutes)
As a large group discuss:
 How is grading collaborative work in the online classroom similar and/or different?
 What specific issues arise with grading collaborative work in the online environment?
 What are some specific tips for grading collaborative work in the online environment?
I. Session Summary (30 Minutes)
Round Robin
Brookfield (2015) reminds us that grading is a sensitive area of our facilitation process. It is here where
the power issues in teaching and facilitation surface. What is ONE thing that you learned this week that
can help make the evaluation process both fair and effective?
J. Preparing for the Final Session (15 Minutes)
In preparation for the final session, begin to consider ONE thing you would want to make sure is part of a
facilitator toolbox kit that would help people be successful facilitators. Your item does NOT need to be
concrete – keep an open mind and put what you think is the most important ‘item’ in our class toolbox. Be
prepared to share your choice and your reason for including it.
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Student Submissions
Team A ---- Case 1 Assignment. Student Submission
To me one of the most important elements of learning is practice. This is what I would like to discuss in
this paper.
We learn in many ways. We may watch someone do something or in fact listen to a lecture or read about
something. Until we have practiced it a few time, however, we have not learned it. Therefore it is my firm
belief that to learn requires practice.
One example of this would be when we learn how to ride a bicycle. Often there is a process of using
training wheels and then eventually taking those off and trying it out on our own. This process requires
repeated practice before we have really learned how to ride a bicycle.
Another example of practice in the learning process is learning a new language. Without continuted
practice using different words and using different forms of verbs we will not become fluent. In this learning
process the practice might first be writing out words and conjugating verbs. Then later, a more in depth
practice might be about writing a story or giving a short presentation in that language.
For each of these examples, continued practice is the path toward learning. Therefore to me, practice is
the key to effectively learning something.
My slogan for learning would be "Practice Makes Perfect"
Team B ---- Case 2 Assignment. Student Submission
The learning process is very importent because it is through this process that we get new skills and learn
about the world etc. Personally I really like to learn new things. Just last week I signed up for a course on
how to handle your finances. To me learning can be fun if the teacher is engaging and interesting. I have
trouble with my taxes so I hope this course will be helpful to me and I hope I learn new skills that I can
use in the future when I start a job or take on other courses and especialy if I decide to move to the city.
Learning is something that we all do though and I believe that you do not need a course to learn
something. Learning can happen anywhere at any time if you let it.
Team C --- Case 3 Assignment Student Submission
I have many beliefs about the learning process. This is something that I have thought about quite often.
First of all, I believe that learning should be meaningful. If I am going to be learning something, it helps if I
can see the relevance of it to my own life. That makes it meaningful to me.
Secondly, I believe that learning is uncomfortable. This may seem negative but when I reflect on the
times I have tried to learn something new, it did not feel good until I had mastered it. In fact the process
was in some cases disturbing because I had trouble with the skill or understanding the concept.
I can think of one example where I was trying to learn how to play Golf, which is not an easy sport. It was
very frustrating at first because I was not able to hit the ball consistently into the fairway. However after
some practice and many lessons, I really started to enjoy the games and was pleased with my progress.
If I were to write a slogan about learning I might say "Make it Real and I Learn Best".
Team 4 --- Case 4 Assignment Student Submission
I believe that learning never really happens unless you sit back and reflect on it. This may seem crazy
because we realy do not do that but if I think of the times where I was put in a position to reflect on my
learning, it was amazing what came out of that process. I think that the process of reflection is a key part
of the learning process then and it is something that each of us should try to get in the habit of doing to be
better learners.
74
Session 12: Learning Synthesis

Learning Outcomes
 Synthesize learning from ADED2F91;

 Share and critically discuss Facilitation Plans;
 Reflect on facilitation practice;
 Contribute artefacts to a facilitator’s toolbox;
 Celebrate successes.
Rationale
 Engage in a synthesis of individual and group learning;

 Celebrate successes;
You will synthesize the learning relative to adult education theory, learned in each of the 12 sessions.
You will have an opportunity to synthesize your learning across the course from an individual and group
member perspective. The DACUM chart that you prepared in Session 2 will be re-assessed within the
context of course learning along with the Web Word Charts visualize "What is Facilitation?"
You will also have an opportunity to use Brookfield's (2015) 16 Maxims as an opportunity for self-
reflection in your own practice.
Session Resources
Bring back the Facilitation DACUM Chart that you developed as a class in Session 2.
The Facilitator will post the Web Word Charts Developed in Session 1.
Text:
(3rd ed.). San Francisco, CA: Jossey-Bass
Chapter 20, pp. 316-331: Staying Sane, 16 Maxims of Skillful Teaching
75
Session Schedule *:
30 A. Reflections on Facilitation Bookend Brookfield, Chapter 20.

Staying Sane: 16
Transfer In Large Group Sharing Maxims of Skillful
Teaching
150* B. Facilitation Planning Presentations Student Presentations
Break
30 C. Maxims for "Skillful Teaching" Pair Share
30 D. Facilitation DACUM Chart - A Review Large Group Task Facilitation DACUM

and Update Chart - Session 2
Sample DACUM Chart
(Activity Sheets file)
Break
45 E. Facilitator’s Toolbox Large Group Sharing
15 F. Introducing 4F33 – Designing Learning

for Adult Learners
15 G. Goodbyes
* Breaks should be taken as needed. Suggested breaks above will vary depending on the size of the
class.
Topic Guide
A. Reflections on Facilitation (30 Minutes)
Bookend Revisiting an activity at the end of a
Barkley et al. reinforce the importance of having an learning event that was started at the
opportunity to integrate and synthesize learning in beginning is a collaborative tool called
collaborative events. In this final session we
engage in several activities designed to give you
"Bookends." Bookends provide an
an opportunity to review and reflect on lessons opportunity for cognitive processing and
learned throughout the course. critical thinking. (Karre, 2008).
76
Transfer In
As we began this course we created Word Webs that visualized "What is Facilitation?" These should
be posted again throughout the room for further scrutiny. Take some time to walk around the room and
visit each of the Web Word Charts.
Using yellow Post-Its, add any items that come to mind as you move around the room.
The Facilitator will lead a discussion to integrate these new ideas to the maps. Each person who made an
addition will have an opportunity to state what they added and their rationale.
B. Facilitation Planning Presentations (150 Minutes)
Round Table Discussion
The Facilitator will convene a round table discussion where learners will present their completed
Facilitation Plans (Assignment 3) to their classmates. She/he will set time limits for the presentations.
Learners are encouraged to make comments and pose questions to each presenter. For example, you
might pose a question on the reasons for choosing a particular collaborative learning technique in the
plan.
C... Maxims for "Skillful Teaching" (30 Minutes)
Think, Pair Share
Brookfield provides us with his own deep reflections on what to consider about your own practice of
facilitation. Although his maxims are located within the college classroom, they have meaning across any
adult learning context. Although he suggests at the end of the chapter that we should question even his
own chapter and advice here, each of his maxims refer to back specifically to many items that were
discussed in his book and in the course.
These maxims are reproduced here to save time. Reflect on your own for a few moments and consider
his advice to adult educators. Which maxim speaks to you the most? Discuss your selection with a
partner. Learners will volunteer what they would like to share until everyone who wished to share
something has had an opportunity to speak. This is not a round robin reporting out process.
Staying Sane: 16 Maxims of Skillful Teaching1

1. Attend to your emotional survival
2. Expect ambiguity
3. Perfection is an illusion
4. Ground your teaching in how your students are learning
5. Be wary of standardized models and approaches
6. Regularly learn something new and difficult
7. Take your instincts seriously
8. Create Diversity
1 Brookfield, S. (2015). The skillful teacher (3rd ed.). San Francisco: Jossey-Bass.
77
9. Don' be afraid to take risks

10. Remember that learning is emotional
11. Acknowledge your personality
12. Don't evaluate yourself only by students' satisfaction
13. Remember the importance of both support and challenge
14. Recognize and accept your power
15. View yourself as a helper of learning
16. Don't trust what you've just read
D. Facilitation DACUM Chart - A Review and Update (30 Minutes)

Review the Facilitation DACUM Chart that you prepared as a class in Session 2 to create a job
description for a Facilitator. As a class, discuss any additions or changes you would make to the existing
chart from your initial discussions in Session 2.
Review the Sample DACUM Chart again to get an idea of what "Future Trends and Concerns" and
"Wish List" items were included in that sample. Based on your learnings in the course, what items would
you add for the Facilitation DACUM Chart in these two key areas?
E. Facilitator’s Toolbox (45 Minutes)
In Session 11, you were asked to bring an artefact to the last class to contribute to a “Facilitator’s
Toolbox.”
In this activity, you have an opportunity to think about integrating the practical and theoretical
considerations of facilitation by selecting an artefact of significance to contribute to a “Facilitator’s
Toolbox.”
Instructions:
As a class, gather in a circle:
 The Facilitator will place the box they have brought into the centre of the circle;
 You are invited now to take a turn adding your artefact to the Toolbox;
 When your turn comes, place your artefact into the Facilitator’s Toolbox.
Explain:
o The artefact;
o The significance of the artefact;
o Why you chose to add this artefact to the Facilitator’s Toolbox.
Debrief:
Once everyone has had an opportunity to participate, individually take a moment and reflect on the
collection of items in the Toolkit.
 What does the Toolkit signify to you?
78
 What insights, additional comments or reflections arose or now arise in relation to the
contributions everyone has made?
 What might be in your personal Toolbox that is different from what has been added to the
groups’? Why?
F. Introducing 4F33 – Designing Learning for Adult Learners (15 Minutes)
The next course within the ADED program focuses broadly on the larger design process of creating a
curriculum for an overall course of study. A major assignment for that course is for you to build your own
12 week course of study.
Begin to think about what kind of course you might like to develop. Since this will possibly be the first time
you have developed such a course, consider selecting a topic that is of interest to you.
The main texts for 4F33 are:
Morrison, G., Ross, S., Kalman, H., & Kemp, J. (2012). Designing effective instruction (7th ed.).
Hoboken, NJ: Wiley & Sons, Inc.
Cranton, P. (2012). Planning instruction for adult learners (3rd ed.). Toronto, ON: Wall &
Emerson, Inc.
G. Goodbyes (15 Minutes)
As the course comes to a close, take the opportunity to make a final connection with your co-learners.
Perhaps you can share a quote or a story that summarizes your feelings – you decide.
Celebrations!
79
2F91 Facilitating Adult Learning – Appendix A
Appendix A – Group Roles

Group roles play an important part in building community effectively. Group work is a big part of the
learning process in the ADED program. Each individual within both small and large group activities has a
responsibility to contribute constructively and assume positive roles with the group.
Some of the common roles that you will experience in this course include:
1. Facilitator: The person in this role ensures that all voices are heard in the online group
discussion. Sometimes learners have a tendency to either under or over participate; the facilitator
is responsible for monitoring and mediating so that all voices are equally included and one person
does not dominate the working discussions.
2. Task Master: The person in this role ensures that the specific task of the group is understood by
all. Sometimes discussions can veer off topic to related issues. When this occurs the Task Master
is responsible for bringing the group back to the specific task. This can be done as a gentle
reminder “folks, I think we are getting off task here, let’s bring it back to the main issue”, or in the
form of a refocusing question such as: “can you relate your comment/example to the specific
issue we are discussing?”
3. Time Master: This person takes responsibility for watching the clock and for timing out the
discussion and related activity. In the online setting it will be important that the time master
ensure that the discussion postings are up according to when they are needed. If there are
several tasks that need to be accomplished within the broader activity, the time master will ensure
that the discussion agenda is maintained from a time perspective.
4. Scribe: Each small or large group activity will require informal or formal notes to be taken. The
scribe is the person who takes these notes and takes responsibility for sharing them using the
Learning Management System with the rest of the group, small or large).
5. Presenter: Inevitably, following the group discussions, a larger group debrief occurs. The
Presenter is responsible for synthesizing the group’s discussion and presenting the germane
points to the broader group. Note: the Presenter is not to repeat verbatim the group’s discussion,
but to synthesize it and make connections to the broader discussion or questions to be answered.
In the online class this often becomes the summary posting for an activity or discussion.
General Rules of Group Roles:
1. In a session, your role should rotate each time you are in a group activity. If you find in one
session that you have presented 3 or 4 times, you are over-participating in one role and not
enough in the others. Assume a different role each time you move into group work activity. This
way you ensure skill development that is equitable across the course.
2. We tend to lean towards assuming roles that we are comfortable with and avoid others with which
we feel less comfort. You are encouraged to assume a role that is the opposite of what you have
a strong skill set in. If presenting or task management is easy for you, take on a different role the
first few times you are in a group activity.
3. Roles can be combined based on the size of the group; in which case, you may be wearing
multiple hats in a group discussion and need to be aware of them all.
4. At first, taking on these formal roles will feel uncomfortable for some and take a little more time for
groups to work with. Over time these roles will become more natural as your group skills develop.
5. These roles relate to building effective group process. In addition to these roles, each individual is
tasked with participating as constructively as possible to the group product or task. Assuming a
process role does not absolve individuals from participating in the group task completion. If you
are the Facilitator, all voices need to be equitably heard, including your own. If you are the Scribe,
80
2F91 Facilitating Adult Learning – Appendix A
you take notes on the group discussion but you also participate in the discussion as a group
member, and so on.
6. Engaging in group role process up front in this course will assist you to work more effectively as
you proceed through the course and the ADED program. Investing in a process of group learning
will ensure a better product of group learning and will contribute to the development of both a high
performing team and a strong community of learners.
81
2F91 Facilitating Adult Learning – Appendix B
Appendix B - Differences Between Teaching and Facilitation
TRADITIONAL TEACHERS FACILITATORS
They start from their own knowledge They start from the group’s knowledge
They follow a pre-set curriculum They address issues identified by the group
and adapt new ideas to the needs and culture
of the group.
They present new information from the front of They use practical, participatory methods
the class. including group discussion.
Information flows in just one direction from Information flows in many different directions
teacher to student (transmission). and there is a genuine exchange of ideas.
They bring extensive knowledge of the subject. They draw out and build on the knowledge of
the group.
They bring pre-determined information to the They know where to find further information
class. and encourage learners to engage in their own
inquiry.
They are concerned about learners They encourage and value different views,
understanding the right answer. perspectives and ideologies.
They work for the community and may come They work with the community and may come
from outside the community. from within the community.
They have a formal hierarchical relationship They consider themselves as equals in the
with their students, based on their status, learning process and build relationships on
control and power. trust, respect and a desire to serve.
Adapted from “Facilitation Skills Handbook”, by S. Clarke, R. Blackman & I. Carter (2004),
Tearfund Press, UK. Retrieved on-line http://tilz.tearfund.org/webdocs
82
2F91 Facilitating Adult Learning – Appendix c
Appendix C – Critical Thinking and Discourse Skills

Review this list of skills periodically, add to it, and utilize it in order to enrich group discussions, deepen
your response to readings, and enhance the academic quality of your essays and written assignments.
 Identify main idea and supporting details
 Make interdisciplinary connections (text to text, to self, to world)
 Compare analogous situations
 Transfer insights to new contexts
 Reflect on one’s own beliefs and perspectives consciously and openly
 Make inferences (stated, implied)
 Determine reliability, credibility and validity of claims
 Ask relevant ‘between-the-line’ questions (How? Why? So what?)
 Consider cultural influences, implications, biases, prejudices
 Recognize hidden messaged, missing information, stereotyping
 Identify power factors, oppression, silence
 Identify viewpoint and contracting perspectives
 Express opinions, cite evidence
 Evaluate evidence and alleged facts
 Recognize contradictions
 Explore implications and anticipate consequences
 Refine generalizations and avoid oversimplification
 Develop hypothesis, thesis, premise
 Make plausible inferences, predictions or interpretations
 Collect, organize and record data
 Analyze information, assumptions and policy from diverse perspectives
 Determine the best course of action and generate solutions
 Interpret data and draw conclusions
 Clarify issues, conclusions, or beliefs
 Develop criteria for evaluation
83
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Adult Education 2F91

Facilitating Adult Learning

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2F91 Course Readings Summary

1. Click the large header 'Your Library',

Session & Topics Readings

3 How Adults Learn

Chapter 1, pp. 3-13: Collaborative Learning: Coming to Terms with

Chapter 3, pp. 39-57: Designing the Learning Task

Brookfield, S. D. (2015). The skillful teacher: On technique, trust, and

Chapter 4, pp. 58-75: Orienting Students

Chapter 5, pp. 81-96: Creating Participation

Chapter 5, pp. 76-89: Forming Groups

Chapter 4, pp 59-79: Knowing your Participants

Brookfield, S. (2015). The skillful teacher: On technique, trust and

REVIEW Chapter 8, pp. 97-109: Teaching in Diverse Classroom

Chapter 5, pp.55-68: Understanding and Responding to Classroom

Chapter 15, pp. 199-212: Helping Students Take Responsibility for

8 Facilitation Brookfield, S. (2015). The skillful teacher. On technique, trust, and

Chapter 6, pp. 69-82: Lecturing Creatively

Chapter 7, pp, 83-96: Using Discussion Methods

Chapter 9, pp. 151-186: Techniques for Discussion

Chapter 13, pp. 169-184: Teaching Online

Chapter 6, pp. 96-115: Effective Decision Making

Chapter 7. pp. 145: Facilitating Conflict

Chapter 14, pp. 185-198: Giving Helpful Evaluations

12 Learning Brookfield, S. D. (2015). The skillful teacher: On technique, trust, and

Session 1: Contexts for Facilitating Adult Learning

 Describe the course goals, session structure, and course assignments;

 Provide an overview of the course content;

Introduction: pp. 1-6.

Education is not the filling of a vessel, but the

Time Topic Learning Strategy Reading/Resource

30 A. Welcome, Getting Acquainted, and Gifts

30 B. Orientation to the Course Think, Pair Share ADED 2F91 Session

30 C. What is Facilitation? Small Group, Word Web Bens, Chapter 1

10 C. What is Facilitation? (Continued) Large Group Discussion Bens, Chapter 1

30 D. Contexts for Adult Facilitation Small Group Merriam & Bierema,

30 D. Contexts for Adult Facilitation Large Group Debrief Group Presentations

40 E. The Learning Journal Explanation

15 F. Journal Focus Integration - Journal

10 G. Course Discussions and Group Instructor Led

30 I. Session Summary Large Group Discussion

Word Web Instructions

 The major learnings from this introductory session;

G. Course Discussions and Group Activities – A Constructivist Environment (10 Minutes)

Session 2: Roles, Responsibilities, Skills and Qualities of Effective Facilitators

Chapter 2, pp. 15-26: The Core Assumptions of Skillful Teaching

Chapter 4, pp. 41-54: What Students Value in Teachers

Chapter 1, pp. 11-31: Understanding Facilitation

30 A. Welcome and Overview Instructor Led Online Video: What do

30 B. Core Assumptions of Skillful Teaching Pair Share Brookfield, Chapter 2

30 C. Qualities of ‘Skillful’ Adult Educators Small Group Activity Brookfield, Chapter 4

30 C. Qualities of ‘Skillful’ Adult Educators Large Group Debrief Small Group

Small Group Activity Bens, Chapter 1

Small Group Activity Bens, Chapter 1

45 E. Creating a Facilitation Job Description Large Group Activity, All

45 F. Group Activities and Group Contracts Small Groups Appendix A

10 F. Session Summary Round Robin

5 G. Preparing for the Next Session Assignment Guide

As a large group discuss:

o Why did you select these three in particular?

Large Group Discussion (30 Minutes)