Department of Education

Training of Trainers K to 12 - Grade 8 Teachers

Enhancing Facilitation Skills

Paraluman R. Giron, Ed. D.
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Are you a _________

sage on the stage? guide on the side?

Objectives
1. Increase trainers ability to facilitate effective, participatory trainings. 2. Provide opportunity to trainers for self-reflection and self-analysis. 3. Guide trainers to craft their personal facilitation skills enhancement plan.
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Who am I?

Water

Earth

Fire

Wind
Which one are you most like?
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List at least three (3) characteristics.

Describe what the element does.

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Write down your name on top of your list. You have now created a powerful WORD PICTURE about yourself.

I am ___________ . I, ___________, am.

WIND
WIND is invisible, powerful, untamed, moody, exciting...
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WIND blows, soothes, comforts, pollinates, excites, stirs. . .

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Meditation Meditation
By Laurie Beth Jones By Laurie Beth Jones

I am earth
the soil that supports and nurtures living things. I give solid footing to those around me.
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I am wind

the power that sweeps away old fears and carries new ideas like springtime.
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I am fire
Igniting the power and passion in others. I give warmth on cold, wintry nights, and clear the way for new beginnings.
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I am water

Irresistible. No obstacle can stop me. I go over, under, around and through. I change forms to steam or ice or rain. I bring life wherever I go. I touch everyone I meet. 13

Who Am I?

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A Right Brain Exercise

A facilitator is like _________________ to me.

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Individual Task
List at least three (3) characteristics of an effective facilitator of learning.
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Group Task (15 minutes)

1. Share your list with the group.

2. Come up with at least five (5) common answers.

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3. Prepare your output using a power point presentation. 4. Select a member to present the group output in three (3) minutes.
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 What common answers were presented? How do we classify them?

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knowledge

values and attitudes

skills

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Facilitators approach/role may be: For the Task

1. Directive. Giving people some information, instructing them how to do something (Example: develop a work plan).
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2. Exploratory. Asking questions, encouraging people to voice their experience and ideas.
3. Delegating. Assigning task, roles and functions to individuals.
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4. Participative. Taking part in discussion, sharing personal experiences and encouraging them to do likewise.

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For the Process

1. Interpretive. Putting other words on a contribution or helping someone to find the words to express what he/she means.
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2. Catharsis. Encouraging and modelling the expressions of feelings and emotions as they emerge by asking a question such as: And was that a very painful time?
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3. Evaluative. Assessing what someone says, by providing a statement of value in relation to behavior such as: That seemed to have worked well for you.
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4. Sharing. Encouraging the sharing of the past and present feelings and those about future events, with a question such as: Does anyone else feel this way?
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5.

Directive. Guiding participants as they explore their feelings and begin to express them such as: Lets take a few minutes to gather our thoughts and think about how the event as affected us.

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SPOTLIGHT on the FACILITATOR

Where Am I Now?

1. 2.

What are my strengths as a facilitator?

How do I rate myself as a facilitator? In a scale of 1 to 10 where 10 is the highest score, where am I ?

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3.

What is my approach as a facilitator? For the Task

____________________________ ____________________________

For the Process

____________________________ ____________________________ 37

4.

What areas do I need to develop/further develop as a facilitator?

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What do I do to get to where I should be?

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A confident and skilled facilitator is an accomplished dancer.

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One notices the dance but not the dancers.

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The accomplished dancer

direct process, yet supremely flexible; follows principles not rules;
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sets aside judgment ; improvises; directs or requests; knows own cognitive styles and stretches beyond them;
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thinks beyond activities to outcomes;

mediates tension;
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reflective and learn from experience; keen observer; firm or soft; confident and competent.
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Three (3) Fundamental Questions for Self-Reflection 1. Where am I going?

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2. Where am I now?

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3. How can I close the gap?

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Conditions which facilitate learning

- Acceptance - Cooperation, care, concern change, communication - Trust oneself / others - Ideas (different ideas) - Value for individual differences - Evaluation (self-evaluation)
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Principles of Learning
- Learning and experience occur inside the learners Controlled by the learner People learn what they want to learn - Evolutionary process / Experimental
- Acceptance where people are free to explore: Active and personal involvement

- Right to make mistakes / Respect - Needs based / Relevant to the learner

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- Emotional and intellectual process - Learner is the richest resource

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Four Stages of Experiential Learning Process

New Experience, re-learning, unlearning 1 Activity

4 Application

2 Analysis

3 Abstraction

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Activity (Experience)

Describes the structural experiences designed to engage the participant-learner in activity dealing with the concepts to be used/learned.
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The experiences may be:

direct or vicarious case analysis questionnaires to be answered simulation exercises personal disclosure sessions etc.

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Processing Questions
What is going on? How do you feel about that? What do you need to know to? Would you be willing to try? Could you be more specific?

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Could you offer a suggestion? What would you prefer? What are your suspicious? What is your objection? If you could guess at the answer, what would it be?

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Can you say that in another way? What is the worst/best that could happen? What else? And? Would you say more about that?

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Analysis (Reflective Feedback)

Describes the process of inquiry into the results of the Activity.

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Includes:
What questions are to be raised? What data will surface? How will personal insights be evoked and processed/ discussed?

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Processing Questions
Questions are directed toward generating data. Who would volunteer to share? Who else? What went on/happened? How did you feel about that? Who else had the same experience?
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Who reached differently? Were there any surprises/puzzlements? How many felt the same? How many felt differently? What did you observe? What were you aware of?

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The following questions are directed towards making sense of the generated data:
How did you account for that? How does that mean to you? How was that significant? How was that good/bad?

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What struck you about that? How do those fit together? How might it have been different? Do you see something operating there? What does that suggest to you about yourself/your group? What do you understand better about yourself/your group? 64

Abstraction (Integration)

Describes the generalization that will/can be derived from the Activity and Analysis

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In this portion, theory input(s), lecturettes, or other activities may be included to explain or recapitulate the various concepts covered in the learning episode.
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Processing Questions
Questions are directed toward prompting generalizations:
What might we draw/pull from that? Is that plugging in to anything? What did you learn/relearn?
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 What does that suggest to you about ______ in general? Does that remind you of anything? What principles/law do you see operating?
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 Does that remind you of anything? What does that help explain? How does this relate to other experiences? What do you associate with that? So what?
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Application (Practical Synthesis)

Provides activities which will enable participant-learners to transfer concepts learned to real life situations.
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Provides mechanisms by which learner is able to evaluate his/her attainment of the instrumental (learning content) and the terminal (behavioral) objectives.
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These may include the following: Action plans Assignments Evaluation activities/ instruments to check understanding of/commitment to the learning outcome

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Processing Questions
Questions are directed towards applying the general knowledge they have gained to their personal and/or professional lives.
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How could you apply/transfer that? What would you like to do with that? How could you repeat this? What could you do to hold on to that?

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What are the options?

What might you do to help/hinder yourself?

How could you make it better?

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What would be the consequences of doing/not doing that?

What modifications can you make work for you? What could you imagine/ fantasize about that?
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A final stage can be added here, that of processing the entire experience as a learning experience.
Questions are aimed at soliciting feedback. How was this for you?

What were the pluses/minuses? 77

How might it have been more meaningful? What changes would you make? What would you continue?
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If you had to do it over again, what would you do? What additions/deletions would help? Any suggestions?
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Attitude Portrait of a Facilitator of Learning

Realness
the most basic

real person no front or facade

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 Prizing, acceptance, trust

prizing each participant respect for worth of individual
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 Empathic understanding

standing in the participants shoes making participants feel understood not judged or evaluated
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At last someone understands how it feels and seems to be me without to analyze or judge me. Now I can blossom, grow and learn.
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Creating Exemplary Learning Experiences

1. Plan ahead;

2. Set expectations;
3. Organize your materials;

4. Use visuals

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5. Plan for breaks;

6. Review the main concepts;

7. Make an impact at the end; 8. Provide snacks 9. Have fun!

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Presentation skills, tools and techniques

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Presenting Styles
is it important to be aware of your presenting style?
Why

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 It affects the learners.

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 It can encourage the use of a variety of teaching techniques.

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 It enables acceptance of those who are different from you.

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Learning Environment
How can a trainer create a learning environment that helps adults learn?

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 Set ground rules; Encourage participation; Facilitate more than lecture.

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Handling Difficult Participants Effectively

Remain calm Give the person a task to do Ask for others in class to respond Ignore
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Presentation Behaviors
Verbal

Pitch, volume, speech rate;

Emphasize key points; Avoid um, uh, er.
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Visuals Appearance; Mannerisms. Scan for Learning Reactions Are they asleep? Do they look puzzled?
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Overcoming Difficulties
Use planned questions and ask them more often. Allow more time.
* Learners must think through questions, then compose a coherent sentence or paragraph.

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Providing Games

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Have Fun
Learning does not have to be painful. Work at exciting the child that lives in all of us.

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More fun for you, as a trainer, as well as for participants, if your child is involved.

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Learning will be hindered if the attention of participants is limited.

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Time Know your limits in terms of realizing your goals. Consider the following questions:

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A. How much time are you allotted? B. Are you building in breaks? C. Are you building in time for reflecting and integrating?

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D. Are you taking into account slippage (what you may not anticipate can still happen!)
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Evaluation
Paying attention to the energy levels of the participants and yourself will help you evaluate the training while it is still in progress and at its conclusion.
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You may make the lastminute changes throughout the experience according to your ongoing evaluations.

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Concluding evaluations serve the dual purpose of giving the trainer feedback and helping participants integrate what they have learned. A. Ongoing Evaluations B. Concluding Evaluations

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Final Touch

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Elements of Greatness

Video developed by Profiles International, Inc.

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