1 Ease In The Way. 2 Setting the Scene Active Participation Welcome Valuable Contribution 3 ‘L’s...

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Ease In The Ease In The WayWayEase In The Ease In The WayWay

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Setting the Scene•Active Participation•Welcome Valuable Contribution

•3 ‘L’s : Listen, Learn and Link

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I hear and I forget. I see and I remember.I do and I

understand…..

- Confucius

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Tip Of The Iceberg• Ice-Breaker• Objectives :

1) Basic Info : Name, Age, School

2) Expectations

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ITS YOURS!!

LETS DO IT!

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Faci Who?• Best thinking• PROCESS rather than Destination• Link experience to meaningful and

long-lasting learning• Fundamentally responsible for the

QUALITY of each participant’s experience

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Competencies

• Distinguish Process From Content• Manage Relationships & Dynamics• Time and Space Management• Evoke Participation and Creativity• Honour and Affirm Group• Maintain Objectivity• Maintain Personal Integrity

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Characteristics• Enthusiastic, Energetic, Emotive,

Expressive• Warm personality• Authentic• Responsible & Accountable• Initiative• Make them Question (Don’t tell. Don’t

offer.)• Look at Big Picture, Focus on Small

Details

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Qualities and Skills• Knowledge of Self - strengths/weaknesses, empathy, charisma

• Knowledge Base- Group/Interpersonal Dynamics, Learning

Styles

• Facilitation Skills- Listening/Feedback/Questioning/Observation/ Pacing/Presentation/Summarization

• Technology Skills - Discussion Tools, IT

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Methodology• Experiential Education / Experiential

Learning

“ The mediocre teacher tells. The good teacher explains.

The superior teacher demonstrates. The great teacher inspires.”

-William A. Ward

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Experiential Education• Active Involvement- Value direct experience more highly than abstract

knowledge

• Value the Students’ Experience- ‘Educational goals can be effectively met by

allowing the nature of learner’s educational experience to influence the educational process.’

• Experiential education comes in many shapes and sizes.

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• a process through which a learner constructs knowledge

• An educational strategy that connects classroom theory with practice in the real world

• The process of actively engaging students in an experience that will have real consequences

• A holistic approach which incorporates physical activity while also providing social and emotional challenges

• A process that differs from traditional education by maintaining that knowledge is individually and communally constructed by people

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• A term that has come to stand in for outdoorsy programs like Outward Bound

• Is only for people who are interested in the outdoors and climbing rocks

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Reasons Why Experiential Learning is Effective

• Develop relationships quickly• Decreased Time Cycle• Chaos and Crisis in a Safe Environment• Kinesthetic Imprint• Encourage risk taking• Diversity of Strengths• FUN!

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Experiential Learning (C. Rogers)

• Addresses the needs and wants of the learners

• Personal Involvement• Self-Initiated• Evaluated by learner• Pervasive effects on learner• Equivalent to Personal Change and

Growth

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Facilitation? What the??!

• Set a positive climate for learning• Clarify the purposes of the learners• Organize and make available

learning resources• Balance intellectual and emotional

components of learning• Share feelings and thoughts with

learners but not dominating

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KPI when learning is facilitated• Student participates completely in the

learning process and has control over its nature and direction

• Primarily based upon direct confrontation with practical, social, personal or research problems

• Self-evaluation is the principal method of assessing progress and success

• Learning to learn and the openness to change

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Faci’s Immersion• Gain respect & avoid perception of having

power through authority• Develop understanding of participants by

being alongside them• Focus participants on themselves, not

differences between themselves and the facilitator

• Allow faci to construct experiences subtly and indirectly

• Readily accessible role-model

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Dos and Don’ts• Respond• Create tension

within participant• Make statements to

raise questions• Provide feedback• Model• Maintain program

• React• Between

participants/instructor• Ask questions• Give answers or

directions• Instruct• Participant dictate

program

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•Explain•Demonstrate•Identify•List

•Derive•State•Name•Interpret

Helping Verbs

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Gearing Up!

• Paraphrasing• Mirroring• Drawing people out• Encouraging• Making Space• Intentional Silence

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Paraphrasing

• Use own words to say what speaker said

• Summary of long statement• ‘It sounds like…’• ‘So what you’re saying is…’• ‘If I understand you correctly…’• ‘Did I get it?’ / ‘Am I right?’

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Mirroring

• Repeat back verbatim• Repeat key words or phrases• In their case, use their words not your

words• Words or Tone• Be yourself with your gestures and

words. Build trust.

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Drawing People Out• Used along with Paraphrasing• Paraphrase the speaker’s statement• Ask open-ended non-directive

questions• ‘So it sounds like you’re saying…’

‘Can you give me an example of what you mean?’

• ‘Can you say more about that?’‘What do you mean?’ ‘How so?’

• Use connectors

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Encouraging• Art of creating an opening for people

to participate without putting anyone in a spot

• Engage everyone• ‘Who else has an idea?’• ‘Can anyone give an example?’• ‘Let’s hear from someone who

hasn’t spoken for a while.’

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Making Space• Keep an eye on the quiet members.

Be on the lookout for body language or facial expressions that may indicate their desire to speak

• If decline, be gracious and move on.• If participation is very uneven,

suggest a structured go-around to give each person a chance to speak.

• ‘Was there a thought you wanted to express?

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Intentional Silence• A pause usually lasting no more

than a few seconds• Allows reflection on what has just

been said and speaker to express thoughts in more depth

• 3-5 seconds• With eye contact & body language,

stay focused on speaker

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For you…

• It’s not about you, it’s about THEM• Touch and Go• Make or Break• Honest• Smile…Always! =D =D =D

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THANK YOU!