Facilitation 101

1. Facilitation 101 Skills and Strategies for Presenting Information to Adult Learners Presenter: Sara Dinser, PD Coordinator Co-Presenter: Tara Donahue, AT Coordinator

2. “The learner will be able to…” Agenda G.4 • Housekeeping • Norm-building activity • Why are you here? • Goal One: TLWBAT evaluate the facilitator role in andragogy. • Goal Two: TLWBAT divide “teaching” from “facilitating” and apply appropriate facilitation techniques. • Goal Three: TLWBAT utilize appropriate vocabulary in debriefing, redirecting, and transitioning. • Goal Four: TLWBAT identify resources for developing his role in andragogy. • Topics to cover • Adult Learning Theory • Teaching versus Facilitating • How to Debrief and Redirect • Put This in Your Vocabulary • Quick and Dirty Tips • Questions?

3. Purposeful Graphic Organizer Questions?

4. Norm-building Activity G.1 • Write one norm per post-it note. • Raise your hand when you’re done and we will pick them up. • Ideas to consider for norms… • Courtesy • Decision-making process • Priorities • Norm enforcement • Others…?

5. Needs, Goals, Desires G.1 G.2 • As a group, discuss your experience facilitating. What are your strengths? What are your weaknesses? • Isolate areas of improvement. What do you need to make this change? • Look to the future. What are your goals after you have improved your facilitation skills and you move to future opportunities to present? • No question is a silly question. If you could learn anything in a facilitation workshop, what would it be?

6. Andra—what?! G.1 Andragogy: the theory and practice of teaching adult learners Foundation of Adult Learning Adults bring life experiences and knowledge. Adults are autonomous and self-directed. Adults are goal-oriented. Adults are relevancy-oriented. Adults are practical. Adults need to be respected.

7. Quiz: What do you know about me? • First job in education at 15 • Roles in education • Teacher-school dropout • Took extra special education courses • Went into higher education – focused on… • Adult learning theory • Group training • Interpersonal foundations • But why am I here?

8. Why Do I Matter? G.4 • Your trainees matter. • Consider… • How does knowing more affect how you facilitate information? • How can you show respect (pillar 6) and acknowledgement (pillar 1) in every interaction? • How can you build relationships with those with whom you interact—even for two days?

9. What This Looks Like… G.1 • Pillar One: Adults bring life experiences and knowledge. • Provide opportunities. • Embrace the past but maintain focus on the present and future. • Pillar Two: Adults are autonomous and self-directed. • Provide active involvement and opportunities for leadership. • Allow for specific interests and personal goals. • Pillar Three: Adults are goal-oriented. • Search for internal motivation. • Emphasis need to achieve goals.

10. What This Looks Like… G.1 • Pillar Four: Adults are relevancy-oriented. • Remind of value and reason. • Applicability = value • Pillar Five: Adults are practical. • Application is necessary. • Emphasize real-world purpose and consequences. • Pillar Six: Adults need to be respected. • Focus on equality, right to voiced opinions, and confidence. • Allow for direction of own future. • Easy if pillars one through five are met

11. Teaching v. Facilitating G.2 Teacher Facilitator Emphasis on collaboration – “first among equals” Sustains trusting and open environment Ensures inclusion Provides structure Ensures “housekeeping” is done • Person in charge • Emphasis on lecture • Subject-matter expert • Center of conversation • Arbitrator • “The Maid”

12. A Good Facilitator G.2 • Sensitivity to the feelings of individuals • Sensitivity to feeling of the group • Ability to listen • Tact • Commitment to collaboration • Sense of timing and direction • Flexibility • Humor • Resourcefulness • Creativity

13. Personal Checklist G.2 • Be clear about your role. • Be aware of your eyes. • Be aware of your voice. • Be aware of your body language. • Be aware of your responsibility. • Be aware of when structure is needed. • Be aware of your power—and share it.

14. The Art of Debriefing and Redirecting G.3 • Build in summaries and revisit the agenda. • Ask purposeful questions • Evidence • Clarification • Explanation • Linking • Hypothetical • Cause and effect • Summary and synthesis • Socratic method is the most effective when teaching adults.

15. How to Be Purposeful G.3 • Take ownership of the presentation. • Go through every introductory/conclusive element (norms, symbols, etc.) • Take advantage of the breaks. • Be available.

16. What to Do if… G.4 • Ah! Time Crunch! • I don’t know the answer! • We’re totally not jiving together! • People are NOT following the norms!

17. Remove This from Your Vocabulary G.3 • “Hang in there, guys. We’re almost to break!” • “How did you feel about lunch?” • “The sooner we get through this, the sooner we’re done.” • “I don’t have time to answer that. We need to move on.” • “I know you’re tired/overwhelmed/irritated.” • “Them [General Education] v. us [Student Services]”

18. Put This in Your Vocabulary G.3 • “Thank you for sharing your experience/knowledge. How can you bring the new procedures/information into your practice?” • “That is a great question. I will make sure I provide guidance after the break.” • “Does anyone have questions related to the one just asked?” • “I have time for three more questions. Let’s put your questions in the parking lot, and I will address them as soon as you get back.”

19. Quick and Dirty Tips G.4 • Review and build norms together. • Get off of your phone and e-mail. • Work together. • Build signals for one another. • Be available and present. • Practice what you preach. • Be culturally aware—especially with humor.

20. G.1 Foundation of Adult Learning Adults bring life experiences and knowledge. Adults are autonomous and self-directed. Adults are goal-oriented. Adults are relevancy-oriented. Adults are practical. Adults need to be respected.

21. Facilitation 101 Questions?