NIFL-AALPD:676
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From: Aldenwrite at aol.com
Subject: [NIFL-AALPD:676] Re: [NIFL-AALPD] Re: Qualities of a Good Facilitator
Date: Fri Sep 26 2003 - 23:42:36 EDT
The list moderator asked several questions. I agree with and appreciated several of the responses so far. My two cents on the last two questions...
Question: What have you learned from your experience that makes a good facilitator?
-- Remember that you are just that -- a facilitator of learning -- not the only one who knows, not the only one who could present something new, not the expert on the learners or their context. In any point in the session, you could ask the learners to present the material (in a way you creatively structure), ask the learners what they agree with what you are saying or not, find out how the "new" applies or doesn't to their context or how they will be applying what you are there to facilitate.
-- If it is a meeting you are facilitating (and this can be true for training too), keep clear that you are a "neutral" ... freeing up participants to equally participate ...presenting back to them what you have heard (in summary form, as an emerging consensus, as a key difference of view), what may be ready for a decision, what on the agenda has been covered or is yet to be, what choices there are for the group as a next step if something has come up unexpectedly. :>)
--Keeping aware of BOTH "task" and "relationship" (I am sure this is old hat to all on this list.) Task including: the purpose for why all are there, covering the goals in time allotted, etc. Relationship including: the dynamics in the room of comfort/safety, participants' respectfulness of one another, energy/engagement in the room, agreement/disagreement verbally and nonverbally, seeing opportunity for learning moments, etc.
-- Finding out as much as one can about the context and learners ahead of time: why this facilitation is needed, is it mandated or not, what participants have experienced before as facilitation and liked or didn't, goals for the time together by various stakeholders, dynamics between participants and a little about each person/program attending (if possible). As a first activity, finding out more (confirm timeframe, in what contexts might this training materials be applied by each "back home," prior knowledge of the topic, etc. Later in the session, finding out more about contexts, barriers that exist to applying the topic, resistances, etc.
-- A really good night's sleep....the ability to be very very centered, and present
-- I differ from a previous listserv poster, about the adult brain's natural tendency to want to logically categorize....at least that this is a primary need. Instead -- basing this view on 25 years in adult ed/literacy including my work and book on contextual literacy with Tom Sticht in the '90s, and my work and book on literacy for empowerment with Paulo Freire in the '80's -- I believe that good facilitation helps adult learners in their natural want and need to:
(1) Connect what is being learned to what is deeply motivating (helps to remember...more from heart/energy than head/logic, helps to want to learn/apply it...Freire's "generative themes" is all about this),
(2) Tap into prior knowledge (this helps them to remember best, and does help them to "categorize" the new as it follows previously formed neurochemical pathways leading to prior knowledge, thus better enabling long term memory of this new learning),
(3) Critically reflect on what is presented rather than passively be told to remember it, or that it is right (learners internal wisdom being ultimately respected). Ponder this: education is a political act -- power defined here as: who has / who doesn't, who knows / who doesn't, who decides / for whom? While of course all is a continuum, one can still examine what is at the deepest root. What beliefs are underneath a facilitator/trainer/training sponsor's beginning assumptions about a training, the structuring/decisions about the training, and in tiniest choices or methods of the facilitator/trainer? Education either indoctrinates or education enables new creative thinking -- and in so doing, education either rests power and respect in the training sponsor/facilitator, or in the learners/trainees.
(4) Soon apply what is learned (which again taps back into motivation for retention, new knowledge or skill is best retained when it is applied or facilitated with others, and puts in action what was learned (in learners' own context) which makes whatever-it-is better one hopes!)
Question: And if you had the teachers/learners in your group evaluate your facilitation of the class/workshop/conference session/PD event, what kind of feedback would be most helpful to you, and to the event planners?
-- While paper or group evaluation discussion at the end can be helpful, I find most helpful to ask, weeks or even months later: What learnings have stayed with you? What have you done differently because of that [class/workshop/conference session]? Give specific examples in responses. What questions do you now have? What support do you need?
-- At the end of the session, one might ask: -- In what specific ways do you think you can apply what you learned? How ready do you feel to apply this? Is there any barrier still in the way of applying this; if so, what are some strategies for these barriers? -- What learning will most stay with you, biggest "ah-hah"? -- What are your questions now? -- How can you keep learning more about this or get help in applying it? What support do you need to do so? -- Would you recommend this facilitator to another group; why or why not? -- Bests and worsts (learning activities, parts of the day, parts to keep/revise, etc.) and WHY? (Where possible I always ask why.)
Hope to hear other views!
Alden Lancaster
Participatory & Contextual Training Design
6708 Poplar Ave.
Takoma Park, MD 20912
(301) 270-2222 (voice) / (301) 270-2042 (fax)
Aldenwrite at aol.com
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