6. OBJECTIVES
DEPARTMENT OF EDUCATION
Y-OU (Assess one’s strengths
and areas for improvement as
a facilitator)
F-ACILITATOR (Discuss the
facilitating skills needed)
11. FACILITATE
DEPARTMENT OF EDUCATION
Facilitate (verb fa·cil·i·tate
fə-ˈsi-lə-ˌtāt)
: to make (something) easier
: to help cause (something)
: to help (something) run more
smoothly and effectively
From Merriam-Webster Dictionary (http://www.merriam-webster.com/dictionary/facilitate)
12. BASIC KSAs REQUIRED OF A
FACILITATOR
DEPARTMENT OF EDUCATION
KNOWLEDGE
Subject Matter
Organization
Adult learning
process
Instructional
Methods
13. TRAINING METHODS
DEPARTMENT OF EDUCATION
Role Play
Games
Simulations
Lecturette
Case Study
Workshop
Cooperative
Learning Structures
Group
Discussion
15. PHASE 1: ACTIVITY (Concrete Experience)
DEPARTMENT OF EDUCATION
POSSIBLE
ACTIVITIES
TRAINER’S
ROLE
QUESTIONS THAT MAY BE
ASKED
Solving problems in
the group; Case
studies;
Role play;
Visits in the field;
Practicing skills;
Games;
Group activities.
To structure the
process
Present objectives
and activities and
clarify the rules,
procedures and time
limit.
Gather data/
information
Publishing and
organizing the data
Clarify responses
Do you have any other questions in
relation to the task? Do you need any
other information?
How is your progress?
Did it cross your mind to...?
Can you be more specific?
Can you say more about...?
Do you have some other ideas?
Are you ready to write down your work
on the flipchart? How much time more
do you need?
16. PHASE 2: ANALYSIS (Reflective Observation)
DEPARTMENT OF EDUCATION
POSSIBLE
ACTIVITIES
TRAINER’S ROLE QUESTIONS THAT MAY
BE ASKED
Working in small
groups; Presentations
done by participants;
Discussions in large
groups;
Small groups reporting.
Assist the participant to
think (observe) about what
happened in Phase 1 and to
see what it means for him
or her.
ensure that all important
aspects of experience are
not ignored. The success-
ful manner to assist the
participant is to ask
questions about what
happened and how he or
she reacted. Phase 2 begins
when the participant shares
his or her ideas and
reactions with others.
What happened?
What did you feel when...?
Did anyone feel differently?
What did you notice in relation to…?
How do you feel about the
experience...?
Does anyone in the group feel the same
in relation to...?
Do you agree / disagree with what the
others said? Why?
Does anyone want to add something?
What?
Did that surprise you? Why?
Would you share with us how you
understood...? Why did not you...?
17. PHASE 3: ABSTRACTION (Abstract
Conceptualization)
DEPARTMENT OF EDUCATION
POSSIBLE
ACTIVITIES
TRAINER’S ROLE QUESTIONS THAT MAY BE
ASKED
Synthetical
discussions in a
large group;
Lectures;
Demonstrations;
Reading tasks.
Helps participants to focus on the
consequences of the experience and
thoughts in order for a participant to
confirm that he or she learned
something new. There are two
approaches: 1) a trainer may secure a
summary for participants (for example a
lecture or a homework that entails
reading at home) or 2) a trainer may ask
questions which enable the participants
to autonomously reach conclusions (as
in discussion for reaching consensus).
What did you learn from this?
What does this all represent for
you?
Is there any joint principle?
How does this all fit in our
discussion?
Do you have some new views
of...?
What are the most significant
issues raised here?
Are there any lessons to be
learned from this?
21. ROLES OF A FACILITATOR
DEPARTMENT OF EDUCATION
ROLES OF A
FACILITATOR
Initiator Clarifier
Evaluator
Summa-
rizer
22. SKILLS OF A FACILITATOR
DEPARTMENT OF EDUCATION
Observing
Questioning
Listening
Attending
23. SKILLS OF A FACILITATOR
DEPARTMENT OF EDUCATION
Integrating
Oral Communication
Technical Skills
24. • Notes participants’ level of
involvement in all activities
• Monitors the energy level of the
participants during sessions
• Senses the needs of the
participants that may affect the
learning process
OBSERVING SKILLS
QUESTIONING SKILLS
25. • Formulates questions in a simple
manner
• Asks questions that are clear and
focused
• Formulates follow-up questions to
participants’ responses
appropriately
QUESTIONING SKILLS
QUESTIONING SKILLS
26. • Asks questions that involve
Higher Order Thinking Skills
(HOTS)
• Acknowledges participants’
responses
QUESTIONING SKILLS
27. • Solicits, accepts and acts
on feedback from
participants
• Processes responses with
probing questions to elicit
the desired outcome
QUESTIONING SKILLS
28. • Listens and understands
the meaning of what had
been said
• Responds positively to
participants’ insights
LISTENING SKILLS
29. • Clarifies and checks
understanding of what was
heard
• Reacts to ideas not to the
person
ATTENDING SKILLS
30. • Creates the proper environment
based on adult learning
principles
• Directs and redirects the
participants to the learning tasks
ATTENDING SKILLS
31. • Manages the learning
atmosphere throughout the
sessions
• Acknowledges greetings and
responses of the participants
ATTENDING SKILLS
32. • Highlights important results of the
activity that lead to the attainment
of the objectives of the session
• Deepens and broadens
participants’ outlook on the
significance of the outputs
INTEGRATING SKILLS
33. • Expresses ideas with clarity, logic
and in grammatically correct
sentences
• Speaks with a well-modulated voice
• Delivers ideas with confidence and
sincerity
ORAL COMMUNICATION SKILLS
34. • Employs appropriate and
updated aids
• Makes training aids that are
simple and clear
SKILLS IN USING TRAINING AIDS
35. • Uses training aids that are
attractive and interesting
• Utilizes training aids that are
socially, culturally, and gender-fair
SKILLS IN USING TRAINING AIDS
36. VALUABLE TIPS
DEPARTMENT OF EDUCATION
• Become aware of distracting mannerisms.
• Use a podium or a pointer appropriately.
• Be willing to change your approach or
material to meet the needs of
participants.
• Affirm participants’ responses.
• Plan introductions of other presenters.
• Don’t make excuses.
37. VALUABLE TIPS
DEPARTMENT OF EDUCATION
• Check the room and materials ahead
of time.
•Start promptly.
• Remember the first 5 minutes set the
tone.
• Greet people as they enter.
• Speak confidently and with respect.
• Look for a friendly face.
• Make sure that your appearance is
appropriate (dress code).
40. VALUABLE TIPS
DEPARTMENT OF EDUCATION
• Establish & maintain rapport with
participants
• Create a non-threatening atmosphere
(i.e. make participants feel at ease)
• Open and close the session with impact
• Establish consistency/congruency
between content and feeling
• Express self in a persuasive manner
41. POWERPT. PRES. REMINDERS
DEPARTMENT OF EDUCATION
• Present one idea or concept.
• Print in large letters.
• Limit to six or seven lines
with six to eight words per line.
• Use color for effect.
42. POWERPT. PRES. REMINDERS
DEPARTMENT OF EDUCATION
• Face the trainees, not the screen,
when speaking. If necessary, turn
to the visual aid to identify a
point, and then turn back to the
trainees to speak.
45. FYD NTOT FOR CAREER ADVOCATES
DEPARTMENT OF EDUCATION
Objectives: Develop Grade 11
Modules that will:
1. Focus on competencies that will
help learners apply decision-
making skills to career planning,
course selection and career
transitions
46. KARIRIN ANG PAG-FACILITATE!
DEPARTMENT OF EDUCATION
1.There are silent participants; non-
participative with the discussion
and activities
2. Some participants have higher
positions than you and
monopolizing the discussion
47. 3. The participants are having
disagreements
4. There are participants who are
always asking questions which are
not covered in the discussion
DEPARTMENT OF EDUCATION
48. 7. Your co-facilitator has an
emergency and can’t come to
your training
8. The materials that you
need are not printed on time
DEPARTMENT OF EDUCATION
49. 9. You had an LQ the night before
and you have to deliver a talk the
morning after
10. The participants were
complaining that food is always
served late; the room is not well-
ventilated and the comfort rooms
are always dirty
DEPARTMENT OF EDUCATION
50. 11. You don’t know the
answer to a participant’s
question
DEPARTMENT OF EDUCATION
This presentation was prepared by the Office of the Assistant Secretary for Curriculum and Instruction and first presented during the National SHS Training of Trainers on April 26, 2016 in the University of San Jose Recoletos, Cebu.
