3. 3
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.
10. 10
the soil that supports
and nurtures living things.
I give solid footing to those
I am earth
Meditation
By Laurie Beth Jones
Meditation
By Laurie Beth Jones
11. 11
I am wind
the power that sweeps away
old fears and carries new
ideas like springtime.
12. 12
I am fire
Igniting the power
and passion in
others. I give
warmth on cold,
wintry nights, and
clear the way for
new beginnings.
13. 13
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.
31. 31
Conditions which facilitate
learning- Acceptance
- Cooperation, care, concern
change, communication
- Trust oneself / others
- Ideas (different ideas)
- Value for individual differences
- Evaluation (self-evaluation)
32. 32
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
33. 33
- Emotional and intellectual
process
- Learner is the richest
resource
34. 34
Four Stages of Experiential
Learning Process
1 Activity
2 Analysis
3 Abstraction
4 Application
New Experience,
re-learning, un-
learning
36. 36
The experiences may be:
direct or vicarious
case analysis
questionnaires to be answered
simulation exercises
personal disclosure sessions
etc.
37. Processing
Questions
37
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?
38. 38
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?
39. 39
Can you say that in another
way?
What is the worst/best that
could happen?
What else?
And?
Would you say more about
that?
41. 41
Includes:
What questions are to be
raised?
What data will surface?
How will personal insights
be evoked and processed/
discussed?
42. Processing Questions
Questions are directed toward
generating data.
42
Who would volunteer to share?
Who else?
What went on/happened?
How did you feel about that?
Who else had the same
experience?
43. 43
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?
44. The following questions are
directed towards making
sense of the generated data:
44
How did you account for that?
How does that mean to you?
How was that significant?
How was that good/bad?
45. 45
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?
47. 47
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.
48. Processing Questions
48
Questions are directed toward
prompting generalizations:
What might we draw/pull from
that?
Is that plugging in to anything?
What did you learn/relearn?
49. 49
What does that suggest to
you about ______ in general?
Does that remind you of
anything?
What principles/law do you
see operating?
50. 50
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?
52. 52
Provides mechanisms by
which learner is able to
evaluate his/her attainment
of the instrumental
(learning content) and the
terminal (behavioral)
objectives.
53. 53
These may include the
following:
Action plans
Assignments
Evaluation activities/
instruments to check
understanding
of/commitment to the
learning outcome
54. Processing Questions
Questions are directed
towards applying the general
knowledge they have gained
to their personal and/or
professional lives.
54
55. 55
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?
56. 56
What are the options?
What might you do to
help/hinder yourself?
How could you make it
better?
57. 57
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?
58. 58
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?
59. 59
How might it have been
more meaningful?
What changes would you
make?
What would you continue?
60. 60
If you had to do it over
again, what would you do?
What additions/deletions
would help?
Any suggestions?
61. 61
Attitude Portrait of a
Facilitator of Learning
Realness
the most basic
real person
no front or facade
77. 77
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.
83. 83
A. How much time
are you allotted?
B. Are you building
in breaks?
C. Are you building in
time for reflecting
and integrating?
84. 84
D. Are you taking into
account slippage
(what you may not
anticipate can still
happen!)
85. 85
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.
86. 86
You may make the last-
minute changes
throughout the experience
according to your ongoing
evaluations.
87. 87
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