Facilitation Method(s)
BACKGROUND
A way of learning is best described as the theories (I.e. Behaviorism, Cognitivism, Constructivism, Humanism etc.,) created to explain how people learn and retain information. In their book Facilitating Seven Ways of Learning, Davis and Arend compartmentalize the numerous ways of learning (theory) and align with a corresponding facilitation/teaching method.
EFFECTIVENESS
Picture this, an instructor stands in front of the class and reads from the latest textbook while student take copious notes. This was the original “Lecture” or presentation style dating back to medieval universities (Davis and Arend, 2013, p. 4). If we’re honest most training and development opportunities still leverage this approach. Why? Because every aspect of learning includes some degree of Cognitive Learning (the why or the concept). Meaning some baseline knowledge must be transferred to the learner even if the primary learning outcome is something entirely different. Therefore, building creative strategies to reinforce long-term memory and knowledge acquisition becomes more critical.
APPLICATION
If the goal is to teach in a way so learners learn then what’s offered here are intended learning outcomes, ways of learning and common facilitation/teaching methods to support the strategic and purposeful design and execution of impactful learning experiences. See The Seven Ways grid for more detailed information.
Reflection
Background:
Reginald William Revans was an academic professor, administrator and management consultant who pioneered the use of Action learning (Action Learning, n.d.). Action learning allows students to reflect about experiences.
Why it's Effective?
- Increases learner engagement
- Deepens understanding
- Broadens perspective
- Enhances reflection skills
Process Steps:
- Facilitator presents
- Facilitator ask learners:
- What? (Consider the facts)
- So What? (Consider the meaning/impact)
- Now What? (Consider the application)
- Facilitator ask for volunteers to share reflections
When to Use:
To spark discussion and encourage learners to process/reflect on new knowledge primarily the now what as a means to move understanding forward.
Scenarios
Background:
According to David Kolb, ““Learning is the process whereby knowledge is created through the transformation of experience” (Kolb, 1984, p. 38). Scenarios in learning places students as the central focus enabling practice, increases relevance and future and ongoing success.
Why it's Effective?
- Increases learner engagement
- Deepens understanding
- Broadens perspective
- Application or practice in a safe environment
Process Steps:
- Facilitator ask a question and gives learners time to think
- Learners pair for 5 minutes to discussion the question
- Discuss the question with the larger group
When to Use:
To create opportunities for learners to practice/apply new knowledge, skill or ability. To create opportunities for learner to assess the application of a knowledge, skill or ability.
Storytelling
Background:
According to Jack Mezirow, “reflection leads to more fully developed meaning perspectives, that is, meaning perspectives that are more inclusive, discriminating, permeable (open), and integrative of experience” (Mezirow, 1991, p. 111). The sharing of personal stories allows students to both dialogue and explore, through inquiry, beliefs and assumptions.
Why it's Effective?
- Increases learner engagement
- Deepens understanding
- Broadens perspective
- Increases awareness and sensitivity
- Builds teamwork
- Builds listening
Process Steps:
- Facilitator ask a question and gives learners time to think
- Learners pair for 5 minutes to discussion the question
- Discuss the question with the larger group
When to Use:
To create space for learners to share personal experiences and learn from the experiences of their peers
Learning Outcome:
Exploring attitudes, feelings & perspectives
Thinking Pair Share
Background:
Professor Frank Lyman, at the University of Maryland in 1981, created the Think-Pair-Share strategy. This strategy asks students to be interactive and engaged with both other students and the class as a whole.
Why it's Effective?
- Increases learner engagement
- Deepens understanding
- Broadens perspective
- Builds confidence
Process Steps:
- Facilitator ask a question and gives learners time to think
- Learners pair for 5 minutes to discussion the question
- Discuss the question with the larger group
When to Use:
To kick off a class, to follow-up a presentation and/or to solve a problems
Learning Outcome:
Acquiring Knowledge
REFERRENCES
Davis, B. D., & Arend, J. D. (2013). Facilitating Seven Ways of Learning: Stylus Publishing, LLC.
Kelzer, K. (2020, November 8). Comprehension Strategies. https://comprehensionstrategiesreadingwriting.weebly.com/strategy-1-think-pair-share.html
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development (Vol. 1). Englewood Cliffs, NJ: Prentice-Hall.
Mezirow, J. (1991). Transformative dimension of adult learning. San Francisco, CA: Jossey-Bass.
Wikipedia contributors. (2020, November 3). Action learning. In Wikipedia, The Free Encyclopedia. Retrieved 03:34, November 9, 2020, from https://en.wikipedia.org/w/index.php?title=Action_learning&oldid=986952105