Session Delivery

Session delivery is the process of engaging participants in learning in a meaningful way and/or enabling groups to work together effectively.  Merriam & Baumgartner (2020) describe this process as “… learning can emphasize the cognitive as in gaining knowledge of something, psychomotor as in learning a new physical skill, or affective, having to do with emotions and attitudes.”
Step 1: Facilitation Methods
The goal is to teach in a way so learners learn as such 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.
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 on experiences.

Why it is Effective:
  • Increases engagement
  • Deepens understanding
  • Broadens perspective
  • Enhances reflection skills
    • Process Steps:
  • Facilitator presents
  • Facilitator ask learners: What? (the facts), So What? (the meaning), Now What? (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.

    Learning Outcome:

    Acquiring knowledge

    Resources & Samples:
  • Facilitating Reflection
  • DEAL Model for Critical Reflection
  • Polarization Discussion
    • 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 is Effective:
  • Increases engagement
  • Deepens understanding
  • Broadens perspective
  • Application or practice in a safe environment
    • Process Steps:
  • The facilitator asks a question and gives learners time to think
  • Learners pair for 5 minutes to discuss 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 learners to assess the application of knowledge, skill, or ability.

    Learning Outcome:

    Practicing professional judgment

    Resources & Samples:
    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 is Effective:
  • Increases engagement
  • Deepens understanding
  • Broadens perspective
  • Increases awareness and sensitivity
  • Builds teamwork
  • Builds listening
    • Process Steps:
  • The facilitator asks a question and gives learners time to think
  • Learners pair for 5 minutes to discuss 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

    Resources & Samples:
  • The Science of Storytelling
    • Think Pair Share
    Background:
    Professor Frank Lyman, at the University of Maryland 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 is Effective:
  • Increases engagement
  • Deepens understanding
  • Broadens perspective
  • Builds confidence
    • Process Steps:
  • The facilitator asks a question and gives learners time to think
  • Learners pair for 5 minutes to discuss 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 problems

    Learning Outcome:

    Acquiring Knowledge

    Resources & Samples:
  • How Pair Share Benefits Adult Learners
  • Social Identity Discussion Guide
    • Step 2: Learning Transfer

    Learning Transfer, according to Will Thalheimer (2016) is defined by two criteria. First, people have had to previously engage in some sort of learning experience. Second, they have to use what they’ve learned on the job (or in some other targeted performance situation).

    Summative and Formative Assessments
    Background:

    Summative Assessments seek to identify mastery of a subject upon the completion of the learning experience generally for a grade. While Formative Assessments seek to identify an understanding of a subject while the learning experience is in progress.

    Why it is Effective:

    Learning-Transfer questions refer back to, the learning objectives established at the onset of the learning experience. The process of checking Learning-Transfer aids the facilitator in assessing the achievement of the intended objectives/outcomes.

    Process Steps:
    L-TEM offers four tiers of evaluation in which we can certify some degree of success in learning (Tiers 5, 6, 7, and 8).
  • Tier 5: Decision-Making Competence asks the question, “Do learners know what to do?”
  • Tier 6: Task Competence asks the question, “Can learners actually do what they learned how to do?”
  • Tier 7: Transfer asks the question, “In targeted work situations, are learners being successful in using what they learned?”
  • Tier 8: Transfer Effects asks the question, “If learners have been successful in transfer, what effects has that transfer had on targeted and untargeted outcomes and stakeholders?”
    • When to Use:

    Summative Assessments seek to identify mastery of a subject upon the completion of the learning experience generally for a grade. While Formative Assessments seek to identify an understanding of a subject while the learning experience is in progress.

    Learning Outcome:

    Learning Transfer

    Resources & Samples:
  • L-TEM Model
  • Thalheimer Learner Survey Sample
  • Effective Leadership Practices Survey
    • References

    Davis, B. D., & Arend, J. D. (2013).  Facilitating Seven Ways of Learning. Stylus Publishing, LLC.

    Merriam S.B., & Baumgartner, L.M. (2020). Learning in Adulthood: A Comprehensive Guide (4th ed.). Jossey-Bass.

    Thalheimer, W. (2016). Performance-Focused Smile Sheets: A Radical Rethinking of a Dangerous Art Form. Work-Leaning Press.

    Goodreads. (2023, February, 9). John Whitmore Quotes. Goodreads, Inc. https://www.goodreads.com/author/quotes/121298.John_Whitmore.

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