Facilitation Basics by Donald V. McCain

By Donald V. McCain

No matter if you're a material specialist who sometimes takes on a coaching position or a coach or subject material professional who desires to construct on already good facilitation abilities, Facilitation fundamentals will assist you to how one can consultant freshmen and assembly members in a secure and supportive surroundings. With its dozens of functional examples, worksheets, checklists, and different instruments, this ebook focuses squarely on newcomers and individuals and the way to be an effective and powerful facilitator of well-designed conferences and different studying occasions.

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In a course about teamwork, he divided his class into small groups and gave them all percussion instruments (triangles, maracas, finger cymbals, and so forth). He taught each small group a specific rhythm with their instruments and allowed them to practice. Then, he had one group begin with their rhythm and had each group add their rhythms one by one until the whole room was rocking with an orchestrated percussion beat. What better way to make learning points about teamwork and synergy? Basic Rule 20 Use your unique talents and skills to personalize and enhance learning Getting It Done This chapter discussed the many factors involved in preparing for a learning event and establishing the learning environment.

The key to good facilitation in general is practice, practice, and more practice. When you turn your attention to facilitating specific kinds of learning activities, this advice is true as well, but, in addition, you must also plan, plan, and plan. Nothing affects the potential success or failure of a learning activity more than how well you plan the activity by thinking through each aspect of the activity ahead of time so that the facilitation will go smoothly. Types of Learning Activities Three main categories of learning activities are discussed here: content/knowledge/ comprehension activities, structured exercises, and skill practice.

Appropriate jokes and funny stories can be very effective in making a point and in establishing a comfortable climate. Following are tips for using humor, jokes, and funny stories: • The humorous item must be relevant to the learning and content at hand. Telling a story or joke just for fun takes the learning off track. • Practice telling it so you know what to emphasize or exaggerate, and so you don’t forget the punch line. • Make sure your joke or story is clean. Perhaps this cautionary note seems obvious, but for some facilitators, it isn’t.

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