1. A Frame for this afternoon “To be playful and serious at the same time is possible, and it defines the ideal mental condition” “Methods which are permanently successful in formal education … go back to the types of situation which causes reflection out of school in ordinary life. They give pupils something to do, not something to learn; and the doing is of such a nature as to demand thinking, or the intentional noting of connections; learning naturally results”. (John Dewey, 1916)

2. Workshop Objectives Identify the key practices and skills of effective facilitation Use key facilitation techniques and tools Manage a range of disruptive behaviours in a group learning context

3. Noted Gen Y characteristics - how do they play out in the classroom – what challenges are presented? NOW Have been referred to as a generation that has been ‘treasured’, considered special since birth, and generally been more sheltered than its predecessors. Product of a child-centred philosophy (Howe and Strauss, 2009)

4. Everything is Experience (& Perception) As human being we are stuck in a process of continuous Experience – even when sleeping Given a choice, people seek experiences that are perceived as pleasurable, novel, and pain reducing – because they satisfy needs (Survive, Belong, Power, Freedom, Fun – from the work of William Glasser)

6. The Serial Position Curve 80 70 60 50 40 30 20 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Position on List Proportion Correct Primacy Effect Recency Effect von Restorff Effect

7. Psychological Effects Primacy Effect (the tendency for the first items presented in a series to be remembered better or more easily) Recency Effect (the tendency for the most recently presented items or experiences to be remembered best) Von Restorff Effect (the tendency to remember distinct or novel items and experiences)

8. The Need for a Motivational Strategy? “..if something can be learned, it can be learned in a motivating manner” (p.23) “..every instructional plan also needs to be a motivational plan” (p.24) (Wlodkowski, R. J., 1999, Enhancing Adult Motivation to Learn)

9. Reasons for Active Learning Learning is not a spectator sport. Students do not learn much just by sitting in class listening to teachers, memorizing pre-packaged assignments, and spitting out answers. They must talk about what they are learning, write about it, relate it to past experiences, apply it to their daily lives. They must make what they learn part of themselves. Arthur W. Chickering and Zelda F. Gamson, "Seven Principles for Good Practice," AAHE Bulletin 39: 3-7, March 1987

10. Active Learning is NOT Activity for Activity Sake

11. Active Learning Methods and Tools Questioning Small group activities (e.g., cooperative learning structures, buzz groups, poster tours, etc) Case studies, Scenario-Based Learning, Projects and PBL activities Games, Role Play & Simulations Discussion/Debates Other Performance Tasks (experiments, troubleshooting, etc) Thinking Tools (e.g., Mind mapping, Plus-Minus-Interesting, Force-Field Analysis, Thinking Hats, etc)

12. Big Point... A method is typically only a part of the overall instructional strategy – it’s how a number of them are weaved together to create an experience that results in student engagement and effective learning

13. Pedagogic Design A systematic approach, using evidence-based principles and practices, for creating learning experiences (strategies incorporating instructional methods, activities and resources) to facilitate desired learning outcomes for a group of learners Good pedagogic design is both systematic and creative – skillfully utilizing available resources and being responsive to the situated context (adaptable to what actually happens in real learning situations)

14. A metaphor for Good Learning Design

15. Variety & Novelty - Stories, Humour, Activities, Examples – Woven through good Presentation Style

16. What is SHAPE ? Stories Humour Activities Presentation Style Examples A Heuristic for the design of creative learning experiences

17. The Power of SHAPE “We understand everything in human life through stories” (Jean-Paul Sartre) “Humour is by far the most significant behaviour of the brain” (Edward De Bono) “Learning activities are the best and most productive way to learn” (Lambert and Coombs) “The meaning of your communication is the response that you get ” (Bandler & Grinder) “A fine example nurtures learners, enhancing their concentration and effort” (Wlodkowski)

18. Using SHAPE to Shape the learning experience Stories told to provide context, understanding and emotional anchors Humour used to achieve rapport and provide novelty Activities provided to integrate, apply and consolidate learning Presentation style employed (e.g., words, tone, body language – as well as observation and listening) to provide clarity, meaning and influence student attention, beliefs and psychological states Examples used to illustrate facts, concepts, principles, procedures … and use these Resources Creatively

19. Is this Facilitation?

20. Facilitation: Core Leadership Competency Training Team Building CoachingMentoringFACILITATION

21. Timed Pair Share Basic Theme: In pairs, students share with a partner for a predetermined time while the partner listens carefully. Then partners switch roles Steps 1 Teacher announces a topic and states 4 Partner B acknowledges what was the question/problem each student will learned (e.g., “One thing I learned as I have to share on listened to you was…”) 2 Teacher provides instructions on how to 5 Pairs switch roles: Partner B speaks; select partner and allocates time for task Partner A listens 3 In pairs, Partner A speaks; Partner B 6 Partner A acknowledges learning listens A useful adaptation of this is to allow a THINK time before the sharing – known as Think-Pair-Share)

22. Key Practices Quick thinking Sensory acuity Staying neutral Empathic listening Testing assumptions Meaning making Managing information Asking questions Paraphrasing Giving & receiving feedback Staying on track Providing summaries

23. Use of Process Tools One of the main tasks in facilitation is the effective generation and management of information. Process Tools help to manage information in a structured manner. It is important that the right tools are used for the purpose in hand: Gathering/organising information (e.g., Process Flowchart, Force- Field Analysis Generating new ideas (e.g., Brainstorming, Mind-Mapping, Get Real) Group decision making (e.g., Plus-Minus-Interesting, Assumption Implication Tool, Evaluation Matrix) Taking action (e.g., 5 W’s & H, Tree Chart Dealing with conflict (e.g., Thinking Hats, Building Common Ground) “Facilitation tools are simply a combination of words and lists that are organised around lines, circles, boxes, graphs and pictures. They are used to enable groups, to bring together ideas and make decisions.” (Howell, J. L., 1997)

24. BRAINSTORMING DEFER JUDGEMENT STRIVE FOR QUANTITY FREEWHEEL HITCH HIKE

25. Mind Map of Edward De Bono’s Thinking Hats Blue Hat Red Hat Black Hat Green Hat Yellow Hat Metacognition Overview Feelings Own view Negative Logical Positive Optimistic Creative New ideas Mind Maps can promote all types of thinking as well as aid memory and learning White Hat Facts only No opinions

26. Plus-Minus-Interesting PLUS MINUS INTERESTING

27. Force-Field Analysis Tool This is a tool for generating and organizing information. Through the use of brainstorming, identify: – the desired situation (where the change wants to go) – Identify the current situation (where things are now) – Identify factors that are supporting change towards the desired situation (give them a rating on how important they are) – Identify factors that are resisting change towards the desired situation (give them a rating on how important they are) – Identify ways to enhance the factors supporting change – Identify ways to reduce the impact of factors resisting change – Identifying if some of the resistors of change can be used against each other

28. Force-Field Analysis Equilibrium Forces driving changeForces resisting change The objective is to move the balance to the right, which can be achieved by: identifying forces, their causes and strength planning and acting to assist the driving forces planning and acting to reduce the resisting forces using some of the resisting forces against each other if possible Current Situation Current Situation Desired Situation Desired Situation Potency: 5 4 3 2 11 2 3 4 5 :Potency

29. Stages in Conducting a Facilitation 1.Design & Preparation 2.Starting the Facilitation 3.Managing the Facilitation 4.Ending the Facilitation 5.Follow up on the Facilitation

30. 1.Design & Preparation Identify the key purposes of the facilitation meeting (e.g., briefing, exploratory/investigatory, decision-making, etc) Do necessary research and preparation (e.g., identify information that may help participants contribute more productively in the meeting – and send in good time. Note: try to keep it concise and provide brief notes of guidance/focus if necessary) Design the session (e.g., clear agenda, activities, process tools to be used, etc) The design must be sufficiently flexible to allow group members to set part of the learning agenda

31. Understanding the Physical Environment “The design and arrangement of meeting spaces convey a message about the kind of activity and demeanor that are appropriate to it and have a noticeable effect on those who enter it” (Tuecke, 2005) Three key physical elements must be considered and carefully arranged to encourage participation in a meeting: The size and shape of various kinds of spaces in relationship to the group size The physical arrangement of the furniture The “feel” of the space as people walk into the room

32. Utilizing Equipment & Resources The use of equipment, learning aids, activities and specific process tools is a powerful means of enhancing and structuring the learning experience. Identify: What equipment and learning aids will facilitate the information to be presented What activities will engage the group to productively interact and generate important resources What specific process tools will help facilitate the management of information

33. 2. Starting the Facilitation – In starting the session, the first 5-10 minutes is crucial in setting the mood and preparing folk for the various activities that will comprise the programme You must convey the following  The purpose and scope of the session  Ground rules and expectations  Any other group/situation specific information A bit like a first date

34. 3. Managing the Facilitation: Building Rapport This involves a high level of competence in a range of interpersonal communication skills, quick thinking and the ability to be situationally responsive “Rapport is the ultimate tool for producing results with other people” (Anthony Robbins, 2001)

35. Sensory Acuity Sensory Acuity refers to the ability to notice, to monitor, and make sense of the external cues from other people. We do this through evaluating the result of any behaviour. Ways to develop good sensory acuity: Being in a receptive state of mind (“uptime”, rather than “downtime”) Being curious to know about the other person (e.g., state, preferred communication channel, personality traits, values and beliefs, language patterns) Practicing detection skills in visual, auditory, and kinaesthetic channels

36. Language and Meaning You did a good job at (X), but I think you could improve (X) by doing (Y), and your Z will be great – well done! You did a good job at (X), and I think you could improve (X) by doing (Y), and your Z will be great – well done! Read the two versions below and identify what different meanings are communicated. How might this lead to different patterns of rapport?

37. Importance of the non-verbal domain Body Language 55% Words 7% Tone of Voice 38% Figures based on experimental data (Quoted by Molden, 2001, p.75)

38. The Power of Questions “Questions are the primary way we learn virtually everything” “Thinking itself is nothing but the process of asking and answering questions” “Questions immediately change what we focus on and, therefore, how we feel” (Anthony Robbins, 2001, pp.179-8)

39. Questioning: Key skill set of Facilitation A range of question types may be used, depending on context. The following are the main types: Clear, Concise Questions covering a single issue to establish facts and position Challenging Questions to stimulate thinking (e.g., how does this work?; what has caused this?; what does this data mean to you?; on what basis can we make a choice?, etc) Focusing/Probing Questions to explore specific aspects of an issue (e.g., fact finding, feeling finding, tell me more, best/least, third party, magic wand)

40. Being prepared for Questions or issues that participants might ask Are there issues that are potentially contentious? What are the points of contention or concern? What information can I make available Is there additional information I might need to get in preparation for the meeting Is there information that I cannot share, and how will I deal with questions relating to this What is my stance on these issues and on what basis Do any of the participants have a position (‘axe to grind’) on certain issues that may need managing

41. Answering Questions 1 Always look directly at the questioner and ensure that you let him/her finish Check your understanding with the questioner if necessary – be careful to make high inferences based on what’s said Use sensory acuity to observe the questioners tone and body language to see if his/her communication is calibrated If you sense that there is an hidden agenda – ask for further clarification and information relating to the questioners interest If you cannot answer a question – then don’t. Give honest reasons for your response (e.g., “I don’t know” or “It’s confidential at this point in time because…”

42. Answering Questions 2 If the question is complex, divide it into parts and decide how you are going to answer these parts Answer in as concise and clear a manner as possible, ensuring eye contact and calibrated body language. Long winded or rambling answers invite suspicion and ambiguity. So does poorly calibrated body language. Use sensory acuity to observe the questioners response behaviour to you – this will help you add/modify your response if necessary If the question challenges or identifies a weakness in your argument/position – this is an opportunity to build genuine rapport and trust – or blow your credibility. Its your choice.

43. Qualities of Effective Active Listening Appropriate use of body language (personal space, posture, eye contact and facial expressions) Clarifying communication: – Reflecting observed feelings – Paraphrasing – Summarization Allow sufficient pause time to ensure the person has finished speaking (1-4 seconds approx)

44. 4. Ending the Facilitation There’s two main things to achieve in closing a facilitation session:  A clear picture of what has been agreed, the necessary action to be taken, by who and when  A positive (or as positive as possible) frame on what the outcomes are intended to achieve Don’t introduce Last Minute items or Ramble on – otherwise the Recency Effect is lost

45. 5. Follow up on the Facilitation Follow up can be at the next session or in between sessions – depending on what the agreed action is. But if things are not followed up: Participants will not see the importance of the issues and actions that they are spending their time on This will lead to a lack of focus and motivation for subsequent sessions NOTE: Even if some items lose importance or become redundant – at least let folk know that this is the case with justifications. Even apologize – if necessary

46. Difficult Behaviours Irrespective of how good a facilitator you are – you will eventually get the whole range of challenging behaviours… These are???

47. Difficult Behaviours Hostile and aggressive to you or other group members – can take a variety of forms (e.g., overt, covert, etc) Clams – never speaking (can be shyness or deliberate non- participation) Very agreeable, but rarely do anything Always complaining – negative to everything Experts – think they are, and sometimes are Indecisive

48. Starting Frame When confronted with unreasonable behaviour, adopt the following frame: Be straight with yourself – have you contributed to the situation in some way (e.g., giving mixed messages, creating structures/activities that don’t work) Suspend judgement on the cause Don’t label the person in a negative way Don’t get uptight – or at least don’t let it show Use specific questions to help you understand the persons map that is resulting in the behaviour Use an appropriate strategy for dealing with the behaviour

49. Dealing with Resistance The right approach for dealing with resistance always consists of two steps STEP 1 Invite the resistor to express his/her resistance while you listen actively, show empathy (body language stuff) and paraphrase (where necessary). Use language like: “What happened last time that has led you to feel this way?” “How did it occur and what specifically went wrong?” STEP 2 After all the main concerns have been acknowledged, ask questions to prompt the resistor to suggest solutions to the barrier. Ensure the questioning gets the resistor to think carefully. Ask things like: “What circumstances or support would encourage you to continue participating?” “What assurance will eliminate your concerns?”

50. Managing Disagreement: Consensus Building Why people disagree: Lack of Shared Information (e.g., not understanding what the other person is saying, unaware of certain information) Different Values or Experiences (Beliefs and perception) Outside Factors (e.g., personality, past history) To build consensus, it is important to firstly understand the likely basis of the disagreement, then use an appropriate approach

51. Strategies for Reducing Disagreement Lack of Shared Information: Slow down the conversation Encourage careful listening Explicit sharing of information and explanations Testing for shared meaning and comprehension Different Values or Experiences: Isolate underlying values and perceptions Encourage the creation of alternatives that combine the values or create super-ordinate values (e.g., we need a working solution for now)

52. Strategies for Reducing Disagreement Outside Factors: Requires an intervention that is deeper and needs to be solved offline. It typically requires: Each party identifying and speaking about the issues, concerns, past actions that have led to a negative impact in working together Agree that each parties want to be able to work together better (not necessarily like each other) Agree strategy and ground rules for future working relationships Monitor and review practices and make necessary mutually agreed adjustments