Facilitating for Understanding “The belief that all genuine education comes about through experience does not mean that all experiences are genuinely or equally educative. Experience and education cannot be directly equated with each other. For some experiences are mis-educative. Any experience is mis- educative that has the effect of arresting or distorting the growth of further experience” -Dewey, 1938

7 Rationales for Fostering Functional Growth §Action-Centered Programming l Ed. through the physical not of the physical §Unfamiliar Environment (Stimulate Senses) l Try something new once in awhile – §Climate of Change (Prob. Solving & Surprise) §Assessment Observations (see ch.9 in 4320) §Supportive Small-Group Development (creating games) §Focus on Successful Functioning for Everyone l Everyone wins (coop. games or check of behavior expectations) §Changes in the Leader’s Role l Take risks, look silly once in awhile, & participate in the games

Six Generations of Facilitation 1. Letting the Experience Speak For Itself –Learning by Doing (Learning Names Around the Circle) 2. Speaking On Behalf of the Experience –Learning by Telling (Communication Day-Mine Field, etc) 3. Debriefing the Experience –Learning Through Reflection (Journal Entries) 4. Directly Frontloading the Experience –Direction with Reflection (Acid River) 5. Framing the Experience –Reinforcement with Reflection (Willows in the Wind) 6. Indirectly Frontloading the Experience –Redirection Before Reflection (Traffic Jam)

§The Purpose & Focus Of Debriefing l Purpose Generates Opportunity For Learning And Creates Meaning From The Experience l Focus On The “Here & Now” - Examine The Direct Group Experience l Open-Ended Debriefs Can Produce Significant Learning as Long as They are Relevant and/or Important to the Outcomes/Focus… If Group Members Want To Drift Off Track The Leader Needs to Refocus The Group’s Attention l Help Them Understand The Application Of What They Are Learning Make Connections To Real World Experiences…

§Closure l A Good Ending - “Are There Any Last Thoughts Before We Move On?” l All Issues Don’t Have To Be Resolved May Need Several Experiences Working Together To Improve On Issues & Learning Interactions Closure Simply Brings A Safe And Satisfactory Ending, With The Recognition That An Issue Can Be Re- Examined At A Later Time If Necessary & Appropriate

3 LEVELS OF A DEBRIEF §1. Group Level l Group Dynamics Affecting The Group’s Cohesiveness (i.e. Devaluing Behaviors, Sexism, Language, Peer Pressure, etc.) l Potential To Become Emotional… Promotion of Emotional Intelligence

§2. Interpersonal Level l Perceptions That People Have of Each Other & The Way Those Perceptions Affect People’s Behaviors Negativism Acceptance Trust & Safety Fear Of Being Judged Taking Risks

§3. Intrapersonal Level l Perceptions That Individuals Have Of Themselves Self Recognition Of Fears, Self-Concept, Etc. Usually Surfaces Unexpectedly During A Debrief –“I never realized I behaved like this until you pointed it out for me” Kids Quote from Teaching Youth Responsibility Don Hellison, 1995

OPEN-ENDED QUESTIONS §How Did You Feel During The Activity? §What Allowed The Group To Be Successful? §What Just Took Place In This Activity? §What Did You Like Best/Worst About the Activity? l *** Start With Broad Questions & See What Emerges That Is Relevant & Worth Discussion l *** Good Leaders Are Like Good Fishermen… Patient & Looking For The Big One!

HEADLINERS §Ask Participants To State A Word Or Phrase That Sums Up The Experience For Them l Oftentimes, One-Word Comments Are Easier To Share (less risky) And Can Be Just As Informative As Longer Statements! –Or l The Thumbs Up Scale...

AVOID POINTED QUESTIONS §Did You Succeed At This Task? §Was There Good Communication? §Did Anyone See Examples Of Leadership? l *** All Of These Questions Beg For Yes/No Answers, Thus, That Is What You’ll Get

Levels of Processing Questions §See Handout… §Discuss Questions & Cite Examples of Activities Experienced in Class…