3.4 Review & Examples



Certified Facilitator of Adult Learning

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3.4 Review & Examples 

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   Module Three

3.4 Review and
New Beginnings

Let’s take a final look at the course you’ve just completed. I am presenting it below as if you and I had been in the same room this whole time.  After your review, you will have the opportunity to submit any additional questions you have about any material in the entire CFAL course.

TITLE: Certified Facilitator of Adult Learning

PURPOSE OF COURSE: The purpose of this on-line course is to enable participants who teach adults in a variety of settings to develop skills in organizing, facilitating, and evaluating their programs in terms of Adult Learning Theories and Teaching Strategies.

GOAL OF COURSE: The goal of this course is to certify individuals who have demonstrated competence in the course objectives as Certified Facilitators of Adult Learning.

OBJECTIVES CONTENT
NOTE: I have presented underlined links below to the content. When applying for CEU approval, I list the content in each of those links in the table below.
TEACHING STRATEGIES/TIME FRAMES

NOTE: The following time frames refer to an on-site presentation of this course (not on-line)

1. Design  Workshops and Courses using the principles of Adult Learning (Andragogy)

1.1.
Adult Learning & Development

1.2.
Andragogy Assumptions

1.3.
Andragogy Principles

1.4.Adult Learning Practice

1.5.Transpersonal Education

 

  • Lecturette on Adult Learning, followed by large group facilitated discussion. See questions I used in
    Module One, Test 2.  40 minutes
     
  • Small group work using handout – 7 components of Adult Learning in Practice. Small Group task – to design an adult learning setting according to those principles. See questions I used in
    Module One, Test 4. Groups will present their "answers" to the entire group. I facilitate using the Experiential Learning Cycle (ExLC) – 90 minutes
2. Develop learner/participant-centered objectives in the 3 aspects or domains of learning (Cognitive – what you know, Affective – What you feel about what you know, and Psychomotor – What you are able to do with what you know.

1.6.Objectives Overview

1.6.a.
Cognitive

1.6.b. Affective

1.6.c.
Psychomotor

1.7. Developing Your Own Objectives

 

  • Lecturette & Handouts – Review of objectives and domains of learning.  30 minutes
     
  • Small Group Activity # 2. In small groups, participants will develop objectives in all 3 domains of learning for a generic topic I give them. Groups present their objectives to large group facilitated using ExLC – 45 minutes
     
  • Participants now work as individuals or in pairs, depending on their preference, to develop objectives for the courses they teach or are planning to teach. Facilitator makes herself available for questions and individual instruction. (See
    Module One, Test 7b in on-line course.   – 60 minutes
 

Before we go on with this example, I want to point out a couple of things. First, Notice the time-frames in the Teaching Strategies. In typical workshops, the majority of time is spent in the lecture, with participants in passive listening positions. In adult learning experiences, the majority of the time is spent in small group activities, or in facilitated discussions with the large group. The Lecturette and handouts are used to provide participants with data – the experiencing phase of ExLC. Then participants are given an opportunity to work/play with that data. This is the small group and individual activities and makes up the publishing/processing phase of ExLC. Finally, groups present their experiences back to the large group, where the adult learning facilitator completes the ExLC by asking questions of the entire group to help everyone generalize and apply the information just learned.  This full cycle can be used on each and every objective, as well as on the course as a whole. Providing adults with a variety of ways to learn is a major focus of adult learning.

 

OBJECTIVES CONTENT
 
TEACHING STRATEGIES/TIME FRAMES

3. Identify personal learning styles using a Personal  Style Inventory.

2.1
PSI Test
2.2 PSI Score

2.3
PSI Meanings

2.4
Overview of Personal Types

2.5
IS Type
2.6
ES Type
2.7 INType
2.8
EN Type

2.9
Teaching Strategies by Type

  • Participants complete the Personal Style Inventory (PSI) individually. 30 minutes
     
  • The group as a whole explores the PSI by dividing participants up into different groupings. Then each grouping explains their style and preference to the rest of the group. ie. All Extraverts are grouped and all Introverts are grouped. They discuss their unique characteristics and tell the other group how they like to learn. This process is repeated 4 times (Extroverts-Introverts; Sensors-Intuitors, Feelers-Thinkers, and, Judgers-Sensors. 60 minutes
4. Plan the learning experience for different types of learners including:Extraverts and Introverts, Sensors and Intuitors, Thinkers and Feelers, Judgers and Perceivers

2.10
Methods of Instruction

2.11
Designing Your Course

  • In small groups, participants receive a handout on methods of instruction and are asked to design a mini-class around a topic the group chooses that will include at least 4 different types of instruction, one for each major personality type. Each small group then "teaches" the class to the large group, showing the different teaching strategies and explaining why they chose them.  2 hours
     
  • Participants work individually or in pairs to develop teaching strategies and time frames for the course they are teaching or plan to teach. Strategies and time frames are based on the objectives previously developed. 60 minutes
5. Facilitate the learner/participant through a 5 step Experiential Learning cycle  that results in the learner being able to “take home” and apply the information in ways that improve their lives and the lives of those around them.
 

2.12.
ExLC-overview

2.13.
ExLC – Why?

2.14. ExLC – How

2.15.
Personalizing Facilitation Questions

 

  • Lecturette and handouts on Experiential Learning Cycle – 20 minutes
     
  • Large Group facilitation through the Experiential Learning Cycle – Using the questions I used as examples in Self-Test
    Module One, Test 10 – 40 minutes
6. Describe the use of formal and informal evaluation and feedback in facilitating adult learning.
 

3.1 Feedback and Evaluation in Adult Learning
  • Lecturette and handouts – 20 min
     
  • Small group role-play and simulations giving and receiving different types of feedback and evaluation – 40 min
     
  • Large Group facilitation using Experiential Learning Cycle – 10 min.
7. Develop a written pre-test/post-test to determine learner competence on a program they have or will be presenting.
3.2 Developing Written Tests
  • Lecturette and handouts – 20 min.
     
  • Individual or paired group work developing a written pre-post test – 60 min
     
  • Large Group sharing and facilitation of results – 20 min
8. Design a written course evaluation on a program you have or will be presenting.
3.3 Developing Participant Course Evaluations
  • Handout – course evaluation
     
  • Individual or paired group work developing course evaluation – 30 min
     
SUMMARY & CONCLUSIONS
CFAL Course Evaluation
  • Participants develop a plan to use information "back home" in the "real world"
     
  • Large Group discussion of entire course, facilitated through the experiential learning cycle of questions and applications – 30 min
 

And there you have it. The Certified Facilitator of Adult Learning Course ? you have just completed. 

One note, the above example is my personal one, developed after years of work. For legal purposes, I need to say here that you do not have permission to use the example presented here "as is" and sell it as your own workshop for a fee. You may however adapt it’s components to your own content and use what you have learned as fit your needs. That’s why you are taking this course!   If you know of someone interested in the workshop outlined above, live and in-person, please either refer them on to me, or talk with me and we can present it together, so you may add in your own unique parts.  Thank you, Jill Henry, EdD

It’s now time to say "fare thee well". If you have any questions or wish to submit any further material for review and feedback, email me at drjill@mountainvalleycenter.com

I have included a bonus page program flyer template for you to use as you wish for your program.


Bonus! One Page Program Flyer Template – Use this template to produce a one page flyer of your workshop! (optional)

After I have received your participant course evaluation, I will snail-mail you your Certificate as a Certified of Adult Learning Facilitator. Congratulations!

Best Energy in all the lives you touch with your teaching!

 Go to 
Participant Course Evaluation
 

 

 

 

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Last modified: 02/27/08
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