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Facilitating Adult Learning Course Design

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Page 1: Facilitating Adult Learning Course Design · Facilitating Adult Learning (FAL) Brief description: This 3.5 hour course focuses on “how” to deliver a learning session to a group

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Facilitating Adult Learning Course Design

Page 2: Facilitating Adult Learning Course Design · Facilitating Adult Learning (FAL) Brief description: This 3.5 hour course focuses on “how” to deliver a learning session to a group

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Facilitating Adult Learning (FAL) Brief description: This 3.5 hour course focuses on “how” to deliver a learning session to a group of adult learners. Pre-Course: Provide participants with the one page “Guide for Facilitators” and give them a small assignment related to this. Prior to the portion on questioning:

• Record on newsprint o The Science and Art of Questioning focus statements found in the design at the

beginning of the section on questioning o A condensed list of the “Default Pitfalls” o Application reflection questions

What do I want to do to better facilitate discussion? How am I going to do that?

• Carefully assess your group and your time. Ask someone to lead a 7-min. fishbowl discussion on the Girl Scout Leadership Experience. Select carefully someone who can do well and who will not be intimidated. Give that person a copy of the fishbowl design. (If you do not think you will have time for the fishbowl discussion as the application of the questioning, use the discussions from all of FAL to process the application questions at the end of the questioning section.)

Learning Objectives By the end of the session:

• Describe ways to engage all learners • Debrief a learning activity • Conclude a session in a way to ensure application of learning

Overview of the 3.5 hour session.

Content/Time Steps Material

Pre-start Display the “two heads” visual to portray the Plutarch quote

Slide-2 heads Plutarch quote

5 mins Welcome Facilitators intro. themselves Reveal the meaning of the slide and implications for facilitating.

20 mins Gallery Review- “Guidelines for Facilitation” Link to pre-course assignment

Copies of “Guidelines for Facilitation” & Visuals for the Gallery

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20 mins. Participant Intros, expectations & course overview Koosh ball (optional)

5 mins Learning Objectives What they do for the facilitator Objectives on newsprint

5 mins. Stand up, Hand up, Pair Up 20 mins. The “How” cycle- seeing the pattern of Engage, Debrief

and Summarize/Apply & link to the “why.”

PowerPoint slide “Why” we do this cycle.

10 mins. BREAK 30 mins. Ways to “engage” and what to do when they disengage Cards indicating

dysfunctional behaviors Handout: “Difficult people”

55 mins. Ways to “debrief” with a focus on questioning

5 mins. Stand Up, Hand Up, Pair Up 15 mins. Ways to “summarize /apply” & summarizing this

course

15 mins. Evaluation of the course

5 mins. Closing J. Low quote on slide is optional

Facilitating Adult Learning-

The detailed design Content/Time

Steps

Materials

10 mins. before start

Display the PowerPoint slide of the 2 heads. Welcome them as they enter. Ask them to complete a nametag and ask them to start thinking about what the slide might mean in reference to facilitating adult learning.

PowerPoint slide: 2 heads or a handout of this. Plutarch quote

Opening 5 mins.

Welcome the group and introduce self and co-facilitator. Emphasize that this course will focus on HOW to deliver a workshop/course to adult learners.

Debrief the slide and draw implications for facilitating adult learning. Ask. How would you interpret this slide? After several suggestions reveal the Plutarch quote: “The mind is not a

Plutarch quote: “the mind is not a vessel to be filled but a fire to be ignited.”

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vessel to be filled, but a fire to be ignited.” Ask. What implications does that have for our role as a learning facilitator?

State. We are going to focus on HOW to “ignite” our learners brains and not flood their brains by pouring everything into it. i.e., data dumping

Segue to a gallery review of the Guidelines for Facilitation “Guidelines” Reviewed 20 mins.

Gallery Review Suggest that we are going to review some of the things that are considered “guidelines” for learning facilitators.

In pairs, have them walk around & try to match each picture with one or more of the guidelines.

Debrief Ask. Who would like to start and share one of your matches and why you made that choice? (Give several pairs the opportunity to share their choices and why.)

Ask. Drawing on your experience as a facilitator or as a learner, which ones do you feel are the most important and why?

Ask. Which ones do you feel might be the most challenging and why?

Ask. (if this handout was used as a pre-course assignment) What did you discover when you did your pre-course assignment with this sheet? Suggest and Ask them to turn to your Gallery Review partner and share the ones you indicated you would like to work on in your pre-work….or if not assigned as pre-work, suggest they choose 2-3 they will commit to working on.

(Facil.note: These questions are suggestions. You may use others as long as they are encouraged to reflect and apply.)

Pictures representing the “guidelines” on the handout “Guidelines for Facilitation.”

Segue to participant introductions, expectations and the course overview.

Introductions, Expectations and Overview 20 mins.

Introductions Stand in a circle and model how you would like them to share. If you use a Koosh ball, you can ask them to gently throw the ball to anyone until everyone has had a turn.

1. Provide name and where they are from. 2. What does the person want to take from the

Koosh ball optional Newsprint/markers

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Debrief

Course? (no more than 1-2 things) and record their response on newsprint.

Ask. Besides finding out each other’s names, what just happened?

State. We also did what is called a “check-in.” (Either tell, or by asking questions reveal the benefit of doing a check- in:

Helps to build rapport, helps create a positive, safe learning environment and gets everyone’s voice in the room with face to face communication.

Ask. What did you notice about this group? Similarities? Differences?

Ask. What impact will the diversity of this group have on the impact of our learning? Or, how can you use the diversity of this group to enhance your own learning?

Invite them to sit.

Suggest. Let’s link what we just did to the Guidelines for Facilitation (Draw their attention to the first one under “Before.”)

Ask. Why is it important to find out their expectations? How else have you seen this done?

Ask. What are some things to keep in mind when you do a “check-in.” (Size of the group. Size of the space, how to keep the momentum going and anything else they suggest.)

State. Now that we have heard your expectations, let’s consider the focus of this course and determine what is in scope and what is not and how we can address the latter.

Comment. One way to capture questions/concerns people have is through a parking lot. Intro: The parking lot.

Acknowledge what will be covered and what will not be covered. Then suggest other means/times where they can get what they need. (Point out where this is located and where the sticky notes are.)

Handout: Guidelines for Facilitation Flipchart on wall: Parking Lot

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Learning Objectives 5 mins.

Segue to the value of learning objectives to a facilitator. Say. As noted this course focuses on “HOW” to deliver learning sessions to adult volunteers.

Since you will not be writing learning objectives, let’s consider what they can do for you as the facilitator.

Briefly explain the criteria SMART (specific, measurable, attainable, relevant, time frame.

Draw their attention to the LOs for this course & determine with them how they are SMART.

Ask. As a facilitator, how will learning objectives help you in delivering a course? (keep you on track and because of these you will know that you have successfully achieved these at the end, if you are SMART.)

Add any other benefits you and your participants think of.

Point out what it says about learning objectives on their handout, “Guidelines for Facilitation.”

Quickly recap the value of LOs for the Facilitator.

On a flipchart or slide: write the learning objectives for FAL

Handout-“Guidelines for Facilitation”

Reflect & Review 5 mins

Stand up, Hand up, Pair Up (This quick review exercise is an active way to have participants quickly reflect on what they have learned. TIP- Tell them “in a moment …… Give them the directions while they are seated to avoid noise and missed instructions.)

Ask them to stand and raise an arm. When they have found a partner they may put their arm down. (this will let you know who does not have a partner.) Then each share two things they have learned, or something that has reinforced what they knew, with their partner. Once done, they sit down.

Debrief quickly for their reaction and the value of doing this.

Segue to a “how” to deliver cycle. Engage, Debrief, Summarize/Apply

Suggest that once we know our learning objectives, if we

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were to look at a “good” design there is a cyclical pattern that we can follow to help us achieve our learning objectives. Knowing what this pattern is will help us be successful.

The “How” to Deliver Cycle. 20 mins.

Reveal with a slide or flipchart this “HOW” cycle and briefly explain. It is a simple 1,2,3 process that gets repeated over and over until we have met all of the learning objectives…thus cyclical.

1. Engage: ways we engage the learner throughout the course. 2. Debrief: how we help the learner make sense of what they just “engaged” in. 3. Summarize/Apply: help the learner determine what it is h/she has learned and how h/she will apply it.

Reflect with the group how we have done this so far by asking questions. Ask. How did we engage you in the course content, as soon as you walked in the door? (Answer: the slide linking to the Plutarch quote)

Ask. How did we debrief and apply this. (Answer: simply through a couple of questions.

NEXT: If cyclical…

Ask. What did we have you do next? (Answer- the Gallery Review of the Guidelines.) Engage.

Ask. Why would we ask you to review these since you already read and had an assignment on this prior to this session?( Refer back the guideline for facilitation and the point on deep learning. Repetition around these basic guidelines encourages deep, not surface learning.)

Ask. How did we debrief and have you summarize/apply this? (Through questioning and meeting with a partner.)

Say. Let’s look at one more cycle of this Engage, Debrief, Summarize/Apply, then we will go in depth on ways in which we can do each of these and also what do we do when the learners decide to disengage.

Draw their attention to the “check-in, introductions, expectation cycle,” suggesting that even this follows that cyclical process;

Engage: stand in circle and share the information.

Flipchart or slide Engage, Debrief, Summarize/Apply

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Debrief-what did we find out about the group?

Summarize/Apply: how will this help enhance our learning?

(Facil. Note: you do not need to confuse them by revealing what you are now going to do, unless you feel it will not overwhelm the group.)

Debrief and Summarize/Apply this segment of introducing this cyclical process. . What is your reaction to this cyclical process?

Discuss the notion that designs they are given will probably not have these steps clearly identified and what will be some indications this is inherent within the design. Example: a learning activity/game=engage. Questions following an activity or game would be the debrief.

Acknowledge where we sometimes fall short is with the third step, the summarize/apply.

Note that sometimes that is simply asking people how they will apply what they have learned.

Segue to this 3 step process, Engage, Debrief, Summarize/Apply-link to the theory of how adults learn.

Linkage of the “How” Cycle and How Adults Learn

5 mins

(Facil. Note-this is a very quick coverage of points that support the engage, debrief, summarize/apply process. You may elaborate briefly on each point.)

• How we facilitate adult learning aligns with how adults learn. It is cyclical.

• It is the facilitator’s role to lead the learner through this cycle to ensure that the learning will be transferred to the “real world.”

• One of the primary differences between a presentation and a facilitated learning session is that a presentation may only engage the participant, whereas a facilitated learning session completes the learning cycle. A presentation may be used as Step 1, to engage, but unless it is debriefed and summarized/applied for application, learning may not be transferred.

PowerPoint slide

5mins Stand Up, Hand up, Pair Up. Optional: if time permits and it makes sense at this point.

10 mins. Break- Send them off with the “heads-up” that we will take a deep dive into how to engage, debrief and summarize when they come back.

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Ways to Engage & Handling Disengaged Participants 30 mins.

Challenging Behaviors

Ways to Engage and what do to when they “disengage.” Ask. Think of your own learning experiences in a classroom setting. What are some of the methods, ex gallery review” that you enjoy as a learner. Option: shout out or popcorn brainstorm. State. We want to be inclusive of all learners regardless of whether they have a preference for visual, auditory or kinesthetic learning methods. It is the job of the designer to include a variety in order to be inclusive. State. In addition to the methods, which are already there, what do you think you can do as a facilitator to be inclusive of all of your participants? Give examples.

• Create a welcoming environment. Make it visually appealing. Have a welcome sign. Make them all feel included in some type of welcoming activity.

• If something isn’t working, be flexible. Switch.

Segue: Sometimes when we are not being inclusive of our various learner/participants they disengage…for a number of reasons. Let’s look at some of these and consider some strategies for managing these behaviors. (Facil. Note: While you are trying to do this segue, by pre- arrangement, there will be someone having a “side bar” conversation, or trying to, with another person. Move yourself into position, right behind this person, until she realizes you are next to her and she stops talking.) This is a nice segue to a discussion about managing difficult people and behaviors. Debrief. (acknowledge this person was role-playing & thank the person.) Ask. What just happened? (Include how you handled it) Ask. How else might you handle this? Remark. Sometimes these difficult behaviors occur when our participants disengage, for whatever reason and sometimes simply because of personalities. Let’s look at some of these. Managing challenging behaviors.

This is a person. Over the break select someone to role play this behavior. By pre-arrangement, give her some clue to know when she needs to start talking. 3 x 5 cards with challenging behavior described.

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Small table group discussion: Give each table

group one the cards that describes a challenging behavior.

Have each table share and draw out other suggestions from the rest of the group.

Debrief

Ask. What are some other challenging behaviors you have witnessed and how have they been handled or perhaps should have been handled?

Note. We just looked at some individual behaviors. Let’s consider when the whole group disengages. Ex.: You have given them a learning activity to do and they are not doing it.

Solicit a couple of ideas and then suggest. You can’t go wrong by asking them, “what’s up?” Maybe the directions are not clear…maybe it is a high energy, high “thinking” activity at the end of a long session, etc. Be ready to give clearer directions and adapt as needed.

Summarize/Apply Koosh ball throw (optional) or just do a whip. With a Koosh ball, have them randomly throw it around the room and have each person share a management tip they will use.

Handout: Difficult Participants

How to Debrief: Questioning (total 50 mins.)

The Science and Art of Questioning focuses on two principles:

• Science—The type of questions we ask and how we craft (word) those questions influence the depth and breadth of participants’ thinking.

• Art—How we facilitate our questions affects our participants’ engagement in the ensuing discussion and their learning.

Post these two statements

Science of Questioning 15 mins.

Engage (Science) Refer to the focus statement on science of questioning.

Explain: This is the focus for the first portion of the Science and Art of Questioning.

HO-“Types of Questions” HO-Types of questions – example sheet HO-Set of cards with questions

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**When a facilitator is using a prepared design, s/he may add questions to enrich the discussion according to the needs of the group, the objective, and time. That’s why we look at types of questions in FAL and how they may influence the depth and breadth of participants’ thinking.

Give each participant

HO—Types of Questions

Review HO, giving brief explanation and example of each type of question.

Give each participant

HO: Types of questions

Give each table group • Set of cards with questions (You have 20

questions in the set of cards. You may need to select a smaller number of cards in order to finish this matching exercise and debrief it within the 15 minutes. Be sure that you include an example or examples of each type of questions. Refer to your answer sheet as you select which questions to use.)

Match questions to the list of types of questions. Do the easiest questions first. Open-ended questions should be matched with appropriate types, such as: factual, cognitive, value, application, evaluation. (Matches from table group to table group may differ. That is fine. Participants are thinking and evaluating and have reasons for the matches they are making. Some questions may have multiple matches, depending on thinking of the table group.)

Debrief (Science) What type of questions did you say . . .is? Why do you say it is that type of question? What will that type of question do for your discussion?

Ask for several questions. You are not looking for a single right answer. The key is in the “why.” Does the participant’s interpretation of the question match the type s/he selected?

Why do we need to understand different types of questions?

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Summarize/Apply (Science) (If time permits, relate questioning to the volunteer working with girls.) We have been looking at types of questions as a facilitator. Suppose you are facilitating a session for adults working with girls and you want to assist the adults in helping girls discover who they are. Your girls have gone to a retirement center, visiting with the residents, helping with housework and gardening.

What are the questions an adult volunteer could ask the girls to help them be introspective about their experience, help them discover more about themselves and their relationship to those around them?)

Brainstorm a list of points participants want to remember about types of questions.

Segue We may have the best questions, but how we facilitate those questions will affect our participants’ engagement in the enduing discussion and their learning.

Art of Questioning 15 mins.

Engage (Art) What are some of the behaviors you appreciate or admire when a facilitator asks questions and leads a discussion?

As behaviors are mentioned, ask why that is important.

Record behaviors on newsprint.

There are some weak behaviors that occur frequently enough that they might be called “Default Pitfalls.”

Assign each table group one or two pitfalls, according to the size of your group. Ask them to discuss:

• The pitfall • Why it is a pitfall • What a facilitator can do in place of the pitfall

Table groups report.

Newsprint and markers HO: “Default Pitfalls”

Debrief (Art) Turn to a neighbor: What two or three facilitator behaviors are most important to you as you facilitate questions?

20 mins Apply (Science and Art) (Choose one of two options: 1. Create a fishbowl discussion or 2. Use the discussion from the questioning section or the discussion from all of FAL as the basis to discuss the application questions that follow.)

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Create a fishbowl. The majority of the group will be in the fishbowl and will join in the discussion of the Girl Scout Leadership Experience led by a predetermined participant. Several people, depending upon the size of your group, will sit around the outside of the group or fishbowl and will watch for positive facilitator behaviors.

Pre-assigned participant facilitates a 7-minute discussion. Cut it off at 7 minutes, if the discussion is not finished.

Ask the participant-facilitator

• What questions did you add during the discussion that you thought helped enrich the discussion?

• What facilitator behaviors did you follow that you felt helped the discussion?

• Recognizing that this was impromptu, what would you do differently another time?

Ask fishbowl observers • What did you observe the facilitator doing or

saying that led to a positive discussion experience?

Ask fishbowl participants • What did the facilitator do that made you want to

participate? • What did the facilitator do to challenge your

thinking? Reflection Give participants a moment to reflect on

• What do I want to do to better facilitate discussion?

• How am I going to do that? Have each participant record her/his commitment in their notes.

Have each participant turn to a neighbor and share what s/he plans to do.

5 mins Stand, Pair and Share How to Summarize 15 mins.

How to Summarize/Apply Remind them of the importance of this step: the risk of the participant leaving not fully considering how they can use and apply what they have learned. Group brainstorm Using a scribe, collectively generate a list of various ways we can have our participants do this step of

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summarizing/applying.

(Include learning logs or journaling, pair and triad sharing, whips noting what they have learned and how they will use it, live demos if it is a skill they learned, creating something to be used, etc.

Suggest we try a method review method that would help us summarize and apply what we have learned from this course. (This is a variation on an after action review and you may do it in one of several ways:

*walk around to the different easels and write their answers

*have them put their individual comments on sticky notes and put them on the flipchart pages. * have each table group create a group response to the 3 questions and share.

Debrief.

Look for common responses and highlight these for the group.

Summarize the above. Ask: individually jot down the 1st thing they need to do. Ex.: Line up a meeting with the adult dev mgr. to discuss appointment. 2nd thing: what course design to you need to familiarize yourself with? 3rd: what will be the next thing you do for your own development? Ex.: Become familiar with all of the grade level Journey adult/girl books starting with grade level x. (Note: these are just suggestions. Next steps will vary from council to council.)

Pre set 3 flipcharts *What I learned *What I still need more of *What’s next for me?

Evaluation of this session 15 mins.

Evaluation of this course Have participants complete the evaluation tool. Wrap with responding to any questions they might have.

Closing 5 mins

Close on an inspirational note. J Low quote: “Do well your part today. The work of today is the history of tomorrow and we are its makers.”

8/30/10

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Learning Objectives By the end of the session, participants

will be able to: o describe ways to engage all

learners. o debrief a learning activity. o conclude a session in a way to

ensure application of learning.

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* From http://headrush.lypepad. com/creati ng_passionate_users/2005/03/motivated_to_Ie. html

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I

He's a little low on facts.

I think I have to add some data.

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EGO FLEXING WHOSE EGO IS ON STAGE DURING THE LEARNING PROCESS?

Facilitating “Flow”

Participants’

Egos

Training “Show”

Trainer’s Ego

Facilitator’s Ego Ego Flexing = They flex.

It’s about Them.

Presenting “Snow”

Presenter’s Ego

Participants’ Egos

Ego Flexing = We flex. It’s about us.

Participants’ Ego Flexing = I flex. Egos It’s about me.

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Next slide please.

Comrade, Why are we having this meeting? The rate of information transfer Is

approaching ZERO!

There’s NO bullet list Like Stalin’s bullet list!

But why read aloud EVERY slide?

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WEED YOUR LEARNING TO MANAGE LIMITED WORKING MEMORY CAPACITY

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Emotional states receive the second highest priority for processing in the brain.

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“POWERPOINT" POISONING,

AS YOU CAN CLEARLY SEE IN SLIDE

397….

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LONG-TERM MEMORY

WORKING MEMORY

Mental Models

Phonetic Visual

Rehearsal

SENSORY MEMORY

ATTENTION

CONITIVE PROCESS INVOLVED IN LEARNING* *From R.C. Clark and R. E. Mayer, e-Learning and the Science of Instruction. San Francisco, CA: Pfeiffer, 2003.

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. .

bG.t;.? I TOL.O '<00 E. GOULD

• •, ·,..

"T LK 'GN\ b I•

'TO DE.f:1\ '\-·\

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Data involving threat receives the

highest priority for processing in the brain.

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DATA DUMPING

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NIK Nice to Know

NEK Need to Know

ANK Absolutely

need to know

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Learning Facilitator

A learning facilitator is a person who guides an individual or group to learn through

interactive activities by using a range of processing skills and methods to achieve

measurable learning outcomes.

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TYPES OF QUESTIONS Closed-ended questions—One-or two-word answer; can powerfully set direction or make commitment, but frequently shallow with little value Open-ended questions—Extended discussion, exploration and sharing of thoughts Factual questions—Based on fact; usually have a definite right or wrong answer Cognitive questions—Demand more thinking, analyzing, comparing, contrasting and exploring possibilities than factual questions; may have multiple correct answers Value questions—Based on personal preference or opinion or values; should be respected for contributor’s sincerity, ownership and sometimes risk-taking to share Application questions—Move from concept to action; real-life use of the content Evaluation questions—Assess activities or behavior with expressed or unexpressed purpose to make improvements

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SUGGESTED ANSWERS TO TYPES OF QUESTIONS Note: These are suggested answers to each type of question. Interpretations of what the questions are asking may influence the determination of the type of question. Factual

• When did Juliette Low hold the first Girl Scout meeting? • How do you set up a Girl Scout bank account in this council? • What is required for membership in Girl Scouts?

Cognitive

• Why do girls need what Girl Scouting can offer? • How is Girl Scouting the same from one grade level to another? What is the

difference between training and facilitating? • How do you envision a girl of courage, confidence and character? How can Girl

Scouts improve their image? • If there were no limits, what would be your dream for Girl Scouting? How would

you summarize our discussion? • What plans should we make to organize a successful event?

Value

• What does the Girl Scout Promise mean to you? • Why are you volunteering in Girl Scouting? • What value do you place on diversity?

Application

• How can you incorporate the Girl Scout Leadership Experience into your current program?

• How can you help girls live the Girl Scout Promise? • What will you do to improve your facilitation of questioning and ensuring

discussion? Evaluation

• What could we have changed in this learning experience to better meet the needs of our participants?

• What outcomes have the girls demonstrated this year? What do you want to do differently next time?

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Regardless of what the topic is, Susan Foster always seems to be the first person to not only offer an answer, but give her opinion as well. Her responses are not always appropriate, either.

During a day long, one participant consistently returns after the session has resumed. Her entrance never seems to go by unnoticed.

In every discussion that has two sides, Jodi Jangles always takes the opposite position and is very verbal and aggressive about her position.

Samantha Smudge would like you to believe that she knows everything about everything. Regardless of the topic, she is eager to share her expertise.

Jenna Jones is not happy about being at this mandatory session. But she has been told if she wants to take her girls on this trip she is required to take this. Her body language is distracting as are her loud sidebar conversations.

You have intentionally set up a debate on a topic that doesn’t have a definite answer. The group has spent ample time looking at both sides of the issue. The time allotted for this has run out and you need to move on, but there are two people who continue to debate despite your attempts to move on to the next thing on the schedule.

Nina Forsyth is there but she appears not to be there. She is not contributing in any way and seems to be disinterested.

.

The group seems to have shut down. You have assigned a learning activity and instead of getting started with it, small unrelated conversations have started taking place

Tina Powell is quick to add her two cents to every discussion in a negative way. She is very quick to tell the group why something won’t work.

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To be cut into cards for matching exercise—one set of cards per table group

When did Juliette Low hold the first Girl Scout meeting?

How do you set up a Girl Scout bank account in this council?

What is required for membership in Girl Scouts?

Why do girls need what Girl Scouting can offer?

How is Girl Scouting the same from one grade level to another?

What is the difference between training and facilitating?

How do you envision a girl of courage, confidence and character?

How can Girl Scouts improve their image?

If there were no limits, what would be your dream for Girl Scouting?

How would you summarize our discussion?

What plans should we make to organize a successful event?

What does the Girl Scout Promise mean to you?

Why are you volunteering in Girl Scouts?

What value do you place on diversity?

How can you incorporate the Girl Scout Leadership Experience into your current program?

How can you help girls live the Girl Scout Promise?

What will you do to improve your facilitation of questioning and ensuing discussion?

What could we have changed in this learning experience to better meet the needs of our participants?

What outcomes have the girls demonstrated this year?

What do you want to do differently next time?