Facilitating Adult LearningFacilitating Adult Learning

Why are we here?Why are we here?

Define the value of the EQ Workshop within our ministry strategy.

Examine principles of learning tasks. Observe an EQ Workshop. Participate in a coaching appointment. Prepare key EQ workshop components. Practice a learning-task approach to communicating. Examine and use the workshop preparation and

follow-through resources.

Define the value of the EQ Workshop within our ministry strategy.

Examine principles of learning tasks. Observe an EQ Workshop. Participate in a coaching appointment. Prepare key EQ workshop components. Practice a learning-task approach to communicating. Examine and use the workshop preparation and

follow-through resources.

A Moment of Real Learning

A Moment of Real Learning

Get in pairs with someone at your table.

Describe a moment of real learning in your life: a class, a study, an experience…

Identify one remarkable and memorable factor that was at work to make that learning so memorable.

We will hear all of the factors.

Get in pairs with someone at your table.

Describe a moment of real learning in your life: a class, a study, an experience…

Identify one remarkable and memorable factor that was at work to make that learning so memorable.

We will hear all of the factors.

Seven Steps of PlanningSeven Steps of Planning

Who (Participants, target group)?Why (Purpose)?When (Time and time frame – how long)?Where (Site: room, set-up, etc.)?What (content: knowledge, skills,

attitudes)?What for (achievement-based objectives)?How (learning tasks and materials)?

Taking Learning to Task Jane Vella

Who (Participants, target group)?Why (Purpose)?When (Time and time frame – how long)?Where (Site: room, set-up, etc.)?What (content: knowledge, skills,

attitudes)?What for (achievement-based objectives)?How (learning tasks and materials)?

Taking Learning to Task Jane Vella

Learning StylesLearning Styles

Active ReflectiveSensing IntuitiveVisual VerbalSequential Global

What types of learning activities might best facilitate learning for each learning style?

“Learning Styles and Strategies,” Feldman and Solomon 1996

Active ReflectiveSensing IntuitiveVisual VerbalSequential Global

What types of learning activities might best facilitate learning for each learning style?

“Learning Styles and Strategies,” Feldman and Solomon 1996

Learning ActivitiesLearning Activities

Active

Sensing

Active

Sensing

Reflective

Intuitive

Reflective

Intuitive

Learning ActivitiesLearning Activities

Visual

Sequential

Visual

Sequential

Verbal

Global

Verbal

Global

Four AssumptionsFour Assumptions

1. Learners arrive with the capacity to do the work involved in learning.

2. Learners learn when they are actively engaged – mentally, emotionally and physically – with the content.

3. New content can be presented through learning tasks – structuring the dialogue by presenting content in a variety of ways, with engaging work for the learner built in.

4. Learning tasks promote accountability. How do learners know they know? How do facilitators know learners know it?

1. Learners arrive with the capacity to do the work involved in learning.

2. Learners learn when they are actively engaged – mentally, emotionally and physically – with the content.

3. New content can be presented through learning tasks – structuring the dialogue by presenting content in a variety of ways, with engaging work for the learner built in.

4. Learning tasks promote accountability. How do learners know they know? How do facilitators know learners know it?

What do you believe about learners

and the learning process?

What do you believe about learners

and the learning process?

“A learning task is a way to structure dialogue. It is an open question put to members of a small group, who have been given all the resources they need to respond. A learning task is a way of ensuring engagement of learners with the new content.”

Taking Learning to Task – page XIII.

“A learning task is a way to structure dialogue. It is an open question put to members of a small group, who have been given all the resources they need to respond. A learning task is a way of ensuring engagement of learners with the new content.”

Taking Learning to Task – page XIII.

How am I doing as a facilitator?

How am I doing as a facilitator?

1. Whose needs are in focus? My needs or theirs?

2. How am I doing at being vulnerable: honest, open and transparent?

3. How can these learners tell that I believe “None of us is as smart as all of us?”

4. How am I doing at taking advantage of the teachable moment?

5. What am I doing about my need to “cover the material?”

6. To what degree is lavish dialogue being experienced?

7. What am I doing to create maximum safety?

1. Whose needs are in focus? My needs or theirs?

2. How am I doing at being vulnerable: honest, open and transparent?

3. How can these learners tell that I believe “None of us is as smart as all of us?”

4. How am I doing at taking advantage of the teachable moment?

5. What am I doing about my need to “cover the material?”

6. To what degree is lavish dialogue being experienced?

7. What am I doing to create maximum safety?

How am I doing as a facilitator?

How am I doing as a facilitator?

8. How am I doing at building trust?9. How am I doing at providing enough opportunities

for quiet reflection?10. How am I doing at engaging participants in active

learning tasks?11. In what ways am I affirming those who share?12. How am I doing at trusting my intuition, as the Holy

Spirit leads me?13. How am I doing at handling dissent and resistance?14. How am I doing at responding to difficult questions?15. How much of “the professor” hasn’t died yet in this

training experience?Other Questions to ask

yourself?

8. How am I doing at building trust?9. How am I doing at providing enough opportunities

for quiet reflection?10. How am I doing at engaging participants in active

learning tasks?11. In what ways am I affirming those who share?12. How am I doing at trusting my intuition, as the Holy

Spirit leads me?13. How am I doing at handling dissent and resistance?14. How am I doing at responding to difficult questions?15. How much of “the professor” hasn’t died yet in this

training experience?Other Questions to ask

yourself?

Summary: Empowering Learning Environments Summary: Empowering

Learning Environments

Every person possesses a unique learning style.

Effective learning takes place as we design learning environments that provide specific activities to meet the unique learning style of each person.

Every person possesses a unique learning style.

Effective learning takes place as we design learning environments that provide specific activities to meet the unique learning style of each person.