Facilitator�s Institute � 2007 by v63C243r


									Facilitator’s Institute – 2007
Northwest Regional Professional Development Center
January 25-27, 2007

Section 1: Personal Outcomes
Section 2: Team Outcomes
Section 3: Assessment of personal strengths of a facilitator
Section 4: Transformational Change – issues and questions
Section 5: Facilitating a Discussion
Section 6: Agenda updated
Section 7: Inquiry Questions
Section 8: Activity Design
Section 9: Project time
Section 10: Things learned about facilitation day 1

Section 8: Managing a Learning Experience
Section 10: Techniques learned from each activity

Increase my levels of knowledge about the design of a facilitation.
10+ facilitation techniques to bring positive human emotions out in the group
5+ facilitation techniques to cause a group to want to assess

Improve assessment application
Improve listening skills—
Continue to participate in community

How to facilitate learning effectively
How to communicate the value of learning by facilitation (how to sell) to students and to
How to convince administration to change the org structure; reward people who are using
effective facilitation

Understanding how assessment drives effective facilitation
Understand how to self assess the assessments that I give
Understand how to detect if my assessments are meeting the needs of the assessee
Understand how to use facilitation to improve learning

Improve skills/methods/techniques of recording/documentation
Generalize method/tools/tips for future implementation
Identify which things make faculty teaming more effective & efficient

**How to create a facilitation plan
Recognizing quality: how to measure level of facilitation performance (beforehand,
during &, after)
*When things go bad; what do you do; real time management
*Listening, relationship building empowerment; having the group involved;
*(Assessment of facilitation; how to get people to want to do assessment; getting buyin;
continued self assessment)

Techniques for facilitation:
People introducing self  going around room & letting folks talk  builds community
Time management  didn’t allow all time we wanted
Transferring ownership  giving goals to the people in the event

Facilitator is guiding; i.e. setting direction via active participation asking questions;
making statements; filtering responses;
Points out subtle actions to group so that they the recognize what he is doing  building
Adjusting agenda in real time.

Three self assessments per day
       self-assessing own facilitation
       self-assess own self assessment

Self-Assessment of Facilitation (Fluids context)

planning facilitation via use of activity design

measuring quality of performance produced by facilitation via examination of work

*Give more suggestions for improving quality by using sii in a “natural way”; do as a
quick “before class” or on break
*Get to know kids by (a) gathering data using wiki (make an assignment), (b) holding
self accountable for remembering

What is the essence of making transformational change?
  Understanding human motivation
  People have to believe that change is worthwhile
  Vision of success that is shared
  Bringing everyone to the table; being inclusive
  President is involved
  Process is transparent
  Trust in the process
  Keeping negative (passive/aggressive) people from undercutting process
  Recognizing the need to respond to changing external realities
  Working with real world constaints
  Avoiding bringing up past issues; not accepting past decisions;
  Living in denial
  Doing things with the right pacing & long-term sustained commitment for success
  Knowing roles: recommender? Implementer?
  Need leadership; follower ship; accepting roles
  Being oppositional; opinionated;
  Not looking at what good to for organization
  Lack of reward for performance & effort
  Setting measureable goals
   Follow up; work team;

Insights about question
--questions can establish what knowledge levels are
--questions can be used to answer student questions as a way to guide people to their own
--questions can identify assumptions or value systems
--questions can reveal that understanding is inherent to learning
--questions can start teaching people that “the why is important”
--questions can lead to synthesis
--questions can reveal what one doesn’t know
--questions can reveal how firmly someone understands something
--there are many different types of questions
--posing skeptical questions models that skepticism is important in learning.

--role playing
--case study
--scenario: a patient with xyz; what do you do?
--worksheets; reading logs
--creating a presentation
--cooperative learning
--paired learning was so effective that student want to continue
--using scenarios; role playing
--closure of activity
--case studies; active learning
--wide open problem; manage scheduling; effective way to help students learn
--asking student to write questions
--playing a computer game; including simulations
--inspecting code from lower division course  provide feedback to lower division
--multi-teams; one of which inspects (poor grade goes to inspection team)
--having context that is relevant
--getting buyin by providing value (integral to futher education; relevant to future school
& practice)
--outside experts; outside validation
--chances to try things, fail, succeed, & retry
--hands on; visual; real world
--reporting to an external person who cares about the quality of what they are doing

safe environment
everything that leads to student buy in (value added;

Sharing each other’s ideas

How to identify the critical thinking / inquiry questions?

Facilitator’s Institute – LCSC, Jan 25-27, 2007
Table 2:

Personal Goals List for Event
David        Learn what facilitation contributes to the learning process
             Identifying facilitation skill set
             Observe Dan as he facilitates our group – I learn by example
Nancy        Leave with some solid skills that play upon the strengths I already have
                to help me be more effective working within the various groups I
                influence—students, family, colleagues, boards
             Leave with more of the concepts related to assessment/evaluation more
                firmly embedded and clarified in my own mind
             Leave with enough confidence about the subject matter to be able to
                “sell” it to others—mostly by example, but also through enlightened
Tris            Especially w/ faculty: Recognize emotions so that a growth-producing
                 response can be made
                Especially w/ students: individualize challenges when working with
                 large groups
                Collect tips for how to avoid intervention on content and move to
Tom             Improved real-time, quality assessment
                Improved comfort level in all types of facilitation activities
                Insight into the psychology or mindset differences in use during
                 facilitation, both in the audience and facilitator
Barbara         Grad student mentoring – Most important skills to grow in grad students,
                 and most important mentoring/coaching/modeling tools for profs to
                 grow in themselves so they can facilitate that growth
                Facilitate my peer teams so they can produce the quality they seek
                Improve my processes of self-facilitation so I can cover more ground on
                 my passions (get more done on the important things!)

Table 2 Goals for Event
   Capture, reflect on, and practice processes modeled
          Building community through meaningful introductions
          Constructive Interventions
                     introduction of a new resource when participants are struggling with
                       achieving goals of the activity
                     *raising the bar for teams or individuals that are already performing
          Rephrasing for to elevate quality and improve clarity
                     Publicly on the computer
          Generate early involvement
                     Ask for and document personal and team goals
                     Put participants in charge of aspects that are integral to the event
                     Let others do, don’t do for them what they can do for themselves
          Time management
                     Ask if teams need more time or if entire groups would like time for
                     *Raise arm to bring teams back together
                     Take time to look at individuals work and assess where they are
                     Offer to assess work products during breaks for volunteers
                     *SII feedback format
          Small group discussion to raises overall quality of response over individuals
   Linking Bloom to the facilitation process – how do you use facilitation to move
       towards higher levels on Bloom
   Generating Buy-in, Ownership, Commitment

Table # 3 Outcomes

Austin’s Outcomes
Confident enough to describe and provide assessment to peers in the following areas:
   1. Creating a facilitation plan
   2. Giving assessment
   3. Creating motivational outcomes

Ralph’s Outcomes
   1. Improving group work on proposals and projects
   2. Developing, communicating, and implementing a mission statement
   3. Facilitation of distance education

Steve’s Outcomes
   1. Create draft of facilitator’s handbook that is a valuable reference during all phases
       of a facilitation process to people doing faculty development (quick reference
       materials, prompts, links to best practices, models to steal from)
   2. Commitment of group (dates, events, funding model) for next cycle of Northwest
       workshops in 2007
   3. Advance FGB modules by Tris, Barb, Don, and Dan for 4th edition (off-line

Nan’s Outcomes
   1. Improve my ability to create an environment encouraging self-learners.
   2. Strengthen self-assessment habits. Especially, need to work on Insights portion of
   3. Tools acquisition to strengthen my ability to construct learning activities with
       adequate scaffolding to begin with, and to understand how much scaffolding to
       remove and when – to enable students to take on more challenges.

Tiffany’s Outcomes
    1. Improve my ability to plan/prepare my lecture so that I feel confidently prepared.

   2. I’d like to improve my ability to respond to my students when they answer
   questions or contribute to the discussion.

   3. I would like to enhance my ability to ask questions that my students are motivated
   to answer. In addition, be able to ask the same question in a different way.
Section 2: Team Outcomes

Team 1

   1. Creating a quality facilitation plan (Roger and Jane)
   2. Increasing the quality of the management of the experience (learning, project,
      community) (Barb and Holly) – first up
   3. Producing an effective learning or growth environment of a community (Tom
      and Nancy)
   4. Affective management of a challenging environment (Ralph and Tiffany)
Team 2
   1. Capture, reflect on, and then practice new facilitation techniques, tools, and
      practices during this event – (process)
   2. Linking Bloom’s Taxonomy to facilitation so that the learning is at higher levels
      (Don and Steve) – first up
   3. Generating buy-in and ownership of this new community (Dan C. and Marv)
Team 3
   1. Creating a challenging environment without bad by-products (Nan and Austin)
   2. Creating a quality facilitation plan (duplicate)
   3. Comparison of formal facilitation process with informal facilitation (Dave and
Section 3: Key assets/resources within the community

   1. Don - Planning a facilitation experience – looking at reusing past experience and
       producing the upcoming experience - technology
   2. Dan - Use of active learning – creating a very interactive and self-directed
   3. Holly – flexibility and adapting in real-time –
   4. Roger – Being precise and sequencing of activities
   5. Marv – listening skills – (value impacts skill a lot)
   6. Nancy – Passionate and enthusiastic (years of performance)
   7. Dave – Sense of humor
   8. Barb – Instill trust
   9. Tom – Listening accurately
   10. Tris – Assessment skills –real-time and in-depth
   11. Austin – Open-minded – risk-taking
   12. Ralph – honesty – seeks to build trust
   13. Nan – Transparent
   14. Tiffany – Empathy – taking on other’s perspectives
   15. Steve – Building the resources for the activity – giving credibility to the content
Section 4: Discussion of Key issues for transformational change
   1. What is the motivator behind wanting to change
   2. recognizing a need to change
           a. internal
           b. external
   3. role of assessment to understand where we are so that perceptions and
       expectations are clarified (gap analysis)

   What is the relationship between need and motivation?
       They are correlated strongly
       There is a sequence

   What are the characteristics of need?
     1. presence of strong/compelling consequence if change does not occur
     2. the change will improve quality
     3. the need is shared via common understanding of the need
     4. must be perceived as feasible/realistic/tangible
     5. meets individual stakeholder’s various components of need
Section 5: Who owns the content of a facilitated discussion
the group AND the individuals

Key factors in facilitating discussions
     underlying structure to the discussion must be present
     using inquiry questions rather than making statements
     “over”emphasizing key factors to make them clear
     clarify the need for the group and emphasize this to bring consensus and
       generate motivation
     reflecting issues
     pulling from participants responses to provide back to them answers to their
       own issues
Section 6: Thursday Afternoon Agenda
1:00 Learning How to Ask Inquiry Questions
1:30 Constructing an Activity
2:45 Designing an Activity w/partner

8:30 Assessing Assessments
9:00 Creating a quality facilitation plan (Roger and Jane)
10:00 Assessment of the facilitation
10:20 Reflection
10:30 Break
10:45 Generating buy-in and ownership of this new community (Dan C. and Marv)
11:45 Assessment of the facilitation
12:05 Reflection
12:10 Lunch
1:00 Affective management of a challenging environment (Ralph and Tiffany)
2:00 Assessment of the Facilitation
2:20 Reflection
2:30 Break
2:45 Producing an effective learning or growth environment of a community (Tom and
3:30 Assessment of the Facilitation
3:50 Reflection
4:00 Mid-term Assessment
4:30 Inventory and Recording
5:00 Consulting

8:30 Creating a challenging environment without bad by-products (Nan and Austin)
9:20 Assessment of the Facilitation
9:30 Reflection
9:40 Comparison of formal facilitation process with informal facilitation (Dave)
10:30 Assessment of the Facilitation
10:40 Reflection
10:50 Managing a Learning Experience
11:50 Assessment of the Facilitation
12:05 Reflection
12:15 Lunch
1:00 Linking Bloom’s Taxonomy to facilitation so that the learning is at higher levels
(Don and Steve) – first up
2:00 Assessment
2:30 Break
2:45 Future Plans for the Northwest RPDC
3:45 Assessment of the Event
4:00 Closure
Section 7: Asking and Using Questioning during facilitation

     Using to promote divergent thinking
     Posing skeptical questions models this is good quality in learning
     Questions are motivational – creating a need to know is powerful depending on
      types of questions asked
     Questions can increase engagement/involvement.
     Questions of questions help clarify thinking (declarative statements are usually
      not well taken)
     *Hidden* leading questions can transfer ownership of an insight
     Asking questions as attention-getters. Questions can be used to motivate.
     Questions can be used to identify assumptions. They can clarify building blocks
      of knowledge.
     Questions can promote synthesis. (Convergent/divergent questions)
     Contextually relevance necessary. (Values of people, current situations)

Questions about questions?
    Stony Brook – scale of Bloom’s levels of questions (Reference will be available)
    Learning can be measured by what you can ask, not what you can answer.
    How much experience/background is necessary before questions can be asked?
    What types of questions kill/hinder learning? Level 1 questions are not effective.
    Sequencing of questions is important in learning.
    Rhetorical questions – can be used to make statements
    Don’t answer your own questions!! –
    Tip: Stare at the person you want to respond until they’re more comfortable
       speaking than waiting.
        Section 8 Creating an Activity

        Personal Facilitation Role: Constructing quality activities (30min + 5 min reflect + 5
        min brk)
            Learning objectives:
                   o key aspects of activity design uncovered
                   o resource locations
                   o template understood
            Share why this is important (2 minutes)
                   o Structure
                   o Focus
                   o Outcomes oriented
                   o Can shift ownership to students
            What – we are going to achieve the following outcomes (see learning objectives)
               (2 minutes)
            Participants brainstorm activity types (4 minutes)
            Explain contexts for use – non-classroom based apps (2 minutes)

              Teams take few minutes to outline from past activities what made it great (10
              Share and document (5 minutes)

              Point to additional resources and highlight 2-3 major ones by either affirming
               what teams have said or introducing ones that were missed. (5 minutes)
                  o FGB
                  o Template examples
              Closure – Assessment of this activity (5 minutes)

                           Computer Security, ISATI 121 Activity Sheet
Title             Updating Computer Systems as a Countermeasure to Exploits
Why                   Nearly 90% of exploits against a computer may be thwarted by the timely
                        application of Windows updates
                      Application of Windows updates is the most important step in protecting a
                        computer against hacking
                      Elimination of computer downtime due to hacking is nearly eliminated by the
                        application of Windows updates
Prerequisite         Key Terms                            Additional Resources
                  exploit                               Windows knowledge base URL
and               hacking                               Windows update URL
                  patch                                 Textbook
Additional        update                                Hacking Exposed (5th ed)
Resources         windows error code                    Google search engine
                                                         www.sans.org
Learning          Fundamentals for setting up and applying systems updates
Objectives        Discover a range of processes/methods used for updating computing systems
Performance       Criteria: The student demonstrates an active approach to identifying the
Criteria           needs for types of updates for a computing system; demonstrates patience,
                   fluency, and precision in following instructions relevant to the specific system
                   at hand; effectively troubleshoots errors and unexpected results during the
                   update process, and adequately prepares the system to take care of future
                   needs as appropriate to the context of the system usage.
                  Measures: time to complete activity, number of updates correctly installed,
                   level of fluency and independence in using the Windows update tool
Plan          1.   In pairs or groups of 3, study the systems update methodology and the
                   exercise on page 59 of your textbook. Then summarize the task you need to
                   complete in 2-4 sentences.
              2.   Answer the critical thinking questions provided below and prepare to share
                   your answers with the class
              3.   Class discussion of critical thinking questions
              4.   Skill exercise: Complete Activity 14-3 in your text
              5.   Closure activity: see below
Critical    1. What are the prerequisite conditions/knowledge for applying system
Thinking       updates?

            2. What are the major steps in applying systems updates?

            3. What procedure would you use for selecting the systems updates to apply?

            4. What are the potential errors associated with systems update processes?

            5. From the perspective of a software designer, what issues must one consider
               when designing the software to receive updates?

Closure     Please identify any problem areas encountered and/or insights gained from
Activity    going through the update process
Systems Update Methodology

1.   identifying update source location
2.   check for availability of updates
3.   match update to the system needs/specifications
4.   identify appropriate update components
5.   following system specific procedures for update installations
6.   validate installation
7.   set automated update schedule
8.   test system
        Introduction to Nuclear and Radiological Engineering, NRE 2110 Activity Sheet
Title             Engineering Modeling
Why                    Engineers must choose appropriate models for solving problems faced
                        in the workplace
                      Students need opportunities to develop experience in choosing
                        appropriate models
Key                  Key Terms                         Additional Resources
Prerequisite          Model                            Scenario descriptions
Terms and                                               Engineering models list
Learning                Understand what engineering modeling is
Objectives              Build confidence in applying mathematical skills to new problems
Performance             Criteria: choose and justify an appropriate model for each scenario
Criteria                Measures: time to complete activity, validity of model chosen
Plan                 1.  Organize your team and assign roles
                     2.  Study the four scenarios presented and the critical thinking questions
                     3.  Develop an appropriate model to use in analyzing 1 or 2 of the four
                     4. Outline how you would use the model to obtain an answer for your
                         chosen scenario(s)
Critical           What level of detail is required for the application you are currently
Thinking             working on?
Questions          What general knowledge do you have (or can find easily) to help you in
                     making assumption and choosing a model?
                   When are simplifying assumptions and choices of models a cost and time
                     effective method for engineering analysis?
Time              About 25 minutes

       1.         Wind power that can be turned into the useful electrical power depends
                  on wind speed and rotor design. Develop a model approximating the
                  relationship between wind speed and useful power generated.
        2.        World population is increasing and is connected to energy use.
                  Develop a model approximating the relationship between the
                  population in developing countries at some point in the future and the
                  energy supply required for those countries at that time?
        3.        Solar power at any moment depends on a number of factors. How
                  might you estimate the solar power available to your roof accounting
                  for various conditions that might reduce available power? 1340W/m2
                  of solar power falls on the earth’s surface.
        4.        Coal contains about 10,000BTU/lb while uranium oxide fuel contain
                  about 8x1013J/kg. Create an analogy describing the volume of your
personal resource use from these two forms of electrical energy
production in one year (example – one pickup-truck load).
A few types of MODELS used for engineering analysis:

         1. Constant
         2. Additive
         3. Linear
         4. Power laws
         5. Polynomial
         6. Exponential
         7. Sinusoidal
         8. Statistical
         9. Differential equations
         10. …

          1. Points
          2. Lines
          3. Planes
          4. Circles
          5. Squares
          6. Ellipses
          7. Cubes
          8. Rectangles
          9. Spheres
          10. Cylinders
          11. Cones
          12. …..
      Introduction to Nuclear and Radiological Engineering, NRE 2110 Activity Sheet
Title            Personal Goal Setting
Why                  Motivation and capacity for learning is greatly increased when personal
                        goals are involved
                     Setting goals helps generate success when working through a
                        challenging curriculum
                     Replacing (at least to some degree) of the idea that “I’m taking this
                        course because it is required” with “I’m taking this course because I
                        want to learn about the profession of nuclear and radiological
Key                 Key Terms                         Additional Resources
Prerequisite         Syllabus                         Syllabus
Terms and            Learning outcomes                Textbook
Additional           Curriculum                       NRE home page (www.nre.gatech.edu)
Resources                                              American Nuclear Society home page
Learning             Incorporate personal goals with course goals and content
Objectives           Build skills towards becoming a “self-grower” or self-directed learner
Performance          Criteria: produce two to four clear statements about what you want to
Criteria                learn in this course and how it relates to your longer term goals, provide
                        key data that will quickly help the instructor to learn a little bit about
                     Measures: time to complete activity, number clear statements produced,
                        level of usefulness of key personal data for instructor
Plan                5. As an individual, think for a minute about the reasons behind why you
                        registered for this course.
                    6. Ponder the critical thinking questions provided on this sheet
                    7. Produce 2-4 clear statements that describe your personal learning goals
                        related to this course.
                    8. Produce a statement listing several critical pieces of information about
                        yourself to help the instructor understand you better.
                    9. Hand in work and participate in closure activity.
Critical            1. How does this course fit into your plans for graduation?
Thinking            2. What are the major aspects of nuclear/radiological engineering that
Questions               interest you?
                    3. What are the most important things the instructor should know about
                    4. What might you gain from this class that will help you become a better
                        employee after graduation?
                    5. How or under what conditions do you (a) feel you learn best or (b) find
                        learning to be the most challenging?
                    6. What is the relationship between personal background and your learning
                        goals for this class?
Time             About 15 minutes
         Introduction to Nuclear and Radiological Engineering, NRE 2110 Activity Sheet
Title           Team Building Through a Study of the Course Syllabus
Plan                10. Decide on and record a name for your team.
                         1 – Us (Matt R, Staci, Tyler)
                         2 – Higgs (Pascalle, Garrett, Sarah A, Erik)
                         3 – Team Nightrider (Josh B, Steve Be, Ryan F, Aaron M)
                         4 – Immigrants (Iain, Tim, John B, Preston)
                         5 – The Ninja Turtles (Devin, Jerry, Aaron K)
                         6 – Blue Barracudas (Josh B, Christina N, Sarah G, Justin)
                         7 – Adventure (Ryan G, Steven B, Manan, Robert)
                         8 – The Lucky Charms (Michael W, Nivedh, Ryan H, Brandon)
                         9 – The Rad-Men (Kyle, Lloyd, , John Paul S, David H)
                         10 – Green Monkeys (Daniel P, Cliff, Aaron C, Mike Z)
                         11 – Jimmy Neutrons (Sam, Matt C, Thad, Bryan M)
                         12 – Chuck Norris (Jared, Sean P, Matt K, Nash)
                         13 – Apathy (David K, James P, Philip)
                         14 – The Nuclear Mastadons (Tim F, Clifton, Anthony)
                         15 – NRE 15 (Shane, Christina, Emma, Adrienne)
                         16 – Salvation Army 3rd Armored Infantry (Makail, Nathaniel, James, Sean)
                    11. Discuss and record your team’s answers to the critical thinking questions
Critical            7. How do you get your grades in this class?
Thinking                 Listed items in table
Questions                Participation???
                         When Emily returns them
                         Working diligently, completing assignments, quality of performance
                         attendance
                    8. When are things due in this class?
                         Referred to activity calendar
                         At the beginning of class???
                         From syllabus
                         Portfolio graded every two weeks
                         Research paper near??? end of semester
                         Weekly quizzes
                         Seminars TH 11-12
                         Whenever scheduled???
                         Team presentations April 9, 11, 16, 18
                         Mid-term Feb 28, Final April 30
                    9. What are the expectations of you as students in this class?
                         Perform high level, cooperate, contribute, display needed skills to succeed
                         Listed performance criteria from page 5 on syllabus
                         MISSED end of page 2 on syllabus
                         Attend and Turn things in on time, apply ourselves
               Fully understand most impt and basic nuc/rad concepts
               No talking while teacher is talking???
               Having Fun
               Learning
          10. What should you know and be able to do by the end of this class?
               Refer to or summarized list from syllabus (page 2)
               Each other’s names
               Concepts and tools needed to succeed
               Know opportunities/advancements in NRE field and communicate well
          11. What knowledge and skills will you learn about during the semester?
               Basic understanding of nuc/rad processes
               Problem solving, communication, working with teams, career fields, how
                 contributes to society, research skills
               Professionalism, nuclear research, nuclear applications
               Same as 4 (list from page 2 of syllabus)
               Critical thinking, technical skills
               Listed skills from page 4 on syllabus
          12. How can you get feedback to help you in this class?
               Prof office hrs, use group
               TA
               classmates
               Phone a friend
               E-mail
               MISSED assessment
          13. What contributions can YOU make to help make this a successful course?
               Cooperate, contribute/participation, humor, perform, help teammates, work
                 hard, keep track of work, read, provide helpful feedback and inside
          14. What do you see as the most valuable part of the course and why?
               Job info to prepare for work after grad
               Team building skill development
               Fundamental nuc info/skills
               Help us decide if we want to be nuclear engineers
               Broad perspective to help narrow choices later
               Experience of professor
               Finding out what an NRE actually does
Time   About 25 minutes
        Introduction to Nuclear and Radiological Engineering, NRE 2110 Activity Sheet
Title             Team Problem Solving - energy
Why                     Practice with example problems similar to those you would include in
                         your portfolios
                      Deepens understanding of material presented in class by allowing you to
                         make connections and construct your own knowledge
                      Sharing work with others for assessment helps improve quality quickly
Key                  Key Terms                            Additional Resources
Prerequisite          Problem Statement                   Problem Solving Performance
Terms and             Labeled Diagram                        Criteria handout
Additional            Given Information                   Assessment Feedback Handout
Resources             Assumption
                      Governing Equation
                      Assessment
                      Criteria
                      Strength
                      Area for Improvement
                      Insight
Learning              Understand relationship between and units for power and energy
Objectives            See real-world context for energy and power equations/calculations
                      Build problem-solving skills using quality methods
                      Understand SII assessment format
Performance           Criteria: quality solutions to problems 2 and 3 using engineering
Criteria                 analysis methodology that others can understand
                      Measures: time to complete activity, quality/usefulness of feedback
                         delivered to other teams, clarity of problem solutions
Plan                 12. Organize your team and establish roles.
                     13. Record problem solutions to assigned problems
                     14. Trade solutions and deliver feedback in SII format with two other teams
                         on quality of their solutions
                     15. Select teams to report solutions on board if desired by class
Critical             N/A
Time              About 25 minutes
Section 10: What have we learned today about facilitating?
            Importance of every instance raising the level of learning to a higher level –
            it’s easy to coast in facilitation and accept a level of knowledge that is being
            produced, crank it up to the next level. What ever the target of learning is, as
            it’s unfolding, crank it up to the next level

             Distinction between facilitating and “old line” teaching – differentiating
             current practice from quality facilitation

             During facilitation the knowledge acquisition needs to change the
             performance of the people – during facilitation, there is a target of
             performance change, and one of the components of performance change is
             new knowledge

             The power of all of the subtle different ways you can ask question –
             questioning can come in all different forms, shapes and sizes. The more
             delicate you get in how you do inquiry the stronger you will be. Questioning
             is a powerful technique.

             The importance of rephrasing what people are saying – most important when
             trying to understand where people are at, allows connection

             Good facilitation is learner centered – You cannot have a hidden agenda
             where you are trying to manipulate the individual, the process

             Weaving in personal outcomes into the planned facilitation generates
             enthusiasm and ownership

             Importance of self-assessment

             Facilitation is not my natural ability – facilitation is a process that has a
             whole bunch of skills associated with it

             The bar for facilitation has been raised – it’s a journey and not a destination

             Organization, planning, practice, self-assessment and/or peer coaching

             The negative impact of self-evaluation

             Learning by facilitation is powerful and not appropriate for all situations – if
             you’re not seeking higher levels of performance, facilitation may not be the
             most effective method

             When do you do facilitation and when do you not? Non-formal
             Section 11: Assessing Self-assessments

             Things learned:

                   1) Keep role straight – assess process and help self-assessor
                      strengthen their process. Don’t shift to the content as your focus.
                   2) Strengths of self-assessments – balancing affect and cognitive
                   3) Reflection – detailed steps in plans of action
                   4) Forces you to see in holistic sense
                   5) Practice what we preach – give examples – (model the assessment
                      methodology) -- Have level 1 or level 2 knowledge in your
                      assessment to help individual make connection
                   6) Noticed a commitment to added value – Assessing a self-
                      assessment is to produce value for the self-assessor – to help that
                      person improve their assessment

Assessment of Activity by Marv & Dan

S: Morphing of activity thrust during facilitation planning – more meaningful focus than
original title
I: Split facilitation (first half; second half) impeded just-in-time interventions
I: Open script for fishbowl allowed for the unexpected to occur

Peer Coaches:
S: Well-written roles for fishbowl participants that were easily followed
S: patience in allowing tables to engage in activity without premature intervention
I: Providing expectations for ‘performers’ could enrich discoveries from fishbowl
I: providing the same level of role specificity for observers as fishbowl participants could
lead to interesting research findings
I: mechanics of voting got in the way of deeper thinking/discussion about items
I: smile to establish rapport => capitalize on this natural strength
Insight: Role-playing is difficult and often lacks affective dimension that is present in a
more authentic situation

Assessment of Assessments
S: Specifics - analysis of specifics in assessment reports
I: Alignment – make sure observations are aligned with criteria we gave for feedback
Insight: being too emotionally involved in receiving feedback makes it more difficult to
hear what is being said and what it means (affective dimension can cloud cognitive
                      Creating an Effective Learning Environment
                                 Facilitator: Tom Hess

Examples of non-productive learning environment situations:
    Participants do not come prepared
    Speaker does not know the audience – not learner centered
    Told first day that I might fail
    Sent big assignment over email – even though I am not part of the team
    Lack of common goals among the participants
    Having a contentious passive aggressive participant take over

Examples that illustrate an effective learning environment – why it worked
    Certification course – challenge of a clearly defined goal
    Freshman engineering course – learner and mentor are committed, buy-in,
      challenge, expectations are clear
    Capstone instructor meeting – high degree of trust and respect, process for
      measuring and documenting, collaborative environment
    Culinary arts course – risk taking
    Peer coaching – trust and commitment to learner
    Self disclosure assignments – risk taking, challenge, high degree of trust

     One bone headed thing can cause the environment to go south – especially when
       the dysfunction goes uncorrected
     Need to be students centered
     Risk taking by facilitator
     Multi-faceted approach to the learning environment

SII by peer team

Collaborative learning space
    Complete

       Allignment

       Low energy at end of day

Student buy-in
    Analysis – contract and criteria – public – across time domains
       Describe what is in contract and why

       Describing buy-in: need to describe context before implementation

Structure and Flexibility
     Provided two tools to bring structure

       Clarifying the meaning of the principle

       Added value by processing priorities of others
       Peer coach response
           o Strength
                    engagement
                           eye contact gets people’s attention
                           structure activity then check with teams to be sure they
                              understood were on track => significant because teams
                              remained on track
                           kneeled by table to minimize intimidation
                    elevated learning
                           used experiences to solidify the concepts => significant
                              because not an abstract
                    improv
                           started the task, and then held off until he was sure that
                              teams had finished => significant comfortable in waiting
                              until everyone was ready
                    time warnings
           o AoI
                    Did not state the learning outcomes => to elevate the learning,
                      students need to know what height they are going to { the goals
                      were on sheets that peer coaches did not have}
                    People in the group were too comfortable for elevated learning
                      activity. did some prodding, but need to push more
                    focused in on one table and did not notice that the other tables
                      were becoming unfocused on task. Need to check once coming
                      back to the review all the tables to see if the tables remained on
           o Insights
                    Prepare activities with sensitivity toward the audience
   Passing around the notes without telling teams they would be
    passed => peer assessing without forewarning will keep the
    outcomes high in all activities
   People are confident when talking about their experiences, leads to
    more engagement
Mid-term Assessment of the Facilitator Institute

            -   Skill of facilitator – modeling variety of techniques, rephrasing,
                continuous assessment, transferring ownership
          -     Student centered – results in elevated levels of engagement
          -     Variety of facilitating techniques aligned with learner needs
          -     Pacing – elevates learning
          -     Learning facilitation via application – elevates learning
          -     Diversity of participants
          -     Majority of Experienced participants eliminated barriers
          -     Public performance
          -     Facilitation plan form
          -     Multiple techniques
          -     Setting high expectations – high respect
          -     Affect: Separating conditions and causes – tools target causes
          -     Using principles of effective learning environment created buy in

         - Shorter time frame (2 day instead) (seasonal)
         - Less sugar
         - Distant location (away from distractions) (+ lodging costs)
         - Pre-requisites for attendance of advanced workshops
         - Commitment of members (can’t leave/skip, no cell phones…), contract
             with no enforcement
         - More flexibility to meet outlying outcomes – parallel sessions; optional
         - Increase preparation activities – with questions to raise level of
             knowledge/processing – more notice
         - Electronic copy of resources online
         - Measure levels of performance before and after workshop – need to build
             performance measure
         - Set expectation of embedded assessment (environmental expectation)
         - Follow up contracts – commitment to long term growth
         - Daily closure – collect resources, summarize lessons learned, celebrate
             accomplishments, look at next steps

Learning Interests and needs
           - Open discussion
           - More expert mentoring
           - Top ten list of facilitator skills
Creating a challenging learning environment

Insert two plans of action for the assignment

Insert the assessments

Insert the peer coaching reports


   1. Self-confidence – give permission to be a star and work on these behaviors, start
      with mental image, identify the characteristics, and (fake till you make) work on
      these characteristics by modeling and assessing them.
   2. Write the objectives and visual learning outcomes so that the performance can be
      seen (performance criteria as well as learning objectives)

Clarity – focus area

   1. Direct instruction with asking a quick follow-up to determine if instructions


   1. Intervention – collect performance information while the learning is being
      performed. This data allows you to determine decisions
   2. Raise the bar on performance – managing time, recorders report, following roles,
      contributing equally are all potential areas


   1. Constantly focusing on the outcomes of everyone increases professionalism.

Formal and Informal Facilitation

Activity 2: (Brainstorm)

ATTRIBUTE                      INFORMAL                       FORMAL
Roles                          often implicit                 often explicit
Outcomes                       may not be known ahead, in     usually known ahead,
                               the moment/spontaneous         measurable
Environment                    anywhere                       specific locations
Resources                      must be raised                 budget
Accountability                 lower expectations, implicit   higher expectations, explicit
Emotional State                relaxed to engaged to angry    relaxed to engaged to
(wide range for both)                                            frustrated
Planning                        reactive, improvised             proactive, facilitation plan
Closure                         optional                         crucial
Relationships                   intimate                         professional
Motivation                      internal                         external
Facilitator Need/Role           must emerge out of               defined role, not a
                                situation, stakeholder           stakeholder
Assessment                      rarely present                   explicit
Consensus building              can’t move forward               not necessary to make
                                without it                       progress
Evaluation                      rarely done                      often required
Focus                           experience based                 product based
Timeframe                       present focused                  future focused

   1. Identify need for facilitation
   2. Negotiate outcomes / achieve consensus
   3. Brainstorm and select appropriate roles
   4. Agree on commitments & constraints
   5. Assign and accept roles
   6. Select activities that support outcomes
   7. Achieve consensus on action plans
   8. Insure assessment mindset
   9. Release for assignments
   10. Convene, report, assess, refine until job is done
   11. Celebrate
   1. Recognize a prompt
   2. Recognize need for facilitator
   3. Select a facilitator / accept role
   4. Clarify issue at hand
   5. Information gathering / processing
   6. Consensus building
   7. Determine outcomes
   8. Direction (task allocation, role assignment, assumption)
   9. Coordination
   10. Recognition of completion
   11. Celebration
Engineering Education Scholarship – Barb & Holly
Questions to prep panel members:
    What are significant conditions for support teaching/learning?
    What are non-productive conditions
    What are root causes for pos. action and resistance to movement?
    How measure quality scholarship?
    How recognize and reward scholarship in teach/learning in inst.?
    What role does inst. play in startup funds and ongoing support in the research of
       scholarship in teaching & learning?

     How widely embraced is Boyer’s model at your inst.
     What are opp. and liabilities for expanded scholarship?
     How would inst. be viewed externally if more emphasis in teaching?
     Prepping fac. members who emphasis on research

     Panel would be enriched if playing two roles – their own, plus a separate
     Important for discussion to be balanced and honest – between research and
     Ask questions that respect traditional researcher and educators
     Pre-reading to panel members
     Each panel member shares personal vision in 3 sentences of where they see
        scholarship 3 years from now
     One person to record real-time for future synthesis

Other ideas
    Finish with commitment of what panel members will change based on meeting
Peer Coaching Reports
S: Not allowing team to move too quickly – steps/subprocesses overwhelming; gave
cautions; stressed thoroughness versus speed
S: Frustration management – questions to diffuse confusion and focus on step at hand
S: Facilitating classroom research – keyed off writing and discussion activity/inactivity
I: Outcome definition – what is expected of learners and observers; what do final
products look like
I: Bringing closure – narrow observation set (i.e. particular skill clusters)
Insight: Background knowledge important for observers to see knowledge construction
Insight: Break complex activity into smaller steps
Insight: Remind participants that all steps do not need to be completed by end

Freedom to explore in first 5-7 minutes – promoted exploratory activity
Facilitator reorientation at 7 minutes – reassess goals; directed focus on steps
Facilitator intervention at 12 minutes – where do you want students to be?

Pay attention to eight previous steps in learning process methodology before invoking
Kip’s methodology (i.e. why, orientation, performance criteria, plan); Invest time in set-
up of learners before releasing them for group activity

Clarify expectations for learners—either direct them to personal outcomes for event or
frame external expectations for activity; not doing this leads to confusion directed away
from learning

Much movement between stages in early portion of group processing, rather than
working each stage to completion; picked specific context at 20 minutes that limited
exploration in remaining time; key role of facilitator is to regulate/validate movement

Setting expectations for completion (very early on in facilitation) can have a very positive
or negative impact on what follows.

Orientation is critical to the learning process, especially in a fishbowl environment.

There is great amount of trust that the event experiences will be valuable even when you
don’t know where you are going, how to get there, and who will help.

Strong tool leads to comfort in facilitation.

Introducing one context too soon tends to decrease learning, often shifting to a training

Discoveries from this activity:
Fishbowl is multi-dimensional – a lot happens no matter what the direction
One needs to make sure all participants have learning objectives.
Personal assumption about learning need to be refined—learning needs to be managed.
Methodology is a good assessment tool to measure levels of learning
Higher level learning skills used to construct knowledge at lower levels (needs further
Facilitating learning at high levels of knowledge needs to facilitator to be at or above that
Highly challenging activities best done in groups; greater willingness to tackle tough
Just because there is a lot of dialogue going on around a table, doesn’t mean that there is
a lot of learning going on (distinguish between engagement and learning).
Fishbowl is an ultimate impromptu activity, requiring detailed planning because requires
you to let go => plan extensively, execute with precision, adapt instantaneously.
Resequencing peer coach reports can catalyze new and deeper activity discoveries.
Lots of learning can occur even if the outcomes fall far short, providing you self-assess.
Previous Institutes
       Teaching Institute (2)
       Advanced Teaching Institute
       Assessment Institute
       Program Assessment
       Activity Design
       Performance Measures
       Facilitator’s Institute

Ideas for Future Events
        Interactive Learning Institute
        Course Design (two 2-day events 1-2 months apart)
        Three one-day workshops

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