Facilitating Experiences A Working Document

Facilitating Experiences A Working Document Table of Contents Intro... 2 Active Learning... 2 Adventure Based Learning... 2 Asking Questions... 3 Case Studies... 3 Collaborative/Cooperative Learning... 4 Critical Thinking... 4 Debates... 4 Debrief... 5 Discussion Strategies... 5 Experiential Learning... 5 The Gallery Walk... 6 Games... 6 Inquiry Guided Learning... 7 Interdisciplinarity... 7 Jigsaw Technique... 7 Just in Time Teaching (JiTT)... 8 Learner Centered... 8 Lectures... 9 Problem Based Learning... 9 Role Playing... 9 Additional Resources... 10 Page 1 of 10

Intro The information in this document has been compiled from a variety of sources. At the end of each section, there will be links to the primacy source of information as well as where you can go to find more sources on the specific strategy. This document will not contain assessment strategies however several of the links will also provide information on how to assess learning. It should also be noted that there are many other strategies out there! As such, this is document is a work in progress; something that can be referenced when we are looking for some creative spunk and added to, to make it more compatible with what we do day to day. Active Learning This has to do with anything that an audience participates in that spans beyond just passive listening in a lecture. This type of learning can improve a staffs understanding and retention of information. Participant s play an important role in their own learning. It is no longer about pouring information into people s heads but rather providing the opportunity for them to become fully engaged in what they are learning. Active Learning may be: listening practices, short writing exercises, group exercises, games, quizzes, journals, summarizing answers or points, share/pair, discussions, debates, having a question of the day, 4 corners exercise, wall of quotes, spectrum of agree to disagree, etc. Faust, J. & Paulson, D. Active Learning for the College Classroom. California State University. Accessed from http://www.calstatela.edu/dept/chem/chem2/active/main.htm provides a list of 29 techniques that can help to make your session a more active environment. Adventure Based Learning An experience that should be actively engaging and fun and purposefully exposes individuals to novel and uncertain tasks that provide the right balance of challenge and mastery. The goal is to generate positive outcomes that will transfer to participants daily lives This is a form of experiential learning and also relies heavily on Kolb s learning styles and occurs outside of the work/living environment. Requires activities that challenge participants enough to step outside of their comfort zone with the right amount of support. Examples could be the alpine tower, high/low ropes courses, or any facilitated activity that provides action with the right amount of challenge and support. Page 2 of 10

Adventureworks Associates Inc. (2010). Facilitating Adventure Based Learning: Course Package. Asking Questions A rather obvious, but important way to engage an audience. Some examples include: Triggered Brainstorming use a trigger such as a picture, quote, theme, current event, object, etc. to base questions and discussions around. Quescussions use a trigger to start a discussions however only questions may be used, participants yell statement or make a sound if someone makes a statement rather than ask a question. Survey with Exemplifier use pauses and ask for a show of hands... how many people... You can also have participants close their eyes if questions are more sensitive in nature. Four corners identify each corner of the room as an answer to a question, ask a question and ask students to go to the corner of the room that they most agree with. Ask for a representative from each group to respond as to why. Roy, D; Kustra, E; Borin, P. (2003). What is a Good Inquiry Question. Centre for Leadership in Learning. McMaster University. Accessed from http://cll.mcmaster.ca/resources/misc/good_inquiry_question.html good resource on how to ask thought provoking questions Case Studies Present participants with a real life scenario or problem and ask them to apply what has already been learned to the situation. It also encourages logical problem solving, group interactions and in some cases, critical thinking. Cases need to be modified to meet the audience where they are at. Anything too simple or too complex may encourage apathy. If discussion is required afterwards, limit questions to a few well chosen ones to allow for enough time to debrief. Redirect conversations when needed but also allow latitude. Encourage discussion by asking questions of groups rather than providing answers. Teaching Tips for Case Assignments. (2006). Penn State University. Accessed from http://tlt.its.psu.edu/suggestions/cases/foster.html Stanley, Ethel. & Waterman, M. (2011). Using Investigative Cases. Accessed from http://serc.carleton.edu/introgeo/icbl/index.html Page 3 of 10

Collaborative/Cooperative Learning This approach uses a small group approach to guide participants towards a common learning goal. This may be done formally (groups that stay together for an extended time) or informally (ad hoc, think pair share, turn to a neighbour, small group problem solving, etc). We would be more likely to use informal groups as part of learning experiences. Participants working in smaller groups tend to learn and retain more of what is taught (Davis, 1993). The role of the facilitator is to guide on the side instead of being the sage on the stage. Participants are accountable for their own learning and participation, this helps to create an interdependence they must collaborate if they are to learn. Davis, B. (1993). Collaborative Learning: Group Work and Study Teams. In Tools for Teaching. San Francisco: Jossey Bass. Accessed from http://teaching.berkeley.edu/bgd/collaborative.html provides insight on how to structure, organize and evaluate group work Ledlow, S. (1999). Cooperate Learning in Higher Education. Center for Learning and Teaching Excellence. Arizona State University. Accessed from http://clte.asu.edu/active/clinhighed.pdf Gives some insight on Cooperate Skills Development and strategies for getting a team involved (ex. Active listening, role assignments, formulate share listen create) Critical Thinking Requires participants to have the abilities to question what they know and how they apply their knowledge. They must use their intuition, clarify a problem, reflect on a response, infer meaning, etc. There are few resources on intentionally teaching critical thinking, however it can be integrated into other learning strategies (problem solving, case studies, etc.) Debates This method can engage participants in their own learning by forcing them to deal with complexity and the gray areas while improving communication skills. The questions to be debated should not be too broad and the format is incredibly important. Ground rules need to be set to avoid inappropriate rebuttals or inappropriate language. Designing Effective and Innovative Courses. Part 2.2 Teaching Strategies. Accessed from http://serc.carleton.edu/nagtworkshops/coursedesign/tutorial/strategies.html Page 4 of 10

Debrief While this commonly is not identified as a learning strategy, it is very important to close off any adventure based, experiential or teambuilding activity with a strong debrief. Allow for enough time at the end of an activity to engage in thoughtful discussion about the experience participants just went through. Can use the 5 question model: Did you notice..., Why did that happen, does that happen in real life, why does that happen, what can we do with this information? Ask the questions you want answered, not the ones you are hoping to get answered. Adventureworks Associates Inc. (2010). Facilitating Adventure Based Learning: Course Package. Discussion Strategies This strategy engages participants in discussions about their learning, sharing their views with one another and speaking up in their group/session. Some strategies may include: handing out poker chips or cards and each time a participant talks they hand one in. They must use all their chips by the end of the class., small group discussion (see collaborative learning), ask questions that do not require a detailed correct response, etc. Examples may be think pair share/square, structured controversy, roundtable, inner/outer circle, three step interview, etc. (see teaching guide for graduate student instructors). David, B. (1993). Encouraging Student Participation in Discussion. In Tools for Teaching. San Francisco: Jossey Bass. Accessed from http://teaching.berkeley.edu/bgd/participation.html provides some tactics for getting students engaged in discussion Teaching Guide for Graduate Student instructors. University of California Berkeley. Accessed from http://gsi.berkeley.edu/teachingguide/sections/groupwork.html Provides some advantages and disadvantages for structuring groups Haugen, L. (1998). Suggestions for Leading Small group Discussions. Center for Teaching Excellence. Iowa State University. Accessed from http://www.celt.iastate.edu/teaching/small_group.html Experiential Learning This focus is on learning by doing, participants learn from direct experiences that have been designed to include preparatory and reflective exercises. Page 5 of 10

The focus is on a participant s individual experience and the meaning they make out of it. There is also recognition given to past experiences that can be applied to current experiences. Experiential Learning can also be related to Adventure Based Learning however activities do not necessarily have to occur outside of work/living environment. Participants engage in an activity (do), review it, learn the concepts or skills, then apply what they learned (flow: do review learn apply) Academy of Art University. David Kolb s Experiential Learning. Teaching Resources. Accessed from http://faculty.academyart.edu/resource/kolb.html provides a chart of specific learning types as described by Kolb and the type of classroom practices that best suit their learning needs. Smith, M. (2001). Infed: david a. Kolb on experiential learning. Accessed from http://www.infed.org/biblio/b explrn.htm gives some more background on the development of experiential learning and Kolb s model The Gallery Walk A cooperative learning strategy and discussion technique A series of questions are placed at different tables or at different places on a wall Participants form as many groups as there are questions and each group moves from question to question together. The group at the last question is responsible for summarizing and reporting to the class Similar to World Cafe Resouce: Francek, M. (2011). Gallery Walk. Starting Point. Accessed from http://serc.carleton.edu/introgeo/gallerywalk/index.html Games The use of games can help to make learning fun, motivate participants, encourage them to learn from mistakes and keep them energized. Games tend to be experiential in nature and thus their objectives can be designed to promote experiential learning. Boelryk, A. (2007). Using Critical Thinking Games to Engage Learners: John Cook. Centre for Teaching and Learning. Georgian College. Accessed from http://www.georgianc.on.ca/staff/ctl/wp Page 6 of 10

content/uploads/2009/02/effectivepractice_vol3no1_jcook.pdf gives some examples of how to implement games into instruction Inquiry Guided Learning Participants arrive at an understanding of concepts by themselves and the responsibility for learning rests with them, it is a form of self directed learning that is highly student focused. It helps to develop research skills and the discovery process through asking questions. Participants decide what they need to learn and draft questions that help them find their answers Participants demonstrate learning in various formats (skits, papers, symposiums, etc) Roy, D; Kustra, E & Borin, P. (2003). Centre for Leadership in Learning. McMaster University. Accessed from http://cll.mcmaster.ca/resources/misc/whats_unique_about_inquiry.html Provides an in depth look at inquiry and how to develop inquiry based lessons. Interdisciplinarity This involves integrating and applying knowledge, principles, and/or values from more than one topic area (or discipline) simultaneously to provide a more holistic (and realistic) learning experience. Is organized in themes rather than specific skills (ex. An experience on relationship management that integrates numerous skills, theories, and approaches versus a session on how to be assertive). Helps to generate creative and innovative thinking. Provide participants a problem and ask them to describe feelings and thoughts based on multiple perspectives. Coffey, H. Interdisicplinary Teaching. University of North Carolina. Accessed from http://www.learnnc.org/lp/pages/5196 provides more background on interdisciplinary teaching Jigsaw Technique Participants are divided into several teams and each team prepares separate but related assignments. When everyone is prepared, all teams are re divided into mixed groups, with one member from each team in each new group. Page 7 of 10

Each person in the new group teaches the rest of the group what he/she knows. Science Education Resource Centre. (2011). Jigsaws. Accessed from http://serc.carleton.edu/sp/library/jigsaws/index.html Provides more insight on jigsaw techniques. Just in Time Teaching (JiTT) Engages participants in material/content before class/training and preps them to come in ready to actively participate. Similar to providing staff resources during the summer so that they are coming in prepared to apply what they already know. Guertin, L. et al (2011). Just in Time Teaching. Accessed from http://serc.carleton.edu/introgeo/justintime/index.html Learner Centered The participants assume the responsibility for learning and the teacher facilitates the learning experience. This requires the facilitator to be flexible to make changes if their approach is not working, Focuses on open ended questions ex. talk to me about how much and how well you learned from this activity instead of did you like this activity. To activate prior knowledge: ask students to fill out a pre learning checklist, preconceptions/misconceptions checklist, etc. To help process information: use concept maps, fill in empty outlines, paraphrase information in groups, problem solving. To help become aware of learning: document the steps students take to solving a problem, discuss their learning approach with peers, give feedback to one another, etc. Learner Centered Teaching. Faculty of Development and Instructional Design Center. Northern Illinois University. Accessed from http://www.niu.edu/facdev/resources/guide/pdfs/sectionc.pdf Provides a list of teaching strategies based on where a learner is at. Gives tangible examples of how to teach student is in different stages of certain student development theories (Kolb, Perry, etc.). Page 8 of 10

Lectures This is the most traditional way of relaying information to others however lectures can struggle to hold participants attention. Use visuals to help keep participants attention (handouts, flipcharts, powerpoint, videos) Walk around, up and down aisle, make the back row the front row, etc. Guided Lectures speak for 15 20min. then ask participants to write down as much as they can recall in 5 minutes or less. Place participants in small groups and ask them to reconstruct the lecture conceptually. Macdonald, H. & Teed, R. (2010). Interactive Lectures. Starting Point: Teaching Entry Level Geoscience. Accessed from http://serc.carleton.edu/introgeo/interactive/index.html provides some suggestions to make lectures more interactive Problem Based Learning This challenges participants to learn to learn and is a method that is highly adopted in academia at McMaster. It involves carefully selected and designed problems that demand the learner to learn through research, self directed learning, team participation, etc. Participants are given a problem and in discussing it, they discover what it is they need to learn. Problem Based Learning. (2011). Accessed from http://cll.mcmaster.ca/resources/pbl.html Role Playing Can be used to emphasize real world experiences and requires participants to become involved in a topic. Acting in role plays can help participants put skills into practice (communications practice, etc.) Watching role plays (skits) can help with participants critical reflection Active Duty would be a formalized role playing activity Teed, R. (2010). Role Playing Exercises. Accessed from http://serc.carleton.edu/introgeo/roleplaying/index.html a good resource for exploring different types of role plays, etc. Page 9 of 10

Additional Resources Merlot (2010). MERLOT Pedagogy Portal. Teaching Strategies. California State University. Accessed from http://pedagogy.merlot.org/teachingstrategies.html Armstrong, P. 2011. Bloom s Taxonomy. Center for Teaching. Vanderbilt University. Accessed from http://cft.vanderbilt.edu/teaching guides/pedagogical/blooms taxonomy/ Learner Centered Teaching. Faculty of Development and Instructional Design Center. Northern Illinois University. Accessed from http://www.niu.edu/facdev/resources/guide/pdfs/sectionc.pdf Tewksbury, H. & Macdonald, H. (2005). Part 2.2 Teaching Strategies. Designing Effective and Innovative Courses. Accessed from http://serc.carleton.edu/nagtworkshops/coursedesign/tutorial/strategies.html Page 10 of 10