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Curriculum Report

Facilitated learning empowers students to take control of their learning, with the trainer acting as a facilitator who provides resources and support. Effective training facilitators guide learners towards achieving outcomes by fostering discussion, encouraging self-directed inquiry, and accommodating diverse learning styles. Key aspects of facilitation include setting ground rules, promoting participation, and addressing challenges that arise during training sessions.

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Noreen Carpio-padchig Monchalog
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2 views25 pages

Curriculum Report

Facilitated learning empowers students to take control of their learning, with the trainer acting as a facilitator who provides resources and support. Effective training facilitators guide learners towards achieving outcomes by fostering discussion, encouraging self-directed inquiry, and accommodating diverse learning styles. Key aspects of facilitation include setting ground rules, promoting participation, and addressing challenges that arise during training sessions.

Uploaded by

Noreen Carpio-padchig Monchalog
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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Facilitating

Training
Facilitated learning
• Facilitated learning is where the students are
encouraged to take more control of their learning
process. The trainer's role becomes that of a
facilitator and organiser providing resources and
support to learners. In turn the participants learn
with and from each other as they identify and
implement solutions to challenges, problems or
other developmental issues. They might also set
their own objectives and be responsible for
learning assessment.
• facilitation is a technique used by
tariners to help learner acquire, retain,
and apply knoiwledge and skill.
• What is a training facilitator?
• Training facilitators support the development and process of
training programs to help learners more effectively retain and
apply new skills. The role involves overseeing and optimising
training methods within an organisation. Within training, a
facilitator guides learners towards achieving learning outcomes
by asking specific questions, fostering discussion and
encouraging self-directed inquiry.
• During a training session, a facilitator will:
• Propose or make suggestions
• Utilise different learning techniques
• Create break out groups
• Support and encourage participation
• Foster self-discovery
• Handle disruptive behaviour
• Mitigate conflict
• Help learners uncover alternative lines of
thinking and solutions.
• Taskmaster

• Different people have different learning styles,


and a good facilitator will account for this. This
means different activities will be incorporated
into the session like group work and discussions
Agenda setting

• Understanding the purpose and learning outcomes of the


training session or program is key to facilitating a smooth
process. A facilitator will think about:
• The goals of the session and how those align with business
needs
consideration
• Equality – the facilitator must ensure that participants or groups of
participants are not treated differently or less favourable on the basis of
their specific protective characteristics including: race, gender, disability,
religion, sexual orientation and age.
• Diversity – the facilitator must recognise, respect and value the
differences between participants or grounds of participants.
• Bilingualism – the facilitator should provide bilingual learning material
where required.
Steps to achieve effective
facilitration skill
• Set the boundaries
always begin by the ground rules and
objectives even if these are open ended.
Remain impartial
the cahallenge therefore is to influence
the group but not to dominate. this
means being able to suppress your
ideas/solution and incourage others to
• Undresatand group dynamics
First defineby kurt Lewin, group dyna
mics is a term to define the patterns and
behaviours people use when they are interacting
with others to work in a term or group
Use your personal style
a facilitators role is more being the energy and
personality you bring rather than doing the
techniques you use to help the group.
Practise, practise, practise

• Remember facilitation is an art and


not science. your constantly making
decisions about what to do in every
situation.
Handling difficult situations

• There are tactic and skill taht youncan


develop to respond to this situations
which are important because success
is often determined by how the issue is
addressed.
• And what good facilitators don’t do…
• A skilled facilitator knows that they are there to create a
smoother learning process, not to impart knowledge in the
way a teacher would. This means a facilitator does not:
• Act as the technical or content expert
• Impose their opinions on the material
• Own the learners’ thoughts and outcomes
• Actively train learners or present the content.
Review delivery of training session

• to share understandings and expectations at


the start of the session. This will support
participation and will allow for everyone to
know the aim and objectives of the session.
• Delivery of Training SessionObjectives:
• At the end of this learning outcome, participants are
expected to perform thefollowing:
• a. Discuss the types and purpose of conducting review
of a. b. Factors to consider in the review of the
delivery of training sessionc.
• c. Use evaluation instruments/tools in the review of
training delivery
• d. Analyze and interpret data gathered
• e. Selection of Evaluation Tools and Ratersd.
Evaluation Instruments
To ensure the delivery of a session meets several learning styles
the facilitator could do the following:

• For visual learners: use pictures, power points or


videos clips.
• For aural learners: use sound and music.
• For verbal learners: use written text and spoken
words.
• For physical learners: use role-play, practical
demonstrations which the learners then repeat.
• For logical learners: use quizzes, tests or technological
systems.
• For social learners: use group and pair work, delivery
session in group environment.
• For solitary learners: use homework and self-directed
study.
Group Ground Rules
Ground rules should be set at the start of every session. They are important for learner safety,
comfort and to maximise participation and learning. This may include:

 mobile phone use


 breaks
 fire safety and evacuation information
 how learners participate
 respecting others
• confidentiality – this includes when information may be
shared to protect the safety of children and adults.
• Learner Participation

• ?All learners must have the opportunity to contribute


and participate in sessions. This can include using
individual tasks, group work where everyone is assigned
a role, asking all learners questions, etc.
Methods used to deal with difficulties
• A number of difficulties may arise in the training session
such as poor participation, challenging behaviour, lack of
respect from other learners, technology issues, lack of
resources and timing issues. Methods should be used to
counteract these difficulties such as encouraging
participation, confronting challenging behaviour in a
dignified manner, use of ground rules to prompt learners
when difficulties arise, alternative resources and
adjusting break times.
Impact of own opinions

• There is a potential that one’s own opinions may


impact on participants and the delivery of the session
such as: moral values, religion, gender, different
knowledge set, different educational background,
different learning style, environment and comfort
break timings.
• Signposting individuals to further information
• Signposting should be relevant to the subject area. This
could be in the form of a subject area book or leaflet.
• Shared understanding and expectations
• The facilitator must engage with the group to share
understandings and expectations at the start of the
session. This will support participation and will allow for
everyone to know the aim and objectives of the session.
• Promoting participation and facilitated discussion
• Throughout the session, the facilitator should promote the
participation of all individuals to ensure everyone
contributes and learns the required objectives. This can be
done though facilitated discussion, individual and group
work as appropriate.
• Support a range of learning styles
• Using the range of delivery techniques discussed previously
the facilitator ensures inclusion of participants in group
and/or in

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