20100811 Jwv Dommel Valley Group Workshop

Good Afternoon

Jan Willem Vernhout, 8 november 2010, Dommel

Afternoon and Welcome

Facilitating the Facilitating the

process of

learning

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Jan Willem Vernhout, 8 november 2010, Dommel Valley Group

Content

Answering the following

� Why is informal learning

� What does it mean?

� How can you adapt informal

� How to make it reality

Content

following questions

learning needed?

informal learning?

reality?

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Reality

� Is equipment is getting

� Are new technologies

� Is the reliability of equipmentlearn by experience?

� Is the experienced workforce

� Does the new workforcefaster?

� Do we have more informationthe past?

� Should we learn how

� Do we exactly knowpeople/students expect

Reality check

getting more complex?

technologies introduced quick and one after the other?

equipment increasing, thus less chance to

workforce (based on age) decreasing?

workforce has to gain experience/knowledge

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information and easier to access compared to

how to process information?

what way of learning our workforce/ expect?

Before we move

� Why do we have to � Why do we have to

we move forward

do we have to learn? do we have to learn?

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Two sides of the coinTwo sides of the coin

What

Content

� Knowledge

� Experience

� Information

Process approach

� ensures efficient use of knowledge and experience;

� by asking the right questions at the right time!

Two sides of the coinTwo sides of the coin

How

Process

� Method

� Logic

� System

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ensures efficient use of knowledge and experience;

by asking the right questions at the right time!

HOW = process of HOW = process of RATIOnalRATIOnal

How

5 main steps:

Reflect

Analyse

Target

ImplementImplement

Observe

RATIOnalRATIOnal Thinking Skills Thinking Skills

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Learning approachLearning approach

Content - formal

� Classroom

� Presentation

� Self-study

� Demonstration� Demonstration

Process – informal approach

� In combination with “content”

� Different role & additional skills for a classic teacher!!


Process - informal

� Case study

� Discussions

� Practice

� Teach by participant

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informal approach

In combination with “content”

Different role & additional skills for a classic teacher!!

Your learning

What are the characteristics of your What are the characteristics of your current teaching/learning approach?

Why is this your approach?

How would you summarize it in 4 words?

learning approach

What are the characteristics of your What are the characteristics of your current teaching/learning approach?

Why is this your approach?

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How would you summarize it in 4 words?

Thinking Preference Thinking Preference Thinking Preference Thinking Preference –– how we thinkhow we think

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Thinking Preference Thinking Preference Thinking Preference Thinking Preference –– individual profileindividual profile

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Preferred Learning StylesPreferred Learning Styles

Different Thinking

styles demand for

different learning

styles

Preferred Learning StylesPreferred Learning Styles

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Thinking Preference Thinking Preference Thinking Preference Thinking Preference –– how we learnhow we learn

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Preferred Teaching StylesPreferred Teaching StylesPreferred Teaching StylesPreferred Teaching Styles

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How can How can youyou use different thinking styles use different thinking styles

World Class TrainingWorld Class Training

� What

� Why

� How

� Example� Example

� Understanding & Relevance

use different thinking styles use different thinking styles

World Class TrainingWhat

World Class TrainingWhy

How Example

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Understanding & Relevance

How Example


Content - formal

� Classroom

� Presentation

� Self-study

� Demonstration� Demonstration

Process – informal approach

� In combination with “content”

� Different role & additional skills for a classic teacher!!


Process - informal

� Case study

� Discussions

� Practice


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informal approach

In combination with “content”

Different role & additional skills for a classic teacher!!

Retention Reality

Six months later

Presentation Presentation

P + Demonstration

P + D + Participation

P + D + P + Role Modelling

P + D + P + RM + Personal Feedback

P + D + P + RM + P + On

Reality – how we learn

3% 3%

5%

15%

P + D + P + Role Modelling 25%

P + D + P + RM + Personal Feedback 45%

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45%

+ D + P + RM + P + On-the-Job Coaching 85%

Source: University of Colorado

Retention Reality

Six months later

Presentation Presentation

P + Demonstration

P + D + Participation

P + D + P + Role Modelling

P + D + P + RM + Personal Feedback

P + D + P + RM + P + On

Reality – Influence

3% 3%

5%

15%

P + D + P + Role Modelling 25%

P + D + P + RM + Personal Feedback 45%

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45%

+ D + P + RM + P + On-the-Job Coaching 85%

AssignmentAssignment

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How did my parrot die?

A different approach A different approach ––

Formal

� Present information� Present information

� Trust the content

� Static program

� Knowledge focus

� Little interaction (Closed Q’s)

� Instructor control� Instructor control

� Grading

� Manuals & sheets

� Trainer = expert

how to make it happenhow to make it happen

Informal

� Facilitate thinking process� Facilitate thinking process

� Trust the process

� Dynamic around tasks

� Application/performance focus

� High interaction (Open Q’s)

� Learner control

Little interaction (Closed Q’s)

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� Learner control

� Advice and guidance

� Case studies

� Trainer = facilitator

BehaviourBehaviour of an effective facilitatorof an effective facilitator

Effective facilitators:

� Create a stimulating environment for learning and cooperation� Create a stimulating environment for learning and cooperation

� Explicit expectations and objectives

� Resist to answering all questions yourself and offer opportunity to have questions answered by group

� Tolerate unexpected silences and some confusion, allow time for reflection

� Acknowledge the issues and feelings of othersAcknowledge the issues and feelings of others

� Have attention to group dynamics by looking at verbal and non verbal behaviour

� Use flexibility around agenda to meet the need and expectation of the group

� Do not assume

of an effective facilitatorof an effective facilitator

Create a stimulating environment for learning and cooperationCreate a stimulating environment for learning and cooperation

Explicit expectations and objectives

Resist to answering all questions yourself and offer opportunity to have questions answered by group

Tolerate unexpected silences and some confusion, allow time

Acknowledge the issues and feelings of others

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Acknowledge the issues and feelings of others

Have attention to group dynamics by looking at verbal and non verbal behaviour

Use flexibility around agenda to meet the need and expectation of the group

What is he doing?What is he doing?What is he doing?What is he doing?

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Facilitator skillsFacilitator skills

FacilitateFacilitate

RATIOnalThinking Process

Manage resistance

Involve the group

Facilitator skillsFacilitator skills

Clarify & summarize

FacilitateFacilitate

Non-verbal behaviour

Active Listening &

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Presentation techniques

Involve the group

questioning

BehaviourBehaviour of an effective facilitatorof an effective facilitator

Remember that you are facilitatingRemember that you are facilitatinganother person's process. It's not yourprocess. Do not intrude. Do not control.Do not force your own needs andinsights into the foreground. When thework is done, the group will say:“We did it ourselves”“We did it ourselves”

Lao Tzu, The Tao Te

of an effective facilitatorof an effective facilitator

Remember that you are facilitatingRemember that you are facilitatinganother person's process. It's not yourprocess. Do not intrude. Do not control.Do not force your own needs andinsights into the foreground. When thework is done, the group will say:“We did it ourselves”

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“We did it ourselves”

Lao Tzu, The Tao Te-Ching

www.cothink.nlwww.cothink.nl

Jan Willem Vernhout

0613140979

Jan.willem.vernhoutJan.willem.vernhout

www.cothink.nlwww.cothink.nl

Willem Vernhout

[email protected]

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[email protected]

ExperienceExperienceExperienceExperience & & & &

Edgar Dale: The cone of experience & learning…

& & & & LearningLearningLearningLearning (1)(1)(1)(1)

Edgar Dale: The cone of experience & learning…

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ExperienceExperienceExperienceExperience & & & &

1946, 1st Edition of Audiovisual Methods in TeachingTeaching

1954, 2nd Edition ofAudiovisual Methods in Teaching

1969, 3rd Edition of Audiovisual Methods in TeachingTeaching

& & & & LearningLearningLearningLearning (2)(2)(2)(2)

Audiovisual Methods in



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20100811 Jwv Dommel Valley Group Workshop

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