1 enhancing facilitation skills fnal version
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Enhancing Facilitation Skills
Training of Trainers
K to 12 - Grade 8 Teachers
Department of Education
Paraluman R. Giron, Ed. D.
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Are you a _________sage on the stage? guide on the side?
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Objectives
1. Increase trainers abilityto facilitate effective,
participatory trainings.
2. Provide opportunity totrainers for self-reflection
and self-analysis.
3. Guide trainers to crafttheir personal facilitation
skills enhancement plan.
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Who am I?
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Earth
Wind
Fire
Water
Which one are you most like?
http://www.google.com.ph/url?sa=i&rct=j&q=water&source=images&cd=&cad=rja&docid=Hiww_KP2RFfIcM&tbnid=pMVKcZyEarUZhM:&ved=0CAUQjRw&url=http://biggerviews.blogspot.com/2012/07/insight-how-safe-is-your-water.html&ei=q8hfUZbPG4eXiQeqgIEw&psig=AFQjCNE0lJJ5cRBtki8Qb9TpiKuDxMkQpw&ust=1365317925269595http://www.google.com.ph/url?sa=i&rct=j&q=water&source=images&cd=&cad=rja&docid=Hiww_KP2RFfIcM&tbnid=pMVKcZyEarUZhM:&ved=0CAUQjRw&url=http://biggerviews.blogspot.com/2012/07/insight-how-safe-is-your-water.html&ei=q8hfUZbPG4eXiQeqgIEw&psig=AFQjCNE0lJJ5cRBtki8Qb9TpiKuDxMkQpw&ust=1365317925269595 -
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List at least three
(3) characteristics.
Describe what the
element does.
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Write down your
name on top of yourlist.
You have now
created a powerfulWORD PICTURE about
yourself
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I am ___________ .
I, ___________, am.
WINDWIND is invisible,
powerful, untamed,
moody exciting
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WIND blows,
soothes,
comforts,
pollinates,excites, stirs. . .
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the soil that supports
and nurtures living things.I give solid footing to those
around me.
I am earth
MeditationBy Laurie Beth Jones
MeditationBy Laurie Beth Jones
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I am wind
the power that sweeps away
old fears and carries newideas like springtime.
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I am fire
Igniting the powerand passion in
others. I givewarmth on cold,
wintry nights, andclear the way for
new beginnings.
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I am water
Irresistible. No obstacle can stop
me. I go over, under, around and
through. I change forms to steam
or ice or rain. I bring life wherever
I go. I touch everyone I meet.
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Who Am I?
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A Right Brain Exercise
A facilitator is like
_________________ to me.
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Individual TaskList at least three (3)
characteristics of aneffective facilitator of
learning.
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Group Task 15 minutes1. Share your list with
the group.
2. Come up with at least
five (5) common
answers.
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3. Prepare your output
using a power pointpresentation.
4. Select a member to
present the groupoutput in three (3)
minutes.
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What commonanswers were
presented?
How do we classifythem?
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knowledge
values
and
attitudes
skills
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F ilit t h/ l
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Facilitators approach/role
may be:
For the Task1. Directive. Giving people some
information, instructing them
how to do something(Example: develop a work plan).
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2. Exploratory. Asking
questions, encouragingpeople to voice their
experience and ideas.
3. Delegating. Assigning task,
roles and functions toindividuals.
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4. Participative. Taking part indiscussion, sharing
personal experiences and
encouraging them to do
likewise.
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1. Interpretive. Putting other
words on a contributionor helping someone to
find the words to express
what he/she means.
For the Process
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2. Catharsis. Encouraging
and modelling theexpressions of feelings
and emotions as theyemerge by asking a
question such as: And
was that a very painful
time?
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3. Evaluative. Assessing
what someone says, byproviding a statement of
value in relation tobehavior such as: That
seemed to have workedwell for you.
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4. Sharing. Encouraging the
sharing of the past andpresent feelings and
those about futureevents, with a question
such as: Does anyoneelse feel this way?
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5. Directive. Guiding
participants as they
explore their feelings
and begin to express
them such as: Letstake a few minutes to
gather our thoughts andthink about how the
event as affected us.
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1. What are my strengths as
a facilitator?2. How do I rate myself as afacilitator?
SPOTLIGHT on the FACILITATOR
Where Am I Now?
In a scale of 1 to 10 where
10 is the highest score,
where am I ? 3 What is my approach as a
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3. What is my approach as a
facilitator?
For the Task
____________________________
____________________________
For the Process____________________________
____________________________
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4. What areas do I need todevelop/further develop
as a facilitator?
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What do Ido to get towhere Ishould be?
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A confident and skilled facilitator
is an accomplished dancer.
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One noticesthe dance butnot thedancers.
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he accomplished dancerdirect process, yetsupremely flexible;follows principles not rules;
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sets aside judgment ;improvises;directs or requests;knows own cognitive styles andstretches beyond them;
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thinks beyond activities tooutcomes;mediates tension;
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reflective and learn fromexperience;keen observer;firm or soft;confident and competent.
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Three 3) Fundamental Questions forSelf-Reflection1. Where am I going?
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2. Where am I now?
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3. How can I close the gap?
C diti hi h f ilit t l i
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Conditions which facilitate learning
- Acceptance- Cooperation, care, concern
change, communication- Trust oneself / others
- Ideas (different ideas)- Value for individual differences
- Evaluation (self-evaluation)
Principles of Learning
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Principles of Learning-Learning and experience occur inside
the learners
Controlled by the learner
People learn what they want to learn
-Evolutionary process / Experimental
-Acceptance where people are free to
explore: Active and personal involvement
-Right to make mistakes / Respect
- Needs based / Relevant to the learner
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-Emotional and intellectualprocess
-Learner is the richestresource
F St f E i ti l L i
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Four Stages of Experiential Learning
Process
1 Activity
2 Analysis
3 Abstraction
4 Application
New Experience,
re-learning, un-
learning
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Activity (Experience)
Describes thestructural experiences
designed to engagethe participant-learnerin activity dealing with
the concepts to beused/learned.
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The experiences may be:
direct or vicarious
case analysis
questionnaires to be answered
simulation exercises
personal disclosure sessionsetc.
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Processing Questions
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What is going on?
How do you feel about that?
What do you need to knowto?
Would you be willing to try?
Could you be more specific?
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Could you offer a
suggestion?What would you prefer?
What are your suspicious?What is your objection?
If you could guess at theanswer, what would it be?
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Can you say that in another
way?What is the worst/best that
could happen?
What else?
And?
Would you say more aboutthat?
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Analysis (Reflective Feedback)
Describes the process
of inquiry into theresults of the Activity.
I l d
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Includes:
What questions are to beraised?
What data will surface?
How will personal insights
be evoked and processed/
discussed?
Processing Questions
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Processing Questions
Questions are directed towardgenerating data.
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Who would volunteer to share?Who else?
What went on/happened?
How did you feel about that?Who else had the same
experience?
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Who reached differently?
Were there anysurprises/puzzlements?
How many felt the same?How many felt differently?
What did you observe?What were you aware of?
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The following questions are
directed towards makingsense of the generated data:
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How did you account for that?How does that mean to you?
How was that significant?How was that good/bad?
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What struck you about that?
How do those fit together?How might it have been different?
Do you see something operatingthere?
What does that suggest to you
about yourself/your group?What do you understand better
about yourself/your group?
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Abstraction (Integration)
Describes the
generalization that will/can
be derived from the Activity
and Analysis
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In this portion, theoryinput(s), lecturettes, or other
activities may be included to
explain or recapitulate the
various concepts covered in
the learning episode.
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Processing Questions
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Questions are directed towardprompting generalizations:
What might we draw/pull from
that?
Is that plugging in to anything?What did you learn/relearn?
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What does that suggest toyou about ______ in general?
Does that remind you of
anything?
What principles/law do you
see operating?
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Does that remind you of
anything? What does thathelp explain?
How does this relate to otherexperiences?
What do you associate with
that?
So what?
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Application (Practical Synthesis)
Provides activities
which will enable
participant-learners
to transfer concepts
learned to real lifesituations.
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Provides mechanisms by
which learner is able toevaluate his/her attainment
of the instrumental(learning content) and the
terminal (behavioral)objectives.
These may include the
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These may include thefollowing:
Action plans
Assignments
Evaluation activities/instruments to check
understandingof/commitment to the
learning outcome
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Processing Questions
Questions are directed
towards applying the general
knowledge they have gained
to their personal and/or
professional lives.
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How could you apply/transfer
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How could you apply/transfer
that?
What would you like to do
with that?
How could you repeat this?
What could you do to hold on
to that?
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What are the options?
What might you do to
help/hinder yourself?
How could you make it
better?
What would be the
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What would be the
consequences of doing/notdoing that?
What modifications can youmake work for you?
What could you imagine/
fantasize about that?
A final stage can be added
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A final stage can be added
here, that of processingthe
entire experienceas a
learning experience.
Questions are aimed at soliciting
feedback.
How was this for you?
What were the pluses/minuses?
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How might it have been
more meaningful?
What changes would youmake?
What would you continue?
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If you had to do it over
again, what would you do?
What additions/deletionswould help?
Any suggestions?
Attitude Portrait of a
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Attitude Portrait of a
Facilitator of LearningRealness
the most basic
real person
no front or facade
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Empathic understanding
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Empathic understanding
standing in theparticipants shoes
making participants
feel understood notjudged or evaluated
At last someone
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At last someone
understands how it feelsand seems to be me
without to analyze orjudge me. Now I can
b lossom, growandlearn.
Creating Exemplary
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Creating Exemplary
Learning Experiences
1. Plan ahead;
2. Set expectations;
3. Organize your materials;
4. Use visuals
5 Plan for breaks;
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5. Plan for breaks;
6. Review the main concepts;
7. Make an impact at theend;
8. Provide snacks
9. Have fun!
Presentation skills, tools
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Presentation skills, tools
and techniques
Presenting Styles
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Presenting Styles
Whyis itimportant to
be aware ofyour
presentingstyle?
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It affects the
learners.
It can
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It can
encouragethe use of
a variety
of teachingtechniques.
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It enables
acceptance ofthose who are
different from you.
Learning Environment
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Learning Environment
How can a trainer create alearning environment that
helps adults learn?
Set ground rules;
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Set ground rules;
Encourageparticipation;
Facilitate more than
lecture.
Handling Difficult
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g
Participants Effectively Remain calm
Givethe person a taskto do
Ask for others in classto respond
Ignore Presentation Behaviors
http://www.google.com.ph/url?sa=i&rct=j&q=calm&source=images&cd=&cad=rja&docid=_m3bMjllw3PeSM&tbnid=vU7N1zTOgnbHIM:&ved=0CAUQjRw&url=http://www.working-conversations.com/calm-cool-and-collected-the-new-superpower&ei=jNRcUdWSD4eTiQfuyoDICg&bvm=bv.44770516,d.aGc&psig=AFQjCNF-Wvcaz8zXaeq2yIlXs53rKRULgA&ust=1365124470257492http://www.google.com.ph/url?sa=i&rct=j&q=calm&source=images&cd=&cad=rja&docid=_m3bMjllw3PeSM&tbnid=vU7N1zTOgnbHIM:&ved=0CAUQjRw&url=http://www.working-conversations.com/calm-cool-and-collected-the-new-superpower&ei=jNRcUdWSD4eTiQfuyoDICg&bvm=bv.44770516,d.aGc&psig=AFQjCNF-Wvcaz8zXaeq2yIlXs53rKRULgA&ust=1365124470257492http://www.google.com.ph/url?sa=i&rct=j&q=calm&source=images&cd=&cad=rja&docid=_m3bMjllw3PeSM&tbnid=vU7N1zTOgnbHIM:&ved=0CAUQjRw&url=http://www.working-conversations.com/calm-cool-and-collected-the-new-superpower&ei=jNRcUdWSD4eTiQfuyoDICg&bvm=bv.44770516,d.aGc&psig=AFQjCNF-Wvcaz8zXaeq2yIlXs53rKRULgA&ust=1365124470257492http://www.google.com.ph/url?sa=i&rct=j&q=calm&source=images&cd=&cad=rja&docid=_m3bMjllw3PeSM&tbnid=vU7N1zTOgnbHIM:&ved=0CAUQjRw&url=http://www.working-conversations.com/calm-cool-and-collected-the-new-superpower&ei=jNRcUdWSD4eTiQfuyoDICg&bvm=bv.44770516,d.aGc&psig=AFQjCNF-Wvcaz8zXaeq2yIlXs53rKRULgA&ust=1365124470257492http://www.google.com.ph/url?sa=i&rct=j&q=calm&source=images&cd=&cad=rja&docid=_m3bMjllw3PeSM&tbnid=vU7N1zTOgnbHIM:&ved=0CAUQjRw&url=http://www.working-conversations.com/calm-cool-and-collected-the-new-superpower&ei=jNRcUdWSD4eTiQfuyoDICg&bvm=bv.44770516,d.aGc&psig=AFQjCNF-Wvcaz8zXaeq2yIlXs53rKRULgA&ust=1365124470257492http://www.google.com.ph/url?sa=i&rct=j&q=calm&source=images&cd=&cad=rja&docid=_m3bMjllw3PeSM&tbnid=vU7N1zTOgnbHIM:&ved=0CAUQjRw&url=http://www.working-conversations.com/calm-cool-and-collected-the-new-superpower&ei=jNRcUdWSD4eTiQfuyoDICg&bvm=bv.44770516,d.aGc&psig=AFQjCNF-Wvcaz8zXaeq2yIlXs53rKRULgA&ust=1365124470257492http://www.google.com.ph/url?sa=i&rct=j&q=calm&source=images&cd=&cad=rja&docid=_m3bMjllw3PeSM&tbnid=vU7N1zTOgnbHIM:&ved=0CAUQjRw&url=http://www.working-conversations.com/calm-cool-and-collected-the-new-superpower&ei=jNRcUdWSD4eTiQfuyoDICg&bvm=bv.44770516,d.aGc&psig=AFQjCNF-Wvcaz8zXaeq2yIlXs53rKRULgA&ust=1365124470257492http://www.google.com.ph/url?sa=i&rct=j&q=calm&source=images&cd=&cad=rja&docid=_m3bMjllw3PeSM&tbnid=vU7N1zTOgnbHIM:&ved=0CAUQjRw&url=http://www.working-conversations.com/calm-cool-and-collected-the-new-superpower&ei=jNRcUdWSD4eTiQfuyoDICg&bvm=bv.44770516,d.aGc&psig=AFQjCNF-Wvcaz8zXaeq2yIlXs53rKRULgA&ust=1365124470257492http://www.google.com.ph/url?sa=i&rct=j&q=calm&source=images&cd=&cad=rja&docid=_m3bMjllw3PeSM&tbnid=vU7N1zTOgnbHIM:&ved=0CAUQjRw&url=http://www.working-conversations.com/calm-cool-and-collected-the-new-superpower&ei=jNRcUdWSD4eTiQfuyoDICg&bvm=bv.44770516,d.aGc&psig=AFQjCNF-Wvcaz8zXaeq2yIlXs53rKRULgA&ust=1365124470257492http://www.google.com.ph/url?sa=i&rct=j&q=calm&source=images&cd=&cad=rja&docid=_m3bMjllw3PeSM&tbnid=vU7N1zTOgnbHIM:&ved=0CAUQjRw&url=http://www.working-conversations.com/calm-cool-and-collected-the-new-superpower&ei=jNRcUdWSD4eTiQfuyoDICg&bvm=bv.44770516,d.aGc&psig=AFQjCNF-Wvcaz8zXaeq2yIlXs53rKRULgA&ust=1365124470257492http://www.google.com.ph/url?sa=i&rct=j&q=calm&source=images&cd=&cad=rja&docid=_m3bMjllw3PeSM&tbnid=vU7N1zTOgnbHIM:&ved=0CAUQjRw&url=http://www.working-conversations.com/calm-cool-and-collected-the-new-superpower&ei=jNRcUdWSD4eTiQfuyoDICg&bvm=bv.44770516,d.aGc&psig=AFQjCNF-Wvcaz8zXaeq2yIlXs53rKRULgA&ust=1365124470257492 -
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ese tat o e a o s
Verbal
Pitch, volume, speechrate;
Emphasize key points; Avoid um, uh, er.
Visuals
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Visuals
Appearance; Mannerisms.
Scan for LearningReactions
Are they asleep? Do they look puzzled?
Overcoming Difficulties
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g
Use planned questionsand ask them more often.
Allow more time.* Learners must think through
questions, then compose acoherent sentence or
paragraph
Providing Games
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Providing Games
Have Fun
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Have Fun
Learning does not haveto be painful. Work at
exciting the child thatlives in all of us.
More fun for you as
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More fun for you, as
a trainer, as well as forparticipants, if your
child is involved.
https://www.google.com.ph/imgres?imgurl=http://www.tirmethod.ru/video1/images/seminar35.jpg&imgrefurl=http://www.tirmethod.ru/video1/video1.html&docid=wJn1qXx7eR4xVM&tbnid=5KzxQmnMmkXnZM&w=432&h=288&ei=rsFiUZDZJsuaiQfT7oGgBw&ved=0CAQQxiAwAg&iact=rics -
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Learning willbe hindered
if theattention ofparticipantsis limited.
Ti
https://www.google.com.ph/imgres?imgurl=http://www.tirmethod.ru/video1/images/seminar35.jpg&imgrefurl=http://www.tirmethod.ru/video1/video1.html&docid=wJn1qXx7eR4xVM&tbnid=5KzxQmnMmkXnZM&w=432&h=288&ei=rsFiUZDZJsuaiQfT7oGgBw&ved=0CAQQxiAwAg&iact=ricshttps://www.google.com.ph/imgres?imgurl=http://www.tirmethod.ru/video1/images/seminar35.jpg&imgrefurl=http://www.tirmethod.ru/video1/video1.html&docid=wJn1qXx7eR4xVM&tbnid=5KzxQmnMmkXnZM&w=432&h=288&ei=rsFiUZDZJsuaiQfT7oGgBw&ved=0CAQQxiAwAg&iact=ricshttps://www.google.com.ph/imgres?imgurl=http://www.tirmethod.ru/video1/images/seminar35.jpg&imgrefurl=http://www.tirmethod.ru/video1/video1.html&docid=wJn1qXx7eR4xVM&tbnid=5KzxQmnMmkXnZM&w=432&h=288&ei=rsFiUZDZJsuaiQfT7oGgBw&ved=0CAQQxiAwAg&iact=ricshttps://www.google.com.ph/imgres?imgurl=http://www.tirmethod.ru/video1/images/seminar35.jpg&imgrefurl=http://www.tirmethod.ru/video1/video1.html&docid=wJn1qXx7eR4xVM&tbnid=5KzxQmnMmkXnZM&w=432&h=288&ei=rsFiUZDZJsuaiQfT7oGgBw&ved=0CAQQxiAwAg&iact=ricshttps://www.google.com.ph/imgres?imgurl=http://www.tirmethod.ru/video1/images/seminar35.jpg&imgrefurl=http://www.tirmethod.ru/video1/video1.html&docid=wJn1qXx7eR4xVM&tbnid=5KzxQmnMmkXnZM&w=432&h=288&ei=rsFiUZDZJsuaiQfT7oGgBw&ved=0CAQQxiAwAg&iact=ricshttps://www.google.com.ph/imgres?imgurl=http://www.tirmethod.ru/video1/images/seminar35.jpg&imgrefurl=http://www.tirmethod.ru/video1/video1.html&docid=wJn1qXx7eR4xVM&tbnid=5KzxQmnMmkXnZM&w=432&h=288&ei=rsFiUZDZJsuaiQfT7oGgBw&ved=0CAQQxiAwAg&iact=rics -
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Time
Know your
limits in terms ofrealizing your goals.
Consider thefollowing questions:
A How much time
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A. How much time
are you allotted?B. Are you building
in breaks?C. Are you building in
time for reflectingand integrating?
D Are you taking into
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D. Are you taking into
account slippage(what you may not
anticipate can stillhappen!)
Evaluation
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Paying attention to theenergy levels of the
participants and yourself will
help you evaluate the
training while it is
still in progress andat its conclusion.
You may make the last-
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You may make the last
minute changesthroughout the experience
according to your ongoingevaluations.
Concluding evaluations
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g
serve the dual purpose of
giving the trainer feedback
and helping participants
integrate what they havelearned.
A. Ongoing Evaluations
B. Concluding Evaluations
Fi l T h
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Final Touch
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Elements of Greatness Video developed by Profiles International, Inc.
http://localhost/var/www/apps/conversion/tmp/scratch_2/3%20Motivational%20Video%20Inspires%20Excellence.mp4http://www.youtube.com/watch?v=q5kn4OBRxrohttp://localhost/var/www/apps/conversion/tmp/scratch_2/3%20Motivational%20Video%20Inspires%20Excellence.mp4http://localhost/var/www/apps/conversion/tmp/scratch_2/3%20Motivational%20Video%20Inspires%20Excellence.mp4http://localhost/var/www/apps/conversion/tmp/scratch_2/3%20Motivational%20Video%20Inspires%20Excellence.mp4http://www.youtube.com/watch?v=q5kn4OBRxrohttp://localhost/var/www/apps/conversion/tmp/scratch_2/3%20Motivational%20Video%20Inspires%20Excellence.mp4 -
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