Return-Path: <nifl-aalpd@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id h8PHXlV01072; Thu, 25 Sep 2003 13:33:47 -0400 (EDT) Date: Thu, 25 Sep 2003 13:33:47 -0400 (EDT) Message-Id: <57EB6DA1.7F6630AE.0AB94E44@aol.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-aalpd@literacy.nifl.gov Originator: nifl-aalpd@literacy.nifl.gov Sender: nifl-aalpd@literacy.nifl.gov Precedence: bulk From: AndresMuro@aol.com To: Multiple recipients of list <nifl-aalpd@literacy.nifl.gov> Subject: [NIFL-AALPD:669] Re: Qualities of a good facilitator? X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-Type: text/plain; charset=iso-8859-1 X-Mailer: Atlas Mailer 2.0 Status: O Content-Length: 2466 Lines: 34 I am not necessarily a good facilitator, but this is what I recommend teachers to do in their classes. The most important thing is to always remain flexible and don't expect things to go the way they planned and have the ability to turn anything into a "teachable moment". This means that any discussion can be ultimately related in some way to a specific learning goal. Also, teachers need to be aware of the cognitive needs of the students, and adapt the information to those cognitive needs. Adults, unlike children, tend to be very logical and want to classify things into little taxonomies. So, while taking about breast cancer might be a useful learning experience, adults will not see it as a GED learning topic (for example) unless it is presented in some sort of GED learning format. So, if a discussion about breast cancer, for example, were to unexpectedly emerge in a GED class, the flexible teacher ought to be able to turn the discussion into a "teachable moment" allowing the students to learn more about breast cancer, while continuing to learn specific skills needed for the GED. This, is an essential tool of good adult ed teachers. If they can do this, they can introduce topics into the classes that are useful to the students, or allow the students to do this, while turning the topics into useful adult education lessons. In addition, this can save the cost of books since anything becomes learning materials. Also, because teachers can use local resources students can access local services that they may need. Andres In a message dated 9/25/2003 7:12:58 AM Mountain Standard Time, jataylor@utk.edu writes: > Good morning, everyone! > I have a two-fold question for you, and I hope many of you will consider > sharing your responses to at least one or the other: > > 1) Most of us on this list are experienced facilitators. Yet, at some point > or another, we may have been in a situation where things did not go as planned > - maybe even something quite unusual happened! What happened, and what did > you do to counter the unexpected? > > 2) What have you learned from your experience that makes a good facilitator? > And if you had the teachers/learners in your group evaluate your facilitation > of the class/workshop/conference session/PD event, what kind of feedback would > be most helpful to you, and to the event planners? > > I look forward to hearing from you, > > Best, go here: www.geocities.com/andresmuro/art.html
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