FACILITATORS
 

I. COURSE DESCRIPTION

This course examines the theory and practice of facilitating adult learning.  The aim of the course is to develop a working knowledge of numerous approaches to facilitation including analysis of students' strengths and weaknesses in particular learning contexts.  Special emphasis will be placed on developing skills in making presentations and leading group discussions.
 

II. GOALS OF THE COURSE

1.    Participants will be able to describe effective teaching characteristics.

2.    Participants will develop their own philosophy of facilitating adult learning.

3.    Participants will have the opportunity to conduct a  lecture/presentation and lead a group discussion.  These sessions will be videotaped and critiqued.

4.    Participants will increase their knowledge of issues related to both content and process in the faciltation of adult learning.  Activities in goal #3 will be based on a wide range of substantive issues related to teaching (see appendix A).

5.    Participants will increase familiarity with the relationship between facilitation and adult learning theory.
 

III.  MAJOR QUESTIONS DRIVING THIS SEMINAR

1.    What constitutes effective teaching and, specifically, the facilitation of learning among adults?

2.    Why should I teach?  What is its purpose and value?

3.    How does adult learning theory relate to facilitation?  How does the way I learn relate to the way I teach?

4.    What are effective approaches to presenting information and leading group discussions?

5.    How can I improve my skills as a facilitator of adult learning?
 

IV.  REQUIRED READINGS FOR THE SEMINAR

     Christensen, C.R.,  Garvin, D.A., Sweet, A. (Eds.)  (1991).  Education for judgment:  the artistry of discussion leadership.  Cambridge:  Harvard Business School Press.

     McKeachie, W.J.  (1994).  Teaching tips:  strategies, research, and theory for college and university teachers.  Lexington,  MA.:  D.C. Heath and Co.

     Nagel, G. (1994).  The Tao of Teaching.  New York: Donald Fine
 

V.  RECOMMENDED READINGS

There are a large number of monographs, periodicals, and studies existant that relate to teaching and related areas.  Some of these resources are specific to adult education while others are more generic.  We have listed a number of sources with which we are familiar in Appendix B.
 

VI.  REQUIREMENTS FOR COMPLETION OF THE COURSE

1.    Each member of the seminar will read the required books and come to class prepared to discuss the topics at hand.  Within-class participation is an important component of this learning experience.

2.    Each participant in the seminar will conduct one lecture/presentation (approximately 20 minutes) and lead one group discussion (approximately 30 minutes) on topics related to facilitating adult learning (see Appendix A).  These sessions will be videotaped for students' use in self-evaluation.  Immediate in-class feedback by fellow seminar members will also be provided.  All members of the seminar are responsible for providing helpful and guiding criticism. Individuals will submit one copy of a  3 -4 page (double spaced) self-evaluation one week after each of their facilitation activities.  These evaluations will include appropriate references to readings and seminar discussions.  They will also include an action plan to improve facilitation skills.

3.    Each member of the course will choose one book on the art/science of facilitating adult learning from the recommended list of readings (Appendix B) or elsewhere and write a 3 - 5 page book review.  The review should include a basic summary of the book and a critique.  Appropriate references to material treated in HRD 630 and USM's full adult education program are encouraged.   In addition to the written review,  a brief oral presentation on the book will be made in class.

4.    At the end of the course, participants will write a summative self-evaluation (Learning Synthesis Report) which articulates content learned and skills developed this semester.  A variety of self-assessment instruments that will be administered throughout the course may serve as one basis for this analysis.  Other data sources may be feedback from classmates on the lecture/presentation and group session,  review of one's own videotapes,  and reflections on teaching technique and philosophy gained through reading.

In summary, the following processes/products are required for successful completion of this course:

            1.  Delivery of one 20-minute lecture/presentation
            2.  Written reflection/evaluation on #1
            3.  Lead one 30-minute group discussion
            4.  Written reflection/evaluation on #3
            5.  Written book review
            6.  Brief oral presentation of #5
            7.  Written summative evaluation (LSR)
 

VII.  POLICY ON IMCOMPLETENESS

While the instructors will grant the grace of "I" to those who are unable to complete all their work by the end of term,  they encourage all seminar participants to finish HRD 630 on time.
 

VIII.  GENERAL GRADING POLICY

The final grade for this course will be determined by a combination of factors: one's participation in the class discussions,  the quality of the lecture/presentation and group facilitation,  the book review,  written self-evaluations, and final Learning Synthesis Report.
 

IX.  ACCOMODATIONS

If you need course adaptations or accomodations because of a disability, please make an appointment to see the instructor(s) soon as possible.  At any point in the semester, if you encounter difficulty with the course or feel you could be performing at a higher level, consult with us.  Students experience difficulty in courses for a number of reasons.  For problems with writing skills or time management, make an appointment to see a student tutor at The Learning Center, Luther Bonney, 2nd floor (780-4228).  Help is also available through The Counseling Center, 106 Payson Smith (780-4050) and the Office of Academic Support for Students with Disabilities, Luther Bonney, 2nd floor (780-4706).
 

COURSE OUTLINE

September 12        Introduction of participants
                             Review of syllabus
                             "Facts Quiz" on facilitation of adult learning
                             Nominal Group:  "What are the characteristics of a good facilitator of
                                    adult learning?"
 

September 25       Debrief first class
                             What can teachers learn from theater?
                             Critical incident: Establishing standards for effective presentations
 

October 10           Participants' lectures/presentations on a topic related to facilitating adult
                                    learning (with videotaping and critique)
 

October 24           Lectures/Presentations (continued)
                             The art and science of group facilitation
 

November 7         Debriefing of weeks 1 - 4
                            Discussion of required course readings
                            Book review presentations
                            Why teach?  Personal and philosophical reflections
 

November 21       Group Facilitations (with videotaping and critique)
 

December 5          Group Facilitations (continued)
                             Discussion of self-assessments
                             Course Evaluation
 

APPENDIX A

Issues related to teaching/facilitation from which to choose presentation and discussion topics:

Preparing a syllabus                    Learning goals/objectives

The use of advance organizers     Co-facilitation

An ethical issue in teaching           The overly vocal group member

Use of assigned readings             "Training" vs. "Educating"

Learning contracts                       Mentoring

Teaching through case studies      Cooperative Learning

Uses of writing                            Teaching - Learning styles

Use of computers in class           "The teachable moment"

Using students' experiences         Playful teaching

Risk-taking in the classroom        Use of role plays

Motivating learners                      Use of simulations

Use of overhead projectors         Use of flipcharts

Use of videos                              Teaching diverse audiences

A specific philosophy of teaching   Fostering self-assessment

Designing curriculum                    Use of handout materials

Questioning skills                         Multiple intelligences

Providing feedback to learners     Student-centered learning

Journal writing and teaching         Healthy learning environments

The overly quiet group member    Experiential learning

Evaluating performance                Teaching "at a distance"

Some other issue of interest to you  . . .  ?
 

APPENDIX B

List of recommended readings (annotated):

     Beidler, P.G. (1986).  Distinguished teachers on effective teaching.  San Francisco:  Jossey-Bass.
     Part of the publisher's "New Directions for Teaching and Learning" series,  this volume consists of a series of reflections by college professors,  selected for their general excellence,
on their experience as teachers.  More in the genre of the inspirational and philosophical than the practical.

     Brookfield, S. (1986).  Understanding and facilitating adult learning.  San Francisco:  Jossey-Bass.
     An important adult education "overview" text with good chapters on self-directed learning, andragogy, and facilitating learning.  Brookfield is British and one strength of this book is his citation of a number of examples and studies from Europe.

     Brookfield, S. (1990).  The skillful teacher.  San Francisco: Jossey-Bass.
     More specifically focused on "teaching" than the 1986 Brookfield book.  Practical guidelines for lecturing, facilitating discussions, and dealing with special problems in teaching.  Brookfield is highly readable and does a nice job mixing research findings with practical advice.

     Brookfield, S. (1995).  Becoming a critically reflective teacher.  San Francisco:  Jossey-Bass
     This could be considered the sequel to the author's 1990 text.  More focus here on reflective practice and self-knowledge.  Introduces the reader to concepts such as teaching diaries, "good practices audits," and structured critical conversation.

     Candy, P.C. (1991).  Self-direction for lifelong learning.  San Francisco: Jossey-Bass.
     An in-depth review of much of the literature on self-directed learning.  Explores how one could promote lifelong learning (i.e., developing skills for self-directed learning, facilitating independent mastery, helping learners gain personal control).

     Davis, B.G. (1993).  Tools for teaching.  San Francisco: Jossey-Bass.
     A book similar to McKeachie's Teaching Tips,  this is intended to be a "handbook" for the aspiring instructor or experienced one who wants to improve her/his craft.  Pointers on a large range of practical issues facing the classroom facilitator.

     Eble, K.E. (1976).  The craft of teaching.  San Francisco: Jossey-Bass.
     This often-referenced book is written in the context of higher education.  Eble had produced a number of important studies on the practice of college teaching prior to this book.  Chapters on lecturing, discussion, advising, and special situations.  Eble calls teaching "the most natural and primary of human acts."

     Fenstermacher, G. (1992).  Approaches to teaching.  New York:  Teachers College Press.
     A well-written book which describes and contrasts three approaches to teaching (executive, humanistic, and liberationist).  Several case studies of teaching vignettes are posed for reader reflection.

     Gullette, M. (Ed.)  (1984).  The art and craft of teaching.Cambridge, MA.:  Harvard University Press
      This edited volume collects numerous essays from faculty from the Harvard-Danforth Center for Teaching and Learning.  Useful suggestions for improving teaching skills (i.e.,  lecturing, asking questions, grading and evaluation).

     Heimlich, J. and Norland, E. (1994).  Developing teaching style in adult education.  San Francisco:  Jossey-Bass.
     A book about the hard-to-define phenomenon of "teaching style."  The authors explore the confluence of personality traits, environment, learning community, subject matter,  and students as constituents of an instructor's style.

     Hooks, Bell (1994).  Teaching to Transgress.  New York/London: Routledge.
     This is a collection of essays written by a noted African-American scholar about values in education, the spiritual role of teachers, and racism and sexism in the classroom.  Includes thoughts on critical pedagogy, feminist theory, and Paulo Freire. The gift of freedom - freedom to think critically - is the teacher's most important goal.

     Jackson, P.W. (1986).  The practice of teaching.  New York: Teachers College Press.
     Contains an excellent chapter philosophically reflecting on what one needs to know in order to teach.  Another chapter reflects upon the challenge of being uncertain of how effective our teaching is and discusses how teachers can use questions for evaluation.

     Kampol, Barry (1994).  Critical pedagogy:  An introduction.  Westport, CT.:  Bergin and Garvey.
     This is part of a series on critical studies in education and culture edited by Henry Giroux and Paulo Freire.  Introduces the concept of critical pedagogy in the context of postmodern education.  The author works to elucidate the often confusing language of critical theory.  Focus is more on traditional school culture (K - 12) than adult education.

     Knowles, M.S. (1990).  The adult learner: a neglected species.  Houston: Gulf Publishing Co.
     An extension of Knowles' more famous The modern practice of adult education,  the author outlines his theory of andragogy and makes a special effort to connect it to the practice of teaching.  He also discusses applications of andragogy in the profession of training/HRD.

      Knox, A. (1986).  Helping adults learn.  San Francisco:  Jossey-Bass.
     Knox attempts to cover a broad set of issues related to facilitating adult learners, such as needs assessment, using instrucitonal materials, and providing challenging interactions.  Each topic is discussed with many specific, concrete suggestions from which the reader can choose.

     Lowman, J. (1984).  Mastering the techniques of teaching.  San Francisco:  Jossey-Bass.
     Though written with college instructors in mind, this book contains several practical suggestions in the areas of lecturing and leading classroom discussions.  Lowman advocates a two-dimensional model of teaching similar to task and maintenence roles often mentioned for group discussions.

    Marzano, R. and Pickering, D.   Dimensions of learning.  Association for Supervision and Curriculum Development.
    This manual has been useful in the Portland Public Schools for teacher development.  It includes practical discussion and application of key dimensions of learning including attitudes and perceptions, acquiring and integrating knowledge, and using knowledge meaningfully.

     Merriam, S. and Caffarella, R. (1991).  Learning in adulthood.  San Francisco:  Jossey-Bass.
     More or less a 10-year update of Patricia Cross' Adults as learners.  Review of salient research in adult education and summary of key theories.  Treats issues related to learning contexts, the learner, and the learning process.  While not explicitly a book about teaching,  it provides a valuable context for understanding appropriate roles of facilitators of adult learning.

     Rogers, C. (1983).  Freedom to learn.  New York:  Macmillan Publishing Co.
     This is Rogers' classic statement (originally published in 1969) about the nature of learning which has helped to define the  humanistic tradition in learning theory.  Advocates his "student-centered" approach.  This is where he makes his frequently quoted statement about the overestimation of the importance of teaching.

     Schon, D.A. (1987).  Educating the reflective practitioner.  San Francisco:  Jossey-Bass.
     An interesting approach to professional continuing education which stresses the capacity of adult learners to reflect before taking action ("reflection-in-action") in cases where questions cannot be easily answered with established theories.

     Strike, K. and Soltis, J. (1992).  The ethics of teaching.  New York:  Teachers College Press.
     A thought-provoking book dealing with ethical issues such as punishment and due process, intellectual freedom, and equal treatment of students.  Supplemental case studies for reader reflection or group discussion round out the book.

     Wlodkowski, R.J. (1993).  Enhancing adult motivation to learn: A guide to improving instruction and increasing learner achievement.  San Francisco:  Jossey-Bass.
     The author suggests that every instructional plan should include a thorough and detailed motivational plan, focusing on six specific, sequential areas  (attitudes, needs, stimulation, emotions, competence, reinforcement).  A useful framework/model from which to approach motivating learners.

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