Critical Facilitation Factors

Engaging Participants in Content/Knowledge/Comprehension Activities

Because learners are relatively passive during this type of activity, it is important to engage them as much as possible in other ways. Table 6–1 lists some methods that will engage learners during a content/knowledge/comprehension activity.

Table 6–1: Eight ways to engage learners.

1.	Begin with a story, anecdote, statistic, or analogy to hook the learners.
2.	Use visuals and graphics that are colorful and eye-catching.
3.	Separate content into “nice to know” and “need to know.”
4.	Present content in small chunks for easy digestion—short lectures and bulleted materials.
5.	Use short content/knowledge/comprehension segments: no more than a 15–20 minute segment before launching learners into something more active.
6.	Take a poll (“How many of you think A? How many of you think B?”): This activity gets learners involved and gives you an idea of where they are in relation to your content.
7.	Change your stance and position in the room; you should be physically active.
8.	Use a bulleted flipchart, overhead, or slide, and uncover each point as it is being discussed.
Reprinted with permission from Deb Tobey LLC, 2003.

Sequencing Activities

There is more to sequence than just the flow. Your sequence of activities should vary in pace, intensity, and level of learner involvement. This variation is useful not only in meeting the needs of varied learning styles, but also in helping the learners pace themselves so that they can rest a bit during less intense activities. For example, it would not be advisable to have the following lesson sequence:

1. Role play

2. Structured exercise

3. Application activity

4. Debrief discussion.

You and the learners would be exhausted! A better example of sequence would be the following:

1. Lecture

2. Structured exercise

3. Discussion

4. Application

5. Debrief discussion.

The lecture and discussion provide rest stops between more intense activities. As this example demonstrates, there are several sequencing decisions that must be made. One decision involves building interest with easy content first, followed by more demanding content. A second sequencing decision involves mastering each subskill all the way through the skill practices before putting them together in a comprehensive skill practice. Another decision is always to have a debrief discussion when an activity is over: It solidifies the content for the learners and provides another rest stop in the lesson sequence.

Basic Rule 23

Sequence learning activities to maximize learning and involvement.

Providing Instructions

For structured exercises and skill practices, you need to give the learners explicit instructions for the activity. Although you might present the instructions verbally at the start, the instructions must also be visible at all times during the activity on a flipchart, slide, or handout so that learners can refer back to them. You don’t want your activity to be derailed by the learners constantly asking, “Now what is it we are supposed to do?”

The instructions must also be as specific as possible, telling the learners what they are to do in step-by-step fashion; you can even number each step or requirement for clarity. Your instructions should also explain the purpose behind the activity. Some learners are unwilling to participate unless they understand how the activity will be useful. Figure 6–1 offers an example of activity instructions that could be presented on a handout, flipchart, overhead transparency, or PowerPoint slide.

Figure 6.1: Example of activity instructions for the learners.

Small Group Activity Instructions: “What would you do if…?”
Purpose:
1.	To apply your knowledge of traffic signs and signals by planning your actions in various situations you will encounter.
2.	Prepare you for the actual driving situations you will encounter.
3.	Provide an opportunity for you to share your ideas.
How:
1.	Form small groups of three or four.
2.	Read and discuss the driving/traffic scenarios on the handout.
3.	For each scenario, devise a plan of action.
4.	Choose a reporter to present your group’s work.
5.	Be ready to present in 20 minutes

Basic Rule 24

Present complete instructions for all learning activities.

Structuring Time

Your facilitator’s guide should have approximate times listed for activities. You’ll want to always keep that time in mind during facilitation and also be prepared to adjust the time according to the learning progress.

Basic Rule 25

Manage your time to maximize learning.

Generally speaking, the most time in a lesson should be devoted to skill practice. When you adjust time, the adjustment must not be to take a significant amount of time out of the skill practice portion. This is when participants practice and apply, helping to ensure learning and transfer.

Basic Rule 26

Don’t sacrifice skill practice when making time adjustments.

Deciding on Group Size

Group size varies: individual, pairs, trios, small groups, large groups, entire group. There are two factors to consider in deciding on group size: what learners will do in the activity and where you are in the course.

The complexity of the task the learners have to accomplish may dictate a certain group size. Think through exactly what they will do and how they will do it, and decide on group size accordingly. Generally speaking, the more complex the task (lots of steps, lots of movement, higher difficulty), the smaller the group. Yet, you don’t want the group to be so small that sharing and interaction don’t occur. Your facilitator guide suggests an appropriate group size, but you need to use your knowledge of the audience profile and the schedule to make a real-time decision.

Generally, small groups should be used early in the course and larger groups later on. When the learners don’t know each other yet, it is less threatening to interact in a pair or trio. Later, when the learners know each other better, they are more comfortable speaking and participating in larger groups. This dynamic is especially important if there are many reserved or shy people in the course.

Basic Rule 27

Align group sizes with the learning activity and course schedule.

Grouping the Learners

The method used to form groups has a greater effect than it first appears. Three main principles support grouping decisions:

1. Form different size groups at different times to adjust to the type of activity and for variety’s sake.

2. Participants who are more reserved generally open up in smaller groups.

3. The more challenging, controversial, or uncomfortable the material, the smaller the groups should be.

Think About This

Each time you form groups, mix the learners up so they are not with the same people each time. That way, you increase openness among the learners and reduce any discomfort they may have. Also, each participant will be exposed to the expertise and views of more group members.

Think About This

Counting off for random groupings can be made more fun by using words to count off rather than numbers. For example, if you need four groups, you can count off by the “Beatles” method—John, Paul, George, Ringo. The groups will then have an identity that you can continue to use: “Okay, ‘George’, what did you discover in your discussion?” Other ideas include using the “Three Stooges” method to make three groups (Larry, Moe, Curly) or the “Rocky and Bullwinkle” method to make two groups. Use a method that fits your style and imagination!

Random Grouping. To group learners randomly, simply have the learners count off by the number of groups you need. That is, have them count off “1, 2, 3, 4” if you need to have four groups.

Learner Choice Grouping. This method gives the learners a choice and allows them to join a group according to their interests in the subject. As long as your groups come out fairly even in number, the activity will work.

Experience Level Grouping. Have the learners mix up according to experience so that each group has at least one member who is experienced in the subject matter who can act as an informal coach. This method spreads out the experience so less experienced learners can be with someone who has “been there, done that.” It is also a good technique to use to engage experienced learners at a time when the material may be a little too easy for them.

Assessment Tool Grouping. If you are using an individual assessment tool (leadership style, for example), there might be a time when you want learners who have similar outcomes to work together. In this example, you would put all the learners of one leadership style together in one group. If you do that, be prepared to join and help a group that happens to have significantly less members than the other groups.

Transfer Strategy Grouping. In some cases, you can set up teams by grouping together those who have similar performance contract requirements or similar action

Think About This

Don’t try grouping learners according to assessment tool outcomes if what has been assessed is skills or knowledge. Putting learners together because they are at the same skill or knowledge level does not tend to benefit learning, and it has a tendency to stigmatize.

plan strategies and tasks. This strategy allows participants to discuss job application issues they have in common.

Seating Arrangement Grouping. In some cases, you may have a setup that restricts movement of participants. An example is the pit-style, fixed table and chair arrangements. In a situation like this, you can group participants by having them swivel their chairs and work with those behind them.

Noted

It’s a bad idea to group learners according to a characteristic that is not learning related (for example, grouping by sex, age, race, and so forth). Facilitators sometimes make the mistake of doing this because they think the characteristic/category they have chosen will generate results that are illustrative; for example, if the male groups all say one thing and the female groups all say another thing, that will demonstrate a content point about sex differences. This practice is based on stereotyping and insulting to the participants. Your learning opportunity will be lost because not everyone who shares one characteristic agrees with each other in other areas as well. In the sex difference example, putting men and women in the same group and then having each group report on the differences observed in their group is much more interactive and supportive of learning.

Monitoring Activities

In structured exercises and skill practices, you let the learners work on their own. This is not the time to step out for a drink of water or to make a quick phone call!

Basic Rule 28

Develop group composition that maximizes attainment of learning objectives and reinforces learning.

You must remain in the room, be available for questions and coaching, and circulate to make sure the groups are working effectively. Typical items that you must attend to while monitoring:

• Reiterating or explaining the activity instructions: Although keeping instructions visible during the exercise helps in this area, some learners will inevitably ask “Now what are we supposed to do, again?”

• Providing assistance if learners are stuck: If you discover that a group of learners is truly stumped as to how to accomplish the task you’ve assigned, you can stop by the group and assist by asking targeted questions to help get the learners on the right track. Very rarely should you just tell them the solution, but subtle assistance is appropriate at times.

• Doing a time check: Assess whether the learners need more or less time to complete the task. If they appear to be working hard and the original time limit is up, you can announce that they have extra time. If they are finished and are sidetracking into conversations, say, “I can see that everyone is finished; let’s come back together and see what you came up with.” If one group finishes early and is sidetracking, you can add an additional task, taking them into more depth or application to the job.

• Listening in on discussions: You want to find out what the learners’ hot topics are in their work together, what ideas they had, and pick up on their issues and concerns. When you conduct the debrief discussion, you’ll be able to speak their language.

• Giving time warnings: Let the groups know when their time is almost up so they can wrap up their discussions and not feel interrupted.

Basic Rule 29

Continue in your role of facilitator by monitoring while participants are engaged in activities.