20100811 jwv dommel valley group workshop
TRANSCRIPT
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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
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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?
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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!
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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!!
Learning approachLearning approach
Process - informal
� Case study
� Discussions
� Practice
� Teach by participant
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� Teach by participant
informal approach
In combination with “content”
Different role & additional skills for a classic teacher!!
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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?
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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
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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!!
Learning approachLearning approach
Process - informal
� Case study
� Discussions
� Practice
� Teach by participant
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� Teach by participant
informal approach
In combination with “content”
Different role & additional skills for a classic teacher!!
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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
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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%
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AssignmentAssignment
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How did my parrot die?
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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
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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
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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
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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
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www.cothink.nlwww.cothink.nl
Jan Willem Vernhout
0613140979
Jan.willem.vernhoutJan.willem.vernhout
www.cothink.nlwww.cothink.nl
Willem Vernhout
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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
Audiovisual Methods in
Audiovisual Methods in
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