Facilitator’s Institute – 2007
NorthwestRegionalProfessionalDevelopmentCenter
January 25-27, 2007
Section 1: Personal Outcomes
Section 2: Team Outcomes
Section 3: Assessment of personal strengths of a facilitator
Section 4: Transformational Change – issues and questions
Section 5: Facilitating a Discussion
Section 6: Agenda updated
Section 7: Inquiry Questions
Section 8: Activity Design
Section 9: Project time
Section 10: Things learned about facilitation day 1
Section 8: Managing a Learning Experience
Section 10: Techniques learned from each activity
WORKSHOP OUTCOMES
Don
Increase my levels of knowledge about the design of a facilitation.
10+ facilitation techniques to bring positive human emotions out in the group
5+ facilitation techniques to cause a group to want to assess
Holly
Improve assessment application
Improve listening skills—
Continue to participate in community
Marvin
How to facilitate learning effectively
How to communicate the value of learning by facilitation (how to sell) to students and to faculty
How to convince administration to change the org structure; reward people who are using effective facilitation
Roger
Understanding how assessment drives effective facilitation
Understand how to self assess the assessments that I give
Understand how to detect if my assessments are meeting the needs of the assessee
Understand how to use facilitation to improve learning
Dan
Improve skills/methods/techniques of recording/documentation
Generalize method/tools/tips for future implementation
Identify which things make faculty teaming more effective & efficient
TABLE OUTCOMES
**How to create a facilitation plan
Recognizing quality: how to measure level of facilitation performance (beforehand, during &, after)
*When things go bad; what do you do; real time management
*Listening, relationship building empowerment; having the group involved;
*(Assessment of facilitation; how to get people to want to do assessment; getting buyin; continued self assessment)
Techniques for facilitation:
People introducing self going around room & letting folks talk builds community
Time management didn’t allow all time we wanted
Transferring ownership giving goals to the people in the event
Facilitator is guiding; i.e. setting direction via active participation asking questions; making statements; filtering responses;
Points out subtle actions to group so that they the recognize what he is doing building metacognition.
Adjusting agenda in real time.
Three self assessments per day
self-assessing own facilitation
self-assess own self assessment
Self-Assessment of Facilitation (Fluids context)
Strengths:
planning facilitation via use of activity design
measuring quality of performance produced by facilitation via examination of work products
Improvements
*Give more suggestions for improving quality by using sii in a “natural way”; do as a quick “before class” or on break
*Get to know kids by (a) gathering data using wiki (make an assignment), (b) holding self accountable for remembering
What is the essence of making transformational change?
Understanding human motivation
People have to believe that change is worthwhile
Vision of success that is shared
Bringing everyone to the table; being inclusive
President is involved
Process is transparent
Trust in the process
Keeping negative (passive/aggressive) people from undercutting process
Recognizing the need to respond to changing external realities
Working with real world constaints
Accountability
Communication
Avoiding bringing up past issues; not accepting past decisions;
Living in denial
Doing things with the right pacing & long-term sustained commitment for success
Knowing roles: recommender? Implementer?
Need leadership; follower ship; accepting roles
Being oppositional; opinionated;
Not looking at what good to for organization
Lack of reward for performance & effort
Setting measureable goals
Follow up; work team;
Insights about question
--questions can establish what knowledge levels are
--questions can be used to answer student questions as a way to guide people to their own answer
--questions can identify assumptions or value systems
--questions can reveal that understanding is inherent to learning
--questions can start teaching people that “the why is important”
--questions can lead to synthesis
--questions can reveal what one doesn’t know
--questions can reveal how firmly someone understands something
--there are many different types of questions
--posing skeptical questions models that skepticism is important in learning.
TYPES OF ACTIVITY
--discussion
--lecture
--role playing
--case study
--scenario: a patient with xyz; what do you do?
--worksheets; reading logs
--creating a presentation
--cooperative learning
--project
PERSONAL
--paired learning was so effective that student want to continue
--using scenarios; role playing
--closure of activity
--case studies; active learning
--wide open problem; manage scheduling; effective way to help students learn
--asking student to write questions
--playing a computer game; including simulations
--inspecting code from lower division course provide feedback to lower division classes
--multi-teams; one of which inspects (poor grade goes to inspection team)
--resources
--having context that is relevant
--getting buyin by providing value (integral to futher education; relevant to future school & practice)
--competition
--outside experts; outside validation
--chances to try things, fail, succeed, & retry
--visual
--hands on; visual; real world
--reporting to an external person who cares about the quality of what they are doing
safe environment
everything that leads to student buy in (value added;
Sharing each other’s ideas
How to identify the critical thinking / inquiry questions?
Facilitator’s Institute – LCSC, Jan 25-27, 2007
Table 2:
Personal Goals List for Event
David /- Learn what facilitation contributes to the learning process
- Identifying facilitation skill set
- Observe Dan as he facilitates our group – I learn by example
Nancy /
- Leave with some solid skills that play upon the strengths I already have to help me be more effective working within the various groups I influence—students, family, colleagues, boards
- Leave with more of the concepts related to assessment/evaluation more firmly embedded and clarified in my own mind
- Leave with enough confidence about the subject matter to be able to “sell” it to others—mostly by example, but also through enlightened discussion
Tris /
- Especially w/ faculty: Recognize emotions so that a growth-producing response can be made
- Especially w/ students: individualize challenges when working with large groups
- Collect tips for how to avoid intervention on content and move to process
Tom /
- Improved real-time, quality assessment
- Improved comfort level in all types of facilitation activities
- Insight into the psychology or mindset differences in use during facilitation, both in the audience and facilitator
Barbara /
- Grad student mentoring – Most important skills to grow in grad students, and most important mentoring/coaching/modeling tools for profs to grow in themselves so they can facilitate that growth
- Facilitate my peer teams so they can produce the quality they seek
- Improve my processes of self-facilitation so I can cover more ground on my passions (get more done on the important things!)
Table 2 Goals for Event
Capture, reflect on, and practice processes modeled
Building community through meaningful introductions
Constructive Interventions
introduction of a new resource when participants are struggling with achieving goals of the activity
*raising the bar for teams or individuals that are already performing
Rephrasing for to elevate quality and improve clarity
Verbally
Publicly on the computer
Generate early involvement
Ask for and document personal and team goals
Put participants in charge of aspects that are integral to the event
Principles
Let others do, don’t do for them what they can do for themselves
Time management
Ask if teams need more time or if entire groups would like time for X
*Raise arm to bring teams back together
Assessment
Take time to look at individuals work and assess where they are
Offer to assess work products during breaks for volunteers
*SII feedback format
Small group discussion to raises overall quality of response over individuals
Linking Bloom to the facilitation process – how do you use facilitation to move towards higher levels on Bloom
Generating Buy-in, Ownership, Commitment
Table # 3 Outcomes
Austin’s Outcomes
Confident enough to describe and provide assessment to peers in the following areas:
- Creating a facilitation plan
- Giving assessment
- Creating motivational outcomes
Ralph’s Outcomes
- Improving group work on proposals and projects
- Developing, communicating, and implementing a mission statement
- Facilitation of distance education
Steve’s Outcomes
- Create draft of facilitator’s handbook that is a valuable reference during all phases of a facilitation process to people doing faculty development (quick reference materials, prompts, links to best practices, models to steal from)
- Commitment of group (dates, events, funding model) for next cycle of Northwest workshops in 2007
- Advance FGB modules by Tris, Barb, Don, and Dan for 4th edition (off-line discussions)
Nan’s Outcomes
- Improve my ability to create an environment encouraging self-learners.
- Strengthen self-assessment habits. Especially, need to work on Insights portion of SII.
- Tools acquisition to strengthen my ability to construct learning activities with adequate scaffolding to begin with, and to understand how much scaffolding to remove and when – to enable students to take on more challenges.
Tiffany’s Outcomes
1. Improve my ability to plan/prepare my lecture so that I feel confidently prepared.
2. I’d like to improve my ability to respond to my students when they answer questions or contribute to the discussion.
3. I would like to enhance my ability to ask questions that my students are motivated to answer. In addition, be able to ask the same question in a different way.
Section 2: Team Outcomes
Team 1
- Creating a quality facilitation plan (Roger and Jane)
- Increasing the quality of the management of the experience (learning, project, community) (Barb and Holly) – first up
- Producing an effective learning or growth environment of a community (Tom and Nancy)
- Affective management of a challenging environment (Ralph and Tiffany)
Team 2
- Capture, reflect on, and then practice new facilitation techniques, tools, and practices during this event – (process)
- Linking Bloom’s Taxonomy to facilitation so that the learning is at higher levels (Don and Steve) – first up
- Generating buy-in and ownership of this new community (Dan C. and Marv)
Team 3
- Creating a challenging environment without bad by-products (Nan and Austin)
- Creating a quality facilitation plan (duplicate)
- Comparison of formal facilitation process with informal facilitation (Dave and Dwight)
Section 3: Key assets/resources within the community
- Don - Planning a facilitation experience – looking at reusing past experience and producing the upcoming experience - technology
- Dan - Use of active learning – creating a very interactive and self-directed
- Holly – flexibility and adapting in real-time –
- Roger – Being precise and sequencing of activities
- Marv – listening skills – (value impacts skill a lot)
- Nancy – Passionate and enthusiastic (years of performance)
- Dave – Sense of humor
- Barb – Instill trust
- Tom – Listening accurately
- Tris – Assessment skills –real-time and in-depth
- Austin – Open-minded – risk-taking
- Ralph – honesty – seeks to build trust
- Nan – Transparent
- Tiffany – Empathy – taking on other’s perspectives
- Steve – Building the resources for the activity – giving credibility to the content
Section 4: Discussion of Key issues for transformational change
- What is the motivator behind wanting to change
- recognizing a need to change
- internal
- external
- role of assessment to understand where we are so that perceptions and expectations are clarified (gap analysis)
What is the relationship between need and motivation?
They are correlated strongly
There is a sequence
What are the characteristics of need?
- presence of strong/compelling consequence if change does not occur
- the change will improve quality
- the need is shared via common understanding of the need
- must be perceived as feasible/realistic/tangible
- meets individual stakeholder’s various components of need
Section 5: Who owns the content of a facilitated discussion
the group AND the individuals
Key factors in facilitating discussions
underlying structure to the discussion must be present
using inquiry questions rather than making statements
“over”emphasizing key factors to make them clear
clarify the need for the group and emphasize this to bring consensus and generate motivation
reflecting issues
pulling from participants responses to provide back to them answers to their own issues
Section 6: Thursday Afternoon Agenda
1:00 Learning How to Ask Inquiry Questions
1:30 Constructing an Activity
2:45 Designing an Activity w/partner
Friday
8:30 Assessing Assessments
9:00 Creating a quality facilitation plan (Roger and Jane)
10:00 Assessment of the facilitation
10:20 Reflection
10:30 Break
10:45 Generating buy-in and ownership of this new community (Dan C. and Marv)
11:45 Assessment of the facilitation
12:05 Reflection
12:10 Lunch
1:00 Affective management of a challenging environment (Ralph and Tiffany)
2:00 Assessment of the Facilitation
2:20 Reflection
2:30 Break
2:45 Producing an effective learning or growth environment of a community (Tom and Nancy)
3:30 Assessment of the Facilitation
3:50 Reflection
4:00 Mid-term Assessment
4:30 Inventory and Recording
5:00 Consulting
Saturday
8:30 Creating a challenging environment without bad by-products (Nan and Austin)
9:20 Assessment of the Facilitation
9:30 Reflection
9:40 Comparison of formal facilitation process with informal facilitation (Dave)
10:30Assessment of the Facilitation
10:40 Reflection
10:50 Managing a Learning Experience
11:50Assessment of the Facilitation
12:05 Reflection
12:15 Lunch
1:00Linking Bloom’s Taxonomy to facilitation so that the learning is at higher levels (Don and Steve) – first up
2:00 Assessment
2:30 Break
2:45 Future Plans for the Northwest RPDC
3:45 Assessment of the Event
4:00 Closure
Section 7: Asking and Using Questioning during facilitation
Using to promote divergent thinking
Posing skeptical questions models this is good quality in learning
Questions are motivational – creating a need to know is powerful depending on types of questions asked
Questions can increase engagement/involvement.
Questions of questions help clarify thinking (declarative statements are usually not well taken)
*Hidden* leading questions can transfer ownership of an insight
Asking questions as attention-getters. Questions can be used to motivate.
Questions can be used to identify assumptions. They can clarify building blocks of knowledge.
Questions can promote synthesis. (Convergent/divergent questions)
Contextually relevance necessary. (Values of people, current situations)
Questions about questions?
Stony Brook – scale of Bloom’s levels of questions (Reference will be available)
Learning can be measured by what you can ask, not what you can answer.
How much experience/background is necessary before questions can be asked?
What types of questions kill/hinder learning? Level 1 questions are not effective.
Sequencing of questions is important in learning.
Rhetorical questions – can be used to make statements
Don’t answer your own questions!! –
Tip: Stare at the person you want to respond until they’re more comfortable speaking than waiting.
Section 8 Creating an Activity
Personal Facilitation Role: Constructing quality activities (30min + 5 min reflect + 5 min brk)
- Learning objectives:
- key aspects of activity design uncovered
- resource locations
- template understood
- Share why this is important (2 minutes)
- Structure
- Focus
- Outcomes oriented
- Can shift ownership to students
- What – we are going to achieve the following outcomes (see learning objectives) (2 minutes)
- Participants brainstorm activity types (4 minutes)
- Explain contexts for use – non-classroom based apps (2 minutes)
- Teams take few minutes to outline from past activities what made it great (10 minute)
- Share and document (5 minutes)
- Point to additional resources and highlight 2-3 major ones by either affirming what teams have said or introducing ones that were missed. (5 minutes)
- FGB
- Template examples
- Closure – Assessment of this activity (5 minutes)
Computer Security, ISATI 121 Activity Sheet
Title
/Updating Computer Systems as a Countermeasure to Exploits
Why /- Nearly 90% of exploits against a computer may be thwarted by the timely application of Windows updates
- Application of Windows updates is the most important step in protecting a computer against hacking
- Elimination of computer downtime due to hacking is nearly eliminated by the application of Windows updates
Prerequisite Terms
and
Additional Resources / Key Terms / Additional Resources
- exploit
- hacking
- patch
- update
- windows error code
- Windows knowledge base URL
- Windows update URL
- Textbook
- Hacking Exposed (5th ed)
- Google search engine
Learning Objectives /
- Fundamentals for setting up and applying systems updates
- Discover a range of processes/methods used for updating computing systems
Performance Criteria /
- Criteria: The student demonstrates an active approach to identifying the needs for types of updates for a computing system; demonstrates patience, fluency, and precision in following instructions relevant to the specific system at hand; effectively troubleshoots errors and unexpected results during the update process, and adequately prepares the system to take care of future needs as appropriate to the context of the system usage.
- Measures: time to complete activity, number of updates correctly installed, level of fluency and independence in using the Windows update tool
Plan /
- In pairs or groups of 3, study the systems update methodology and the exercise on page 59 of your textbook. Then summarize the task you need to complete in 2-4 sentences.
- Answer the critical thinking questions provided below and prepare to share your answers with the class
- Class discussion of critical thinking questions
- Skill exercise: Complete Activity 14-3 in your text
- Closure activity: see below
Critical Thinking Questions /
- What are the prerequisite conditions/knowledge for applying system updates?
- What are the major steps in applying systems updates?
- What procedure would you use for selecting the systems updates to apply?
- What are the potential errors associated with systems update processes?
- From the perspective of a software designer, what issues must one consider when designing the software to receive updates?
Closure Activity / Please identify any problem areas encountered and/or insights gained from going through the update process
Systems Update Methodology