Difference between revisions of "The Facilitation Mindset"
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| − | <div class=teaser-text>[[File:Attitude.png | right | 200px]]A shift in the attitude (or position or mindset) of the teacher or educator plays an important role. Enabling rather than | + | <div class=teaser-text>[[File:Attitude.png | right | 200px]]A shift in the attitude (or position or mindset) of the teacher or educator plays an important role. Enabling rather than controlling, strengthening rather than emphasizing deficits, cooperating rather than delivering content. Such attitudes are a condition for success for competency-centered learning.</div> |
==Facilitators with a holistic attitude...== | ==Facilitators with a holistic attitude...== | ||
*Are empathic and try to understand the feelings and needs of their learners. | *Are empathic and try to understand the feelings and needs of their learners. | ||
*Strengthen learners' independence and believe in their existing abilities and potentials. | *Strengthen learners' independence and believe in their existing abilities and potentials. | ||
| − | *Strengthen learners abilities to solve problems and approach | + | *Strengthen learners abilities to solve problems and approach solutions. |
| − | *Pay attention to their relationship with learners (relationship as partnership), | + | *Pay attention to their relationship with learners (relationship as partnership), not only focusing on content |
*Are open to dealing with different opinions and conflicts resulting from them in a constructive way. | *Are open to dealing with different opinions and conflicts resulting from them in a constructive way. | ||
| − | *Are interested in their self-development as facilitators | + | *Are interested in their self-development as facilitators |
[[File:Teaching-facilitating.png | center| 500px]] | [[File:Teaching-facilitating.png | center| 500px]] | ||
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===[[Addressing Self-responsibility]]=== | ===[[Addressing Self-responsibility]]=== | ||
| − | [[File:Article.png | left ]]Due to our goal of empowerment, it is logical to share as much power as possible and to prepare participants for acting | + | [[File:Article.png | left ]]Due to our goal of empowerment, it is logical to share as much power as possible and to prepare participants for acting powerfully. Therefore we include our participants as partners from the first step our, and they become responsible for their learning outcome. |
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===[[Competencies for Educators]]=== | ===[[Competencies for Educators]]=== | ||
| − | [[File:Article.png | left ]]The key persons (beyond the learners) for achieving | + | [[File:Article.png | left ]]The key persons (beyond the learners) for achieving quality learning outcomes are the facilitators. Every facilitator has competencies equipping them for this task and every facilitator team completes the required set of competencies. Therefore, no competency-centered learning is possible without looking from a competency-centered perspective on the quality of facilitators. |
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===[[Focusing on self-learning strategies]]=== | ===[[Focusing on self-learning strategies]]=== | ||
| − | [[File:Article.png | left ]]Help learners in becoming independent and capable | + | [[File:Article.png | left ]]Help learners in becoming independent and capable of finding solutions for their challenges. Allow them to practice, to feel successes and to make mistakes. |
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===[[Resource Orientation]]=== | ===[[Resource Orientation]]=== | ||
| − | [[File:Article.png | left ]]In citizenship education the impact of a training or seminar approves in practice - often far long after our work as facilitators is done. When participants need to take the next steps into practice independently from us, we could strengthen their self-esteem and trust in their already existing knowledge and skills. This idea of resource orientation is contrary to the approach of deficit orientation in trainings. | + | [[File:Article.png | left ]]In citizenship education, the impact of a training or seminar approves in practice - often far long after our work as facilitators is done. When participants need to take the next steps into practice independently from us, we could strengthen their self-esteem and trust in their already existing knowledge and skills. This idea of resource orientation is contrary to the approach of deficit orientation in trainings. |
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===[[Solution Orientation]]=== | ===[[Solution Orientation]]=== | ||
| − | [[File:Article.png | left ]]A common approach in pedagogics is to concentrate on helping people | + | [[File:Article.png | left ]]A common approach in pedagogics is to concentrate on helping people find solutions not based on their problems but rather on increasing their abilities, for reflecting “solutions to problematic patterns in thought and behaviour - and finding solutions dialogically." |
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===[[Checklist: Relation to Participants]]=== | ===[[Checklist: Relation to Participants]]=== | ||
| − | [[File:check.png | left ]]Empowerment is a process that requires eye-level cooperation between facilitator and learners. When the boundaries between facilitator and participants become more fluid, this can present a challenge to modern facilitators. How would you like to define yourself in relation to your participants | + | [[File:check.png | left ]]Empowerment is a process that requires eye-level cooperation between facilitator and learners. When the boundaries between facilitator and participants become more fluid, this can present a challenge to modern facilitators. How would you like to define yourself in relation to your participants? |
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===[[Constructive Feedback]]=== | ===[[Constructive Feedback]]=== | ||
| − | [[File:Method.png| left]]Feedback is a method that was developed to improve the quality of interpersonal communication, in terms of relevance (giving relevant information) as well of moral quality (showing interpersonal respect). As outside perceptions are sometimes different to internal perceptions, it is a useful tool for gaining insight on how | + | [[File:Method.png| left]]Feedback is a method that was developed to improve the quality of interpersonal communication, in terms of relevance (giving relevant information) as well of moral quality (showing interpersonal respect). As outside perceptions are sometimes different to internal perceptions, it is a useful tool for gaining insight on how our own action, skills and communication are perceived by other people. |
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===[[Checklist: My learning goals]]=== | ===[[Checklist: My learning goals]]=== | ||
| − | [[File:check.png | left]]Before leading a group through a learning process, | + | [[File:check.png | left]]Before leading a group through a learning process,facilitators can create a list of learning objectives and set a scale next to each skill or ability they would like to improve upon during their moderation. |
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Revision as of 19:54, 7 June 2020
Facilitators with a holistic attitude...
- Are empathic and try to understand the feelings and needs of their learners.
- Strengthen learners' independence and believe in their existing abilities and potentials.
- Strengthen learners abilities to solve problems and approach solutions.
- Pay attention to their relationship with learners (relationship as partnership), not only focusing on content
- Are open to dealing with different opinions and conflicts resulting from them in a constructive way.
- Are interested in their self-development as facilitators
Articles, Checklists and Methods
Related:
Our Handbooks
E. Heublein, N. Zimmermann
Holistic Learning
Second Handbook for Facilitators: Read more
