Presentation & Facilitation Skills · lesson plan quick reference symbols: DVD EXAMINE/DEBRIEF FACILITATOR SCRIPT FACILITATOR NOTE ... asked to create a 15-minute 2L Inform presentation

Presentation & Facilitation Skills

educator internship program

© Aveda Corporation revised 6-15-2012

table of contents

Overview ................................................................................ 3

Wellness ................................................................................ 5

“To Do” List .............................................................................. 6

Lesson Plans

Lesson #1:The Role of the Presenter ......................................... 7

“To Do” List ............................................................................ 28

Lesson #2: Book Study: Presenting With Pizzazz ..................... 29

“To Do” List ............................................................................ 36

Lesson #3: The Role of Facilitator ........................................... 37

“To Do” List ............................................................................ 50

Lesson #4: The Role of Coordinator ........................................ 51

“To Do” List ............................................................................ 58

Lesson #5: Safety Net ............................................................. 59

lesson plan quick reference symbols:

DVD

EXAMINE/DEBRIEF

FACILITATOR SCRIPT

FACILITATOR NOTE

GROUP ACTIVITY

HANDOUT

LEARNING JOURNAL

POWERPOINT®

qUESTIONS/ANSWERS

REVIEW

SHARE/DISCUSS

SWING BACk

WEBSITE

WRITTEN TASk

2 | presentation and facilitation skills


overviewThe most effective educators have strong technical skills, a strong sense of purpose and

the ability to bring content to life. This module focuses on the delivery skills you will need to

animate the Aveda curriculum in the classroom.

There are three roles you will play when delivering content: presenter,

facilitator and coordinator. This module will address all three roles by

sharing specific techniques you can use in the classroom. You will also

explore how to create a safe learning environment that encourages learner

participation. By the end of this module, you will be prepared to deliver

engaging presentations!

presentation and facilitation skills | 3



Wellness

Laughter is the Best MedicineYou have probably heard the saying that “laughter is the best medicine.”

It is true that laughter produces a general sense of well-being. It does this

by triggering endorphins, the body’s natural pain killers. Laughter also

removes stress hormones and boosts immune function. When we laugh,

we increase heart function and stimulate our circulation. Twenty seconds of

laughter is as beneficial for the heart as three minutes of hard rowing.1

There is another popular saying that refers to the learning environment,

“When they are laughing they are learning.” Learners retain more information

when they are personally engaged in the content. Laughter is a process that

happens in cross-functional parts of the brain, rather than in one isolated

area. When humor is incorporated into the learning environment, the learners

have more fun and retain more information.

Some ways to increase your daily laughter dose:

• Engage your inner child. On average, children laugh 40 times a day, while

adults laugh only 17 times a day. So, go ahead and be silly.

• Surround yourself with people that see the humor in things.

• Choose to find humor in stressful situations.

• Choose a comedy the next time you see a movie.

In your table group, take turns sharing one of your favorite jokes. Be

prepared to choose the funniest to share with the larger group.

1Source: www.mdausa.org



to do list

Facilitator:• Create “tone” cards-you will need six index cards for each Intern. The six

cards will each have one word written on them: joy, passion, frustration,

boredom, anger and excitement. Use a bold marker and large print to

ensure readability from across the classroom.

• Determine source of content for exercise #2. The Educator Intern will be

asked to create a 15-minute 2L Inform presentation. As the facilitator,

you can assign content, give the Intern several topics to choose from or

allow them to choose the content themselves.

• As an option, you may want to play music as Interns enter the

experience. “Express Yourself” by Madonna is a fun song that relates to

the content.

• It is suggested that you access a video camera for taping the

presentation assignments. Each Intern will need an individual videotape.

Educator Intern:• Assignment 1: Develop a five or 10-minute opening presentation, using

one of the provided concepts.

• Assignment 2: Develop a 15-minute informative and engaging

presentation on chosen content.

• Final presentation to be designed and delivered, after completion of all

Presentation modules and the 4MAT™ module.



overview This module explores three elements of effective presentation delivery:

body language, tone and words.

concept: energy

perform

refine

inform

image

attend

connect

extend

practice

1

23

4 Energizing

Interactions

Distinctions

Engaging

Presentations

- Body Language

- Tone

- Words

Presentation to

Student Body and/

or Faculty

Interns

Refine Their

Presentation

Interns Develop

Engaging

Presentations

Proximity Exercise

“There Are Enough Towels”

Energizing Language

energy

Lesson #1: The Role of the Presenter

Moving Energy



Lesson #1: The Role of the Presenter

perform

refine

inform

image

attend

connect

extend

practice

EnErgy

engage

presentation and facilitation skills



connect | energizing interactions

QUESTION:

How many people do you come into contact with in any given week?

Write that number down. In all the interactions you have each week, how

many people would you say actually energize you? Is there one particular

energizing interaction that stands out for you?

attend | distinctions

QUESTION:

Why do some people energize you and others don’t? Think about those

people that energize you. What is different about them?

Review page 5 of the Learning Journal.

Delivering training as generating and facilitating energyWhen we are delivering training, we are attempting to engage the learner

in the process of learning. What happens when we become “engaged?”

Engagement is the act of focusing our energy on some thing or process.

engage- v. to attract and hold by influence or power; to hold the attention

of; to induce to participate.

QUESTION:

• When a learning experience is “high energy,” what does that mean?

• What learning experiences have you had that were “high energy?”

• Can a learning environment be quiet and reflective and still be “high

energy?”

• Do you have to be a motivational speaker like a Tony Robbins or Stephen

Covey to deliver a “high energy” learning experience?

• How do you believe the energy of an educator affects the level of

engagement of the learner?

LEARNING JOURNAL:

Share the visual on pages 6 and 7 of the Learning Journal.



FACILITATOR SCRIPT:

In this visual, we see that the two highest points of attention are at the

beginning and the end of the learning process. The role of the teacher in

designing a learning experience is to create activities and experiences

that engage the learner throughout the learning experience and increase

attention at all points in the process. When we do this, retention increases

throughout the learning experience.At

tent

ion

Time

Atte

ntio

n

Time

ActivitiesX X

Atte

ntio

n

Time

Atte

ntio

n

Time

ActivitiesX X

perform

refine

inform

image

attend

connect

extend

practice



1

23

4

Educator M

ore A

ctive

Stu

den

t M

ore

Act

ive

Learner becomes interested and reflects on how this information connects to their life.

Learner seeks and receives available information.

Learner “tries out” the

information.

Learner adapts the information

to use in their work and life.

1

23

4

Educator M

ore A

ctive

Stu

den

t M

ore

Act

ive

Learner becomes interested and reflects on how this information connects to their life.

Learner seeks and receives available information.

Learner “tries out” the

information.

Learner adapts the information

to use in their work and life.

image | moving energy

The 4MAT™ Cycle naturally creates increases in retention by engaging

the learner throughout the experience. When we learn any new piece of

information, we follow a natural cycle of learning. Take a look at this very

basic model of how individuals learn:

LEARNING JOURNAL:

Review visual on page 8.

FACILITATOR SCRIPT:

Do you recognize your own way of learning in this cycle? Educators must

create this cycle in the learning experiences they design and deliver. In the

first half of the learning cycle, the educator is more active. In the second half

of the cycle, the learner is more active.

Imagine the learning cycle as energy moving around the wheel. How does the

energy shift when you move from quadrant one to quadrant two? How might

you need to shift your energy? Choose a visual symbol to represent how the

energy might look in each part of the cycle, if you could actually see it.



inform | engaging presentations

LEARNING JOURNAL:

Read through text on page 9.

When you are delivering training, you are generating and facilitating energy.

You generate energy by:

• Creating experiences

• Provoking ideas

• Asking questions

• Challenging thinking

• Creating a safe space

• Acknowledging

• Stretching

• Projecting into the future

You facilitate (move around) energy by:

• Creating structure

• Giving direction

• Putting people into groups

• Having them work alone

• Taking breaks

• Creating rituals

• Changing the physical environment

• redirecting questions

FACILITATOR SCRIPT:

In the Aveda Institute Educator Internship program, you will learn how

to structure a classroom environment (Effective Classroom Management

module) and how to design effective learning activities (4MAT™ module).

There are three roles an educator plays in the learning environment:

presenter, facilitator and coordinator.

• In the Presenter role, you share information through lecture and visual aids.

• In the Facilitator role, you create opportunities for processing of

information by asking questions and stimulating dialogue.

• In the Coordinator role, you create structure in the learning environment

by giving clear direction and defining desired behavior and outcomes.

The Presentation Skills module includes a lesson on each role. We begin by

exploring how delivery style impacts the Presenter role.




How delivery impacts learning: body language, tone and words

LEARNING JOURNAL:

Review text with Intern on body language, tone and words on page 10.

FACILITATOR SCRIPT:

How does this information impact our approach to delivering powerful

presentations?

As presenters, we need to pay attention to all three factors when focusing

on generating energy and creating positive impressions. Let’s begin with

body language and how subtle changes in how you use your body can

greatly impact your ability to generate positive energy.

Body Language 55% Tone 38% Words 7%

Tips for creating a positive impact using body language

LEARNING JOURNAL:

Review tips for using body language, found on page 10.

Open Body Posture

1. Step forward toward the learners when you want to add impact.

2. Step back as a gesture inviting the learners to “move in” and be part of

what you are saying.

3. Movement should build “presence.” In fact, it is best to move your body

when you are silent. Focus on the learner when you are speaking and

move when you are silent.

4. Plant your feet squarely, shoulder-width apart. Focus your weight on the

balls of your feet. When you speak to a learner, your body should be

“square” with theirs.

5. Hold your shoulders back, yet relaxed, arms loosely by your side, body

upright, balanced and flexible.

Eye contact

1. Make sure you are making eye contact with every learner.

2. Rather than speaking to the “room,” make eye contact with one learner

at a time and speak to that learner.

3. If a learner is not paying attention, you can use eye contact to engage

that learner.



perform

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practiceHand Movement

1. Lead your audience with smooth, inviting gestures that reinforces what

you are saying.

2. The learner follows the movement of your hands. Use your hands for

impact to emphasize key points. Avoid excessively moving your hands.

practice | proximity exercise

Proximity

proximity- n. closeness: the distance between one thing and another.

GROUP ACTIVITY:

See page 11 of the Learning Journal. Set up the activity with the following:

Imagine you are at a networking reception. What kind of body language

might you notice in this situation? How would you determine who you were

going to walk up to and meet? What would make you approach someone?

What kind of body language would indicate that someone is interested in

talking with you?

FACILITATOR NOTES:

After the group reflects on this exercise, ask them to stand. Tell them to

find a partner and stand across from their partner and wait for your next

instruction. (It is important to set this up, so that they anticipate you are

going to give them further direction.) Once they are in position, ask them

to freeze their position. Ask the following:

DEBRIEF:

• What do you notice about how far apart you are standing?

• Now, look around the room. What do you notice about everyone else’s

body position?

• Why do you think everyone is positioned similarly?

FACILITATOR NOTES:

Next, ask the partners to each take one step toward each other and freeze

position. Give them a minute. Does the group seem uncomfortable? Is there

a great deal of laughter? Are they continuing to make eye contact or turning

their heads to the side?



DEBRIEF:

Is this uncomfortable? Why?

The intent of this exercise is to have the Intern recognize that:

• Body language includes our proximity to others.

• Being too close to others can create discomfort, a feeling of “being in

my space.”

• Being too close can create a feeling of domination.

practice | body language and classroom management

LEARNING JOURNAL:

Have Interns read the following on page 12.

• Stand when you are presenting information. By standing you

assume a position of authority in the environment.

• Sit when you want to encourage dialogue. In quadrants 3 and 4,

the learner is most active in the learning process. You can encourage the

learner taking charge by physically changing positions with them. While

the learner presents a demonstration, you can be seated and take notes.

• If a group of students is talking during lecture, you can position yourself in their area and continue lecturing. For

instance, you might move to the back of the room, if students in the back

are disruptive. This usually stops the disruptive behavior without calling

direct attention to the behavior.

• Use body language to convey the seriousness of a student-teacher disciplinary action. For example, when coaching a student on

technical work, you can stand next to the student with your focus on

the work you are critiquing. This body language conveys that the coaching

is about the product of the learning and that you are partners in the

learning process. If you are coaching a student about a repeated disruptive

behavior, you may choose to sit down with the student, face-to-face, and

share your concerns. This body language conveys that this is a much more

serious conversation than a passing comment made in the classroom.



• Your eyes are a powerful communicator. Smiling, positive

nodding and eye contact all send powerful messages to the learner. An

educator can often end disruptive behavior by making eye contact with

the offending learner while talking. If this is ineffective, you might pause,

look directly at the disruptive students, until the talking stops.

QUESTION:

How can this knowledge be used in classroom management? Think of some

examples of how body language can contribute to effectively managing a

classroom.

FACILITATOR NOTES:

After the group generates ideas, ask the Interns to add their notes to

page 11 in their Learning Journal.

SWING BACK TO INFORM

inform | toneTone accounts for 38% of communication impact. By varying tone and

inflection of our words, we can create alternate meanings for the same

words. To illustrate the power of tone, your facilitator will provide a deck

of cards with one of the following emotions on it: joy, passion, frustration,

boredom, anger and excitement.

LEARNING JOURNAL:

Have Interns read through the Introduction of the “There are enough

towels” game on page 13.

practice | “there are enough towels”

GROUP ACTIVITY:

• Write the following words on a deck of index cards: joy, passion, frustration,

boredom, anger and excitement. Each Intern will need their own deck of

cards. Make sure to write the words with a bold marker and in large print.

You will want to be able to see the word on the card from across

the classroom.

perform

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image

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• Ask one person in the group to be the first demonstrator. The demonstrator

will choose an emotion card and be asked to demonstrate the emotion

when saying the phrase, “There are enough towels.” The group’s task is

to determine which emotion is being demonstrated by simply hearing the

phrase.

• Once the demonstrator says the word, every observer must choose the

card that has the emotion on it that they believe is being conveyed.

Everyone holds up their card. If everyone in the group has not chosen the

correct card, the demonstrator must repeat the exercise. As facilitator, it

is important to make sure the demonstrator does not give other hints or

point out who has the wrong cards displayed.

• The demonstrator must continue to say the phrase until every one

observing chooses the correct emotion card. You can play as many

rounds as needed to emphasize the power of tone.

DEBRIEF:

• Did you find it challenging to determine the intent (emotion) based on the

tone? Why?

• How much do you think tone plays into the content of a message?

• Have you ever experienced a feeling that it “wasn’t what she said, but

how she said it?”

• Do you notice subtle differences between emotions?

• What are some ways that tone can be used effectively in the classroom?

SCHEDULING NOTE:

If you have only one Educator Intern, you can use this exercise with a class

of students and ask the Intern to participate. It is much more effective in a

group setting.


inform | a few words on “words”

Review page 14 of Learning Journal.

• keep your “talking” to a maximum of 20 minutes. When lecturing,

make sure that you create an opportunity for the learner to process the

information through some activity after 20 minutes.



• Get the learner talking. As a general rule, the more interactive dialogue

that happens in the learning experience, the more learning is taking place.

Create opportunities for dialogue by asking questions.

• Tell stories. Stories are a great way to connect the learner to the meaning

of the information. Share your experiences or ask the learners to share

stories that relate to the content.

• Align your words with your actions. Make sure that you model what you

are sharing. The learner pays attention to any differences between what

you say and what you do.

• Use the simplest language you can use. Explain content using the most

basic level of words possible. Avoid using slang or technical language,

unless you have previously defined the words for the group.

• Speak clearly and vary your rate of speaking. You can use your rate of

speech to emphasize key points and important information. Slow down to

emphasize that the learner should pay particular attention. Speed up to

shift the energy and wake up a group that is sluggish.

• Avoid “filler” words. The “ums” and “ok’s” can become very distracting

when used repeatedly. Pay attention to any words you use to “fill” in

between sentences.

• Ask questions to keep the learner engaged. Pose questions that keep the

learner thinking. For example:

-How might we use this to…?

-What do you think would work here?

-What concerns do you have…?

-What do you believe are the most critical things to remember about this?

practice | energizing phrases

GROUP ACTIVITY:

Ask the Interns to complete the exercise found on page 15. The more

“energizing” phrases are underlined here for your reference.

While words represent a smaller impact on overall impression, they can

greatly impact the level of energy generated. There are certain words that

generate more positive energy than others. Look at the two columns of

words below. In each pair, choose the word or phrase that you believe has

the greater energy.

perform

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inform

image

attend

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extend

practice

“The most basic and powerful

way to connect to another

person is to listen. Just listen.

Perhaps, the most important

thing we ever give each other

is our attention.”

–Rachel Naomi Remen



“She will do it” “Sandra will do it” DEBRIEF: Our first name is the most persuasive and powerful word for each of us.

I choose to I have toDEBRIEF: “Choose” is word that indicates accountability and personal power.

challenge problemDEBRIEF: “Challenge” is a powerful word that implies an opportunity to “rise to the occasion.”

customer guestDEBRIEF: “Guest” implies that the individual is welcomed into our “home.”

reserve bookDEBRIEF: Like the word “guest,” “reserve” implies a higher level of service.

“I want you to” “Will you”DEBRIEF: By asking, we model respect for our students.

“I” “we”DEBRIEF: “We” builds the sense of belonging and community in the classroom.

“What if you try.” “Here’s what you should do.” DEBRIEF: Rather than “telling,” here the communicator suggests an option. This phrase acknowledges the other person with an opportunity to choose.

“That’s a good idea, but...” “That’s a good idea and…”DEBRIEF: The word “but” always negates what comes before it. If you compliment someone and then continue with “but,” you negate the compliment.

“That’s an interesting question, “I don’t understand what you’re asking tell me more about.” me.”DEBRIEF: This phrase encourages the learner to continue to explore their thoughts.

“I just explained that…” “ I must not have been clear, let me try again…”

DEBRIEF: Here the communicator takes responsibility for their communication by beginning with, “I must not have been clear …”

“Do you understand what I “Was I clear enough in my directions?” just said?”

DEBRIEF: The phrase on the right allows learners to ask for more information

without feeling uncomfortable.



practice | energizing language

QUESTION:

What are some other “feel-good” phrases or language you have observed

that generates positive energy?

FACILITATOR NOTE:

Ask the Interns to pay particular attention to the impact language has on

the learner. As they are observing classroom and clinic teaching, ask the

Interns to make notes of any particularly empowering phrases or language

they observe educators using.

extend | engaging presentations

FACILITATOR NOTE:

Now you will assign two presentations: an opening (Quadrant One) and

a lecture (Quadrant two-left). Refer to page 16 of the Learning Journal.

Assessment forms are included for this assignment on pages 18-21 of

the Learning Journal (facilitator copies, pages 24-28 of this lesson plan).

Review the assessment forms before the Intern begins working on the

assignment. Emphasize the importance of sharing grading criteria with

students before student work begins.

The Grading Criteria is based on categories of performance. Each category

is worth up to four points.

FACILITATOR SCRIPT:

(Refer to page 17 of the Learning Journal.) The ability to make the

distinction between the levels of quality of work is essential to the learning

process. What is the difference between an average haircut and an

excellent haircut? As a teacher, your job is to share with your students the

qualities that set apart the excellent from the average.

It is important to share the criteria that contributes to excellence in any

type of work. Ideally, students should know how they will be assessed

before they begin the process of doing the work. Here you will see a matrix



that illustrates the criteria that will be used to assess your presentation

assignments. Use this matrix to prepare and practice your presentation.

LEARNING JOURNAL:

Refer to page 16.

WRITTEN TASK:

Assignment #1: OpeningDevelop a dynamic (Quadrant One) opener, using one of the following concepts:

• Power

• Change

• Opportunity

• Value

• Synergy

• Commitment

Be prepared to facilitate your opening segment in a 5-10 minute presentation.

FACILITATOR NOTE:

If the Intern has not experienced the 4MAT™ module, you should share

several examples of great Quadrant One openers. The key criteria to share

includes:

• Focuses on what the learner already knows about the concept.

• Engages the learner to think and talk about their own experiences.

• Prepares the learner to receive new information by engaging them in the

bigger concept.

WRITTEN TASK:

Assignment #2: LectureUsing the source list provided by your facilitator, create a 15-minute

(Quadrant Two Left-Inform) lecture that is focused on engaging the learner in

the content being shared.

FACILITATOR NOTE:

See pages 24-28 for Powerful Openings Assignment and Powerful Lectures

Assignment and Grading Criteria.



refine | educator interns refine their presentations

FACILITATOR NOTES:

Ideally, the presentations for assignment #1 and #2 should be videotaped.

For the Refine portion of the lesson, ask the Intern to take the videotape and

assess their own presentation, using the assessment criteria that is provid-

ed. You should also refine the assignment using the assessment criteria pro-

vided. Schedule a time to compare your assessment with the Intern’s assess-

ment. If you are not able to videotape the presentation, then you should

meet with the Intern to review the feedback from the presentation.

perform | presentation to student body and/or faculty

FACILITATOR NOTE:

Set up the following assignment to be due, after completion of all

Presentation modules and the 4MAT™ modules.

Design and deliver a complete presentation using the skills you have

learned, including the 4MAT™ design framework.

Source: Parts of the content in this module are derived from the written works of Jeanine O’Neill-Blackwell. Copyright permission is granted for inclusion in this work.





CATEGORY 4 3 2 1

Preparedness Educator Intern is com-pletely prepared.

Educator Intern is pretty prepared, but would have benefited from more preparation.

Educator Intern is somewhat prepared, but it is clear that practice was lacking.

Educator Intern does not seem at all prepared to present.

Image Business attire, very pro-fessional look.

Casual business attire. Casual business attire, but wore sneakers or seemed somewhat wrinkled.

General attire not appropriate for audience (jeans, t-shirt, shorts).

Energizing Body Language

Facial expressions and body language generate a strong interest and enthusiasm about the topic in others.

Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others.

Facial expressions and body language are used to try to generate enthusiasm, but lack authenticity or consistency.

Very little use of facial expressions or body language. Did not generate much interest in presentation topic.

Words— Speak Clearly

Speaks clearly and distinctly all the time (95-100%) and doesn’t mispronounce words.

Speaks clearly and distinctly all the time (95-100%), but could choose more powerful words. May have mispronounced a word or used words the Intern may not understand.

Speaks clearly and distinctly most of the time (85-94%). Needs to focus on emphasizing key words. Mispronounces no more than one word.

Often mumbles or can not be understood OR mispronounces more than one word.

Connection to Audience

Used a strong concept that all participants related to. Weaved the concept throughout the opening presentation.

Began with a strong concept.

Utilizes an icebreaker that audience enjoyed, but did not relate to the content.

Did not relate the content to the audience.

Language Uses powerful language appropriate for the audience. Addresses Interns by name and engages them through word choice.

Uses vocabulary appropriate for the audience. Language is engaging.

Uses vocabulary appropriate for the audience.

Language may include some words that are negative or de-motivating to the Intern.

Posture and Eye Contact

Stands up straight, looks relaxed and confident. Uses body movement to emphasize key points. Establishes eye contact with everyone in the room during the presentation.

Stands up straight and establishes eye contact with everyone in the room during the presentation.

Sometimes stands up straight and establishes eye contact. May have some distracting body language.

Slouches and/or does not look at people during the presentation.

Powerful Openings Assignment Grading Criteria



CATEGORY 4 3 2 1

Props Educator Intern uses several visual aids that show considerable work/ creativity and makes the presentation better.

Educator Intern uses one prop that shows considerable work/ creativity and makes the presentation better.

Educator Intern uses one prop that makes the presentation better.

Educator Intern uses no props OR the props chosen detract from the presentation.

Volume Volume is loud enough to be heard by all audience members throughout the presentation.

Volume is loud enough to be heard by all audience members at least 90% of the time.


Volume often too soft to be heard by all audience members.

Listens to Other Listens intently. Gives affirmation to the Intern that they are heard. Makes sure that all other Interns have heard the comments of other Interns.

Listens intently but does not always include the entire group of Interns in the comments of individual Interns.

Sometimes does not appear to be listening.

Sometimes does not appear to be listening and has distracting noises or movements.

Points

Subtotal ______________ ______________ ______________ ______________

(# Items Circled (# Items Circled (# Items Circled (# Items Circled

in this column) in this column) in this column) in this column)

x 4 points x 3 points x 2 points x 1 points

______________ ______________ ______________ ______________

Total Score ______________/40

(add previous row)

Note: to convert to 100-pt scale, divide total score by 40.



CATEGORY 4 3 2 1

Preparedness Educator Intern is completely prepared.

Educator Intern is pretty prepared but would have benefited from more preparation.

The student is somewhat prepared, but it is clear that rehearsal was lacking.

Student does not seem at all prepared to present.

Image Business attire, very professional look.

Casual business attire. Casual business attire, but wore sneakers or seemed somewhat wrinkled.

General attire not appropriate for audience (jeans, t-shirt, etc.).

Enthusiasm Facial expressions and body language generate a strong interest and enthusiasm about the topic in others.

Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others.

Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked.

Very little use of facial expressions or body language. Did not generate much interest in topic being presented.

Speaks Clearly Speaks clearly and distinctly all (95-100%) the time, and mispronounces no words.

Speaks clearly and distinctly all (95-100%) the time, but mispro-nounces one word.

Speaks clearly and distinctly most (85-94%) of the time. Mispronounces no more than one word.

Often mumbles or can not be understood OR mispronounces more than one word.

Connection to Audience

Used a strong concept that all participants related to. Weaved the concept throughout the lecture.

Began with a strong concept, but did not weave it throughout the lecture.

Utilizes an icebreaker that audience enjoyed, but did not relate to the content.

Did not relate the content to the audience.

Language Uses powerful language appropriate for the audience. Addresses Interns by name and engages them through word choice.

Uses vocabulary appropriate for the audience. Language is engaging.

Uses vocabulary appropriate for the audience.

Language may include some words that are negative or de-motivating to the Intern.

Creative Delivery Educator Intern creatively delivers lecture through various means. Interns seem unaware that lecture is actually being facilitated.

Educator Intern uses various means of creatively delivering the content.

In addition to standing and delivering information, the educator uses at least one other means of delivery.

Educator Intern stands and reads or delivers information.

Powerful Lecture Assignment Grading Criteria



CATEGORY 4 3 2 1

Posture and Eye Contact

Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation.

Stands up straight and establishes eye contact with everyone in the room during the presentation.

Sometimes stands up straight and establishes eye contact. May have some distracting body language.

Slouches and/or does not look at people during the presentation.

Props Educator Intern uses several props that show considerable work/ creativity and which make the presentation better.

Educator Intern uses 1 prop that shows considerable work/ creativity and which makes the presentation better.

Educator Intern uses 1 prop which makes the presentation better.

Educator Intern uses no props OR the props chosen detract from the presentation.

Volume Volume is loud enough to be heard by all audience members throughout the presentation.



Volume often too soft to be heard by all audience members.

Listens to Others Listens intently. Does not make distracting noises or movements.

Listens intently but has one distracting noise or movement.

Sometimes does not appear to be listening but is not distracting.

Sometimes does not appear to be listening and has distracting noises or movements.

Points

Subtotal ______________ ______________ ______________ ______________

(# Items Circled (# Items Circled (# Items Circled (# Items Circled

in this column) in this column) in this column) in this column)

x 4 points x 3 points x 2 points x 1 points

Subtotal ______________ ______________ ______________ ______________

Total Score ______________/40

(calculate by adding subtotal from all four columns)

Note: to convert to 100-pt scale, divide total score by 40.



to do listFacilitator:• Read Presenting with Pizzazz, by Sharon Bowman.

Educator Intern:• Read the book, Presenting with Pizzazz, by Sharon Bowman.

• Using a flip chart, prepare a visual that highlights the key points of the

book, prior to the book study session.



overview In this session, you will experience training tips and techniques that will

add “pizzazz” to your classes. You will leave this session with ideas for

immediately enhancing your classes.

concept: resonate

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4 What Resonated

WIth You?

Share Your

Insights

Presenting with

Pizzazz

Reflections

Refine Your

Design

Your Lesson

Plan

Tips in Action

resonate

Lesson #2: Book Study: Presenting with Pizzazz by Sharon Bowman

Carousel Review



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practice Lesson #2: Book Study: Presenting with Pizzazz by Sharon Bowman

connect | what resonated with you?

Resonate-v. the act of evoking a response.

Every dynamic educator wants to create learning experiences that evoke

powerful responses in the learner.

QUESTION:

• As you read Presenting with Pizzazz, what information truly resonated

with you? What evoked a response from you?

attend | share your insights

SHARE:

Have each Intern share the significant insights gained from the book.

image | carousel review: share your visual

GROUP ACTIVITY:

Carousel Review Technique• There will be two groups. The two groups will form two circles, one inside

the other. After forming two groups, the inside circle should turn and face

the outside circle.



Steps for the activity:

1. The Interns in the outer circle will begin the activity.

2. The team member on the outer circle will be given one minute to share

relevant information outlined in their flip chart.

3. The inside circle will then have one minute to share their artwork and

what they thought was most relevant.

4. Next, the outer circle will move until each person is positioned in front of

a new partner.

5. Continue until the initial partners are back together again.

FACILITATOR NOTE:

As this activity progresses, you may find each team needs less time to share.

You may need to speed up the sharing time, as you progress. When the group

is finished with sharing, ask that each Intern tape their flip chart to the wall.

Ask the Interns to take a “stroll” around the wall to view the flip charts again.

If you are working with one Intern, this workshop can also be shared with

students. It is an ideal session to prepare students for presenting group

projects. With students, you may also want to focus on how the tips apply to

“presenting” one’s self to a guest.

inform | presenting with pizzazz

FACILITATOR NOTES:

Learners will have time to share their thoughts about the statement. You

should also add what you feel is pertinent to the discussion. Continue

through all 10 points, allowing 3-4 minutes for each point.

Tip #1: Never talk longer than the average age of the group.

Tip #2: The person doing the most talking is doing the most learning.

Tip #3: Tell it with stories.

Tip #4: Balance active and passive ways of learning.

Tip #5: Walk your talk.

Tip #6: Active bodies equal active brains.

Tip #7: The process is as important as the product.

Tip #8: You master what you teach.

Tip #9: Be the “Guide-on-the-side” not the “Sage-on-the-Stage.”

Tip #10: You teach what you most need to learn.

Source: Bowman, Sharon, Presenting with Pizzazz (1997).



practice | tips in action

QUESTION:

How many of the training tips can you identify being put to use in today’s

lesson?

Tip #1: Never talk longer than the average age of the group.

Debrief: “During the lecture, how much talking did I do? How much

talking did you do?”

Tip #2: The person doing the most talking is doing the most learning.

Debrief: Pair sharing during the carousel review encouraged you to

play the role of “educator.”

Tip #3: Tell it with stories.

Debrief: Be prepared to highlight any personal examples you shared in

the lesson.

Tip #4: Balance active and passive ways of learning.

Debrief: What forms of active learning did you observe? What forms of

passive learning?

Tip #5: Walk your talk.

Example debrief: “Hopefully, I am walking my talk?”

Tip #6: Active bodies equal active brains.

Debrief: The carousel review and gallery strolls are examples of

physical learning.

Tip #7: The process is as important as the product.

Debrief: There was intentional focus on making this a pleasant learning

environment. What did you notice that added to your comfort?

Tip #8: You master what you teach.

Debrief: One of the best ways to learn anything is by preparing to teach

it to someone else. Where did you notice that you were “teaching?”

Tip #9: Be the “Guide-on-the-side” not the “Sage-on-the-Stage.”

Debrief: How much “center-stage” time did I occupy?

Tip #10: You teach what you most need to learn.

Debrief: Once again, one of the best ways to learn anything is by

preparing to teach it.



extend | your lesson plan

FACILITATOR SCRIPT:

You have just experienced how easy it is to implement these ideas. Now,

take a lesson that you are developing and apply these techniques. Be

prepared to share your written lesson plan and explain the application of

these ideas.

refine | refine your design

FACILITATOR SCRIPT:

Your facilitator will schedule a time for you to deliver a complete training

design to your campus faculty and/or students. Make sure to incorporate

everything you have learned about adding “pizzazz” to your presentation.

FACILITATOR DEBRIEF:

• How comfortable did you feel presenting this way?

• What worked? What didn’t work?

• What could you change in order to make it work next time?

Answering these questions, after each time you teach, is one of the best

ways to improve your teaching ability.

perform | reflections

FACILITATOR SCRIPT:

As you are progressing through your Educator Intern training, reflect on the

learning experiences you observe and pay particular attention to what truly

resonates with the Interns. Some thoughts for reflection:



QUESTIONS:

• What are some creative ways you can deliver lecture without doing

all the talking?

• What is your story? Keeping a journal filled with short little notes on funny

experiences or interesting insights is a great way of building your “story

inventory.” Are you making notes on interesting observations?

• Are you making time to reflect on your own thinking? Great teachers

are great learners—take time to identify what really works in a learning

environment.

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to do listFacilitator:• Provide images for the activity in Image (2R). You can use Visual Explorer

or magazine images.

Educator Intern:• Identify and focus on developing 2-3 techniques to enhance your

facilitation skill.



overview In this module, you will explore four skills needed to effectively facilitate

learning experiences: questioning, responding, observing and summarizing

skills.

concept: growth

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4A Growth Experience

Commonalitites

Questioning Skills

Responding Skills

Observing Skills

Summarizing

Skills

Learning Journal

Critique

Questioning

Skills

Facilitating

Dialogue

Working Through a

Disagreement

Responding

Reading Non-Verbal

Cues

growth

Lesson #3: Role of the Facilitator

What Does

Facilitating

Growth Look

Like?



Lesson #3: Role of the Facilitator

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grOWTH

facilitation

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connect | a growth experience

GROUP ACTIVITY:

In small groups, “talk story” an event in your past life that was a real growth

experience for you. Was there someone that played a role in facilitating

this growth? What were some of the thing this person did that facilitated an

opportunity for you to grow? Was there a certain way of being that this person

exhibited that supported your growth?

attend | commonalitites

In your small group, designate someone to record the commonalities in the

individual stories. Prepare to share these commonalities with the larger group.

FACILITATOR NOTES:

Some of the qualities and behaviors that effective facilitators demonstrate are:

• Ability to encourage someone to reflect on their own thinking and behavior.

• To encourage looking at problems and challenges from different

viewpoints.

• Encouraging and supportive.

• Believes in the ability of the other person.

• Asks questions.

• Listens intently.

• Can remain neutral, when needed.

image | what does facilitating growth look like?

Facilitate-v. to make easier: to help bring about.

GROUP ACTIVITY:

Using the images provided, choose one that best depicts how you see the

process of facilitating growth.



FACILITATOR NOTE:

Ideally, you can use the Visual Explorer images for this exercise. If this is not

available, choose images from magazines. Have all of the images displayed

on a table. Ask the Interns to review the images and choose one that best

illustrates how they see the process of facilitating growth.

inform | role of the facilitator

FACILITATOR SCRIPT:

There are three primary roles that an educator plays in the learning environment:

• The Presenter Role–the role of sharing content through lecture and visual aids.

• The Facilitator Role–the role of encouraging the process of learning

through dialogue and coaching.

• The Coordinator Role–the role of structuring the learning environment and

learning experiences.

The Facilitator role focuses on:• Keeping the learner involved.

• Helping the learner work out their own solutions.

• Focusing the learner’s attention on their own thought process.

• Asking questions that stimulate the learning process.

The skills needed to facilitate effectively:

• Questioning skills.

• Responding skills.

• Observing skills.

• Summarizing skills.

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An Effective Facilitator:Keeps People Involved Helps Participants Work

Out Their Own SolutionsStays Neutral

• By encouraging learner participation.

• By getting learners to talk with one

another.

• By encouraging active learning, rather

than passive learning.

• By getting everyone to contribute their

ideas and expertise.

• By encouraging learners to share their

opinions and ideas.

• By helping learners to develop

alternatives.

• By getting groups to work

cooperatively.

• By asking questions.

• By responding in neutral ways.

• By minimizing their opinion.

• By summarizing for the learners.



FACILITATOR NOTE:

In this part of the wheel, the lecture is divided into four parts: questioning

skills, responding skills, observing skills and summarizing skills. You will

lecture (2L) on each part and then swing to Practice (3L). You will then

swing back to 2L for the next segment of lecture. Once you complete all

four parts of the Inform and Practice, then you will proceed to Extend (3R).

questioning TechniquesPhrasing questions

There are two elements of questioning that we will explore: phrasing and

focusing. Mastering the way you phrase questions will enable you to

effectively lead learning discussions.

There are two basic ways to phrase a question. The way you ask a question

will determine how much information you will receive in return.

1) Controlling questions

• A controlling question is designed to move the learner to a particular

conclusion. It is often referred to as a “leading question.”

Example:“Do we all agree that an effective consultation is essential to

conducting the best service possible?”

• The controlling question is effective at:

- gaining a sense of whether learners are grasping the content

- gaining consensus

- keeping the learner involved

questioning Skills Responding Skills Observing Skills Summarizing Skills• Phrasing

Discovery-Open

Controlling-Closed

• Focus

Direct —

Ask a specific person

Overhead—

Pose to the group

• Opinion Response

• Understanding Response

• Questioning

Return

Relay

• Reading

Non-Verbal Cues

• Recap Progress

• Acknowledge

Contributions

• Confirm the Main Points

• Restate Decisions and

Agreements

• Condense Lengthy

Discussion



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practice2) Discovery questions

• This question is phrased to elicit a range of responses. It gives the learner

an opportunity to share their own experiences and knowledge.

Example: “Who has an example of an experience of a service provider

really caring about uncovering what your needs are?”

• The discovery question is designed to discover what experiences or

knowledge the learner has to share. The discovery format is effective at:

- creating opportunities for learners to share their knowledge

- engaging learners in dialogue

- keeping the learner involved

- engaging learners that are losing interest

- getting a sense of where learners are in the learning process

Focusing questions

There are two ways that we focus questions to a group of learners: direct or

overhead.

• In the direct questioning technique, we ask an individual learner for a

response. With the overhead questioning technique, we pose the

question to the entire group.

• Direct questions are effective at:

- determining if an individual learner is understanding

- encouraging learners to pay attention

- engaging a learner that is losing interest

Example: “Shelley, what are your thoughts on this?”

• Overhead questions are effective at:

- creating dialogue between all of the learners

- exploring topics in group format

- allowing opportunities for learners who are comfortable responding to

participate

Example: “Who would like to share their thoughts on this concept?”

practice | working through a disagreement

QUESTION:

Imagine you were observing an argument between two of your closest

co-workers. They have come to you to help them resolve their disagreement.

What questions would you ask to help resolve the conflict?



FACILITATOR NOTES:

An effective question for this situation would focus on encouraging the

coworkers to reflect on their thinking in order to discover their own solutions.

• “What do you believe is the underlying issue here?”

• “What is working about this situation?”

• “What is one thing that your co-worker might do that would make this

situation better?”

• “What is one thing you might do that would make this situation better?”

QUESTION:

What questions do you think would be ineffective at resolving the conflict?

FACILITATOR NOTES:

Questions that convey or encourage judgment or superiority would

discourage the co-workers from truly sharing:

• “What do you think your co-worker is doing wrong?”

• “Why does everyone else get along, but you two?”

An effective facilitator leads the learning process by having participants be

the source of the information. All learners have knowledge to contribute.

By drawing upon each individual’s unique experience and knowledge, a

rich learning experience is created. The goal of facilitative questioning is to

encourage learner collaboration and contribution.

SWING TO INFORM

inform | responding techniques

Effective questioning enhances the learning experience. Effective questions

allow the teacher to gauge where the learner is, both on an understanding

and interest level. The way an educator responds to questions is equally as

important as the questions that are asked.

The way that you respond to questions will determine:

• What behaviors are encouraged.

• Whether dialogue is encouraged.

• Whether learners feel acknowledged.

• The learning culture of the classroom.



Responding to Statements:

1. Opinion response–the message is that you heard what was said, you

either approve or disapprove, agree or disagree.

Example: “I agree with you. You are absolutely right.”

2. Understanding response–the message is that you heard, understood

and appreciate the contribution.

Example: “Thank you, Marty. I appreciate you sharing that.”

3. questioning response–the message is that you want or need more

information.

There are two approaches to the questioning response: Return or Relay.

In the Return approach, you return back to the learner and ask for further

information:

Return example: “Tell me more about what you are thinking. What

brings you to this conclusion?” Or the learner asks you a question and you

respond with “Jill, what do you think the difference might be?”

In the Relay approach, you relay the question to the larger group:

Relay example: “Marty, that’s a good start. Is there anyone else that

wants to add to this?”

Other examples of responses to questions

Correct Answer:

• When the answer is correct, the educator should validate the correct

response.

“Yes. Absolutely, correct.”

Incorrect Answer

• When the answer is incorrect, the educator should acknowledge the

attempt and redirect the response:

“Nice try. Let’s think this through some more.” or, “Close. What else

might you do here?”

Neutral response to encourage further dialogue:

• At times, the educator’s intent is to elicit different opinions. In this

situation, it is important to acknowledge answers without indicating

agreement or disagreement.

“That’s an interesting thought. Does anyone else have a different take

on this?”

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Response to partial answer:

Sometimes a learner will respond with part of the answer. In this situation,

the educator should acknowledge the contribution and encourage further

thinking:

“That is correct. Is there anyone else that would like to add to this?”

practice | responding

WRITTEN TASK:

Choose one of the following statements and write three different responses

to the same statement:

Statement 1: “I don’t understand what you are saying!”

Statement 2: “This material is way too hard for me!”

Statement 3: “I disagree. I think if you don’t present the information, the

learner isn’t learning.”

Opinion response:

FACILITATOR NOTES:

Examples might be:

Understanding response:

Question response:

SWING TO INFORM

inform | observing non-verbal feedback

During classes, learners send messages to the educator all the time through their facial expressions, body position, posture and responsiveness. The traditional educator approach is to just deliver the information—an information dump!

Learner-centered educators are keenly aware of the learner’s responsiveness and adjust their approach, based on the non-verbal feedback they receive. The learner’s non-verbal feedback can indicate when a break is needed, when learners are confused, bored or excited. Some non-verbal messages tell you to continue, while others tell you to switch gears or to take some action.



practice | reading non-verbal cues

Paying attention to non-verbal feedback gives the educator information

on where the learner is in the learning process. Below, are a list of some

non-verbal cues a learner might send in the classroom.

GROUP ACTIVITY:

In your group, come up with at least two different interpretations of what

each cue might mean:

• Shaking head in what appears to be disagreement.

• Tapping a pencil.

• Doodling.

• Sending notes to a friend.

• Frowning.

• Rubbing their brow.

• Fidgeting.

After defining two interpretations for each cue, go back and choose three

cues. For each of the three cues, write a question you might ask or an

action you might take, based on this cue.


inform | summarizing technique

A summary is a concise, condensed review of an event, meeting, discus-

sion or learning experience. Summarizing is a useful technique to use to

refocus a discussion or lesson, and should be the last thing you do before

moving on to a new topic or ending a session.

1. Recap progress.

2. Acknowledge contributions.

3. Confirm main points.

4. Restate decisions made.

5. Condense lengthy discussions.

QUESTION:

What are some ways you might summarize throughout a learning experience?



practice | summarizing

Using questions Throughout the Learning Cycle

Think about a class that you have observed or, perhaps, taught. Design a

question you might ask for each of the following parts of the learning

experience:

• The Opening (quadrant One)–here you want to connect the learner to the

experience and create an opportunity for them to share their experiences

with the concept being taught. What question(s) could you ask to get the

learner engaged?

• The Lecture (quadrant Two)–here you are sharing the content that is

essential to know; your focus is on engaging the learner in the content.

What questions could you ask that would allow learners to contribute

what they already know to the lecture?

• The Practice (quadrant Three)–here the learner is practicing using the

information you have shared; your focus is on making sure the learner is

practicing with correct information and technique. What questions could

you use to redirect a learner that was not following directions?

• The Performance (quadrant Four)–here the learner is demonstrating what

they have learned; your focus is on supporting the learner in identifying,

for themselves, any areas where they might improve. What question

could you ask that would acknowledge performance and encourage

further improvement?



extend | facilitating dialogue

DISCUSS:

Choose a topic to facilitate a brief discussion with your table group. Each

group member will have an opportunity to facilitate. As a facilitator, you

are tasked with creating dialogue on the topic by using as many questions,

as possible. To further challenge yourself, see how many of the following

types of questions you can include in your questioning.

• Controlling–a question designed to redirect the conversation back to the

topic at hand

• Discovery–questions designed to get the learner to share their own

experiences

• Direct–a question targeted to an individual

• Overhead–questions posed to the larger group

When you are not facilitating, your task is to pay attention to the types of

questions and responses given by the facilitator. Pay particular attention

to:

• Opinion responses–the facilitator validates an opinion of a participant

• Understanding response–the facilitator acknowledges understanding of

what has been shared

• questioning response–the facilitator responds to a learner by asking

another question

FACILITATOR NOTES:

You may choose to assign topics for discussion. Sample questions to initi-

ate the discussion might include:

• How does an educator contribute to student behavior?

• What is more important to an educator role: technical skill or ability to

inspire students?



refine | critique questioning skills

SHARE:

• What questions worked particularly well?

• Was there any questions or responses that seem to dull the energy of the

dialogue?

• What type of questions were you most comfortable using?

perform | learning journal

Refer to page 45 of the Learning Journal.

WRITTEN TASK:

Review the Facilitator skills shared in this module. Reflect on what skills

come naturally and what skills you would like to further develop. Make a

commitment to focus on two or three specific techniques you will use.

My feelings of confidence now that I have completed this module are…

I could use extra help in…



to do listFacilitator:• Make sure that the Intern has an opportunity to observe the coordination

of learning activities in the classroom, prior to this module.

• Schedule a time for the Intern to coordinate an activity at a staff meeting.

Educator Intern:• Design and coordinate an activity for your team.



overview This module explores six steps to effective coordination of activities in the

classroom.

concept: direction

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4Can You Give Directions?

Getting Lost

Six Steps to

Effective Coordination

Coordinate an Activity

Refine Your

Activity Plan

Create an

Activity Plan

Effective Coordination

direction

Lesson #4: Role of the Coordinator

Lost Metaphor



Lesson #4: Role of the Coordinator

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DIrECTIOn

coordinating

teaching



connect | can you give me directions?

QUESTION:

Have you ever tried to give direction to someone and noticed what you said

wasn’t what the listener interpreted? Have you ever received directions that

were confusing?

attend | effective direction

QUESTION:

What was one of your most humorous or interesting cases of getting lost?

What makes a set of directions effective?

FACILITATOR NOTES:

When effective directions are given the receiver is clear and the receiver

arrives at the desired destination with ease.

image | lost metaphor

DISCUSS:

Complete the following statement:

In the classroom, giving direction is a lot like _______________________.



inform | the coordinator role

FACILITATOR NOTE:

Review the following text from pages 48-49 in the Learning Journal:

Giving direction is one of the key skills in coordinating effective learning

activities. Practicing the skills needed to coordinate activities will help you

to make the interactive portions of your lessons more effective, focused and

time-efficient.

The Coordinator role involves focusing on six steps:

1. Setting up the Activity

2. Assigning Participants to Groups

3. Providing Directions and Instructions

4. Monitoring Progress

5. Structuring the Reporting Process

6. Debriefing and Summarizing Reports

Step 1: Setting Up the Activity• Create the activity.

• Introduce the activity by sharing with the learner how he/she will benefit

from the activity.

• Describe the methods learners will use during the activity.

• Outline your expectations and explain how you would like the learners to

report their results.

• Explain all the materials needed for the activity.

Step 2: Assigning Participants to Groups• Start by counting the total amount of participants.

• Decide how many groups are needed and the size.

• Divide the number of groups needed into the total number of participants.

• Choose a theme, or method to divide participants, that will achieve the

number of groups or group size needed.

Step 3: Provide Clear Instruction• Write your instructions out and practice saying them.

• Include: role of each person, time frame allowed and the feedback you

expect from the group.

• Decide how you will deliver instructions–all at once or in segments.



Step 4: Monitoring ActivityTo monitor effective activities, do the following:DO:

• Clarify ground rules, goals and instructions to get and keep people on

track.

• Go immediately to groups who ask for help.

• Watch the time and periodically remind people how much time is left.

• Keep the activity moving on time.

• Check with early finishers.

• Encourage unfinished groups to finish. For instance, give them a count-

down.

• Take notes of any interesting insights on the group’s work process. This

is valuable to the content of the debrief.DON’T

• Overrun the group. Make an appearance to give assistance, then move

on. Once on track, leave the group alone.

• Take a break after assigning a task. Stay in the room and show your

interest and accessibility. Learners will model the educator’s behavior.

Step 5: Structuring the Reporting ProcessWhen groups are complete, have the group reporters stand or come to the

front of the room.

• As the learners are reporting, make notes of contributions and comment

on them.

• Facilitate a discussion by asking questions to individual groups or the

larger group.

• Keep the group focused and moving along.

Step 6: Debriefing and Summarizing Reports • Listen carefully to each report.

• Thank people for participating.

• Engage groups that are listening by asking for feedback.

• Summarize any key ideas and main points that contribute to the lesson.



practice | effective coordination

FACILITATOR NOTE:

Ideally, the Intern should have the opportunity to observe other educators

before this experience. Be prepared to share a learning activity you have

used or observed that models this six-step process.

SHARE:

• Think of a learning activity you have experienced, either as a participant or

by observing other educators.

• Using the six-step guidelines on the previous page, share what you

observed about each step in the process.

Step 1: Setting Up the Activity

Step 2: Assigning Participants

Step 3: Providing Clear Instruction

Step 4: Monitoring Activity

Step 5: Structuring the Reporting Process

Step 6: Debriefing and Summarizing

extend | create an activity plan

FACILITATOR NOTE:

Here you want the Intern to completely think through the coordination of a

learning activity. Ask the Intern to script out directions and questions they

plan to use in the coordination of the activity.

WRITTEN TASK:

Think of an activity you have experienced or, perhaps, facilitated in a learning

experience. Complete the following six steps for the activity you choose:

Step 1: Setting Up the Activity

Step 2: Assigning Participants

Step 3: Providing Clear Instruction

Step 4: Monitoring Activity

Step 5: Structuring the Reporting Process

Step 6: Debriefing and Summarizing



Be prepared to share your six-step activity coordination plan with your

facilitator and group.

FACILITATOR DEBRIEF NOTES:

Go back to the concept of “direction.” Based on what the Intern has

prepared, will the Intern arrive at the desired destination with ease? Are

there any parts of the process that seem confusing? Pay particular attention

to the debrief. Does the debrief contribute to the learning process or does

the activity just seem like a fun activity with no learning value?

refine | refine your plan

QUESTION:

• What changes would you make to your plan?

• Are there any parts of the six-step coordination process that you feel you

will need to focus particular attention on?

perform | prepare and coordinate an activity

Develop an activity to be shared with your team. You and your facilitator

will agree upon the time allowed and the subject matter.

FACILITATOR NOTE:

Create an opportunity for the Intern to coordinate an activity at a team

meeting. You may ask the Intern to create a stand-alone activity such as a

wellness-focused segment or a teambuilding segment. Or, you may partner

with the Intern and ask them to coordinate a particular activity within a

lesson plan that you or another educator plans to deliver.

Ideally, you should videotape the coordination of the activity. Reviewing

the tape with the Intern will create an opportunity to further refine coordi-

nation skills.



to do listEducator Intern:• Pay attention to educator behaviors that impact learner safety.

Make notes in your Learning Journal.



overview In this module, you will explore some of the key factors that contribute to

creating a safe learning environment.

concept: safety

perform

refine

inform

image

attend

connect

extend

practice

1

23

4Fear of Learning

Commonalities

Four Elements of

Learner Safety

Reflection and

Learning Journal

Refine Your

Design

Safety in Your

Classroom

Safety Strategies

safety

Lesson #5: The Safety Net

What Does Fear

Look Like?



Lesson #5: The Safety Net

connect | fear of learning

QUESTION:

Have you ever experienced fear in a learning situation? What created the

fear?

attend | commonalities

SHARE:

Share with your group. Were there any commonalities in what created the

fear?

FACILITATOR NOTES:

Using a flip chart, write down key elements that contributed to fear being

present. Acknowledge commonalities in the examples.

image | what does fear look like?

QUESTION:

If you could see fear in a classroom, it would look like _________________?

FACILITATOR NOTES:

Some examples that you might see in this exercise are fear being represented

as “choking” learning, or fear being a “cloud” that prevents the learner from

seeing the content. Ask the participants to share their visual and describe

what the visual represents.

perform

refine

inform

image

attend

connect

extend

practice



inform | four elements of learner safety

FACILITATOR NOTES:

Review the content on fear and learning found on page 54 of the Learning

Journal.

GROUP ACTIVITY:

You may choose to break the Interns into groups and have each group read

the content describing one of the fear factors: physical, intellectual, social

and emotional safety.

You can combine 2L (Inform) and 3L (Practice) here by asking each group

to read through their section and identify some of the ways they have

observed this fear factor being addressed effectively in the learning

environment. Have each group prepare a 3-5 minute review of their

content and observations.

You can introduce the acronym “PIES” to help the Intern(s) remember the

four factors: Physical, Intellectual, Emotional and Safety.

DEBRIEF:

Tie back to the initial dialogue around fear in the learning environment

that you facilitated in Quadrant One. Ask the group, “Think back to your

experience of fear in the learning environment that you shared. How did

your fear relate to these four factors?” Have each Intern notice what factors

contributed to the fear they experienced or observed.

practice | safety strategies

QUESTION:

What other strategies have you seen work effectively to create a safe

learning environment?

“The starting point for a

better world is the belief

that it is possible.”

–Norman Cousins



extend | safety in your classroom

DISCUSS:

Identify three strategies for each category that you will incorporate into

your classroom design:

• Physical Safety

• Emotional Safety

• Intellectual Safety

• Social Safety

FACILITATOR NOTE:

Here you are looking for the Intern to identify structure, systems and rituals

that will support a fear-free learning environment. For example:

Physical– “I will allow learners to choose their own seats.”

Intellectual– “I will always give students an example of ‘excellent’ work to

model, along with my grading criteria. This way they will know the criteria I

am using to evaluate their work.”

Emotional– “Once a week, I will do a ‘check-in’ and create an opportunity

for the students to share how they are feeling about their learning. This will

give me an opportunity to address concerns or fears, before they affect the

learning environment.”

Social– “I will include theme songs as part of our classroom environment.

Students can nominate music and the group can choose ‘their’ songs. I will

incorporate the music into my weekly rituals.”

refine | refine your design

SHARE:

Share your classroom design with the larger group. Refine your design,

based on the feedback you receive.



FACILITATOR NOTES:

As you debrief the designs, look to see that the systems or rituals truly

support learner safety. Encourage the Educator Interns to think about how

they can remind themselves to be consistent in the implementation of their

systems, structure and rituals.

perform | building a safe learning environment

LEARNING JOURNAL:

Refer to page 59.

• What additional support do you need to build a safe learning

environment?

FACILITATOR NOTES:

Ideally, you should continue to follow up with Interns on their observations

on learner safety. As the Intern progresses through the program, they will

have opportunities to observe both effective and ineffective approaches to

building learner safety and confidence.

Throughout the Educator Internship Program, pay attention to experiences

that build your sense of safety as a learner. Whether it be a certain way

an educator speaks or the way they interact, make a note in your Learning

Journal. Practice your new skills as you interact with students.

“Teaching is the greatest act

of optimism.”

–Colleen Wilcox



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Documents

Presentation & Facilitation Skills · lesson plan quick reference symbols: DVD EXAMINE/DEBRIEF FACILITATOR SCRIPT FACILITATOR NOTE ... asked to create a 15-minute 2L Inform presentation