facilitation based training in the higher ed sector

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Facilitation-based learning in Higher Education

Study Group T&L Conference, Sydney

Ali Syed Craig Bellamy

Monique Moloney

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• What is facilitated-based teaching and learning?

• How is it applied?• Planning activities in your classroom.

Outline

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The services we provide include:Facilitation objectives• Create enjoyable, positive learning environments• Create independent learners• Assist student retention and progression

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Cooperative learning settings

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Independent learner

Subject content

Study skills

Independent learners

Activity selection Cooperative group dynamics

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Student progression

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Types of facilitation activities • Activities to facilitate communication• Activities to facilitate content• Activities to facilitate study skill development

Communication

ContentSkills

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Activities to facilitate communication• Promote a positive learning environment• Engage and activate students• Establish lecturer and student rapport• Engage students in peer to peer interaction• Identify student strengths

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For example…Find someone who…

• Students complete a grid of facts by finding a classmate whose experiences match

Speed dating• Students communicate three pre-determined facts

about themselves in a fast-paced, high-engagement activity

Matching activity• Two related ideas (eg. concept and key word) are

placed on two differing coloured cards. Each student must find their matching partner.

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• Consolidate understanding of previously taught subject content through discussion

• Reinforce key concepts through task-based activities and application

• Identify areas for further teaching and learning

Activities to facilitate content

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Topic: Management TheoryTask: To construct a timeline of management theory streams, theories, theorists and dates.

Outcome: Students discussed and negotiated to reach consensus: classical approaches, while outdated and not as widely used today, were the roots of behavioural and modern theories.

For example

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Activities to facilitate study skills• Strategize the organisation and application of

knowledge• Promote critical thinking skills by breaking

down concepts into parts and reconstructing• Practice and transfer skills across subjects

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For example…Skill: Argument developmentTask: To map an argument based on a premise and a conclusion.Terms for discussion: valid/invalid

Outcome: Students discussed the difference between a valid and invalid argument and practiced with examples.

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Activity structureThe elements of a successful activity include:1. An ice-breaker or energizer2. Introduction – grouping of students, framing and

modelling the activity 3. Body – students undertake activity with guidance

from the facilitator. Use questioning techniques to guide students to expected outcome

4. Conclusion – share thoughts on the learning experience as a whole group

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Considerations for planning

Activity

Questioning techniques

GroupingWill dynamic

grouping work?

ResourcesMaterials

TimeStudent leadersSpace / seating

Ice-breaker or energizer? Learning Methods

Pair workGroup workDiscussionHands on

Problem solving

Topic / concept / skill

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Activity Plan template - PASS

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Questions