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Outcome: Students discussed and negotiated to reach consensus: classical approaches, while outdated and not as widely used today, were the roots of behavioural and modern theories.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