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TRANSCRIPT
THE FASCINATING FACILITATOR
Ridtz YusoffI CHAMPION CUTTING-EDGE INITIATIVES
Q
E
PROFESSIONAL QUALIFICATIONS
TRAINING EXPERIENCE
B.SocSci. (Hons) in Political Science (NUS) ACTA Certified Facilitator DISC Facilitator Cathryn Berger Kaye Advanced Service Learning Facilitator Brain-Based Executive Coach (NLI)
NIE “The Meranti Project” NIE “Strategic Planning Retreat” HPB “Managing Change and Transition” The Fascinating Facilitator Teachers Training NTUC PME Week Keynote Speaker WDA Lifelong Learning Exploration Centre Career Experience Lead Facilitator
“I believe that the magic of believing in others is to believe there is magic in others and we can always find fascinating greatness if we make a conscious choice to look hard enough and acquaint those that cross our paths to their trust best selves. “
[email protected] Yusoff
LEAD TRAINER, AKLTGMANAGER, RESEARCH AND DEVELOPMENT
OUR CHILDREN LEARN BEST WHEN……
Brain is a Serial Processor
Brain is a Connection
Machine
Brain hardwires everything it
learns
Brain is a visual creature
BRAINPLASTICITY
100 Billion Neurons
Recent research has shown that brain keeps changing throughout life
EDUCATION IS TO LEAD FORTH OR BRING OUT SOMETHING WHICH IS POTENTIALLY PRESENT
Erich Fromm
FACILITATOR’S ETOS
10%90%
Actions + Behaviour
Thinking + Feeling
ILL-BEINGWELL-BEING
INTERVENTION
PREVENTION
SOCIO
EMOTIONAL
LEARNING
A S E LACADEMIC
SOCIOEMOTIONAL
LEARNING
S E LS ELF
AWARENESS S ELFMANAGEMENT S OCIAL
AWARENESS
R ELATIONSHIPMANAGEMENT R ESPONSIBLE
DECISION-MAKING
A person who understands his own strengths, emotions, inclinations and weaknesses;
and is able to develop positive self-concept and
self-worth.
A person who is able to manage his own emotions, exercise self-discipline and display strong goal-setting
and organisational skills.
A person who is able to discern different perspectives,
recognise and appreciate diversity and demonstrate
empathy and respect for others.
A person who is able to maintain healthy and positive
relationships through effective communication, is able to work with others
and resolve conflicts.
A person who is able to identify and analyse the
implications and consequences of decisions
made based on sound moral considerations.
*Adapted from MOE 2014 Syllabus, Character and
Citizenship Education, Primary
AWAY TOWARDSSTATE STATE
CORTISOL ADRENALINE
OXYTOCIN SEROTONIN DOPAMINE
PRE-FRONTALCORTEX
LIMBICSYSTEM
PerceptionCognitionInhibitionCreativityCollaboration
FreezeFlightFight
AWAY TOWARDSSTATE STATE
RUN AWAY FROM PAIN, TOWARD PLEASURE
RUL
ER
ecognise
nderstand
abel
xpress
egulate
The ability to be aware and recognise an emotional experience.
The process of understanding the cause and consequences of an emotional experience.
Using appropriate linguistic vocabulary to describe or associate their emotional experience.
Communication of one’s emotions, including the appropriate time and measure of expressing it.
Managing the thoughts, behaviours and actions that go with an emotional experience.
JOSH WAITZKIN
Child Prodigy“The moment we believe that success is determined by an ingrained level of ability, we will be brittle in the face of adversity.”
FIXED GROWTHINTELLIGENCE IS FIXED. INTELLIGENCE CAN BE GROWN.
BELIEF ACTION RESULT
FIXED GROWTHINTELLIGENCE IS FIXED. INTELLIGENCE CAN BE GROWN.
INTELLIGENCE EFFORT
“Well done, you are so smart!” “Well done, you must have put in so much effort!”
1. Harder Version-great opportunity to learn and grow
2. Easier Version-you will surely do well on it!
67%
92%
chose the easier option
chose the harder option
Carol Dweck“The child or adult hears : OH! You think I am brilliant and talented. That’s why you admire me - that’s why you value me. I better do anything to disprove this evaluation.
As a result, they enter a fixed mindset, they play it safe in the future and they limit the growth of their talent.”
Best-Selling Author of ‘Mindset’, Professor at Stanford
Carol Dweck“Whereas focusing on the strategies they use, the way they are stretching themselves, and taking on the hard tasks, the intense practice they are doing…it’s about the process of growth.
As a result, they would think that if I don’t take on the hard things and stick to them, I’m not going to grow.”
Best-Selling Author of ‘Mindset’, Professor at Stanford
THE IMPOSSIBLE TEST-designed so that students cant succeed
worked harder worked longer
enjoyed it more
easily frustrated gave up easily
EASIER TEST-same level as first test
-30%
+20%
REPORT THE SCORE-FM kids lied 3-4 times as much as GM kids
40%
10%
FIXED GROWTHDDO I LOOK SMART? WHAT CAN I LEARN?
DEFFORT IS FOR THE INCAPABLE DEFFORT MAKES ME
SMARTER
““I AM NO LONGER INTERESTED.”
““I WILL FIND A WAY.”
FIXED GROWTHMINDSET MINDSET
LANGUAGE LANGUAGE
‘I cannot do it’ ‘Yet!’
‘It’s a problem I cannot solve!’ ‘With enough effort, I will find the right strategy!’
‘I give up!’ ‘I give it all I’ve got!’
‘Good boy! You’re so awesome!” ‘Good effort! Next time you can do even better
at the next level!’
AACTIVITY
1. Look for your 9 O’Clock partner.
2. One person will act as the teacher/facilitator and the other as the student.
3. Role play the situations out and do your best to use the GROWTH MINDSET language.
FACE SWAP
Rrecognise
For the listener, actively listen to the words of the ‘teacher’.
RECOGNISE:
-Growth Mindset language
-Which parts of ‘RULER’ he/she was using
-The SEL Competencies used or addressed.
Talking to a child who scored badly in a math test.
ASCENARIO
Motivating a child who seems not able to get the dance moves right or get a hang on how to play a musical instrument.
BSCENARIO
Talking to a child who is crying and upset. He/She seems to have let the team down in a team building activity.
CSCENARIO
WHAT DOES YOURIDEALSTUDENTLOOKLIKE?
HOW TO FASCINATE®
ANTIDOTE TO THE THREATS - FASCINATION Use the science of fascination to discover your distinct value.
How To Fascinate names the 7 languages in which you communicate, influence and fascinate.
You communicate using all 7, but there are 2 in which you communicate at your best.
Your Fascination Advantages are your antidote to distraction.
Your Fascination Anthem is your antidote to competition and commoditization.
“Fascination is an intense focus.
When you fascinate your
constituents, they’re more
likely to connect with you and
remember you.”
FAS.CI.NATION
THE GOAL IS NOT TO “FIX” YOURSELF, BUT TO DO MORE OF WHAT YOU’RE ALREADY DOING RIGHT.
Sally Hogshead
INNOVATION
THE 7 LANGUAGES OF FASCINATION
PASSION
POWER
PRESTIGE
TRUST
MYSTIQUE
ALERT
is the language of creativity
is the language of relationship
is the language of confidence
is the language of excellence
is the language of stability
is the language of listening
is the language of details
CREATED BY SALLY HOGSHEAD | DISCOVER MORE AT HOWTOFASCINATE.COM | EMAIL: [email protected] © 2014 How To Fascinate and Sally Hogshead. All rights reserved.
HOW TO FASCINATE®
GOOD TO GREAT
PRIMARY ADVANTAGE
§ Your most effective mode of communication.
§ This is how you naturally connect with people.
§ You’re more authentic and confident.
§ Helps you make a positive impression.
SECONDARY ADVANTAGE
§ Second highest mode of communication.
§ Does not cost you a lot of effort or energy.
§ It’s the language you already know how to speak.
YOUR FASCINATION ADVANTAGETM is the way in which your personality is most likely to add distinct value.
DORMANT
HOW TO FASCINATE®
INNOVATION Speaking the language of creativity
Seekers of adventure and experiments
Do something against the grain
New thinking and unexpected solutions
Passion for doing and being different
Can’t stand routine, penchant for the novel
Get energy from creative brainstorming
Keep jumping ahead and make unusual associations
HOW TO FASCINATE®
PASSIONSpeaking the
language of
connectionsForge relationships and networks
Approachable and Gregarious
Animated Facial Expressions and Body Language
Like an Open Book
Attuned to others’ feelings intuitively
Go with their gut
Cheerleaders who keep everyone involved
HOW TO FASCINATE®
POWER Speaking the language of confidence
Bigger Goals and Stronger Opinions
Direct Approach
Learning In, Hands-On to show the Way
Decisive and Self-Assured
Not afraid to speak their mind
Bias toward Action, Keep Moving Forward
HOW TO FASCINATE®
PRESTIGE Speaking the language of
excellence
Driven by standards, they do whatever it takes to get better
Assertiveness, Expertise and High Quality
Meticulously rehearse their plan to perfection
Avoid failure by focusing on their strengths
Focused on achieving results and to achieve stretch goals
Dont bend easily, work towards agenda with conviction
HOW TO FASCINATE®
TRUSTSpeaking the language of of stability
Consistency defines their reputation
Do things within their comfort zone and familiarity
Stable, Steady and focused, they get things done
Follows proven method
Fairness and justice
Loyal team players
Patient and Reliable
HOW TO FASCINATE®
MYSTIQUE Speaking the language of
listening
Solo workers behind the scenes who are good at managing their own work
Think things through
Undercommunicate and Communicate with substance
Decode strategies and action plans only after careful reflection
Poker-faced, hard to decipher what they think or feel
Cool under pressure, unfazed by what’s around them
Independent and neutral thinker
HOW TO FASCINATE®
ALERT Speaking the language of
details
Watchful, Aware and Meticulous
Risk-averse and rarely makes mistakes
On-the-ball, Never lose track of details or deadlines
Practical and Pragmatic, step by step approach
Always in control and knows what to do next
Follow strictly according to plan
QUESTIONS
1. HOW DO YOU PREFER TO BE APPROACHED? 2. HOW DO YOU PREFER NEVER TO BE APPROACHED? 3. WHAT VALUE DO YOU ADD TO A TEAM?
4. HOW DO YOU PREFER TO HANDLE CONFLICTS? 5. DESCRIBE YOUR PREFERRED TEACHING/FACILITATION STYLE
Sally Hogshead is a Catalyst. Her lowest scores are Alert, Mystique and Trust. Because of this, Sally employs individuals with a high amount of Alert, so they can manage the details that Sally isn’t naturally suited to deliver. This allows her to focus on big picture ideas.
Our team’s business development manager Kara, is also a Catalyst, however she scores much higher in Alert and enjoys accounting and number crunching.
Two Catalysts. Two different communication styles.
THERE IS NO “RIGHT” DISTRIBUTIONOF ADVANTAGES
COMMUNICATING EFFECTIVELY
HOW TO FASCINATE®
GROUP WORK
1.How do we prefer to be approached?
2. Complete the sentence - At our best we ____________________
3. How do we prefer to handle conflicts?
4. What is our preferred facilitation style?
THE FASCINATING FACILITATOR
ALERT
THE FASCINATING FACILITATOR
POWER
THE FASCINATING FACILITATOR
PRESTIGE
THE FASCINATING FACILITATOR
TRUST
THE FASCINATING FACILITATOR
MYSTIQUE
THE FASCINATING FACILITATOR
INNOVATION
THE FASCINATING FACILITATOR
PASSION
DIFFERENT IS BETTER THAN BETTER
FACILITATION TECHNIQUES
PRE-FRONTALCORTEX
LIMBICSYSTEM
PerceptionCognitionInhibitionCreativityCollaboration
FreezeFlightFight
AWAY TOWARDSSTATE STATE
RUN AWAY FROM PAIN, TOWARD PLEASURE
S c ar f
tatus
certaintyautonomy
relatedness
fairness
scarfuse
in these scenarios
STATUS
What is your relative standing as compared to the rest of your group?
How can I communicate with others so that I can uplift their standing and ensure they feel they are significant
RELATIVE IMPORTANCE IN RELATION TO OTHERS
CERTAINTY
The brain is always wired to predict the future and to give predictability to what is going to happen
How much certainty can I give to those I am connecting with?
BEING ABLE TO PREDICT/PRE- EMPT WHAT IS TO COME
AAUTONOMY
How can I give a sense of choice to others so that they have autonomy over what’s happening?
HAVING A SENSE OF CONTROL OVER WHAT’S HAPPENING
RRELATABILITY
The sense of belonging to a group would increase the level of trust
How can I relate best to others so that they perceive me more like a friend rather than a foe?
FEELING OF SECURITY IN RELATION TO OTHERS
EMPATHY
MANAGING EMOTIONS
MAKING RESPONSIBLE DECISIONS
SELF-DISCIPLINE
IMPULSE CONTROLTEAMWORK
COLLABORATIONPERSPECTIVE TAKING
GOAL-SETTINGADAPTABILITY
FFAIRNESS
Unfair exchanges will strongly give rise to defence mechanisms and the perception of threat
How can i give others due fairness and proportion when relating to them?
TRANSPARENCY AND CLEAR EXPECTATIONS
Explaining to a student about empathy.
ASCENARIO
After a PAL Drama session, a student says mean things to a girl. How would you handle such a situation?
BSCENARIO
After an art session, talking to a student who feels low because his artwork is not as beautiful as his peers.
CSCENARIO
Giving instructions to a group of students about a PAL Activity.
DSCENARIO
Increase Participation Thru
TOOL ACTIVATION
5stepsOF FACILITATION 1
2 encourage responsefrom learners
3 link responseto Learning Content
4 share teachable momentsShare Teachable Moments that you captured
5 future paceLet students’ reflect on how this lesson can add value to a situation in the future
TOOLS
1. one at a time
2. volunteer others
3. koosh ball method
4. using a rope
5. pictures or props
6. complete the sentence…
QUESTION FLOW
1. what did you do/how did you feel?
2. what was interesting/challenging/frustrating?
3. what were you feeling when you did it?
4. what were you thinking when you did it?
5. how did you affect others when you did it?
6. did what you did help the team or harm others?
7. what would you do better the next time round?
RESPONSE FLOW
1. probe
2. validate
3. challenge
4. connect
1. snap 1. filter 1. share
#TEACHABLEMOMENT
TEACHABLE MOMENTSObserve :
1. Words
2. Behaviour
3. Relationships
ASK :
1. What difference does the behaviour make?
2. Why does it matter?
QUESTIONING
CLOSED
TECHNIQUES
Q
#FACIHACK4Do not encourage participation as they can be answered in a few words. However are useful for clarifying a point or direct a discussion . Eg. Have you learnt something today?
PROBINGOpens up thinking and invites a variety of answered. It will elicit a more detailed and meaningful response from learners. Eg. Can you tell me more about what you have observed?
OPENERCan be used as discussion openers, to ask groups to summarise or to test for consensus. Eg. How does this sound to you?
HYPOTHETHICALEncourages learners to think from different perspective or contexts of issues.Eg. How would you feel if you were in his shoes?
reversalParaphrasing questions from the learners to clarify that earners and facilitator on the same page.Eg. I would like to check if you meant…..