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Finding the Perfect Balance

Finding the Perfect Balance. What kind of facilitation is best for learning?. Hollis Easter. Available online at www.holliseaster.com/talks/2011/SIST/. Setting the stage. Training people is hard work . . . We need to find balance. Between new ideas and old ones….

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Finding the Perfect Balance

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  1. Finding the PerfectBalance What kind of facilitation is best for learning? Hollis Easter

  2. Available online at www.holliseaster.com/talks/2011/SIST/

  3. Setting the stage

  4. Training people is hard work . . .

  5. We need to find balance.

  6. Between new ideas and old ones…

  7. Between what you already know…

  8. And what you’re willing to try.

  9. Three basic ideas:

  10. what is essential? Finding the bones what’s on your index card?

  11. training isn’t linear The road map where am I? two dimensions the bones are waypoints

  12. not about us It’s about them we can’t learn for them servant leadership

  13. Knowledge

  14. which curricula do you teach? What’s the diff? how are they different?

  15. know more than you say Stay current check suicidology resources learn about the community

  16. they’re always present Remember survivors be respectful avoid bad gestures

  17. Skills

  18. saying less often teaches more Why Am I Talking? social learning theory built-in checkpoints

  19. anchoring Repeat the bones use the “official words” and also use your own words

  20. so you can repeat the bones Learn your model and use the right ones

  21. and analogies Use metaphors they help cement learning adapt for the audience

  22. short but informative Use anecdotes short and easy to follow (why am I the one talking?)

  23. support all contributions Ensure equal participation eye contact round robins, small groups, direct questions

  24. to your curriculum’s bones Stay faithful remember your road map

  25. offer friendly eye contact Give them your eyes move around if you can read as little as possible

  26. off-stage time Back up your partner where do you look? supports fidelity to curriculum

  27. use your road map Honor every response be sincere repeat the bones

  28. be direct with difficult folks Be graceful under fire stay calm—remember teamwork it’s not about us

  29. Attitudes

  30. Buy into what you teach.

  31. (sometimes this is hard)

  32. Are you comfortable talking about suicide?

  33. Even if you’re talking to me?

  34. How does buy-in affect your teaching?

  35. to laymen: a sign of mastery What’s a black belt? a license to learn commit to learning

  36. How?

  37. try new things Think different(ly). these curricula allow flexibility bounce ideas off your co-trainers

  38. Evaluate your teaching.

  39. And in the end, remember…

  40. It’s about them, not about us. (be gentle with yourself. Believe it or not, they’re learning!)

  41. Good luck!

  42. References • Bain, K. (2004). What the best college teachers do. Cambridge, MA: Harvard University Press • Charney, C., & Conway, K. (2005). The trainer’s tool kit. New York, NY: AMACOM. • Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction. Minneapolis, MN: Laureate Education, Inc. • Wiggins, G., & McTighe, J. (2005). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.

  43. Image credits Rocks (title page): Minimalist Photography, http://www.flickr.com/photos/artbystevejohnson/4767558051/

  44. Hollis Easterwww.holliseaster.comeaster@holliseaster.com

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