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Session 1 : Personalit & Learning Styles |
Personality includes the strong predisposition to behave in preferred ways. Such
behaviour includes thinking and learning and is manifested by something often called
style. We each have a preferred learning style, which studies show is more strongly
influenced by our personality and to a lesser extent by culture. Such styles can
determine the effectiveness of how we learn – or ways we prefer to process information
and experience new phenomena.
There are many theories or models of learning styles, but most of the more popular
ones are consistent in these findings, that our genetically based traits of temperament
and drives have a strong influence on how we prefer to think and learn. This session
will help us understand more about our personality traits and learning styles which
significantly determine how and why we prefer to learn in different ways.
Facilitation Technique: Birds of a Feather
A process whereby people with a special interest in a topic, meet to share their
perspectives. They explore the various interests or expertise among themselves,
thus affirming and enriching their knowledge of a topic of common interest.
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Session 2 : Multiple Intelligences & Learning |
Facilitation Technique: Story TellingMost people like stories, as they represent
true experience that usually possess some meaningful learning. This approach has
richness in its substance and can be varied to suit many situations. Careful choice
of both story and the orchestration of how it unfolds are partly in the skill of
the facilitator, but can equally be in the magic of the perception of participants.
This technique is also powerful as it can involve participants emotionally or rationally
or both – again dependent upon the situtation.
When we think and learn – sometimes we are focused narrowly and deeply, or convergently.
Other times we see things more broadly, generally and may be multi tasking and more
divergent. When we are focused acutely, such as in playing a game of chess or threading
a needle, our range of intelligences is equally narrow, but applied intensively.
When we are multi-tasking, we usually apply several intelligences. In fact, genius
usually requires a great intensity of application within a limited range of intelligences,
like maths, music or art etc. Whereas teaching, negotiating a business deal or driving
around and showing a friend the beauty of the countryside, requires the interplay
between many intelligences.
Facilitation Technique: Story Telling
Most people like stories, as they represent true experience that usually possess
some meaningful learning. This approach has richness in its substance and can be
varied to suit many situations. Careful choice of both story and the orchestration
of how it unfolds are partly in the skill of the facilitator, but can equally be
in the magic of the perception of participants. This technique is also powerful
as it can involve participants emotionally or rationally or both – again dependent
upon the situtation.
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Session 3 : Whole-Brain & Accelerative Learning |
This approach helps learners understand their brain and where different learning
takes place, such as in the left or right cerebral cortices, or in the left or right
limbic system (Emotional brain). Learners discover their natural cognitive and emotional
styles and link them to the multiple intelligences model. A range of accelerative
learning techniques is facilitated, primarily to enhance the understanding of the
learning and promote a better and faster recall of learning. By also using multi-sensory
stimuli, more intelligences can be used. This utilizes more of the brain. Integration
of several parts of the brain through music, educational kinesiology and several
other techniques can enhance understanding and recall, which are the core components
of learning.
Facilitation Technique: Open Space Technology
This is a fast, inexpensive and simple way to improve meetings or enhance organizational
change. The process starts with the whole group seated in a circle. Each group member
raises an issue that they are both passionate about and willing to take responsibility
for. These are posted up and members sign up for those that interest them. These
are discussed, reported on and then prioritized. The ‘hottest’ issues are identified
as action goals.
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Session 4 : Cultural Influences in Learning |
Human development occurs in a context which may be more or less multi cultural.
We may even move from culture to culture. No matter which, we receive a cultural
programming and ‘absorb’ many cultural ways of thinking, learning and behaving –
often at a subconscious level, so initially being unaware of certain beliefs and
practices. Culture can be likened to the ‘water in which the fish swims’. We take
it for granted until we are removed from it! It becomes a comfort zone.
The challenge is appreciating which cultural values and norms enhance or inhibit
our learning. Equally we must know also our own unique personality and learning
styles and how to capitalize or blend in with the cultural context in which we are
learning. This session will explore how the power of culture can dominate or overshadow
us and sometimes blind us from who we truly are or want to be. The session will
also attempt to agree on some learning strategies that may work.
Facilitation Technique: World Café Approach
Comprises multiple small groups of 6 to 9 people who each meet to discuss an issue
or a challenge. Each group meets for 20 – 30 minutes and then rotates to another
table. One group member (‘the host’) remains behind to welcome the next group. They
give a brief summary of the preceding ‘conversation’ to the newcomers, who in turn
add some new perspectives to the topic. After each group has visited other tables,
the table host will share the composite of learnings with the entire group. It is
particularly useful when you want everyone to contribute.
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Session 5 : Blended Learning |
‘Blended’ learning is the combination of several different delivery modes, which
may include E-Learning/Web Based learning, use of the CD Rom with a mix of various
event based activities. These can include face-to-face, classroom or one to one
coaching, with experiential and reflective learning. There is no magic formula but
Motorola University found that learning effectiveness decreased when the ratio of
self-paced e-Learning to group interactive learning exceeded 40%. The American Society
and Training and Development (ASTD) and US National Institute for Instructional
Technology (NIIT) have categorized blended learning into three models:
- Skill-driven learning - which combines self-directed learning with facilitator support,
to develop knowledge based skills.
- Attitude-driven learning- which mixes reflection on experience guided by a facilitator
towards new or changed attitudes towards behaviour.
- Competency-driven learning - which blends the knowledge, skills and attitudes required
for improved work performance.
Each of these three models incorporates a range of techniques which the facilitator
helps ‘blend’ to increase the effectiveness of learning.
Facilitation Technique: ORID
This method can be used to help people clarify their thinking. It uses four levels
of thinking: ‘O’ is for objective where the group balance external reality with
internal sensing. ‘R’ is for Reflection where the group members internalize the
significance of the objective. ‘I’ is for Interpretation where the group explores
the challenges more deeply. And ‘D’ is for Decision Making and Actions. While it
is a simple formula, there is power in this simplicity and its logic, especially
for the ease of recall by group participants.
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Session 6 : Health and Learning |
There is an old saying, “A healthy body leads to a healthy mind.” And the mind is
in the brain. So maybe we can create another quote, “A healthy brain leads to a
healthy mind.” One question that is important to answer, however is, what health
is? Webster’s dictionary defines it as “having a sound and vigorous body and mind;
“being mentally healthy”; “the absence of illness.” Another question to be entertained
is, how we can maintain a healthy brain and sustain this until we ‘leave’ this planet?
This session will explore the many ways we can answer this and importantly, if there
is a strong correlation between brain health and learning. For example, Prof Stephen
Hawkins, the brilliant physicist obviously has a brilliant mind but his body is
totally paralyzed. Therefore, while we hear about the importance of Aerobics or
Brain Gym, what really is the secret behind a healthy brain and learning, especially
if there is no body that needs exercise!
Facilitation Technique: Share A Method
As the title suggests, people come together to each share one or more methods. These
methods are usually related to small or large group facilitations but may be related
to solving a problem or planning a project. If for example, 7 people each share
7 methods, a large repertoire of methods are quickly gathered. Usually group members
will bring one or two page summary of each method in hard copy.
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Session 7 : Action/Experiential Learning |
The Chinese character for the word learning has two parts – first, it is to study
and gain knowledge, and the second part is to practice daily. The impact of ‘doing’
is integral to learning and thinking, which may be particularly suited for managers
and busy entrepreneurs. While action learning has a proven track record, it seems
not to have been taken up as a popular approach. Perhaps some of the reasons why
this is so can be explored during this session.
Facilitation Technique: Appreciative Enquiry
It examines the history and stories of people, groups or organizations with a positive
perspective. It enables groups to focus on positive elements and influences in order
to develop positive plans, goals or visions for the future. It is a facilitation
technology that excites and energises people toward a success orientation and outcome.
It is particularly useful in change management.
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