Presentation Skills · presentation and facilitation skills Lesson #1: The Role of the Presenter To...

Presentation Skills

2 | presentation and facilitation skills

© Aveda Corporation Revised 6-15-2012

presentation and facilitation skills | 3


Wellness

Laughter is the Best MedicineYou have probably heard the saying that “laughter is the best medicine.”

It is true that laughter produces a general sense of well-being. It does this

by triggering endorphins, the body’s natural pain killers. Laughter also

removes stress hormones and boosts immune function. When we laugh,

we increase heart function and stimulate our circulation. Twenty seconds of

laughter is as beneficial for the heart as three minutes of hard rowing.1

There is another popular saying that refers to the learning environment,

“When they are laughing they are learning.” Learners retain more information

when they are personally engaged in the content. Laughter is a process that

happens in cross-functional parts of the brain, rather than in one isolated

area. When humor is incorporated into the learning environment, the learners

have more fun and retain more information.

Some ways to increase your daily laughter dose:

• Engage your inner child. On average, children laugh 40 times a day, while

adults laugh only 17 times a day. So, go ahead and be silly.

• Surround yourself with people that see the humor in things.

• Choose to find humor in stressful situations.

• Choose a comedy the next time you see a movie.

In your table group, take turns sharing one of your favorite jokes. Be

prepared to choose the funniest to share with the larger group.

1Source: www.mdausa.org

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ENERGY

engage

presentation and facilitation

skills

Lesson #1: The Role of the Presenter

To Do List:• Assignment 1: Develop a 5-10

minute opening presentation

using one of the provided

concepts.

• Assignment 2: Develop a

15-minute informative and

engaging presentation on

chosen content.



connect | energizing interactions

Question:How many people do you come into contact with in any given week? Write

that number down. In all the interactions you have each week, how many

people would you say actually energize you?

attend | distinctions

Question:Why do some people energize you and others don’t? Think about those

people that energize you. What is different about them?

“There is more than a

verbal tie between the words

common, community and

communication.”

-John Dewey



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High Energy Learning ExperiencesWhen we are delivering training, we are attempting to engage the learner

in the process of learning. What happens when we become “engaged?”

Engagement is the act of focusing our energy on some thing or process.

engage- v. to attract and hold by influence or power; to hold the attention

of; to induce to participate.

When a learning experience is “high energy,” what does that mean?

What learning experiences have you had that were “high energy?”

Can a learning environment be quiet and reflective and still be

“high energy?”

Do you have to be a motivational speaker like a Tony Robbins or Stephen

Covey to deliver a “high energy” learning experience?

Share your responses with a partner.

PoTENTiaL

energy

engaging

training delivery



Activity and Attention

Atte

ntio

n

Time

Atte

ntio

n

Time

ActivitiesX X

In this visual, we see that the two highest points of attention are at the

beginning and the end of the learning process. The role of the teacher in

designing a learning experience is to create activities and experiences

that engage the learner throughout the learning experience and increase

attention at all points in the process. When we do this, retention increases

throughout the learning experience.

Atte

ntio

n

Time

Atte

ntio

n

Time

ActivitiesX X

Notice how attention increases when activities and experiences occur

throughout the lesson.



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image | moving energy

4MAT™ CycleThe 4MAT™ Cycle naturally creates increases in retention by engaging

the learner throughout the experience. When we learn any new piece of

information, we follow a natural cycle of learning. Take a look at this very

basic model of how individuals learn:

1

23

4

Educator M

ore A

ctive

Stu

den

t M

ore

Act

ive

Learner becomes

interested and

reflects on how

this information

connects to their life.

Learner seeks

and receives

available

information.

Learner “tries out”

the information.

Learner adapts

the information to

use in their work

and life.



inform | engaging presentations

Generating and Facilitating EnergyWhen you are delivering training, you are generating and facilitating energy.

You generate energy by:

• Creating experiences

• Provoking ideas

• Asking questions

• Challenging thinking

• Creating a safe space

• Acknowledging

• Stretching

• Projecting into the future

You facilitate (move around) energy by:

• Creating structure

• Giving direction

• Putting people into groups

• Having them work alone

• Taking breaks

• Creating rituals

• Changing the physical environment

• redirecting questions

In the Aveda Institute Educator Internship program, you will learn how to design and deliver effective learning experiences. The 4MAT™ module will focus on giving you the skills and information to effectively design learning experiences.

In this module, you will explore the skills necessary to deliver effective learning experiences. There are three roles an educator plays in delivering information: presenter, facilitator and coordinator.

The Presenter–sharing information through lecture and visual aids

The Facilitator–creating opportunities for processing of information by asking questions and stimulating dialogue

The Coordinator–creating structure in the learning environment by giving clear direction and defining desired outcomes

The Presentation Skills module includes a lesson on each role. We begin by exploring how delivery style impacts the Presenter role.



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inform | how delivery impacts learning

How Delivery Impacts Learning:

Body Language, Tone and Words

Dr. Albert Mehrabian of UCLA conducted a study to determine what elements

contribute to the overall impact of communication. He identified three key

components that contribute to communication impact: body language, tone

and words. What percentage of impact would you guess that each factor

contributes to the overall impression an individual makes when

communicating?

Body Language______________%

Tone ______________________%

Words _____________________%

Tips for Creating a Positive Impact Using Body Language

Open Body Posture

1. Step forward toward the learners when you want to add impact.

2. Step back as a gesture inviting the learners to “move in” and be part of

what you are saying.

3. Movement should build “presence.” In fact, it is best to move your body

when you are silent. Focus on the learner when you are speaking and

move when you are silent.

4. Plant your feet squarely, shoulder-width apart. Focus your weight on the

balls of your feet. When you speak to a learner, your body should be

“square” with theirs.

5. Hold your shoulders back, yet relaxed, arms loosely by your side, body

upright, balanced and flexible.

Eye contact

1. Make sure you are making eye contact with every learner.

2. Rather than speaking to the “room,” make eye contact with one learner

at a time and speak to that learner.

3. If a learner is not paying attention, you can use eye contact to engage

that learner.

“You can speak well, if

your tongue can deliver the

message of your heart.”

–John Ford



Hand Movement

1. Lead your audience with smooth, inviting gestures that reinforces what

you are saying.

2. The learner follows the movement of your hands. Use your hands for

impact to emphasize key points. Avoid excessively moving your hands.

practice | proximity exercise

Proximity

proximity-n. closeness: the distance between one thing and another.

Imagine you are at a networking reception. What kind of body language

might you notice in this situation? How would you determine who you were

going to walk up to and meet? What would make you approach someone?

What kind of body language would indicate that someone is interested in

talking with you?

Share your insights:

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

“I speak two languages,

Body and English.”

–Mae West



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practice | body language and classroom management

Body Language and Classroom Management How can this knowledge be used in classroom management? Here are

some examples of how body language can contribute to effectively

managing a classroom.

• Stand when you are presenting information. By standing you

assume a position of authority in the environment.

• Sit when you want to encourage dialogue. In quadrants 3 and 4

(see page 8), the learner is most active in the learning process. You can

encourage the learner taking charge by physically changing positions with

them. While the learner presents a demonstration, you can be seated and

take notes.

• Use body position to engage learners. If a group of students

is talking during lecture, you can position yourself in their area and

continue lecturing. For instance, you might move to the back of the room,

if students in the back are disruptive. This usually stops the disruptive

behavior, without calling direct attention to the behavior.

• Use body language to convey the seriousness of a student-teacher disciplinary action. For example, when coaching a student on

technical work, you can stand next to the student with your focus on the

work you are critiquing. This body language conveys that

the coaching is about the product of the learning and that you are

partners in the learning process. If you are coaching a student about

a repeated disruptive behavior, you may choose to sit down with the

student, face-to-face, and share your concerns. This body language

conveys that this is a much more serious conversation than a passing

comment made in the classroom.

• Communicate with your eyes. Your eyes are a powerful

communicator. Smiling, positive nodding and eye contact all send

powerful messages to the learner. An educator can often end disruptive

behavior by making eye contact with the offending learner while talking.

If this is ineffective, you might pause, look directly at the students, until

the talking stops.

What are some other ways you can use body language in the classroom?12 | presentation and facilitation skills


inform | toneBy varying tone and inflection of our words, we can create alternate meanings

for the same words. To illustrate the power of tone, your facilitator will

provide a deck of cards with one of the following emotions on it: joy, passion,

frustration, boredom, anger and excitement.

practice | “there are enough towels”

To experience the many variations on tone, your facilitator will introduce an

activity to you. After experiencing the activity, reflect on the following questions:

Did you find it challenging to determine the intent (emotion) based on the tone?

Why?

_______________________________________________________________

_______________________________________________________________

How much do you think tone plays into the content of a message?

_______________________________________________________________

_______________________________________________________________

Have you ever experienced a feeling that it “wasn’t what she said, but how

she said it?”

_______________________________________________________________

_______________________________________________________________

Do you notice subtle differences between emotions?

_______________________________________________________________

_______________________________________________________________

What are some ways that tone can be used effectively in the classroom?

_______________________________________________________________

_______________________________________________________________



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inform | a few words on “words”

• Keep your “talking” to a maximum of 20 minutes. When

lecturing, make sure that you create an opportunity for the learner to

process the information through some activity after 20 minutes.

• Get the learner talking. As a general rule, the more interactive

dialogue that happens in the learning experience, the more learning is

taking place. Create opportunities for dialogue by asking questions.

• Tell stories. Stories are a great way to connect the learner to the

meaning of the information. Share your experiences or ask the learners

to share stories that relate to the content.

• Align your words with your actions. Make sure that you model

what you are sharing. The learner pays attention to any differences

between what you say and what you do.

• Use the simplest language you can use. Explain content using

the most basic level of words possible. Avoid using slang or technical

language, unless you have previously defined the words for the group.

• Speak clearly and vary your rate of speaking. You can use your

rate of speech to emphasize key points and important information. Slow

down to emphasize that the learner should pay particular attention.

Speed up to shift the energy and wake up a group that is sluggish.

• Avoid “filler” words. The “ums” and “ok’s” can become very

distracting when used repeatedly. Pay attention to any words you use to

“fill” in between sentences.

• Ask questions to keep the learner engaged. Pose questions that

keep the learner thinking. For example:

-How might we use this to…?

-What do you think would work here?

-What concerns do you have…?

-What do you believe are the most critical things to remember about this?

“The most basic and powerful

way to connect to another

person is to listen. Just listen.

Perhaps, the most important

thing we ever give each other

is our attention.”

–Rachel Naomi Remen



practice | energizing phrases

Positive Energy WordsWhile words represent a smaller impact on overall impression, they can

greatly impact the level of energy generated. There are certain words

that generate more positive energy than others. Look at the two columns

of words below. In each pair, choose the word that you believe has the

greater energy.

“She will do it” “Sandra will do it”

I choose to I have to

challenge problem

customer guest

reserve book

“I want you to” “Will you”

“I” “we”

“What if you try.” “Here’s what you should do.”

“That’s a good idea, but...” “That’s a good idea and…”

“That’s an interesting question, “ I don’t understand what you’re asking

tell me more about...” me.”

“I just explained that…” “ I must not have been clear, let me try

again…”

“Do you understand what I just “Was I clear enough in my directions?”

said?”

“Treat people as if they were

what they ought to be and

you help them become what

they are capable of being.”

–Goethe



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extend | engaging presentations

Assignment #1 Powerful OpeningsDevelop a dynamic (Quadrant One) opener, using one of the following

concepts:

Power Change

Opportunity Value

Synergy Commitment

Be prepared to facilitate your opening segment in a 5-10 minute

presentation.

Assignment #2

Using the source list provided by your facilitator, create a 15-minute

(Quadrant 2 Left-Inform) lecture that is focused on engaging the learner in

the content being shared.



refine | refine your presentation

What is the difference between an average haircut and an excellent

haircut? The ability to make the distinction between the levels of quality

of work is essential to the learning process. As an educator, your job is to

share with your students the qualities that set apart the excellent from the

average.

It is important to share the criteria that contributes to excellence in any

type of work. Ideally, students should know how they will be assessed

before they begin the process of doing the work. On the next page, you will

see

a matrix that illustrates the criteria that will be used to assess your

presentation assignments. Use this matrix to prepare and practice your

presentation.

perform | presentation to student body and/or faculty

After completing the Presentation skills and 4MAT™ modules, you will be

asked to design and deliver a 4MAT™-based lesson to students and/or the

Institute faculty.

My presentation is scheduled for___________________________________.

Source: Parts of the content in this module are derived from the written works of Jeanine O’Neill-Blackwell, copyright permission is granted for inclusion in this work.



CATEGORY 4 3 2 1

Preparedness Educator Intern is com-pletely prepared.

Educator Intern is pretty prepared, but would have benefited from more preparation.

Educator Intern is somewhat prepared, but it is clear that practice was lacking.

Educator Intern does not seem at all prepared to present.

Image Business attire, very pro-fessional look.

Casual business attire. Casual business attire, but wore sneakers or seemed somewhat wrinkled.

General attire not appropriate for audience (jeans, t-shirt, shorts).

Energizing Body Language

Facial expressions and body language generate a strong interest and enthusiasm about the topic in others.

Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others.

Facial expressions and body language are used to try to generate enthusiasm, but lack authenticity or consistency.

Very little use of facial expressions or body language. Did not generate much interest in presentation topic.

Words—Speaks Clearly

Speaks clearly and distinctly all the time (95-100%) and doesn’t mispronounce words.

Speaks clearly and distinctly all the time (95-100%), but could choose more powerful words. May have mispronounced a word or used words the learner may not understand.

Speaks clearly and distinctly most of the time (85-94%). Needs to focus on emphasizing key words. Mispronounces no more than one word.

Often mumbles or can not be understood OR mispronounces more than one word.

Connection to Audience

Used a strong concept that all participants related to. Weaved the concept throughout the opening presentation.

Began with a strong concept.

Utilizes an icebreaker that audience enjoyed, but did not relate to the content.

Did not relate the content to the audience.

Language Uses powerful language appropriate for the audience. Addresses learners by name and engages them through word choice.

Uses vocabulary appropriate for the audience. Language is engaging.

Uses vocabulary appropriate for the audience.

Language may include some words that are negative or de-motivating to the learner.

Posture and Eye Contact

Stands up straight, looks relaxed and confident. Uses body movement to emphasize key points. Establishes eye contact with everyone in the room during the presentation.

Stands up straight and establishes eye contact with everyone in the room during the presentation.

Sometimes stands up straight and establishes eye contact. May have some distracting body language.

Slouches and/or does not look at people during the presentation.

Powerful Openings Assignment Grading Criteria



CATEGORY 4 3 2 1

Props Educator Intern uses several visual aids that show considerable work/ creativity and makes the presentation better.

Educator Intern uses one prop that shows considerable work/ creativity and makes the presentation better.

Educator Intern uses one prop that makes the presentation better.

Educator Intern uses no props OR the props chosen detract from the presentation.

Volume Volume is loud enough to be heard by all audience members throughout the presentation.

Volume is loud enough to be heard by all audience members at least 90% of the time.


Volume often too soft to be heard by all audience members.

Listens to Others Listens intently. Gives affirmation to the learner that they are heard. Makes sure that all other learners have heard the comments of other learn-ers.

Listens intently but does not always include the entire group of learners in the comments of individual learners.

Sometimes does not appear to be listening.

Sometimes does not appear to be listening and has distracting noises or movements.

Points

Subtotal ______________ ______________ ______________ ______________

(# Items Circled (# Items Circled (# Items Circled (# Items Circled

in this column) in this column) in this column) in this column)

x 4 points x 3 points x 2 points x 1 points

______________ ______________ ______________ ______________

Total Score ______________/40

(add previous row)

Note: to convert to 100-pt scale, divide total score by 40.



CATEGORY 4 3 2 1

Preparedness Educator Intern is com-pletely prepared.

Educator Intern is pretty prepared but would have benefited from more preparation.

The student is somewhat prepared, but it is clear that rehearsal was lacking.

Student does not seem at all prepared to present.

Image Business attire, very pro-fessional look.

Casual business attire. Casual business attire, but wore sneakers or seemed somewhat wrinkled.

General attire not appropriate for audience (jeans, t-shirt, etc.).

Enthusiasm Facial expressions and body language generate a strong interest and enthusiasm about the topic in others.

Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others.

Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked.

Very little use of facial expressions or body language. Did not generate much interest in topic being presented.

Speaks Clearly Speaks clearly and distinctly all (95-100%) the time, and mispronounces no words.

Speaks clearly and distinctly all (95-100%) the time, but mispronounces one word.

Speaks clearly and distinctly most ( 85-94%) of the time. Mispronounces no more than one word.

Often mumbles or can not be understood OR mispronounces more than one word.

Connection to Audience

Used a strong concept that all participants related to. Weaved the concept throughout the lecture.

Began with a strong concept, but did not weave it throughout the lecture.

Utilizes an icebreaker that audience enjoyed, but did not relate to the content.

Did not relate the content to the audience.

Language Uses powerful language appropriate for the audience. Addresses learners by name and engages them through word choice.

Uses vocabulary appropriate for the audience. Language is engaging.

Uses vocabulary appropriate for the audience.

Language may include some words that are negative or de-motivating to the learner.

Creative Delivery Educator Intern creatively delivers lecture through various means. Learners seem unaware that lecture is actually being facilitated.

Educator Intern uses various means of creatively delivering the content.

In addition to standing and delivering information, the educator uses at least one other means of delivery.

Educator Intern stands and reads or delivers information.

Powerful Lecture Assignment Grading Criteria



CATEGORY 4 3 2 1

Posture and Eye Contact

Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation.

Stands up straight and establishes eye contact with everyone in the room during the presentation.

Sometimes stands up straight and establishes eye contact. May have some distracting body language.

Slouches and/or does not look at people during the presentation.

Props Educator Intern uses sev-eral props that show con-siderable work/ creativity and which make the presentation better.

Educator Intern uses 1 prop that shows considerable work/ creativity and which make the presentation better.

Educator Intern uses 1 prop which makes the presentation better.

Educator Intern uses no props OR the props chosen detract from the presentation.

Volume Volume is loud enough to be heard by all audience members throughout the presentation.



Volume often too soft to be heard by all audience members.

Listens to Others Listens intently. Does not make distracting noises or movements.

Listens intently but has one distracting noise or movement.

Sometimes does not appear to be listening but is not distracting.

Sometimes does not appear to be listening and has distracting noises or movements.

Points

Subtotal ______________ ______________ ______________ ______________

(# Items Circled (# Items Circled (# Items Circled (# Items Circled

in this column) in this column) in this column) in this column)

x 4 points x 3 points x 2 points x 1 points

Subtotal ______________ ______________ ______________ ______________

Total Score ______________/44

(calculate by adding subtotal from all four columns)

Note: to convert to 100-pt scale, divide total score by 40.



Lesson #2: Book Study—Presenting with Pizzazz by Sharon Bowman

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Source: Bowman, Sharon, Presenting with Pizzazz (1997).

To Do List:• Read the book, Presenting with

Pizzazz, by Sharon Bowman.

• Using a flip chart, prepare a

visual that highlights the key

points of the book, prior to the

book study session.

• Prepare and deliver a

presentation for your team.

RESoNaTE

presentation tips

Presenting with Pizzazz by Sharon

Bowman



Overview:In this session, you will experience training tips and techniques that will

add “pizzazz” to your classes. You will leave this session with ideas for

immediately enhancing your classes.

connect | what resonated with you?

What Resonated With You?resonate-v. the act of evoking a response.

Every dynamic educator wants to create learning experiences that evoke

powerful responses in the learner. As you read Presenting with Pizzazz,

what information truly resonated with you? What evoked a response from

you?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

attend | share your insights

Share with your partner.



image | carousel review: share your visual

Carousel Review Technique

There will be two groups. The two groups will form two circles, one inside

the other. After forming two groups, the inside circle should turn and face

the outside circle. Using your flip chart, share the key points you highlighted

from the book, Presenting with Pizzazz.

Steps for the activity:

1. The learners in the outer circle will begin the activity.

2. The team member on the outer circle will be given one minute to share

relevant information outlined in their flip chart.

3. The inside circle will then have one minute to share their artwork and what

they thought was most relevant.

4. Next, the outer circle will move until each person is positioned in front of a

new partner.

5. Continue until the initial partners are back together again.

inform | presenting with pizzazz1

Tip #1: Never talk longer than the average age of the group.

Tip #2: The person doing the most talking is doing the most learning.

Tip #3: Tell it with stories.

Tip #4: Balance active and passive ways of learning.

Tip #5: Walk your talk.

Tip #6: Active bodies equal active brains.

Tip #7: The process is as important as the product.

Tip #8: You master what you teach.

Tip #9: Be the “Guide-on-the-side” not the “Sage-on-the-Stage.”

Tip #10: You teach what you most need to learn.

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1Source: Bowman, Sharon, Presenting with Pizzazz (1997).



practice | tips in action

Question:How many of these tips/techniques have you experienced? How many of the

training tips can you identify being put to use in today’s lesson?

Tip #1: Never talk longer than the average age of the group.

Tip #2: The person doing the most talking is doing the most learning.

Tip #3: Tell it with stories.

Tip #4: Balance active and passive ways of learning.

Tip #5: Walk your talk.

Tip #6: Active bodies equal active brains.

Tip #7: The process is as important as the product.

Tip #8: You master what you teach.

Tip #9: Be the “Guide-on-the-side” not the “Sage-on-the-Stage.”

Tip #10: You teach what you most need to learn.

“Variety is the spice of life, the

name of the game, and crucial

to successful learning.”

– Sharon Bowman,

Presenting With Pizzazz



extend | your lesson plan

Practice Applying these TipsYou have just experienced how easy it is to implement these ideas. Now,

take a lesson that you are developing and apply these techniques. Be

prepared to share your written lesson plan and explain the application of

these ideas.

refine | refine your design

Are There Any Further Refinements You Would Make? Your facilitator will schedule a time for you to deliver a complete training

design to your campus faculty and/or students. Make sure to incorporate

everything you have learned about adding “pizzazz” to your presentation.

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perform | reflections

As you are progressing through your Educator Intern training, reflect on the

learning experiences you observe and pay particular attention to what truly

resonates with the learners. Some thoughts for reflection

What are some creative ways you can deliver lecture without doing all the

talking?

What is your story? Keeping a journal filled with short little notes on funny

experiences or interesting insights is a great way of building your “story

inventory”. Are you making notes on interesting observations?

Are you making time to reflect on your own thinking? Great teachers are great

learners–take time to identify what really works in the learning environment.

“If you want them to hear it,

YOU talk. If you want them to

learn it, THEY talk.”

– Sharon Bowman,

Presenting With Pizzazz



Lesson #3: Role of the Facilitator

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To Do List:• Choose 2-3 specific

techniques to focus on developing.

• Make note of effective facilitation techniques you observe in your Learning Journal.

FaCiLiTaTioN

growth

teaching



connect | a growth experience

In small groups, “talk story” an event in your past life that was a real

growth experience for you. Was there someone that played a role in

facilitating this growth? What were some of the things this person did that

facilitated an opportunity for you to grow? Was there a certain way of being

that this person exhibited that supported your growth?

attend | commonalitites

In your small group, designate someone to record the commonalities in the

individual stories. Prepare to share these commonalities with the larger

group.

“I see people in terms of

dialogue and I believe people

are their talk.”

–Roddy Doyle



image | what does facilitating growth look like?

facilitate-v. to make easier: to help bring about.

Using the images provided, choose one that best depicts how you see the

process of facilitating growth.

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inform | role of the facilitator

There are three primary roles that an educator plays in the learning

environment:

• The Presenter–the role of sharing content through lecture and visual aids.

• The Facilitator–the role of encouraging the process of learning through

dialogue and coaching.

• The Coordinator–the role of structuring the learning environment and

learning experiences.

The Facilitator role focuses on :

• Keeping the learner involved.

• Helping the learner work out their own solutions.

• Focusing the learner’s attention on their own thought process.

• Asking questions that stimulate the learning process.

The skills needed to facilitate effectively:

• Questioning skills.

• Responding skills.

• Observing skills.

• Summarizing skills.

“A leader has the vision and

conviction that a dream can

be achieved. He inspires the

power and energy to get it

done.”

–Ralph Nader

An Effective Facilitator:Keeps People Involved Helps Participants Work

Out Their Own Solutions

Stays Neutral

• By encouraging learner participation.

• By getting learners to talk with one

another.

• By encouraging active learning, rather

than passive learning.

• By getting everyone to contribute their

ideas and expertise.

• By encouraging learners to share their

opinions and ideas.

• By helping learners to develop

alternatives.

• By getting groups to work

cooperatively.

• By asking questions.

• By responding in neutral ways.

• By minimizing their opinion.

• By summarizing for the learners



Questioning SkillsPhrasing questions

There are two elements of questioning that we will explore: phrasing and

focusing. Mastering the way you phrase questions will enable you to

effectively lead learning discussions.

There are two basic ways to phrase a question. The way you ask a question

will determine how much information you will receive in return.

1) Controlling questions

• A controlling question is designed to move the learner to a particular

conclusion. It is often referred to as a “leading question.”

Example:“Do we all agree that an effective consultation is essential to

conducting the best service possible?”

• The controlling question is effective at:

- gaining a sense of whether learners are grasping the content

- gaining consensus

- keeping the learner involved

“Quality questions create a

quality life. Successful people

ask better questions, and as

a result, they get better

answers.”

–Anthony Robbins

Questioning Skills Responding Skills Observing Skills Summarizing Skills• Phrasing

Discovery-Open

Controlling-Closed

• Focus

Direct —

ask a specific person

Overhead—

pose to the group

• Opinion Response

• Understanding Response

• Questioning

Return

Relay

• Reading Non-Verbal Cues • Recap Progress

• Acknowledge

Contributions

• Confirm the Main Points

• Restate Decisions and

Agreements

• Condense Lengthy

Discussion



2) Discovery questions

• This question is phrased to elicit a range of responses. It gives the learner

an opportunity to share their own experiences and knowledge.

Example: “Who has an example of an experience of a service provider

really caring about uncovering what your needs are?”

• The discovery question is designed to discover what experiences or

knowledge the learner has to share. The discovery format is effective at:

- creating opportunities for learners to share their knowledge

- engaging learners in dialogue

- keeping the learner involved

- engaging learners that are losing interest

- getting a sense of where learners are in the learning process

Focusing Questions

There are two ways that we focus questions to a group of learners: direct or

overhead.

• In the direct questioning technique, we ask an individual learner for

a response. With the overhead questioning technique, we pose the

question to the entire group.

• Direct questions are effective at:

- determining if an individual learner is understanding

- encouraging learners to pay attention

- engaging a learner that is losing interest

Example: “Shelley, what are your thoughts on this?”

• Overhead questions are effective at:

- creating dialogue between all of the learners

- exploring topics in group format

- allowing opportunities for learners who are comfortable responding to

participate

Example: “Who would like to share their thoughts on this concept?”



practice | working through a disagreement

Imagine you were observing an argument between two of your closest

co-workers. They have come to you to help them resolve their disagreement.

What questions would you ask to help resolve the conflict?

What questions do you think would be ineffective at resolving the conflict?

An effective facilitator leads the learning process by having participants be

the source of the information. All learners have knowledge to contribute.

By drawing upon each individual’s unique experience and knowledge, a

rich learning experience is created. The goal of facilitative questioning is to

encourage learner collaboration and contribution.

perform

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“If we would have new

knowledge, we must get

a whole world of new

questions.”

–Susanne K. Langer



inform | responding techniques

Effective questioning enhances the learning experience. Effective questions

allow the teacher to gauge where the learner is, both on an understanding

and interest level. The way an educator responds to questions is equally as

important as the questions that are asked.

The way that you respond to questions will determine:

• What behaviors are encouraged.

• Whether dialogue is encouraged.

• Whether learners feel acknowledged.

• The learning culture of the classroom.

Responding to Statements:

1. Opinion response–the message is that you heard what was said, you

either approve or disapprove, agree or disagree.

Example: “I agree with you. You are absolutely right.”

2. Understanding response–the message is that you heard, understood

and appreciate the contribution

Example: “Thank you, Marty. I appreciate you sharing that.”

3. Questioning response–the message is that you want or need more

information.

There are two approaches to the questioning response: return or relay.

In the return approach, you return back to the learner and ask for further

information:

Return example: “Tell me more about what you are thinking. What brings

you to this conclusion?” Or, the learner asks you a question and you

respond with “Jill, what do you think the difference might be?”

In the relay approach, you relay the question to the larger group.

Relay example: “Marty, that’s a good start. Is there anyone else that

wants to add to this?”



Other examples of responses to questions

Correct Answer:• When the answer is correct, the educator should validate the correct

response.

“Yes. Absolutely, correct.”

Incorrect Answer:• When the answer is incorrect, the educator should acknowledge the

attempt and redirect the response:

“Nice try. Let’s think this through some more.” Or, “Close. What else

might you do here?”

Neutral response to encourage further dialogue:• At times, the educator’s intent is to elicit different opinions. In this

situation, it is important to acknowledge answers without indicating

agreement or disagreement.

“That’s an interesting thought. Does anyone else have a different take

on this?”

Response to partial answer:Sometimes a learner will respond with part of the answer. In this situation,

the educator should acknowledge the contribution and encourage further

thinking:

“That is correct. Is there anyone else that would like to add to this?”

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practice | responding

Choose one of the following statements and write three different responses

to the same statement:

Statement 1: “I don’t understand what you are saying!”

Statement 2: “This material is way too hard for me!”

Statement 3: “I disagree. I think if you don’t present the information, the

learner isn’t learning.”

Opinion response:

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

Understanding response:

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

Question response:

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

“Every human has four

endowments—self-awareness,

conscience, independent will

and creative imagination.

These give us the ultimate

human freedom... the power

to choose, to respond, to

change.

–Stephen R. Covey



inform | observing non-verbal feedbackDuring classes, learners send messages to the educator all the time through their

facial expressions, body position, posture and responsiveness. The traditional

teaching approach is to just deliver the information–an information dump!

Learner-centered educators are keenly aware of the learner’s responsiveness

and adjust their approach, based on the non-verbal feedback they receive.

The learner’s non-verbal feedback can indicate when a break is needed, when

they are confused, bored or excited. Some non-verbal messages tell you to

continue, while others tell you to switch gears or to take different action.

practice | reading non-verbal cues

Paying attention to non-verbal feedback gives the educator information

on where the learner is in the learning process. Below are a list of some non-

verbal cues a learner might send in the classroom. In your group, come up

with at least two different interpretations of what each cue might mean:

Shaking head in what appears to be disagreement:

_______________________________________________________________

_______________________________________________________________

Tapping a pencil:

_______________________________________________________________

_______________________________________________________________

Doodling:

_______________________________________________________________

_______________________________________________________________

Sending notes to a friend:

_______________________________________________________________

_______________________________________________________________

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“Alot of it is non-verbal, so it

translates really well.”

–Rene Ruiz



Frowning:

_______________________________________________________________

_______________________________________________________________

Rubbing their brow:

_______________________________________________________________

_______________________________________________________________

Fidgeting”

_______________________________________________________________

_______________________________________________________________

After defining two interpretations for each cue, go back and choose three

cues. For each of the three cues, write a question you might ask or an

action you might take, based on this cue:

Cue #1:

Cue #2:

Cue #3:



inform | summarizing technique

A summary is a concise, condensed review of an event, meeting,

discussion or learning experience. Summarizing is a useful technique to

use to refocus a discussion or lesson, and should be the last thing you do

before moving on to a new topic or ending a session.

1. Recap progress.

2. Acknowledge contributions.

3. Confirm main points.

4. Restate decisions made.

5. Condense lengthy discussions.

practice | summarizing

What are some ways you might summarize throughout a learning experience?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

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Using Questions Throughout the Learning CycleThink about a class that you have observed or, perhaps, taught. Design

a question you might ask for each of the following parts of the learning

experience:

• The Opening (Quadrant One)–here you want to connect the learner to the

experience and create an opportunity for them to share their experiences

with the concept being taught. What question(s) could you ask to get the

learner engaged?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

• The Lecture (Quadrant Two)–here you are sharing the content that is

essential to know; your focus is on engaging the learner in the content.

What questions could you ask that would allow learners to contribute

what they already know to the lecture?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________



• The Practice (Quadrant Three)–here the learner is practicing using the

information you have shared; your focus is on making sure the learner is

practicing with correct information and technique. What questions could

you use to redirect a learner that was not following directions?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

• The Performance (Quadrant Four)–here the learner is demonstrating what

they have learned; your focus is on supporting the learner in identifying,

for themselves, any areas where they might improve. What question

could you ask that would acknowledge performance and encourage

further improvement?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

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extend | facilitating dialogue

Choose a topic to facilitate a brief discussion on with your table group. Each

group member will have an opportunity to facilitate. As a facilitator, you are

tasked with creating dialogue on the topic by using as many questions, as

possible. To further challenge yourself, see how many of the following types

of questions you can include in your questioning.

• Controlling–a question designed to redirect the conversation back to the

topic at hand.

• Discovery–questions designed to get the learner to share their own

experiences.

• Direct–a question targeted to an individual.

• Overhead–questions posed to the larger group.

When you are not facilitating, your task is to pay attention to the types of

questions and responses given by the facilitator. Pay particular attention to:

• Opinion responses–the facilitator validates an opinion of a participant.

• Understanding response–the facilitator acknowledges understanding of

what has been shared.

• Questioning response–the facilitator responds to a learner by asking

another question.

“To listen well, is as powerful

a means of influence as to talk

well, and is as essential to all

true conversation.”

–Chinese Proverb



refine | critique questioning skills

Share Feedback• What questions worked particularly well?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

• Was there any questions or responses that seem to dull the energy of the

dialogue?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

• What type of questions were you most comfortable using?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

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perform | learning journal

ReflectionReview the Facilitator skills shared in this module. Reflect on what skills

come naturally and what skills you would like to further develop. Make a

commitment to focus on two or three specific techniques you will use.

My feelings of confidence now that I have completed this module are…

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

I could use extra help in…

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________



Lesson #4: Role of the Coordinator

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DiRECTioN

coordination

teaching



connect | can you give me directions?

Have you ever tried to give direction to someone and noticed what you said

wasn’t what the listener interpreted? Have you ever received directions that

were confusing?

Share a humorous story about misdirection.

attend | effective direction

What do you think makes a set of directions effective?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

image | lost metaphor

Complete the following statement:

In the classroom, giving directions is a lot like _______________________.



inform | the coordinator role

Giving direction is one of the key skills in coordinating effective learning

activities. Practicing the skills needed to coordinate activities will help you

to make the interactive portions of your lessons more effective, focused

and time-efficient.

The Coordinator role involves focusing on six steps:

1. Setting up the Activity

2. Assigning Participants to Groups

3. Providing Directions and Instructions

4. Monitoring Progress

5. Structuring the Reporting Process

6. Debriefing and Summarizing Reports

Step 1: Setting Up the Activity• Create the activity.

• Introduce the activity by sharing with the learner how he/she will benefit

from the activity.

• Describe the methods learners will use during the activity.

• Outline your expectations and explain how you would like the learners to

report their results.

• Explain all the materials needed for the activity.

Step 2: Assigning Participants to Groups• Start by counting the total amount of participants.

• Decide how many groups are needed and the size.

• Divide the number of groups needed into the total number of partici-

pants.

• Choose a theme, or method to divide participants, that will achieve the

number of groups or group size needed.

Step 3: Provide Clear Instruction• Write your instructions out and practice saying them.

• Include: role of each person, time frame allowed and the feedback you

expect from the group.

• Decide how you will deliver instructions–all at once or in segments.

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Step 4: Monitoring ActivityTo monitor effective activities, do the following:DO:

• Clarify ground rules, goals and instructions to get and keep people on

track.

• Go immediately to groups who ask for help.

• Watch the time and periodically remind people how much time is left.

• Keep the activity moving on time.

• Check with early finishers.

• Encourage unfinished groups to finish. For instance, give them a countdown.

• Take notes of any interesting insights on the group’s work process. This is

valuable to the content of the debrief.DON’T

• Overrun the group. Make an appearance to give assistance, then move on.

Once on track, leave the group alone.

• Take a break after assigning a task. Stay in the room and show your

interest and accessibility. Learners will model the educator’s behavior.

Step 5: Structuring the Reporting ProcessWhen groups are complete, have the group reporters stand or come to the

front of the room.

• As the learners are reporting, make notes of contributions and comment

on them.

• Facilitate a discussion by asking questions to individual groups or the larger

group.

• Keep the group focused and moving along.

Step 6: Debriefing and Summarizing Reports • Listen carefully to each report.

• Thank people for participating.

• Engage groups that are listening by asking for feedback.

• Summarize any key ideas and main points that contribute to the lesson.



practice | effective coordination

Think of a learning activity you have experienced either as a student or by

observing other educators.

Using the six-step guidelines on the previous page, share what you

observed about each step in the process.

Step 1: Setting up the Activity

_______________________________________________________________

_______________________________________________________________

Step 2: Assigning Participants

_______________________________________________________________

_______________________________________________________________

Step 3: Providing Clear Instruction

_______________________________________________________________

_______________________________________________________________

Step 4: Monitoring Activity

_______________________________________________________________

_______________________________________________________________

Step 5: Structuring the Reporting Process

_______________________________________________________________

_______________________________________________________________

Step 6: Debriefing and Summarizing

_______________________________________________________________

_______________________________________________________________

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extend | create an activity plan

Think of an activity you have experienced or, perhaps, facilitated in a

learning experience. Complete the following six steps for the activity you

choose:

Step 1: Setting up the Activity

_______________________________________________________________

_______________________________________________________________

Step 2: Assigning Participants to Groups

_______________________________________________________________

_______________________________________________________________

Step 3: Providing Clear Instruction

_______________________________________________________________

_______________________________________________________________

Step 4: Monitoring the Activity

_______________________________________________________________

_______________________________________________________________

Step 5: Structuring the Reporting Process

_______________________________________________________________

_______________________________________________________________

Step 6: Debriefing and Summarizing

_______________________________________________________________

_______________________________________________________________

Be prepared to share your six-step activity coordination outline with your

facilitator and group.



refine | refine your plan

What changes would you make to your outline?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

Are there any parts of the six-step coordination process that you feel you

will need to focus particular attention on?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

perform | prepare and coordinate an activity

Develop an activity to be shared with your team. You and your facilitator

will agree upon the time allowed and the subject matter.

My feelings of confidence now that I have completed this unit are...

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

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Lesson #5: The Safety Net

Concept: Safety

Overview: In this module, you will explore some of the key factors that

contribute to creating a safe learning environment.

connect | fear of learning

Have you ever experienced fear in a learning situation? What created the

fear?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

attend | commonalities

Share with your group. Were there any commonalities in what created the

fear?

image | what does fear look like?

If you could see fear in a classroom, it would look like

_________________.?

“The starting point for a bet-

ter world is the belief that it is

possible.”

–Norman Cousins

To Do List:• Pay attention to educator

behaviors that impact learner safety. Make notes in your Learning Journal.



inform | four elements of learner safety

What Happens When We Are Afraid?Fear begins with a perception that some thing, event or person is

threatening. Every one of us will perceive a situation differently. And, each

of us will have different reactions to that same situation. When we perceive

something as threatening, we trigger a fear response and our brain reacts.

There is a part of the brain called the “amygdala” (pronounced ah-mig-da-

la). This part of our brain is tasked with sending messages to the body to

react to fearful or threatening situations. In our early days, the amygdala

was useful in alerting our bodies to prepare to fight off some huge beast or

be prepared to run quickly. It was designed to allow us to fight or escape

quickly. The phrase “fight or flight” refers to this response.

The amydala prepares the body by sending messages that the body should

release adrenaline to increase the body’s ability to fight or take flight.

We experience this in our bodies as increased heart rate, sweaty palms,

increased blood pressure and upset stomach.

The amygdala focuses all the body’s and brain’s energy on dealing with

the perceived threat. When this happens, there is little ability to focus on

anything else. This is why fear in the learning environment literally shuts

down the brain.

When fear is present, learning does not happen.

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The Safety Net:

Physical, Emotional, Intellectual and Social SafetyThere are four factors that contribute to learner safety:

Physical Safety—a comfortable environment is created with no threat of

physical harm.

Emotional Safety—the learner feels safe to express who they are and how

they are feeling.

Intellectual Safety—the learner feels comfortable making mistakes, asking

questions and feels validated for their ability and potential.

Social Safety—the learner feels accepted by the group and experiences a

sense of belonging.

Think back to your experience of fear in the learning environment that you

shared. How did your fear relate to these four factors?

Physical Safety

Beyond the fear of physical harm, having a physically safe learning

environment translates into the learner being able to make themselves

physically comfortable.

- Design learning spaces that are flexible.

- Enrich the environment with creative images and student work.

- Create spaces that are conducive to group learning.

- Provide adequate lighting.

- Create a pleasant aroma.

- Provide comfortable chairs.

- Give students the ability to move around.

- Keep the temperature comfortable.

- Allow stretch breaks.

- Create opportunities to relocate outdoors for activities, when appropriate.

- Provide an environment free from distracting noises, when quiet is needed.

- Incorporate hand or shoulder massage breaks.

- Allow students their own “space”–whether it be a station or locker.



Emotional Safety

- Create opportunities for students to reflect on their own feelings.

- Be open to comments that seem critical.

- Validate that each person is entitled to their own opinion.

- Encourage dialogue by remaining neutral and encouraging students to

share.

- Deal with conflicts quickly and professionally.

- Keep coaching conversations private.

- Recognize achievement.

- Acknowledge desired behaviors.

- Give personal notes of acknowledgement.

- Focus on acknowledging desired behaviors versus pointing out undesired

behaviors.

- Recognize commitment and persistence.

- Honor only respectful conversations.

- Focus on cooperation versus competition.

Intellectual Safety

- Acknowledge the strengths of each learner.

- Balance coaching with equal parts of acknowledgment of strength and

pointing out areas of improvement.

- Encourage questions.

- Acknowledge questions with “That’s a great question…”

- Seek out opinions by asking, “Tell me what you think about…”

- Take responsibility for giving clear directions and check for clarity by

asking, “Was I clear on directions?”

- Encourage and celebrate mistakes as learning opportunities.

- Encourage a culture of questioning–encourage students to question their

thinking, as well as, yours.

- Share how students will be assessed before they are assessed. Give

examples of poor, good and excellent levels of work.

- Be clear on expectations and be consistent.

- Use a variety of instructional strategies to address all learner needs.

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Social Safety

- Frequently change up project groups.

- Focus on cooperation.

- Acknowledge group progress and “wins.”

- Emphasize what students have in common.

- Build rituals into the classroom that celebrate the unique personality of

the group.

- Share motivational or inspirational stories and quotes.

- Refer to learners by name.

- Invite Aveda salon professionals in to share their stories about their fears

and passion.

- Allow the group to determine consequences for undesired behavior.

- Encourage an understanding of different learning styles.

practice | safety strategies

What other strategies have you seen work effectively to create a safe

learning environment?



extend | safety in your classroom

Identify three strategies for each category that you will incorporate into

your classroom design:

Physical-

Intellectual-

Emotional-

Social-

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refine | refine your design

Share your classroom design with the larger group. Refine your design,

based on the feedback you receive.

Throughout the Educator Internship Program, pay attention to experiences

that build your sense of safety as a learner. Whether it be a certain way

an educator speaks or the way they interact, make a note in your Learning

Journal. Practice your new skills as you interact with students.

perform | building a safe learning environment

What additional support do you need to build a safe learning environment?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

“Teaching is the greatest act

of optimism.”

–Colleen Wilcox





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