Presentation & Facilitation Skills
educator internship program
© Aveda Corporation revised 6-15-2012
table of contents
Overview ................................................................................ 3
Wellness ................................................................................ 5
“To Do” List .............................................................................. 6
Lesson Plans
Lesson #1:The Role of the Presenter ......................................... 7
“To Do” List ............................................................................ 28
Lesson #2: Book Study: Presenting With Pizzazz ..................... 29
“To Do” List ............................................................................ 36
Lesson #3: The Role of Facilitator ........................................... 37
“To Do” List ............................................................................ 50
Lesson #4: The Role of Coordinator ........................................ 51
“To Do” List ............................................................................ 58
Lesson #5: Safety Net ............................................................. 59
lesson plan quick reference symbols:
DVD
EXAMINE/DEBRIEF
FACILITATOR SCRIPT
FACILITATOR NOTE
GROUP ACTIVITY
HANDOUT
LEARNING JOURNAL
POWERPOINT®
qUESTIONS/ANSWERS
REVIEW
SHARE/DISCUSS
SWING BACk
WEBSITE
WRITTEN TASk
2 | presentation and facilitation skills
© Aveda Corporation revised 6-15-2012
overviewThe most effective educators have strong technical skills, a strong sense of purpose and
the ability to bring content to life. This module focuses on the delivery skills you will need to
animate the Aveda curriculum in the classroom.
There are three roles you will play when delivering content: presenter,
facilitator and coordinator. This module will address all three roles by
sharing specific techniques you can use in the classroom. You will also
explore how to create a safe learning environment that encourages learner
participation. By the end of this module, you will be prepared to deliver
engaging presentations!
presentation and facilitation skills | 3
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4 | presentation and facilitation skills
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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to do list
Facilitator:• Create “tone” cards-you will need six index cards for each Intern. The six
cards will each have one word written on them: joy, passion, frustration,
boredom, anger and excitement. Use a bold marker and large print to
ensure readability from across the classroom.
• Determine source of content for exercise #2. The Educator Intern will be
asked to create a 15-minute 2L Inform presentation. As the facilitator,
you can assign content, give the Intern several topics to choose from or
allow them to choose the content themselves.
• As an option, you may want to play music as Interns enter the
experience. “Express Yourself” by Madonna is a fun song that relates to
the content.
• It is suggested that you access a video camera for taping the
presentation assignments. Each Intern will need an individual videotape.
Educator Intern:• Assignment 1: Develop a five or 10-minute opening presentation, using
one of the provided concepts.
• Assignment 2: Develop a 15-minute informative and engaging
presentation on chosen content.
• Final presentation to be designed and delivered, after completion of all
Presentation modules and the 4MAT™ module.
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overview This module explores three elements of effective presentation delivery:
body language, tone and words.
concept: energy
perform
refine
inform
image
attend
connect
extend
practice
1
23
4 Energizing
Interactions
Distinctions
Engaging
Presentations
- Body Language
- Tone
- Words
Presentation to
Student Body and/
or Faculty
Interns
Refine Their
Presentation
Interns Develop
Engaging
Presentations
Proximity Exercise
“There Are Enough Towels”
Energizing Language
energy
Lesson #1: The Role of the Presenter
Moving Energy
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Lesson #1: The Role of the Presenter
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EnErgy
engage
presentation and facilitation skills
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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? Is there one particular
energizing interaction that stands out for 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?
Review page 5 of the Learning Journal.
Delivering training as generating and facilitating energyWhen 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.
QUESTION:
• 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?
• How do you believe the energy of an educator affects the level of
engagement of the learner?
LEARNING JOURNAL:
Share the visual on pages 6 and 7 of the Learning Journal.
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presentation and facilitation skills | 9
FACILITATOR SCRIPT:
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.At
tent
ion
Time
Atte
ntio
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Time
ActivitiesX X
Atte
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Time
Atte
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Time
ActivitiesX X
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1
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4
Educator M
ore A
ctive
Stu
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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.
1
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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.
image | moving energy
The 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:
LEARNING JOURNAL:
Review visual on page 8.
FACILITATOR SCRIPT:
Do you recognize your own way of learning in this cycle? Educators must
create this cycle in the learning experiences they design and deliver. In the
first half of the learning cycle, the educator is more active. In the second half
of the cycle, the learner is more active.
Imagine the learning cycle as energy moving around the wheel. How does the
energy shift when you move from quadrant one to quadrant two? How might
you need to shift your energy? Choose a visual symbol to represent how the
energy might look in each part of the cycle, if you could actually see it.
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inform | engaging presentations
LEARNING JOURNAL:
Read through text on page 9.
When 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
FACILITATOR SCRIPT:
In the Aveda Institute Educator Internship program, you will learn how
to structure a classroom environment (Effective Classroom Management
module) and how to design effective learning activities (4MAT™ module).
There are three roles an educator plays in the learning environment:
presenter, facilitator and coordinator.
• In the Presenter role, you share information through lecture and visual aids.
• In the Facilitator role, you create opportunities for processing of
information by asking questions and stimulating dialogue.
• In the Coordinator role, you create structure in the learning environment
by giving clear direction and defining desired behavior and 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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© Aveda Corporation revised 6-15-2012
How delivery impacts learning: body language, tone and words
LEARNING JOURNAL:
Review text with Intern on body language, tone and words on page 10.
FACILITATOR SCRIPT:
How does this information impact our approach to delivering powerful
presentations?
As presenters, we need to pay attention to all three factors when focusing
on generating energy and creating positive impressions. Let’s begin with
body language and how subtle changes in how you use your body can
greatly impact your ability to generate positive energy.
Body Language 55% Tone 38% Words 7%
Tips for creating a positive impact using body language
LEARNING JOURNAL:
Review tips for using body language, found on page 10.
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.
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perform
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practiceHand 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.
GROUP ACTIVITY:
See page 11 of the Learning Journal. Set up the activity with the following:
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?
FACILITATOR NOTES:
After the group reflects on this exercise, ask them to stand. Tell them to
find a partner and stand across from their partner and wait for your next
instruction. (It is important to set this up, so that they anticipate you are
going to give them further direction.) Once they are in position, ask them
to freeze their position. Ask the following:
DEBRIEF:
• What do you notice about how far apart you are standing?
• Now, look around the room. What do you notice about everyone else’s
body position?
• Why do you think everyone is positioned similarly?
FACILITATOR NOTES:
Next, ask the partners to each take one step toward each other and freeze
position. Give them a minute. Does the group seem uncomfortable? Is there
a great deal of laughter? Are they continuing to make eye contact or turning
their heads to the side?
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DEBRIEF:
Is this uncomfortable? Why?
The intent of this exercise is to have the Intern recognize that:
• Body language includes our proximity to others.
• Being too close to others can create discomfort, a feeling of “being in
my space.”
• Being too close can create a feeling of domination.
practice | body language and classroom management
LEARNING JOURNAL:
Have Interns read the following on page 12.
• 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,
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.
• 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.
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presentation and facilitation skills | 15
• 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 disruptive students, until the talking stops.
QUESTION:
How can this knowledge be used in classroom management? Think of some
examples of how body language can contribute to effectively managing a
classroom.
FACILITATOR NOTES:
After the group generates ideas, ask the Interns to add their notes to
page 11 in their Learning Journal.
SWING BACK TO INFORM
inform | toneTone accounts for 38% of communication impact. By 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.
LEARNING JOURNAL:
Have Interns read through the Introduction of the “There are enough
towels” game on page 13.
practice | “there are enough towels”
GROUP ACTIVITY:
• Write the following words on a deck of index cards: joy, passion, frustration,
boredom, anger and excitement. Each Intern will need their own deck of
cards. Make sure to write the words with a bold marker and in large print.
You will want to be able to see the word on the card from across
the classroom.
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• Ask one person in the group to be the first demonstrator. The demonstrator
will choose an emotion card and be asked to demonstrate the emotion
when saying the phrase, “There are enough towels.” The group’s task is
to determine which emotion is being demonstrated by simply hearing the
phrase.
• Once the demonstrator says the word, every observer must choose the
card that has the emotion on it that they believe is being conveyed.
Everyone holds up their card. If everyone in the group has not chosen the
correct card, the demonstrator must repeat the exercise. As facilitator, it
is important to make sure the demonstrator does not give other hints or
point out who has the wrong cards displayed.
• The demonstrator must continue to say the phrase until every one
observing chooses the correct emotion card. You can play as many
rounds as needed to emphasize the power of tone.
DEBRIEF:
• 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?
SCHEDULING NOTE:
If you have only one Educator Intern, you can use this exercise with a class
of students and ask the Intern to participate. It is much more effective in a
group setting.
SWING BACK TO INFORM
inform | a few words on “words”
Review page 14 of Learning Journal.
• 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.
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presentation and facilitation skills | 17
• 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?
practice | energizing phrases
GROUP ACTIVITY:
Ask the Interns to complete the exercise found on page 15. The more
“energizing” phrases are underlined here for your reference.
While 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 or phrase that you believe has
the greater energy.
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practice
“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
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18 | presentation and facilitation skills
“She will do it” “Sandra will do it” DEBRIEF: Our first name is the most persuasive and powerful word for each of us.
I choose to I have toDEBRIEF: “Choose” is word that indicates accountability and personal power.
challenge problemDEBRIEF: “Challenge” is a powerful word that implies an opportunity to “rise to the occasion.”
customer guestDEBRIEF: “Guest” implies that the individual is welcomed into our “home.”
reserve bookDEBRIEF: Like the word “guest,” “reserve” implies a higher level of service.
“I want you to” “Will you”DEBRIEF: By asking, we model respect for our students.
“I” “we”DEBRIEF: “We” builds the sense of belonging and community in the classroom.
“What if you try.” “Here’s what you should do.” DEBRIEF: Rather than “telling,” here the communicator suggests an option. This phrase acknowledges the other person with an opportunity to choose.
“That’s a good idea, but...” “That’s a good idea and…”DEBRIEF: The word “but” always negates what comes before it. If you compliment someone and then continue with “but,” you negate the compliment.
“That’s an interesting question, “I don’t understand what you’re asking tell me more about.” me.”DEBRIEF: This phrase encourages the learner to continue to explore their thoughts.
“I just explained that…” “ I must not have been clear, let me try again…”
DEBRIEF: Here the communicator takes responsibility for their communication by beginning with, “I must not have been clear …”
“Do you understand what I “Was I clear enough in my directions?” just said?”
DEBRIEF: The phrase on the right allows learners to ask for more information
without feeling uncomfortable.
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practice | energizing language
QUESTION:
What are some other “feel-good” phrases or language you have observed
that generates positive energy?
FACILITATOR NOTE:
Ask the Interns to pay particular attention to the impact language has on
the learner. As they are observing classroom and clinic teaching, ask the
Interns to make notes of any particularly empowering phrases or language
they observe educators using.
extend | engaging presentations
FACILITATOR NOTE:
Now you will assign two presentations: an opening (Quadrant One) and
a lecture (Quadrant two-left). Refer to page 16 of the Learning Journal.
Assessment forms are included for this assignment on pages 18-21 of
the Learning Journal (facilitator copies, pages 24-28 of this lesson plan).
Review the assessment forms before the Intern begins working on the
assignment. Emphasize the importance of sharing grading criteria with
students before student work begins.
The Grading Criteria is based on categories of performance. Each category
is worth up to four points.
FACILITATOR SCRIPT:
(Refer to page 17 of the Learning Journal.) The ability to make the
distinction between the levels of quality of work is essential to the learning
process. What is the difference between an average haircut and an
excellent haircut? As a teacher, 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. Here you will see a matrix
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that illustrates the criteria that will be used to assess your presentation
assignments. Use this matrix to prepare and practice your presentation.
LEARNING JOURNAL:
Refer to page 16.
WRITTEN TASK:
Assignment #1: OpeningDevelop 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.
FACILITATOR NOTE:
If the Intern has not experienced the 4MAT™ module, you should share
several examples of great Quadrant One openers. The key criteria to share
includes:
• Focuses on what the learner already knows about the concept.
• Engages the learner to think and talk about their own experiences.
• Prepares the learner to receive new information by engaging them in the
bigger concept.
WRITTEN TASK:
Assignment #2: LectureUsing the source list provided by your facilitator, create a 15-minute
(Quadrant Two Left-Inform) lecture that is focused on engaging the learner in
the content being shared.
FACILITATOR NOTE:
See pages 24-28 for Powerful Openings Assignment and Powerful Lectures
Assignment and Grading Criteria.
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presentation and facilitation skills | 21
refine | educator interns refine their presentations
FACILITATOR NOTES:
Ideally, the presentations for assignment #1 and #2 should be videotaped.
For the Refine portion of the lesson, ask the Intern to take the videotape and
assess their own presentation, using the assessment criteria that is provid-
ed. You should also refine the assignment using the assessment criteria pro-
vided. Schedule a time to compare your assessment with the Intern’s assess-
ment. If you are not able to videotape the presentation, then you should
meet with the Intern to review the feedback from the presentation.
perform | presentation to student body and/or faculty
FACILITATOR NOTE:
Set up the following assignment to be due, after completion of all
Presentation modules and the 4MAT™ modules.
Design and deliver a complete presentation using the skills you have
learned, including the 4MAT™ design framework.
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.
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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— Speak 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 Intern 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 Interns 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 Intern.
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
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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 is loud enough to be heard by all audience members at least 80% of the time.
Volume often too soft to be heard by all audience members.
Listens to Other Listens intently. Gives affirmation to the Intern that they are heard. Makes sure that all other Interns have heard the comments of other Interns.
Listens intently but does not always include the entire group of Interns in the comments of individual Interns.
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.
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presentation and facilitation skills | 25
CATEGORY 4 3 2 1
Preparedness Educator Intern is completely 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 professional 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 mispro-nounces 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 Interns 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 Intern.
Creative Delivery Educator Intern creatively delivers lecture through various means. Interns 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
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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 several props that show considerable work/ creativity and which make the presentation better.
Educator Intern uses 1 prop that shows considerable work/ creativity and which makes 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 is loud enough to be heard by all audience members at least 90% of the time.
Volume is loud enough to be heard by all audience members at least 80% of the time.
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 ______________/40
(calculate by adding subtotal from all four columns)
Note: to convert to 100-pt scale, divide total score by 40.
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presentation and facilitation skills | 27
to do listFacilitator:• Read Presenting with Pizzazz, by Sharon Bowman.
Educator Intern:• 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.
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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.
concept: resonate
perform
refine
inform
image
attend
connect
extend
practice
1
23
4 What Resonated
WIth You?
Share Your
Insights
Presenting with
Pizzazz
Reflections
Refine Your
Design
Your Lesson
Plan
Tips in Action
resonate
Lesson #2: Book Study: Presenting with Pizzazz by Sharon Bowman
Carousel Review
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perform
refine
inform
image
attend
connect
extend
practice Lesson #2: Book Study: Presenting with Pizzazz by Sharon Bowman
connect | 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.
QUESTION:
• As you read Presenting with Pizzazz, what information truly resonated
with you? What evoked a response from you?
attend | share your insights
SHARE:
Have each Intern share the significant insights gained from the book.
image | carousel review: share your visual
GROUP ACTIVITY:
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.
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Steps for the activity:
1. The Interns 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.
FACILITATOR NOTE:
As this activity progresses, you may find each team needs less time to share.
You may need to speed up the sharing time, as you progress. When the group
is finished with sharing, ask that each Intern tape their flip chart to the wall.
Ask the Interns to take a “stroll” around the wall to view the flip charts again.
If you are working with one Intern, this workshop can also be shared with
students. It is an ideal session to prepare students for presenting group
projects. With students, you may also want to focus on how the tips apply to
“presenting” one’s self to a guest.
inform | presenting with pizzazz
FACILITATOR NOTES:
Learners will have time to share their thoughts about the statement. You
should also add what you feel is pertinent to the discussion. Continue
through all 10 points, allowing 3-4 minutes for each point.
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.
Source: Bowman, Sharon, Presenting with Pizzazz (1997).
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practice | tips in action
QUESTION:
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.
Debrief: “During the lecture, how much talking did I do? How much
talking did you do?”
Tip #2: The person doing the most talking is doing the most learning.
Debrief: Pair sharing during the carousel review encouraged you to
play the role of “educator.”
Tip #3: Tell it with stories.
Debrief: Be prepared to highlight any personal examples you shared in
the lesson.
Tip #4: Balance active and passive ways of learning.
Debrief: What forms of active learning did you observe? What forms of
passive learning?
Tip #5: Walk your talk.
Example debrief: “Hopefully, I am walking my talk?”
Tip #6: Active bodies equal active brains.
Debrief: The carousel review and gallery strolls are examples of
physical learning.
Tip #7: The process is as important as the product.
Debrief: There was intentional focus on making this a pleasant learning
environment. What did you notice that added to your comfort?
Tip #8: You master what you teach.
Debrief: One of the best ways to learn anything is by preparing to teach
it to someone else. Where did you notice that you were “teaching?”
Tip #9: Be the “Guide-on-the-side” not the “Sage-on-the-Stage.”
Debrief: How much “center-stage” time did I occupy?
Tip #10: You teach what you most need to learn.
Debrief: Once again, one of the best ways to learn anything is by
preparing to teach it.
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extend | your lesson plan
FACILITATOR SCRIPT:
You 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
FACILITATOR SCRIPT:
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.
FACILITATOR DEBRIEF:
• How comfortable did you feel presenting this way?
• What worked? What didn’t work?
• What could you change in order to make it work next time?
Answering these questions, after each time you teach, is one of the best
ways to improve your teaching ability.
perform | reflections
FACILITATOR SCRIPT:
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 Interns. Some thoughts for reflection:
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QUESTIONS:
• 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 a learning
environment.
perform
refine
inform
image
attend
connect
extend
practice
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to do listFacilitator:• Provide images for the activity in Image (2R). You can use Visual Explorer
or magazine images.
Educator Intern:• Identify and focus on developing 2-3 techniques to enhance your
facilitation skill.
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overview In this module, you will explore four skills needed to effectively facilitate
learning experiences: questioning, responding, observing and summarizing
skills.
concept: growth
perform
refine
inform
image
attend
connect
extend
practice
1
23
4A Growth Experience
Commonalitites
Questioning Skills
Responding Skills
Observing Skills
Summarizing
Skills
Learning Journal
Critique
Questioning
Skills
Facilitating
Dialogue
Working Through a
Disagreement
Responding
Reading Non-Verbal
Cues
growth
Lesson #3: Role of the Facilitator
What Does
Facilitating
Growth Look
Like?
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Lesson #3: Role of the Facilitator
perform
refine
inform
image
attend
connect
extend
practice
grOWTH
facilitation
teaching
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connect | a growth experience
GROUP ACTIVITY:
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 thing 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.
FACILITATOR NOTES:
Some of the qualities and behaviors that effective facilitators demonstrate are:
• Ability to encourage someone to reflect on their own thinking and behavior.
• To encourage looking at problems and challenges from different
viewpoints.
• Encouraging and supportive.
• Believes in the ability of the other person.
• Asks questions.
• Listens intently.
• Can remain neutral, when needed.
image | what does facilitating growth look like?
Facilitate-v. to make easier: to help bring about.
GROUP ACTIVITY:
Using the images provided, choose one that best depicts how you see the
process of facilitating growth.
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FACILITATOR NOTE:
Ideally, you can use the Visual Explorer images for this exercise. If this is not
available, choose images from magazines. Have all of the images displayed
on a table. Ask the Interns to review the images and choose one that best
illustrates how they see the process of facilitating growth.
inform | role of the facilitator
FACILITATOR SCRIPT:
There are three primary roles that an educator plays in the learning environment:
• The Presenter Role–the role of sharing content through lecture and visual aids.
• The Facilitator Role–the role of encouraging the process of learning
through dialogue and coaching.
• The Coordinator Role–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.
perform
refine
inform
image
attend
connect
extend
practice
An Effective Facilitator:Keeps People Involved Helps Participants Work
Out Their Own SolutionsStays 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.
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FACILITATOR NOTE:
In this part of the wheel, the lecture is divided into four parts: questioning
skills, responding skills, observing skills and summarizing skills. You will
lecture (2L) on each part and then swing to Practice (3L). You will then
swing back to 2L for the next segment of lecture. Once you complete all
four parts of the Inform and Practice, then you will proceed to Extend (3R).
questioning TechniquesPhrasing 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
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
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perform
refine
inform
image
attend
connect
extend
practice2) 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
QUESTION:
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?
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FACILITATOR NOTES:
An effective question for this situation would focus on encouraging the
coworkers to reflect on their thinking in order to discover their own solutions.
• “What do you believe is the underlying issue here?”
• “What is working about this situation?”
• “What is one thing that your co-worker might do that would make this
situation better?”
• “What is one thing you might do that would make this situation better?”
QUESTION:
What questions do you think would be ineffective at resolving the conflict?
FACILITATOR NOTES:
Questions that convey or encourage judgment or superiority would
discourage the co-workers from truly sharing:
• “What do you think your co-worker is doing wrong?”
• “Why does everyone else get along, but you two?”
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.
SWING TO INFORM
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.
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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?”
perform
refine
inform
image
attend
connect
extend
practice
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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?”
practice | responding
WRITTEN TASK:
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:
FACILITATOR NOTES:
Examples might be:
Understanding response:
Question response:
SWING TO INFORM
inform | observing non-verbal feedback
During classes, learners send messages to the educator all the time through their facial expressions, body position, posture and responsiveness. The traditional educator 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 learners are confused, bored or excited. Some non-verbal messages tell you to continue, while others tell you to switch gears or to take some action.
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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.
GROUP ACTIVITY:
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.
• 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.
SWING BACK TO INFORM
inform | summarizing technique
A summary is a concise, condensed review of an event, meeting, discus-
sion 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.
QUESTION:
What are some ways you might summarize throughout a learning experience?
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practice | summarizing
Using questions Throughout the Learning Cycle
Think 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
DISCUSS:
Choose a topic to facilitate a brief discussion 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
FACILITATOR NOTES:
You may choose to assign topics for discussion. Sample questions to initi-
ate the discussion might include:
• How does an educator contribute to student behavior?
• What is more important to an educator role: technical skill or ability to
inspire students?
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refine | critique questioning skills
SHARE:
• 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?
perform | learning journal
Refer to page 45 of the Learning Journal.
WRITTEN TASK:
Review 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…
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to do listFacilitator:• Make sure that the Intern has an opportunity to observe the coordination
of learning activities in the classroom, prior to this module.
• Schedule a time for the Intern to coordinate an activity at a staff meeting.
Educator Intern:• Design and coordinate an activity for your team.
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overview This module explores six steps to effective coordination of activities in the
classroom.
concept: direction
perform
refine
inform
image
attend
connect
extend
practice
1
23
4Can You Give Directions?
Getting Lost
Six Steps to
Effective Coordination
Coordinate an Activity
Refine Your
Activity Plan
Create an
Activity Plan
Effective Coordination
direction
Lesson #4: Role of the Coordinator
Lost Metaphor
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Lesson #4: Role of the Coordinator
perform
refine
inform
image
attend
connect
extend
practice
DIrECTIOn
coordinating
teaching
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connect | can you give me directions?
QUESTION:
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?
attend | effective direction
QUESTION:
What was one of your most humorous or interesting cases of getting lost?
What makes a set of directions effective?
FACILITATOR NOTES:
When effective directions are given the receiver is clear and the receiver
arrives at the desired destination with ease.
image | lost metaphor
DISCUSS:
Complete the following statement:
In the classroom, giving direction is a lot like _______________________.
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inform | the coordinator role
FACILITATOR NOTE:
Review the following text from pages 48-49 in the Learning Journal:
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 participants.
• 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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54 | presentation and facilitation skills
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 count-
down.
• 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.
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presentation and facilitation skills | 55
practice | effective coordination
FACILITATOR NOTE:
Ideally, the Intern should have the opportunity to observe other educators
before this experience. Be prepared to share a learning activity you have
used or observed that models this six-step process.
SHARE:
• Think of a learning activity you have experienced, either as a participant 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
extend | create an activity plan
FACILITATOR NOTE:
Here you want the Intern to completely think through the coordination of a
learning activity. Ask the Intern to script out directions and questions they
plan to use in the coordination of the activity.
WRITTEN TASK:
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
Step 3: Providing Clear Instruction
Step 4: Monitoring Activity
Step 5: Structuring the Reporting Process
Step 6: Debriefing and Summarizing
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56 | presentation and facilitation skills
Be prepared to share your six-step activity coordination plan with your
facilitator and group.
FACILITATOR DEBRIEF NOTES:
Go back to the concept of “direction.” Based on what the Intern has
prepared, will the Intern arrive at the desired destination with ease? Are
there any parts of the process that seem confusing? Pay particular attention
to the debrief. Does the debrief contribute to the learning process or does
the activity just seem like a fun activity with no learning value?
refine | refine your plan
QUESTION:
• What changes would you make to your plan?
• 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.
FACILITATOR NOTE:
Create an opportunity for the Intern to coordinate an activity at a team
meeting. You may ask the Intern to create a stand-alone activity such as a
wellness-focused segment or a teambuilding segment. Or, you may partner
with the Intern and ask them to coordinate a particular activity within a
lesson plan that you or another educator plans to deliver.
Ideally, you should videotape the coordination of the activity. Reviewing
the tape with the Intern will create an opportunity to further refine coordi-
nation skills.
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presentation and facilitation skills | 57
to do listEducator Intern:• Pay attention to educator behaviors that impact learner safety.
Make notes in your Learning Journal.
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58 | presentation and facilitation skills
overview In this module, you will explore some of the key factors that contribute to
creating a safe learning environment.
concept: safety
perform
refine
inform
image
attend
connect
extend
practice
1
23
4Fear of Learning
Commonalities
Four Elements of
Learner Safety
Reflection and
Learning Journal
Refine Your
Design
Safety in Your
Classroom
Safety Strategies
safety
Lesson #5: The Safety Net
What Does Fear
Look Like?
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presentation and facilitation skills | 59
Lesson #5: The Safety Net
connect | fear of learning
QUESTION:
Have you ever experienced fear in a learning situation? What created the
fear?
attend | commonalities
SHARE:
Share with your group. Were there any commonalities in what created the
fear?
FACILITATOR NOTES:
Using a flip chart, write down key elements that contributed to fear being
present. Acknowledge commonalities in the examples.
image | what does fear look like?
QUESTION:
If you could see fear in a classroom, it would look like _________________?
FACILITATOR NOTES:
Some examples that you might see in this exercise are fear being represented
as “choking” learning, or fear being a “cloud” that prevents the learner from
seeing the content. Ask the participants to share their visual and describe
what the visual represents.
perform
refine
inform
image
attend
connect
extend
practice
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60 | presentation and facilitation skills
inform | four elements of learner safety
FACILITATOR NOTES:
Review the content on fear and learning found on page 54 of the Learning
Journal.
GROUP ACTIVITY:
You may choose to break the Interns into groups and have each group read
the content describing one of the fear factors: physical, intellectual, social
and emotional safety.
You can combine 2L (Inform) and 3L (Practice) here by asking each group
to read through their section and identify some of the ways they have
observed this fear factor being addressed effectively in the learning
environment. Have each group prepare a 3-5 minute review of their
content and observations.
You can introduce the acronym “PIES” to help the Intern(s) remember the
four factors: Physical, Intellectual, Emotional and Safety.
DEBRIEF:
Tie back to the initial dialogue around fear in the learning environment
that you facilitated in Quadrant One. Ask the group, “Think back to your
experience of fear in the learning environment that you shared. How did
your fear relate to these four factors?” Have each Intern notice what factors
contributed to the fear they experienced or observed.
practice | safety strategies
QUESTION:
What other strategies have you seen work effectively to create a safe
learning environment?
“The starting point for a
better world is the belief
that it is possible.”
–Norman Cousins
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presentation and facilitation skills | 61
extend | safety in your classroom
DISCUSS:
Identify three strategies for each category that you will incorporate into
your classroom design:
• Physical Safety
• Emotional Safety
• Intellectual Safety
• Social Safety
FACILITATOR NOTE:
Here you are looking for the Intern to identify structure, systems and rituals
that will support a fear-free learning environment. For example:
Physical– “I will allow learners to choose their own seats.”
Intellectual– “I will always give students an example of ‘excellent’ work to
model, along with my grading criteria. This way they will know the criteria I
am using to evaluate their work.”
Emotional– “Once a week, I will do a ‘check-in’ and create an opportunity
for the students to share how they are feeling about their learning. This will
give me an opportunity to address concerns or fears, before they affect the
learning environment.”
Social– “I will include theme songs as part of our classroom environment.
Students can nominate music and the group can choose ‘their’ songs. I will
incorporate the music into my weekly rituals.”
refine | refine your design
SHARE:
Share your classroom design with the larger group. Refine your design,
based on the feedback you receive.
62 | presentation and facilitation skills
© Aveda Corporation revised 6-15-2012
FACILITATOR NOTES:
As you debrief the designs, look to see that the systems or rituals truly
support learner safety. Encourage the Educator Interns to think about how
they can remind themselves to be consistent in the implementation of their
systems, structure and rituals.
perform | building a safe learning environment
LEARNING JOURNAL:
Refer to page 59.
• What additional support do you need to build a safe learning
environment?
FACILITATOR NOTES:
Ideally, you should continue to follow up with Interns on their observations
on learner safety. As the Intern progresses through the program, they will
have opportunities to observe both effective and ineffective approaches to
building learner safety and confidence.
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.
“Teaching is the greatest act
of optimism.”
–Colleen Wilcox
presentation and facilitation skills | 63
© Aveda Corporation revised 6-15-2012
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