FACILITATION SKILLS

1
Training Your Unit Enabling Learning Objective
Understand the eight presentation steps
Back
Next
2
TRAINING YOUR UNIT

• COMPONENTS OF TRAINING
• CONTENT
• PROCESS

3
TRAINING YOUR UNIT

• CONTENT
• The information that is being presented and
  discussed.

4
TRAINING YOUR UNIT

• PROCESS
• The way the presentations and discussions are
  carried out.

5
TRAINING YOUR UNIT

• ADULT LEARNING ENVIRONMENTS
• Self-directed
• Independent approaches to learning new
  information
• Based on experience, culture, prior knowledge,
  biases, attitudes and social relationships
• Must integrate practical information
• Peers provide resource and source of influence

6
TRAINING YOUR UNIT

• FACILITATOR VS. INSTRUCTOR
• A FACILITATOR is a guide or leader who allows for
  a more open format for learning yet still
  ensures that the course moves along.
• A FACILITATOR allows students to learn through
  discovery by using problem-solving methods such
  as brainstorming, case studies or role plays.
• A FACILITATOR allows for ample student
  participation and input.

7
TRAINING YOUR UNIT

• FACILITATOR VS. INSTRUCTOR (cont)
• A FACILITATOR asks students to evaluate their own
  learning.
• An INSTRUCTOR controls the learning environment
  by sequencing the content and controlling student
  input.
• An INSTRUCTOR evaluates student learning by
  assigning grades.

8
TRAINING YOUR UNIT

• EIGHT PRESENTATION STEPS
• 1. Analyze the audience.
• 2. Consider the time provided for the
  presentation.
• 3. Determine the objective(s) of the
  presentation.
• 4. Gather information on the topic.
• 5. Outline the presentation.
• 6. Generate any materials needed.
• 7. Conduct a dry run and get critical
  feedback.
• 8. Presentation Day

9
TRAINING YOUR UNIT

• ANALYZE THE AUDIENCE
• How many people are expected to attend?
• Is this likely to be a friendly audience? An
  interactive audience?
• Who is likely to be disruptive? Who is likely to
  be dominant? Who is likely to be quiet?

10
TRAINING YOUR UNIT

• CONSIDER THE TIME PROVIDED
• The longer the presentation, the more freedom you
  will have to explore the topic.
• A shorter presentation needs to be very clear and
  to address the topic directly.
• Would an interactive activity help to reinforce
  learning?
• Is question time included?

11
TRAINING YOUR UNIT

• DETERMINE THE OBJECTIVE OF THE PRESENTATION
• Clearly state the purpose and expectations at the
  onset of the presentation.
• Develop TLOs and ELOs for your presentation.
• Presentation of new information or building upon
  prior knowledge?
• Objectives should be student-centered to show
  what the student is required to learn, not what
  we want to teach!

12
TRAINING YOUR UNIT

• GATHER INFORMATION ON THE TOPIC
• Gain clear guidance on WHAT you need to present
  and WHY.
• Use the three main sources available for
  researching your topic yourself (personal
  knowledge base), experience of others (SMEs) and
  written material.
• Choose materials that are both useful and
  appropriate for the target audience.

13
TRAINING YOUR UNIT

• OUTLINE THE PRESENTATION
• REMEMBER the purpose of the presentation is to
  provide information which the audience will then
  remember at a later date.
• Create a road map for yourself by outlining the
  main points of the presentation.
• Strive to organize your presentation to keep your
  audience interested and enhance their learning.

14
TRAINING YOUR UNIT

• GENERATE ANY MATERIALS NEEDED
• Develop training materials that will best lead to
  the desired learning outcome.
• Stay away from distracting visuals, sounds and
  formats they take away from information you
  trying to present.
• Select a teaching or instructional method that
  supports how people learn by doing, by
  discussing, by listening, by observing and by
  participating.

15
TRAINING YOUR UNIT

• CONDUCT A DRY RUN AND GET FEEDBACK
• Practice is the single most important factor
  contributing to a good presentation.
• Try rehearsing your presentation first in private
  and then before a few colleagues ask for
  feedback, then act on that information!
• Practice all parts of the presentation equally in
  order to get an idea of how things will flow.

16
TRAINING YOUR UNIT

• PRESENTATION DAY
• Take a tour of the room you will use for the
  presentation early in the day to make sure that
  the setup is correct and that your equipment
  works properly.
• Check yourself before you start general
  appearance, voice, make bathroom run.
• Avoid standing behind the lectern or desk during
  the presentation stand to one side of the
  projection screen or blackboard, and closer to
  the audience if possible.

17
TRAINING YOUR UNIT

• NON-VERBAL MESSAGES
• Position your body so that you face the audience.
• Use movement to your advantage.
• Use eye contact.
• Avoid distracting mannerisms.
• Be aware of personal appearance.

18
TRAINING YOUR UNIT

• VERBAL MESSAGES
• Be clear and concise with your speech avoid
  using excess language in order to make a point.
• Avoid distracting expressions and jargon.
• Use pauses effectively.
• Vary the pitch and volume of your voice.