Facilitated Learning

Facilitated Learning

I follow these ten principles of facilitated learning.

I build authentic, attentive, trustworthy, and caring relationships.

I take the time to get to know each participant as an individual.

I connect with each participant in a respectful, trustworthy, and caring way, affirming that each has valuable things to contribute.

I am authentic in my relationship with participants.

I possess and use knowledge of relevant and valid content.

I am familiar with the content on human development, life skills, and executive functions that I am helping participants learn. {Positive organizations, positive culture, positive relationships, positive teamwork}

I share the content on positive organizations in knowledgeable, clear, and compelling ways.

I continue to deepen my knowledge of the most relevant and valid content on research and applications of research, to benefit adult learners further.

I build on and extend others’ learning.

I observe and listen to participants, individually and in groups, paying attention to their learning.

I ensure that I listen and observe all participants by avoiding unnecessary interruptions, not allowing some to dominate, and drawing out others who may take more time to respond.

I use what I observe and hear to build on and extend participants’ learning, finding ways to connect their interests, questions, or observations to new knowledge and interests.

I follow through on what participants learn to enable them to go deeper.

I tailor learning experiences to others’ ways of learning best and to their cultural and community backgrounds.

I provide activities and experiences that enable participants to learn in different ways.

I invite participants to share their cultural and community perspectives and use this in my teaching.

I am responsive to modifying my teaching plans based on participants’ learning, cultural, and community perspectives.

I engage others socially, emotionally, and intellectually (SEI).

I provide learning experiences that fully engage participants socially, emotionally, and intellectually.

I draw the adults into discussing whether their learning is sufficiently “SEI” and, if not, how we might change that together.

I am ready to modify my teaching to enhance its “SEI” value.

I help others set and work toward their goals and be accountable for what they learn.

I help participants determine the knowledge they need to help them meet their professional and personal goals.

I help participants set goals to obtain this knowledge and experience.

I help participants plan to achieve their goals, work toward achieving them, and evaluate their progress.

I foster analysis, reflection, and critical thinking.

I use guided dialogue and other strategies to encourage participants to think critically about, challenge, analyze, evaluate, and revise their assumptions in light of their learning.

I help participants learn like scientists, creating hypotheses and testing them against what they are learning.

I help participants discern the difference between bias or misinformation and valid information.

I help others practice, synthesize, generalize, and share what they have learned.

I engage participants in discussing the practical research implications for their daily lives with others (colleagues, team members, and employees).

I involve participants in trying out what they have learned with others (colleagues, team members, employees).

I help participants be reflective on their efforts to try out what they have learned, what worked, what didn’t, and why? I help them synthesize these lessons learned.

I help participants strengthen what they are learning by teaching it to others.

I am a model of curiosity and continuous learning.

I am an ongoing learner as well as a teacher.

I make my interest in and enthusiasm for what I teach visible to participants.

I share my continuing professional journey as an educator without dominating the learning of others.

I build connections among others so that they actively learn from one another’s perspectives and experiences and become a community of learners.

I help participants be ongoing self-directed learners with interests they care about deeply.

I intentionally structure adult learning to build relationships among pairs of learners, small groups, and the whole group.

I ensure that adults learn to listen to and talk with one another, identifying ways to continue learning from each other.

I work toward creating an ongoing community of learners.