Unit 5: Group Facilitation

Deductive Method

It is the traditional lecture or didactic approach where the teacher/facilitator is an authority figure, the center, and the star in the classroom

Deductive Method

It is also known as the banking method, which states that the meaning to be deductive is behind drawing conclusions from accepted already known principles, concepts, generalizations, and theories

Preparation

It is a step in deductive method which requires a thorough knowledge of the subject matter that has been selected and of the rationale for the selection, as well as its relevance to the target audience

Presentation

It is a step in deductive method which involves the teacher or facilitator offering a body of knowledge considered reliable and valuable

Clarification

It is a step in deductive method which gives the opportunity for participants to ask questions after the lecture

Application

It is a step in deductive method which aims to improve skills and/or change attitudes through actual practice of what has been taught in life situations, in the performance of some tasks

Recapitulation

It is a step in deductive method which assures retention through a repetition of the teacher’s presentation, where in many cases, the participants are tested for comprehension in quizzes or examinations

Inductive Method

It is also known as laboratory method which refers to when a set of individual cases or circumstances is presented for study

Inductive Method

It is a method from their own empirical observations, where participants formulate concepts (possibly from established principles), and perhaps evolve theories that will provide greater clarity to the understanding of these cases or circumstances

Structured Experience

Applying Lewin’s Field Theory, Pfeiffer and Jones developed the use of _______, utilizing the principles of group dynamics and following the inductive process as a learning approach

Structured Experience

A _______ provides a framework in which the inductive process can be facilitated, having the steps follow those of a theoretical cycle

Generalizing

It refers to the framework stage of principle development under experiential learning cycle

Applying

It refers to the framework stage of planning how to use the learning under experiential learning cycle

Experiencing

It refers to the framework stage of “activity” phase under experiential learning cycle

Publishing

It refers to the framework stage of sharing reactions and observations

Processing

It refers to the framework stage which discusses patterns and dynamics under experiential learning cycle

Orientation

It is the step in experiential learning cycle where:

• The facilitator sets the mood encouraging words and eases the participants into the activity

• The activity is contextualized within the learning objectives and linked to the total program

• An “ice breaker” may be used at this point, but it should be carefully selected to suit the participants

Instructions

It is the step in experiential learning cycle where the facilitator prepares the instructions and sees to it that they are clearly heard, understood, and carried out by the participants

Experiencing

It is the step in experiential learning cycle where:

• Almost any activity that involves either self-assessment or interpersonal interaction can be considered as the “doing” part of experiential learning

• This is the step often associated with “games” or fun

• It is obvious that if the process stops after this stage, all learning is left to chance, the cycle is not completed, and the facilitator has not completed the task

• “Energizers” or “icebreakers” usually end at this step, but not confuse it with a completed learning experience

Data Gathering and Analysis

It is the step in experiential learning cycle where:

• The first part of processing experience is data gathering, considering that the they have already experienced the activity, learners are now presumably ready to share what they saw and how they felt during the event.

• It involves the finding out of what happened within the individuals at both cognitive and affective levels and making this available to other participants by publishing it through verbal sharing in small groups and then to the big group, or through other ways.

• The next step is that analysis stage, which is a systematic examination of a commonly shared experience

Synthesis and Generalizing

It is the step in experiential learning cycle where:

• The results of data analysis are synthesized or put together so that generalizations can be made about the relevance of the activity to the everyday life of the individual outside the training session

• At this stage, the facilitator may bring in theoretical and research findings to augment learning

• The practice provides a cognitive framework for the learning that has been produced inductively and validates the experience by comparing it with the experiences of other groups

Integration

It is the step in experiential learning cycle where:

• The final stage of the experiential learning cycle is the purpose for which the whole structured experience is designed

• The facilitator helps participants apply generalizations to actual situations in which they are involved outside the training sessions

Closing Remarks

It is the step in experiential learning cycle where:

• Brief remarks as opposed to long lectures, give a sense of ending to the structured learning experience

• If another activity is scheduled to follow, the necessary linking mechanisms are done at this step

Group Facilitator

They are responsible for:

• Preparing to combine both theory and practice

• Providing an ideal theoretical grounding, which would be a formal degree in one of the social-behavioral sciences

Active Listening

It is a distinct function of a group facilitator where the facilitator actively listens to both content and feelings or attitude as a member of the group expresses herself and fully grasps the total meaning of the message

Reflecting Back

It is a distinct function of a group facilitator where the facilitator further checks the total meaning for accuracy by looking back or paraphrasing the essence of what was expressed

Clarifying

It is a distinct function of a group facilitator where after the reflection, it clarifies the speakers’s thoughts, feelings and attitudes, which also invariably encourage participation and free expression of ideas and concerns

Linking

It is a distinct function of a group facilitator where the leader also performs a function by connecting related ideas and what may initially appear as dissimilar thoughts unrelated to the main issue or theme under discussion

Conveying Acceptance

It is a distinct function of a group facilitator which is another function that may spell the difference between active participation and resistance to passivity in the group members, a crucial skill in maximizing participation among Filipinos, who are known to be particularly sensitive to judgement and evaluation, and react to these defensively

Kurt Lewin

According to _______ on the Process Observation and Analysis training component, “process is interaction, at any given point of time, of the forces or energies called process element,” manifested in overt behavior and inferred from covert behavior, that actively influence the individual, the group, and the situation

Process Observer

The ________ is the facilitator who withdraws from active participation in the group so that she can watch the group in action and take notes on what she sees

Process Analyst

The ________ requires a set of skills in order to collect and organize data for analysis and diagnosis

Content

It is one of the two major components in all human interactions which deals with the subject matter — what the members are talking about or the task which the group is working on

Process

It is one of the two major components in all human interactions that is concerned with what is happening to group members while the group is working

Participation

_______ is one indication of involvement, where the facilitator looks for differences in its amount among members, asking questions such as:

• Who are the high participants?

• Who are the low participants?

• Are there any shifts in participation?

Atmosphere

________ is another important consideration as training components, asking questions such as:

• What are the signs of friendliness? Of irritation?

• Do members support and cooperate with one another or is it each to himself?

• How free are members to express their real attitudes?

• Is there any attempt to suppress conflict or unpleasant feelings?

Conceptual Knowledge

It is a facilitator training component where the group facilitators need a good __________ of dynamics of human behavior, whether this refers to the dynamics of the individual, of the group, or of the larger group-society

Understanding of Group Development

It is a facilitator training component where the knowledge of group interaction and dynamics is also required of the facilitator, having its “cognitive map” as a crucial aspect of adequate ___________ on how they are formed and developed with each other.

Interventions

Under the Understanding Facilitating Styles of facilitator training component, ________ used purposefully and appropriately, should be consistent with the facilitator’s knowledge, her personal style, and her training experience

Emotional Stiulation

It represents highly charged evocative, expressive facilitator behavior, where the facilitator performs this function with intense involvement with the group

Caring

It refers to the facilitator’s specific, warm personal relationship with the group members’, characterized by love, understanding, and genuineness

Meaning Attribution

It states that the facilitator gives cognitive meaning to experience

Executive Function

It emphasizes a managerial approach as when the facilitator stops the action and asks members to process the experience, or when he suggests roles and procedures for the group members to follow