I’ve undertaken 3 tasks on this blog topic
1. Visit the Gender Diversity at UAL website (link) and answer the questions. (below)
2. Read hooks, bell (2013) ‘Understanding Patriarchy’ (link) Discuss two thi […]
Timothy Klotz commented on the post, Towards A More Fluid Gender Identity: Reflections on Bell Hooks and Patriarchal Masculinity, on the site Reflections on teaching and learning 2 years ago
Trump is a straw man argument brought to life. I don’t think he is any more representative of patriarchy than Thatcher was of matriarchy.
Perhaps the question we should be asking ourselves is ‘Does […]
Timothy Klotz commented on the post, Blog 1- Q. How is E-commerce packaging waste impacting the environment and what can be done to curb its repercussions?, on the site Reflections on teaching and learning 2 years ago
Will comment as well directly on your posting. But I thought I might share an article from The Online Spiegel in which an discusses domestic tasking for men and women work in The Mosui Matriarchy […]
Your comments about patriarchy in the business of the arts ring very true. We encourage students to question and reason critically when we are teaching them about creativity, but we also prepare them to work in […]
The Duel is a means of social purchase. The Code Duello is society’s duelling rules. The code is a standard by which society can judge the behaviour of duelists. If the duelists followed these rules, then […]
Timothy Klotz wrote a new post, Topic 6: Assessment as gatekeeping: The cruel myth of ‘next year’, on the site KIND 4 years, 1 month ago
Timothy Klotz wrote a new post, Topic 5 & 6: Link to Assessment & Feedback: the exit interview, on the site KIND 4 years, 2 months ago
request the password from my by email or message and go visit http://wp.me/p59owC-S.
Sorry about the run around, but the material is sensitive.
My son (6 years old) was given a book to read this year in school. It was one of the little paperback books given out to help them read and this one was a non-fiction book. It was entitled ‘Environmental […]
Timothy Klotz wrote a new post, Topic 4: Sustainability: or how to eat your cake and have it too., on the site KIND 4 years, 3 months ago
I begin my first session with every new cohort with the same exercise. I ask the group to go around a circle (standing) and reply to three requests.
The three requests:
What is your name?
Why are you […]
When I was seventeen a friend I had known for years stood up in front of our Lit class. Lets call her Kate.
I suppose the assignment was to make a brief presentation. It must have been linked to something we […]
Timothy Klotz commented on the post, Blog 1- Q. How is E-commerce packaging waste impacting the environment and what can be done to curb its repercussions?, on the site KIND 4 years, 5 months ago
I’ve been called much worse. 🙂
This topic is particularly interesting to me. I work in drama, which requires group work in every discipline. Most work in the field is group work and nearly all the training at every stage is group work. I would be at sea if the topic was individual learning, actually… I’ve no idea how that works…
I’m grateful for the perspective the reading provides, in the form of context on practice and some buzz words. But I quickly realise that theory and general advice is not so useful to me.
Group work, when I teach, comes from a place of structured intuition. I keep my attention of the learning side of the equation (thay would be the students) and teach on impulse. I have been working this way for years. Though I don’t want to interfere with an intuitive process that is working for my students. So I’m looking for a more diagnostic tool for group work at this stage of practice. I know the material and syllabus for my teaching inside and out. I know how I am going to begin and chose from several strategies as I go, adapting to the demands of the group as they arise. But I’d like to use this opportunity to hone my work. As the man says,
“Each one of us is perfect just as we are but let’s be honest we could always use a little improvement.” – Shunryu Suzuki
I’m confident that I wish to continue with this approach, but yes it could use a little improvement. I feel sure that the group activities tend to lose structure as I emerge from teaching technique and principle. This is when the students learn moderately extended choreography. It’s tough for them and students become unsure. I don’t like this, as I feel like I lose them for a bit.
So I’m looking for a concrete, analytical, and practical paradigm to improve the design of pair/group activities. Most significantly I would like to find a diagnostic paradigm when I have the luxury of time to reflect on previous teaching. But I certainly don’t want to become preoccupied with my own teaching when I’m delivering it.
I’m also worried about the essence of a grouper, that it’s just a big fish with a big mouth… there is a danger of missing what is subtle and beautiful.
I wasn’t finding what I needed with the reading as I invoked my totem grouper fish, and dove deep into the wide google sea. It led me past an underwater ridge of fishy corporate teaching flim-flam and other new age undertows… just when I was certain the albatross was harbinge-ing on my ironic but im-potable watery doom (had I only liked more of our suggested reading!)… I washed up on a black sand beach of in Hawaii next to a message in an evian bottle.
So I un-scrolled the URL and it read
So was this the source I was looking for?
I now Hearken back to the online seminar when we were surveyed about what exactly ‘facilitation’ was. There were many responses, but it seemed that there was not a confident working definition amongst us. I noticed on the first page
DEFINING GROUP FACILITATIONThe definition of “facilitate” is “to make easy; lessen the labor of; help forward a process” (World Book Dictionary, 2004). When applied to groups, to facilitate means to make the group of the work easier and more effective. Here is our formal definition of group facilitation: Group facilitation is what a leader says or does to create an experiential and relational environment in which diverse individuals develop as a group… Experiential learning, which emphasizes the fluid nature of knowledge in relation to social contexts, is dynamic, multidirectional, and inclusive. Experiential facilitation includes being able to move from being a “sage on the stage” to being a “guide on the side.”
Well put on your best mumu and light my tiki-tiki torch, cause the party is just starting. This is exactly what I’m looking for!
Essentially the role of the facilitator is, according to Brooks-Harris and Brooks-Harris is a fluid one. The ‘attending skills’ which preoccupied us in the seminar are just one aspect and represent the soft side of facilitation:
Attending and listening skills are essential to the creation of positive interpersonal relations in any context. Examples of these skills include: active listening, attending and encouraging, open questions, closed questions, paraphrasing and summarizing. While these communication skills provide the cornerstone of any positive interaction, they are more generalized than facilitation skills, which are used specifically in the creation of productive group dynamics.
But then we get even more interesting. There are many many times when it’s necessary to move out of the ‘guru’ mode and take a more assertive and directly supportive role leading a grou. This more accurately reflects the demand the profession places on performers that I teach. Often we have to take a strong hand. This is a document which digs into this area. Principaly it focuses on four stages of experiential learning:
Engaging Workshop Participants in Active Learning – emphasizes concrete experience and reflective observation; corresponds to the needs of imaginative learners.
Informing the Group with Relevant Knowledge – encourages reflective observation and abstract conceptualization; corresponds to the needs of analytic learners.
Involving the Group in Interactive Participation – emphasizes abstract conceptualization and active experimentation; corresponds to the needs of common sense learners.
Planning for Future Application – encourages active experimentation and concrete experience; corresponds to the needs of dynamic learners
As you can see each phase corresponds to different learners needs requires a different type of leadership, which is what fascinates me the most.
The detail which follows is compelling and challenging and suits my needs in terms of developing experiential learning in groups. I am going to pursue this material throughout this term and examine how I can apply this approach more. I can see that sometimes taking an active and traditional ‘teacher’ position may be a necessity, and these are the areas in which I need to develop.
I’m going to leave off this now. But just a last look at the skills applied by a facilitator in each are of learning. Quite a development list and something to reflect on.
Engaging Facilitation Skills
Demonstrating Leadership – letting the group know who’s in charge
Creating an Open Environment – inviting people to be a part of the group
Encouraging Connections – helping people get acquainted and connected
Building Group Rapport – facilitating a sense of teamwork and unity
Defining Group Identity – establishing the group purpose and personality
Informing Facilitation Skills
Providing Information – presenting facts, resources, knowledge, theories, or data
Gathering Information and Exchanging Knowledge – asking questions, gathering data, surveying ideas, and encouraging the exchange of information
Clarifying Ideas or Concepts – making sure everyone is on the same wavelength
Conceptualizing the Group’s Experience with Theoretical Models – using outside formal concepts to describe what’s going on in a group
Providing Feedback based on Observations of Group Process – sharing personal
perceptions about the group’s dynamics in order to facilitate awareness and change
Involving Facilitation Skills
Inviting Participation and Interaction – prompting action, contact, and dialogue
Redirecting the Group’s Energy – shifting focus toward the group
Recognizing Commonalities – finding common ground and identifying group goals
Supporting Cooperation – fostering group unity and cohesion to accomplish tasks
Experimenting with New Behavior – encouraging members to try new things
Planning Facilitation Skills
Brainstorming – identifying multiple possibilities
Generalizing – taking experience from one area and trying it in another
Strategizing and Planning for Action – determining the best way to approach an issue and creating an action plan
Taking Action – putting knowledge into action or taking learning with you
Evaluating and Modifying Plans – assessing effectiveness of group actions
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