1. Leadership Facilitation and DOKDOK Facilitation InterrogationFacilitation Interrogation- Asking a question when you already know the answer.

2. The next 70 Minutes!! ActionFocusGrouping SharingTypical facilitation experience as the learner Hands- Up/Stand-UP= Face Partner ProcessingTypes of Facilitators Examples Square Up= Think Tank GeneralizingRoutinesRoutines and RitualsCorner Up= Group IQ Applying / Reflecting Who are You?Experience= Safe Partner

3. Continued Repeat the cycle of facilitation and inquire some new learning through collaboration. Face Partner - Create the conditions of a new facilitation experience you would like to have.new facilitation experience Think Tank - Develop a morning or afternoon session experience agenda. (3 hours) Safe Partner – I am nervous about doing…….. Corner Up – Describe the new rituals and routines created

4. Learning and Transfer Some kinds of learning experiences result in effective memory but poor transfer; others produce effective memory plus positive transfer. Initial Learning to Promote Transfer (Pre Reading/Background) Overly Contextualized knowledge can reduce transfer Abstract representation of knowledge can promote transfer Transfer is best viewed as an active dynamic process The Critical Four

5. Overly Contextualized Transfer across contexts is especially difficult when a subject is taught only on a single context rather than in multiple contexts. Example: Getting learners to elaborate on the examples used during learning in order to facilitate retrieval at a later time. This practice makes it more difficult for learning to transfer. Learners more likely to abstract relevant features Examples that demonstrate wide application Taught in Multiple Contexts Learner develops flexible representation of knowledge

6. Implications for our work?  Solve a scenario  Provide additional scenario  Feedback on Principles  Engage in “What if..”  Apply Examples

7. Representation of Ideas Task vs Principle 1.Students who receive abstract training showed transfer to new problems easier than than task training. 2.Developing a suite of representations enables learners to think flexibly about complex domains. Examples in Education=SAS, RTI, Resiliency, PIL Business= Health Care= Activities and Recreation= Diet and Nutrition=

8. Active vs Passive Approaches to Transfer Day 1 or the first day of facilitation versus Day 2. Day 1= Initial learning includes experiences and sharing from backgrounds. Focus on the abstract and flexible principle knowledge and avoid too much context. Day 2= Generalizing and applying through a suite of problems. Focus on the active strategies and connections to “What if…” scenarios. Solidify the learning in reflection.

9. Planning and Tip Sheet Learn as much context about the area and the people you are facilitating. Stand at the door to greet people as they enter and leave the sessions. Relate the content to their real life applications. The acronym Joke? Chart out the entire facilitation day of actions and streamline. Match facilitation strategy to content. As cohorts develop from unit1 to unit 13 so should the facilitations strategies. Cohorts should not be able to predict learning routines other than breakfast, breaks, lunch and start/end time.

10. What do all of the following items have in common? PSSA PVAAS NCLB SAS ASSESS PASA

11. How People Learn (Expanded Edition) National Research Council http://www.nap.edu ISBN 0-309-07036-8