REHBER KİTABI

If you have facilitated learning for various groups of people, some of these questions have surely popped into your head at one moment or another:

· Why do certain young people excel in specific situations more than in others?
· Why are some young people so active in some activities and so passive in others?
· How come some young people engage in online activities and discussions, but stay quiet during face-to-face activities and vice versa?
· How come we can’t find a way to engage young people in a specific activity?

There can, of course, be many different answers to these questions, but one angle to approach them from is thinking about their learning preferences and learning styles. What that means is that it is essential to acknowledge that not everyone learns in the same way or from the same sources and each of us has their own preferences and style of learning. Take learning a new tabletop game, for example. Some people prefer to read the instructions from start to end and, if possible, in silence. Some read them bit by bit, but constantly clarify the rules in conversation with others. Some go and search for answers in video tutorials, since reading them is simply not clear enough. Some wait for others to read the instructions and then summarise the game for them. And some just can’t wait to start playing the game and learn (and perhaps also alter) the rules along the way! With this example we have tackled just some of the aspects of learning preferences and there are many more factors that have an impact on your and your participants’ learning.

What is Experiential Learning?

Experiential learning theory, based on the experience of learning, Dewey emphasises the importance of individuals being active in the learning process, and is based on the work of Piaget, who considers intelligence not only as an innate trait but as a result of interaction between people and the environment. These scientists have tried to develop an integrated experiential learning process and model for adult education. David A. KOLB is the one who has adopted the theory of experiential learning in the most generally accepted way. Kolb defines learning as a process in which experience is transformed into knowledge. From Experience To Knowledge We all learn from our experience. This learning process, which started in infancy and then in childhood, actually continues in our youth and adulthood. We try to push our boundaries, get new skills and overcome our challenges. Every experience gives us an experience. We reflect on this experience, analyse it, and observe our own experience and the experiences of others. These analyses and observations give us new insights and ideas. This implements new ideas and we naturally get a new experience from this application. This cycle, which is the natural learning process of man, is integrated into the educational processes by the leading scientists of the 20th century.

From Experience To Knowledge

We all learn from our experience. This learning process, which started in infancy and then in childhood, actually continues in our youth and adulthood. We try to push our boundaries, get new skills and overcome our challenges. Every experience gives us an experience. We reflect on this experience, analyse it, and observe our own experience and the experiences of others. These analyses and observations give us new insights and ideas. This implements new ideas and we naturally get a new experience from this application. This cycle, which is the natural learning process of man, is integrated into the educational processes by the leading scientists of the 20th century.

Facilitation is the process of guiding and supporting individuals or groups to achieve a specific goal or objective. Facilitation involves creating an environment in which individuals or groups can work together, collaborate, and learn from each other to achieve their desired outcomes. The facilitator's role is to create a safe and supportive space where participants can engage in open and honest communication and collaborate towards a common goal.

Facilitation is an art that requires a unique set of skills and abilities. A skilled facilitator has the ability to create a safe space where participants can share their thoughts and ideas freely, without fear of judgement or criticism. The facilitator creates a level of trust and safety that encourages participants to be open and honest, creating an environment where creativity, innovation, and problem-solving can thrive.

One of the most important skills of a facilitator is active listening. Active listening involves paying attention to what participants are saying, summarising their comments, and asking clarifying questions. Active listening helps the facilitator understand the participants' perspectives, build rapport, and encourage participation. By actively listening, the facilitator demonstrates that they value the participants' input and opinions, creating a sense of trust and respect.

Another important skill of a facilitator is the ability to remain neutral and impartial. Facilitators should remain impartial and not take sides or advocate for any particular position. Facilitators should encourage participants to explore different perspectives and 7 What is Facilitation: The art of facilitation opinions and help them come to their own conclusions. Facilitators should also be aware of their own biases and work to overcome them to ensure they do not influence the process.

The facilitator should also have strong communication skills. The facilitator should be able to communicate clearly and effectively, both verbally and nonverbally. The facilitator should be able to articulate the goals and objectives of the facilitation process, as well as the roles and responsibilities of the participants. The facilitator should also be able to manage any conflicts or misunderstandings that arise during the facilitation process.

In addition to these skills, a skilled facilitator should also have a thorough understanding of the subject matter being discussed. This knowledge will allow the facilitator to guide the participants towards a deeper understanding of the topic, and provide relevant examples and insights.
Overall, facilitation is an art that requires a unique set of skills and abilities. A skilled facilitator has the ability to create a safe and supportive space where participants can collaborate, learn from each other, and achieve their desired outcomes. Through active listening, impartiality, strong communication skills, and a deep understanding of the subject matter, a skilled facilitator can help individuals and groups achieve their goals and objectives.

While both facilitators and teachers are involved in education and learning processes, their roles and approaches differ significantly. A teacher is someone who imparts knowledge, skills, and information to students in a structured and formal manner. Teachers have a specific curriculum to follow, and their role is to deliver lessons and assess students' progress against established learning objectives. They often take a directive approach to learning, guiding students towards predetermined outcomes.

In contrast, a facilitator is someone who guides a group towards a shared objective or outcome. Facilitators do not have a predefined curriculum, but rather create an environment in which participants can learn from each other and collaboratively work towards a common goal. Facilitators encourage participants to share their knowledge and experiences, to explore different perspectives, and to generate new ideas. They often take a non-directive approach, allowing the participants to take ownership of the learning process.

One key difference between a teacher and a facilitator is their role in the learning process. A teacher is seen as the primary source of knowledge and information, while a facilitator is a guide or mentor who helps participants to discover knowledge and information for themselves. While a teacher has a clear set of learning objectives and outcomes to achieve, a facilitator's goal is to support the group in achieving their own objectives and outcomes.

Another difference is the level of control and direction in the learning process. A teacher typically has a high level of control over the learning process, directing students towards specific topics, activities, and assessments. In contrast, a facilitator takes a more collaborative approach, encouraging participants to work together, share ideas, and decide on their own learning objectives and outcomes.

Overall, while both teachers and facilitators play an important role in education and learning, their approaches and roles differ significantly. Teachers are focused on imparting knowledge and skills to students, while facilitators are focused on creating an environment where participants can collaborate, share knowledge, and learn from each other.

Facilitation is an essential skill in the world of organisations and groups. It plays a crucial role in enabling effective communication, fostering collaboration, and driving successful outcomes. Facilitators are individuals who guide and manage group processes, ensuring that discussions remain focused, productive, and inclusive. We will delve into the core principles, techniques, and qualities that make a facilitator effective in harnessing the collective intelligence and potential of a group.

Understanding Facilitation

Facilitation is the process of making group interactions easier and more fruitful. The role of a facilitator is to create a supportive environment that encourages participation, active listening, and constructive dialogue. By employing various tools and techniques, facilitators help groups navigate complex challenges, reach consensus, and make informed decisions.

Facilitation techniques are valuable tools used by facilitators to guide group processes, foster collaboration, and achieve successful outcomes. These techniques can be categorised into process-oriented and result-oriented approaches. In this chapter, we will explore these two categories and delve into various facilitation techniques within each approach. Understanding and utilising these techniques can significantly enhance the effectiveness of facilitation in various organisational settings.

Planning a successful workshop requires a well-structured and thoughtful approach. There are several methodologies behind facilitation that can be used to plan and execute a workshop. Here are some key steps to consider when planning a workshop:

1. Define the purpose and objectives:
Before planning a workshop, it's important to clearly define the purpose and objectives. What do you want to achieve? What outcomes do you want to see? Having a clear purpose and objectives will guide the planning process and ensure that the workshop is focused and productive.

2. Identify the participants and their needs:

Once you have a clear purpose and objectives, you need to identify the participants and their needs. Who will be attending the workshop? What are their backgrounds and experiences? What are their expectations and goals for the workshop? Understanding the participants' needs and expectations will help you design a workshop that meets their needs.

3. Choose a suitable venue:
The venue for the workshop is an important consideration. The venue should be easily accessible, comfortable, and conducive to learning. Consider factors such as the size of the room, lighting, acoustics, and temperature.

4. Design the workshop agenda:
The workshop agenda should be designed to achieve the purpose and objectives of the workshop. The agenda should be structured, with clear timelines and objectives for each session. It should also be flexible enough to accommodate unexpected issues or changes.

5. Choose appropriate facilitation techniques:
Facilitation techniques are tools and methods used to engage participants and facilitate learning. There are various facilitation techniques such as brainstorming, group discussions, role-plays, and case studies. The choice of facilitation technique should be based on the purpose, objectives, and needs of the workshop.

6. Prepare the materials and resources:
Preparing materials and resources for the workshop is crucial for a smooth and effective workshop. This includes handouts, presentations, flip charts, markers, and any other resources that will be needed during the workshop.

7. Conduct a pre-workshop briefing:
Before the workshop, conduct a briefing session with the participants. This is an opportunity to introduce the facilitator, review the objectives and agenda of the workshop, and establish expectations for participation and engagement.

8. Facilitate the workshop:
During the workshop, the facilitator should focus on creating a safe and supportive environment, engaging participants in active learning, and managing group dynamics. The facilitator should use appropriate facilitation techniques and adjust the agenda as needed to meet the participants' needs.

9. Evaluate the workshop:
After the workshop, it's important to evaluate its effectiveness. This includes gathering feedback from participants, reviewing the outcomes and objectives, and identifying areas for improvement.

In summary, planning a successful workshop requires a structured and thoughtful approach, based on the purpose, objectives, and needs of the participants. A skilled facilitator will use appropriate facilitation techniques to engage participants, create a safe and supportive environment, and manage group dynamics. Evaluating the workshop's effectiveness is also crucial for continuous improvement and learning.

Different Methodologies for workshop planning:

In non-formal education settings, facilitators may encounter challenging behaviour and face various risks that can disrupt the learning process. It is crucial to be prepared to address these challenges effectively and create a safe and inclusive learning environment. In this chapter, we will explore different types of challenging behaviour, types of risks, and how the principles of non-formal education can be applied to deal with these challenges and manage difficult situations.

Self-assessment
Self-assessment is a way of encouraging students to evaluate and assess their own learning. It's similar to peer-assessment but instead of giving feedback to a partner, pupils give feedback to themselves. The advantage of teaching students how to self-assess their work is that they have to think about what they've done well and what they could do better next time.

It’s extremely important for students because it allows them to reflect on their own work in order to improve and develop it further. Self-assessment encourages pupils to reflect and look at where they went wrong in order to help them improve for the future. Not only that, it’s a fantastic way to encourage students to improve their own efforts and empower them to take control of their own learning.

It’s important to recognize that self-assessment and reflection doesn’t just apply to work and education. Self-assessment also applies to students reflecting on themselves and their behaviour and actions, in order to become a better version of themselves. Introducing self-assessment from a young age will help it to become a regular practice for students as they grow up. Self-assessment doesn’t just apply to students; selfassessment should be a practice in everyone’s lives, no matter how old you are!

In today's dynamic and competitive job market, possessing employability skills is essential for success. Employability skills, also known as soft skills or transferable skills, are the personal qualities, attributes, and abilities that go beyond technical knowledge and are highly valued by employers. In this chapter, we will explore the importance of employability skills in the workplace and discuss the types of jobs that require these skills.

1. Energisers
2. Icebreakers
3. Group activities/Group management
4. Simulation
5. Brainstorming
6. Evaluation/Reflection