Recent research from cognitive neuroscientists validates the idea that educators will increase participant attention, motivation, and learning outcomes when they intentionally weave in opportunities to get them away from their desks or boardroom tables and move, interact, discuss and reflect with their peers.

When I work with educators from all backgrounds I often find myself encouraging them to reflect on the idea of a “student centered ” or “participant centered” view of teaching and group facilitation. In this approach an educator/counselor/facilitator thinks of themselves as a “guide” in the process of learning, discovery and group development rather than as an all-knowing teacher and center of knowledge and direction.

February was an incredible month. It began with travels to Chicago to present at the T.E.A.M (Teachers of Experiential and Adventure Methodology) conference. The next weekend was spent in Boston where I celebrated the 10th anniversary of my Facilitator’s Toolbox byline with pre and post conference sessions at the Association for Challenge Course Technology. This [...]

My last two posts have focused on the importance of practicing what many of us “preach” to our students and clients- the art of reflection. Taking time for self-reflection is key to developing your skills and improving your effectiveness and personal satisfaction in your work as an educator/counselor/ trainer.   Wednesday’s post offered questions that [...]

Last week’s post “Embracing the Quiet and Taking Time to Reflect” focused on the importance of prioritizing time for self reflection to improve your practice as an teacher, trainer, counselor or group facilitator. Taking the time to reflect on our professional practice helps us find meaning in our work, develops insight into what strategies or [...]

  Here in Vermont December is the darkest and quietest time of the year. The days are short but the long evenings are beautifully lit with the peaceful ambiance of candles, holiday lights and snow.  The shorter days bring me into the house earlier. There is more time to sit in front of the fire [...]

In my August post I compared the art of group facilitation and teaching to cooking and promised more articles on the key ingredients that make group work and learning successful.   As with cooking, facilitation is an art that involves a combination of practice, observation, knowledge of theory and creativity. Effective facilitators act as a [...]

Jennifer Stanchfield’s post on the important ingredients for teaching and group facilitation. Techniques for maximizing engagement, reflection and building a positive group or classroom environment.

This is the second post in a series that offers ideas for actively involving learners from the first moment they enter the room for a workshop, training or classroom lesson. In my last post I shared information put forward by neuroscientists promoting the idea that the first few minutes of an experience or lesson are a key time to hook and engage learners (See March 12th post).

The activities presented in this series are some of the “tried and true” methods I have used to increase engagement, help participants transition into the learning space, make positive connections with their peers and introduce and review the academic material at hand.

“The beginning is the most important part of the work”. -Plato   Starting Off with Style: Research on the brain and learning is demonstrating that the events or activities experienced the first time learners are exposed to information greatly impact their ability to retain the information. John Medina, author of Brain Rules states: “If you [...]