Posts Tagged ‘facilitating’
It would be an understatement if I said my last week was a tiring one. I balanced classes in the evening and evaluations of novice facilitators in the day.
I was glad that I had the flexibility to arrange the evening classes early in the week and negotiate evaluations later the same week.
When I was a young faculty member, I was treated like a number on a schedule. I recall having to leave home at 6am to get from one end of the island to the other to set up for early morning classes. Sometimes this was on the back of a class the evening before or I had a string of tutorials throughout the day. It was not that much better with seniority because the timetable was king.
Now I get to choose what to be involved in as a consultant and only because I relate to the causes of those I collaborate with. But this does not mean that the work is any less strenuous.
My evening classes are typically from 6.30-9.30pm in a central location. I leave home at 4.30pm to take into account time for travel, an early dinner, and setting up the classroom. After clearing up and chatting with people who stay behind, I might leave the venue at around 10pm and am lucky if I am home at 11pm.
This is a sacrifice that no amount of renumeration compensates for: This takes away from family time. This week was exceptionally painful because it coincided with a week-long school vacation that I could not enjoy with my wife and son.
I make sure that the sacrifice is worth it. I keep the sessions as lively as possible and refrain from lecturing. The entire three hours of each class is driven by learner-centred activities, technology-mediated strategies, and individual reflection.
The photo above might look static, but it is actually a snapshot of groups hard at work during a jigsaw of peer instruction. It is a joy to see energy levels high and questioning minds active even at the end of the session. Sometimes I feel bad that we cannot do more or because I have to stop discussions in order to move on to other important activities and topics.
The evening classes are particularly draining because the body and mind want rest after a day of work. But my learners and I keep our energies up and I employ active learning strategies to help in this regard.
An equally draining activity is evaluating novice facilitators. I do this as part of a cumulative assignment that future faculty develop over approximately two months. They plan and implement a self-contained 10-minute lesson that showcases their ability to be learner-centred.
I am always encouraged by those who make the effort to teach in ways that they were not taught when they were undergraduates.
The other facilitators and I have the unenviable task of changing or shifting mindsets over a very short period. The reception and abilities of our learners spans the spectrum of the militantly resistant to the devoutly willing. Yet we have to help all of them manage their expectations and coax performances that meet the high standards we set for them.
All this makes for taxing, but fulfilling work. Even though I am technically paid to be with these learners three hours at a time, I do my usual early start and late end. The latter is often a result of staying back to discuss ideas, overcome stumbling blocks, or debate philosophical differences.
A while ago, a contact of mine asked me what I did. I described my teaching and facilitating work in less detail than I did above. However, he was sharp enough to label what I did “unbundling”. I understood what he meant immediately.
I had dropped the unnecessary meetings and the regular interruptions. I was able to offer specific services to my clients and collaborators that I was well-versed in as a professor and was also able to focus on these tasks exclusively instead of being torn in different directions.
I have always made time to read and write (I started this blog when I had less bandwidth than I have now) and the unbundling now affords me more. In hindsight, I wish I knew then what I know now about unbundling. It would have given me something to look forward to.
Over the next two days, I share two things I do to start and end modules. I start with how I end one.
I shared this photo yesterday on Twitter.
We took a series of shots and all of them feature us in different modes: Mundane, mobile, and mad-cap. The photos covertly illustrate different course designs. I made sure everything was mobile-friendly or even mobile first.
I was also not front-and-centre in the photos. I was literally and figuratively the guide on the side. I designed activities where my participants collaborated with and taught one another.
If I moved to the centre, it was to be the meddler in the middle to stimulate reflection or to help participants rise above.
I am thankful to my administrative go-between for not only seeking me out via my blog and old TED talk, but also for giving me the freedom to design learning experiences instead of teaching ones.
I take workshops seriously. I have a reputation for making people actually work towards their learning during workshops.
I find it helps to project a timer to keep people on task and to maintain the pace of workshops. It is a visual reminder of a social expectation.
Timers come in many forms: The ones in smartphones, an assortment of online timers, setting a Google timer (e.g., Google “timer for 5 minutes” if you need a 5-minute timer), and even YouTube videos.
YouTube videos of timers are the easiest to embed in web pages and that is what I have started using in a series of workshops I am facilitating this semester.
The only disadvantage I have experienced is that YouTube keeps track of the videos I watch and recommends other timer videos for me. They make for very boring videos to watch at home!
Here is an example of a workshop page in Google Sites. I provide all the resources in plain and sequential view for my learners: Instructions, resources (e.g., links to websites, embedded videos), a timer, and a task to complete.
This not only creates an advance organizer, it also provides a scaffold for me to remember what to do!