Excerpt from Tips & Tools for the Art of Experiential Group Facilitation Think back to your most memorable learning experiences— the courses, team-building programs, or classes you enjoyed and the facilitators or educators you found most impactful. How did they start their classes or workshop sessions? How did they begin the program? How did they […]To read more click here.
Almost ten years ago, out of the desire to share my passion for experiential education and the art and science of group facilitation, I completed the first edition of Tips & Tools for the Art of Experiential Group Facilitation. Now, a decade later, I’m offering a new edition which includes updated connections to research on […]To read more click here.
Excerpt from the new edition of Tips & Tools for the Art of Experiential Group Facilitation The basic tenet of experiential education is the idea of facilitators (e.g., teachers, leaders) approaching their work as guides in the process of discovery, rather than as all-knowing centers of knowledge and direction. When working with educators and group […]To read more click here.
Excerpt from Tips & Tools for the Art of Experiential Group Facilitation Second Edition In chapter one, I emphasized how important it is to carefully assess your group, and be aware of putting individuals in the spotlight too early in the group process. Putting learners on the spot before they have developed trust and […]To read more click here.
This is an updated version of a previous post entitled “Optimal Ingredients for Effective Group Facilitation” rewritten for the new edition of Tips & Tools for the Art of Experiential Group Facilitation to be released in October. A fundamental aspect of effective group programming is taking the time to help participants create a positive, supportive […]To read more click here.
Excerpt from the Inspired Educator, Inspired Learner The basic tenet of experiential education is the idea of facilitators (e.g., teachers, leaders) approaching their work as guides in the process of discovery, rather than as all-knowing teachers and centers of knowledge and direction. When I work with educators and group leaders, I often find myself encouraging […]To read more click here.
Excerpt from the Inspired Educator, Inspired Learner by Jen Stanchfield. Learners respond—even subconsciously—to a facilitator’s attitudes, demeanor, and expectations. We often communicate more than we realize with our body language and tone. A positive attitude is contagious. If you truly believe in the methods and activities you are using, participants will most likely buy in […]To read more click here.
The Reflective Educator/Facilitator Part Two: Meaningful Self-Reflection and Record-Keeping to Improve Your Practice
My most recent post from the Inspired Educator Blog Archives “Embracing the Quiet and Taking Time to Reflect” focused on the importance of prioritizing time for self-reflection to improve your work as a teacher, trainer, counselor or group facilitator. Taking the time to reflect on our professional practice helps us find meaning and develop insight […]To read more click here.
In honor of the start of the new year I am re-posting this series of articles from the Inspired Educator Blog Archives on the importance of practitioner reflection. From the Archives, The Reflective Practitioner Part One, December 30th, 2011: Here in Vermont December is the darkest and quietest time of the year. The days are […]To read more click here.
In past articles, I have compared group facilitation to cooking. As in cooking, group facilitation allows for a great deal of room for adaptation, experimentation and adjustment of ingredients to fit different groups and different learning situations. Though there is opportunity for creativity and innovation, it is important to remember that there are key ingredients […]To read more click here.
With the start of fall I find that both the professionals and students I work with are often learning to manage a new routine and new responsibilities which makes it the perfect time to reflect on time management, responsibility and goal setting, and self-care. This is a great activity to jumpstart conversation around coping skills […]To read more click here.
It’s that time of year again. The school year is just beginning as is the start of fall programming for educational agencies and training organizations. Here is a collection of twelve posts from the archives of The Inspired Educator Blog that offer strategies and activities to help you start your school year or fall program off […]To read more click here.
Excerpt from the Inspired Educator, Inspired Learner book: I spend a lot of time moving chairs, and it is worth it! The classroom or group room space has a significant impact on how learners feel, interact and learn. In previous posts, I have explored how emotional connection to material, movement, novelty, choice and social […]To read more click here.
During this time of year, I find myself facilitating many staff team-building retreats for community organizations. In my work with schools, the focus is on celebrating the end of the year and goal setting for the next. For other programs, the goal is to develop the team or staff for upcoming summer programs. It is […]To read more click here.
The more senses that are used to learn and practice information, the more neural networks are activated and the more ways the brain is able to store and retrieve information. Multiple strategies for learning and practicing information such as moving and talking, active reflection, art, and writing not only increase learners’ interest and attention but also create multiple pathways to learning.To read more click here.
Wood N Barnes Publishing Co. is continuing to share excerpts from my new book: Inspired Educator, Inspired Learner: Experiential, Brain-Based Activities and Strategies to Engage, Motivate, Build Community, and Create Lasting Lessons. This week’s article on differentiated instruction combines discussion of a pedagogical concept with an activity to illustrate application to teaching or training. Differentiated […]To read more click here.
Over the next month Wood N Barnes Publishing Company is offering a series of excerpts from my new book that combine research and educational theory with practical strategies to increase engagement. The first lays a foundation for upcoming articles and activities by exploring What is Brain-Based Learning? Jennifer Stanchfield’s new book Inspired Educator, Inspired Learner […]To read more click here.
There’s all the difference in the world between having something to say, and having to say something. —John Dewey My March of 2013 blog post “The Language We Use in Facilitation: Reflection Vs. Debriefing” explored the importance of the language we use in facilitation. At the time I had been facilitating some workshops for […]To read more click here.