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  • Facilitating Learning

    Hognphto

    Christine Hogan PhD, BSc (Hons), MEd, AIMM is a professional facilitator and educator, committed to helping people to learn how to facilitate, and to fostering innovations in facilitation through reflective practice, networking and research. An International Consultant, her work in Australia and Asia focuses on personal, organisational and community development. Previously, she taught as a Senior Lecturer in Human Resource Development for 13 years at Curtin University of Technology, Perth, Australia. In her spare time Christine paints on silk under the name of “Isadora” after Isadora Duncan, the famous educational innovator and dancer.

    Christine may be contacted through her website: www.hogans.id.au

     

     

  • Description

    A collection of over 30 tried and tested, practical classroom strategies to energise students and increase classroom interaction. Written in easy to follow style, it is intended for all tertiary educators regardless of discipline.  By adopting and  adapting these processes lecturers can significantly  improve student motivation,  comprehension and performance, as well as their own enjoyment of the teaching and learning process. The strategies range from the simple to more complex research-based methods to help students develop better analytical questioning skills. Each strategy includes a summary, a description, lists of materials, time and venue requirements, stages, advantages, disadvantages, and further references. In-text icons throughout the book are designed for quick reference.

     Suited to courses:  Professional development courses for tertiary educators in all disciplines. Also courses in facilitation and small group processes. Ideal as an individual reference.

  • Contents

    Introduction, A-Z Stimulus Exercise, Acts of God, Barn Raising, Bloom’s Model for Essay and Exam Questions, Brainstorming, Card Sorts, ‘COKE’ For Building Empathy, Contracting: lecturer & students, Contracting: Student Group Work, Cross-cultural Group Formation, Developing a Curriculum, Endings, Evaluation and Comparison Questions, Exam Question Writing, Firing Line, Force Field Analysis, Formative Evaluation of Teaching, Keys to Understanding, Meet the Lecturer, Multi-sensory Learning, Nominal Group Technique, ‘PI’: Giving and Receiving Feedback, Questioning the Unit Guide, Reciprocal Questioning, SAID Focused Conversation Method, Silent Demonstration, Snowball Process, Spotto Team Building Process, Study Buddy System, SWOT Analysis, SYNECTIC Questioning, Time Management, Workshop/Seminar Preparation, Index

    Want to know more? Look at the Brief Descriptions.

  • Key Features

    • Class-tested strategies to increase classroom interactivity and improve learning.
    • Over 30 strategies, ranging from simple to more complex.
    • Carefully organised for ease of use, with pictorial icons throughout.
    • Each strategy has a brief summary, a conceptual description, venue materials and time requirements, stages of implementation, advantages, disadvantages, references and user reflection space.
    • Research-based strategies for better student comprehension and performance.
    • Includes ideas for starting and finishing a unit, updating a curriculum, improving student questioning, students writing exam questions, improving lecturer-student relationships, generating ideas and much more.
    • Extremely practical, non-prescriptive presentation.
    • Suitable for any tertiary level teacher or group facilitator from any discipline.

  • Preface

    The interactive processes described in this book have been learned by trial and error, reading, attending courses, gaining feedback from students, and discussions with other lecturers and facilitators. The motives for writing the book included a desire to make learning more effective and enjoyable by catering for the many different learning styles in each classroom. It has been a delight to watch students in different cultures energised by these methods. However, the intention has always been to create a ‘safe’ learning environment: one in which both students and lecturers can experiment and learn. In my own teaching I never use a process without a purpose and I always explain the purpose to students. In other words, I try to keep the processes ‘transparent’. One of my main goals is to build and maintain trust in the classroom.

    I believe it is important that every person develops his/her own style/s of teaching and facilitation. This book is not intended to present prescriptive techniques. I hope it will be used to adapt and create individual approaches. Some of the processes described will of course be more suitable for certain subject areas than others, however, many of the processes are transferable and/or adaptable to a variety of situations. The only limit is the reader’s imagination and preparedness to experiment, take risks and evaluate initiatives. Processes often have a longer usable life span than the content we teach. The processes in this book help students ‘learn how to learn’ in other words they are transferable to other learning situations and contribute to ‘life long learning’.

    Good luck. I encourage readers to contact me with any feedback or to discuss any of the ideas in this book.

    Christine Hogan, June 1999 groups@hogans.id.au

    AU$37.95 (Incl. GST) 

    160pp  210mm x 297mm Papercover

    ISBN 1-86491-005-4  Published: July 1999

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