OVERALL GOAL: To advance learener-centered learning worldwide by developing a cadre of Certified Facilitators of Adult Learning.
GOAL: The goal of CFAL is to kindle the flame in trainers and teachers to design active learning experiences that develop lifelong skills and competence in their learners.
PURPOSE: The Purpose of CFAL is to teach participants a learner-centered teaching process that they can use when offering workshops, classes, and training to their peers, employees, students or clients.
TEACHING
- Compare your current teaching methods with the Basic Characteristics of Adult Learning
- Describe how you would organize a teaching session using the seven components of Adult Learning and Practice.
- Identify the major components of Transpersonal Education.
- Define and classify the components of 3 different types of Behavioral Objectives (Cognitive, Affective, and Psychomotor) and describe the hierarchy of components in each.
- Determine the content you plan to teach.
- Write learner focused behavioral objectives that describe to the learner what they will be doing with the content you are teaching.
LEARNING
- Appreciate different learning styles by identifying your own style and how your style may affect your teaching.
- Identify optimal learning experiences for your content based on adult learning theory, learning styles and methods of instruction.
- Provide a written description of your learning experiences for each of your course objectives. Learning experience descriptions must include:
- what you will be doing
- what your learners will be doing do
- how long the experience will take.
- Describe steps and uses of the Experiential Learning Cycle
- Develop learner facilitation questions for each step to use with your own learning content.
EVALUATION
- Describe the use of formal and informal evaluation and feedback in facilitating adult learning.
- Design and develop a written and/or performance pre-test/post-test to determine initial and ongoing progress towards competence for each objective.
- Questions or techniques must be related to the content specified by the objective.
- Questions or techniques must be at the performance level specified by the objective.
- Questions must be able to determine a competence level, not necessarily a grade.
- Design a participant evaluation form for your course.
