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Certified Facilitator of Adult Learning

Course Design Essentials for Successful Teaching & Learning

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.


  1. Compare your current teaching methods with the Basic Characteristics of Adult Learning
  2. Describe how you would organize a teaching session using the seven components of Adult Learning and Practice.
  3. Identify the major components of Transpersonal Education.
  4. Define and classify the components of 3 different types of Behavioral Objectives (Cognitive, Affective, and Psychomotor) and describe the hierarchy of components in each.
  5. Determine the content you plan to teach. 
  6. Write learner focused behavioral objectives that describe to the learner what they will be doing with the content you are teaching. 


  1. Appreciate different learning styles by identifying your own style and how your style may affect your teaching.
  2. Identify optimal learning experiences for your content based on adult learning theory, learning styles and methods of instruction.
  3. Provide a written description of your learning experiences for each of your course objectives. Learning experience descriptions must include:
    1. what you will be doing
    2. what your learners will be doing do
    3. how long the experience will take.
  4. Describe steps and uses of the Experiential Learning Cycle
  5. Develop learner facilitation questions for each step to use with your own learning content. 


  1. Describe the use of formal and informal evaluation and feedback in facilitating adult learning.
  2. Design and develop a written and/or performance pre-test/post-test to determine initial and ongoing progress towards competence for each objective.
    1. Questions or techniques must be related to the content specified by the objective.
    2. Questions or techniques must be at the performance level specified by the objective.
    3. Questions must be able to determine a competence level, not necessarily a grade.
  3. Design a participant evaluation form for your course.