The Original CFAL
Certified Facilitator of Adult Learning
PURPOSE OF CFAL:
The purpose of this online course is to enable participants who teach adults in a variety of settings to develop skills in organizing, facilitating, and evaluating their programs in terms of Adult Learning Theories and Competency Based Teaching Strategies.
GOAL OF CFAL:
The goal of this online course is to Train Trainers to be Certified Facilitators of Adult Learning.
During this course, online participants will:
- Design Workshops and Training Courses using the principles of Adult Learning (Andragogy)
- Develop learner/participant-centered objectives in the 3 aspects or domains of learning (Cognitive – what you know, Affective – What you feel about what you know, and Psychomotor – What you are able to do with what you know).
- Identify personal learning style using a Personal Style Inventory
- Plan the learning experience for different types of learners including: Extraverts and Introverts, Sensors and Intuitors, Thinkers and Feelers, Judgers and Perceivers
- Facilitate the learner/participant through a 5 step Experiential Learning cycle that results in the learner being able to “take home” and apply the information in ways that improve their lives and the lives of those around them.
- Describe the use of formal and informal evaluation and feedback in facilitating adult learning.
- Develop a written pre-test/post-test to determine learner competence on a program they have or will be presenting.
- Design a written course evaluation on a program you have or will be presenting.
CFAL is Competency Based and organized in 3 parts.
- Module One: Learning to use the Principles of Adult Learning to organize your presentations and make them sing! Includes developing learner centered goals and objectives specific to the content and competency you are teaching or training others in.
- Module Two: Discovering your own teaching/learning style and learning how to teach adults whose learning styles differ from yours. Includes taking a Personal Style Inventory and using that information to plan workshops that incorporate a variety of teaching/learning techniques and key facilitation skills to ensure participant understanding of your topic.
- Module Three: Teaching for Competence Corporate Program approval. Includes designing workshops to meet standard requirements by developing Pre and Post Tests and Evaluation measures.
One on One Interaction with an Expert makes CFAL stand out from other online Training the Trainer Programs
Have you ever taken a self-paced, online training course? Have you ever had to develop a training program for employees? The majority of courses ask you to read the information or view the videos, then take a test. No human interaction required. I don't know about you, but when I take this type of course my method of operation is as follows. 1. I see if I can view the online test. 2. I find out how many times I can repeat the test before it boots me out of the system. 3. If I can repeat the test more than twice, I go directly to the test and take it. 4. If I fail the test, but the test shows me the correct answers, I write down the correct answers and re-take the test. Boom! Done! I have no investment in the material, just how fast I can "get this over with". And because I haven't really paid attention to the content, I may or may not be competent in the subject matter. And I may or may not value what is being taught
Certainly, CFAL’s training the trainer courses have online training information, and online quizzes for self- assessment. But there is no online competence testing when students learn how to train. At 7 points in CFAL training, one-to- one interaction occurs with an expert through test submission and feedback. Feedback is given in writing on each of the 7 submission tests. These "tests" are actually the workshop the participant is building for his or her training program. After assessing the participants' knowledge of how to teach adults, feedback is given on submitted Objectives, Content Organization (not the specific content details), Learning Designs, Facilitation Questions, and Evaluation procedures. Participants are given the opportunity to re-do submitted work, with guidance, until each category meets Adult Education standards and the Objectives CFAL.
To successfully complete this course, you must effectively develop a training program, CEU program, or workshop for adults.
When you learn how to train during CFAL courses, participants may choose to refine a course they are currently teaching or develop a new course they plan to teach in the future.
This includes understanding and establishing
- Course Objectves
- Course Content
- Learning Experience Design
- Participant and Course Evaluation.
Completion of CFAL and the certification award are given only when the students develop a training program for employees that meets sound principles. The student needs to have established a means to evaluate the competence of learners taking their course.
Above is an example of how one of the Objectives in CFAL, The Experiential Learning Cycle, is planned and put down on paper. Every trainer can use this cycle in every training circumstance to ensure their audience is learning the knowledge and skills they need to immediately apply them to their jobs. This cycle of facilitation is at the heart of how to teach adults and ensures the successful outcome of each of our training the trainer session.
Employees are trained to show competence in the performance of their jobs. Once time and money is expended for training, it is hopeful that the employee will actually be competent, but also value, his or her job. Why value? Because it's easy to leave a job that you feel is of no value. Feeling valuable is essential for employee retention. If a trained employee leaves, the training provided no longer benefits the company.
CFAL is Value Added
While all training is focused on knowledge and skill development, it's the attitude development that is important in employee retention. The CFAL online course trains the trainer on how to teach adult learning experiences that encourage the learner to value what is being taught. It considers the Affective Domain of Learning as an equal partner to the Cognitive and Psychomotor Domains of Learning. These domains are essential to the establishment of meaningful training course objectives.
CFAL Offers a Money Back Satisfaction Guarantee! Once you purchase our training the trainer online course for adult learning and receive your password, we recommend that you briefly "view" the course to see if it meets your needs. If you are not satisfied with the content or format, then you may request a full refund.
Refunds must be requested within 3 days of receiving your password and are not valid once you have submitted an assignment for feedback. After three days, or submission of your first assignment, whichever comes first, a refund will no longer be available.
Thank you so much for what you do! I hope you know how valuable it is for people like me who live in a small town in the middle of nowhere (also one of the most beautiful places you could ever see) to have access to such wonderful training.
Obviously in these tough economic times traveling to such a training is out of the question so thank you for an online course. If you have any others that focus on training I would be interested.
Thank you again!
This has been great. there is so much knowledge in here and I need to go back and review some sections more thoroughly as time permits. this has given me belief in myself as a facilitator, teacher and renewed my inner knowing that teaching workshops is one of my callings.
The information that was most helpful to included information in designing the actual course to meet the needs of various types of learners. Having me list the objectives, then the content, then the teaching/learning strategies forced me to think of how I would get the various points across through a variety of methods. Also extremely helpful to me was the feedback, pointing out areas in which I could improve and areas in which I did well. The one thing I have not previously done, but will do so from now on, is think about facilitating questions ahead of time. I have always taught through listening and responding, like I do in court, but I see the benefit of having questions available ahead of time to keep the learning cycle going. Thank you for this method of teaching. It will be most helpful.
Hello Dr. Jill -
I loved this exercise - It really made me think about my objectives and whether they covered what I wanted participants to take away from the course! I am going to use the pre-test and post-test approach when I deliver the course - I think it will be a great tool for participants to measure their own learning and growth!
I'm also going to share the materials with them prior to the session so that we are all thinking about change and how it effects us so that the group will be even more dynamic - great advice!
This course helped me polish my teaching style. Before I was teaching how I like to learn, which only benefits those with personality types similar to my own. Through the modules and feedback in this course I have been able to vary my techniques and style to suit all types of learners.
I want to thank you for not only offering the course but for being so available and supportive. Your feedback was valuable and timely, which kept me wanting to continue the process. I think I will be a better instructor and I thank you for that! The Best of everything to you and thanks for doing what you do.