certified facilitator of adult learning

 Certified Facilitator of Adult Learning (CFAL) – online Train the Trainer Course

 

Goals and Objectives of CFAL – Certified Facilitator of Adult Learning

Kindle the Flame

"Education is the kindling of a flame,not the filling of a vessel -Socrates"

OVERALL GOAL: To advance active competency-based 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 an active learning process that they can use when offering learning experiences to their peers, employees, or clients.

TEACHING

  1. Identify the Basic Characteristics of Adult Learning.
    1. Compare your current teaching methods with the Basic Characteristics of Adult Learning
  2. Identify the Assumptions and Principles of Adult Learning.
    1. 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).
    1. Sort the hierarchy within each type of behavioral objective from low skill to complex skill.
  5. Identify your learning content (the content you plan to teach)
    1. Using cognitive, affective and psychomotor taxonomies, determine the behaviors you expect to see from your learners by the end of your course.
  6. Write learner focused behavioral objectives for the course you will be teaching by using the information on behavioral objectives to:
    1. Analyze the hierarchy of the elements in the skill/competencies you are teaching.
    2. Determine the relationship between the elements and which elements are essential to perform the skill/competency.

TEACHING

  1. Identify the Basic Characteristics of Adult Learning.
    1. Compare your current teaching methods with the Basic Characteristics of Adult Learning
  2. Identify the Assumptions and Principles of Adult Learning.
    1. 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).
    1. Sort the hierarchy within each type of behavioral objective from low skill to complex skill.
  5. Identify your learning content (the content you plan to teach)
    1. Using cognitive, affective and psychomotor taxonomies, determine the behaviors you expect to see from your learners by the end of your course. 
  6. Write learner focused behavioral objectives for the course you will be teaching by using the information on behavioral objectives to:
    1. Analyze the hierarchy of the elements in the skill/competencies you are teaching.
    2. Determine the relationship between the elements and which elements are essential to perform the skill/competency.

LEARNING

  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. Return to your Content/Objectives spreadsheet and list the names of your learning experiences and time frames for each objective.
  5. Describe steps and uses of the Experiential Learning Cycle
  6. Develop learner facilitation questions for each step to use with your own learning content. 

EVALUATION

  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.