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