How to become Certified

Step 1: Enroll in CFAL

Embarking on the journey to become a Certified Facilitator of Adult Learning (CFAL) begins with a simple yet crucial step – enrolling in the CFAL course. By signing up, you open the door to a transformative learning experience that will equip you with the skills needed to guide others in their educational journeys.

Step 2: Navigate the Initial Emails

After signing up for CFAL, you will receive three important emails:

Order Confirmation: Confirms your enrollment in the course.
CFALpro Account Access: Provides details on how to access your new CFALpro account.
Google Drive Worksheet Page: Guides you to your dedicated Google Drive page for course-related materials.

Step 3: Explore CFAL

Upon entering CFAL, the first page serves as your orientation, explaining how the course operates and offering insights into maximizing the course information. This initial guidance sets the stage for your journey towards becoming a Certified Facilitator of Adult Learning.

Step 4: Utilize Course Information and Self-Tests

The heart of CFAL lies in your active engagement with the course content. Use the provided course information, engage in self-tests, and delve into the submissions for feedback. This process is designed to empower you to develop your own courses using adult learning and facilitation principles.

Step 5: Individualized Learning Experience

CFAL recognizes that everyone learns differently. You are never asked to do something that doesn’t make sense to you. The emphasis is on studying the materials, attempting assignments, and seeking feedback. If you find yourself lost, communicate it through your assignment submissions, and collaborative solutions will be explored to guide you back on track.

Step 6: Course Design and Objectives

The ultimate goal of CFAL is to help you design courses that meet the specified criteria outlined in the CFAL course objectives. For instance, if your course is as simple as teaching how to change a light bulb, the objective must go beyond mere information. CFAL encourages you to think deeper, ensuring your course design is tailored to your audience’s needs and fosters meaningful learning experiences.

Step 7: Tailoring Learning Experiences

A key aspect of CFAL is recognizing the diverse needs of learners. Whether you’re instructing electricians on changing light bulbs in various scenarios, or guiding individuals with different learning styles, your objectives and learning experiences should be tailored for maximum impact.

Step 8: Showcasing Understanding and Application

The culmination of CFAL is evident when you can showcase your understanding of the principles learned and apply them to develop courses that resonate with your audience. This demonstration of applying adult learning and facilitation principles is the hallmark of a Certified Facilitator of Adult Learning.

A Note from Dr. Jill Henry

As you navigate through the steps of becoming a Certified Facilitator of Adult Learning, remember that success is not just about acquiring knowledge but about applying it in a way that truly benefits your learners. If you have any questions along the way, feel free to reach out. Here’s to your success in your journey with CFAL! To Your Success, Dr. Jill Henry

OVERALL GOAL: To advance learner-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.

CFAL Participant Course Objectives

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.
Define and classify the components of 3 different types of Behavioral Objectives (Cognitive, Affective, and Psychomotor) and describe the hierarchy of components in each.
Develop learner focused objectives based on the content and processes you wish them to learn.
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.
Describe steps and uses of the Experiential Learning Cycle
Develop learner facilitation questions for each step to use with your own learning content.
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.
Design a participant evaluation form for your course.

Certified Facilitator of Adult Learning (CFAL) – Detailed Course Content

Module 1 – Teaching

1.1 Adult Learning and Development

History of adult learning and its distinction from childhood learning.
Transition from authoritative teaching to effective facilitation.

1.1 Adult Learning and Development Quiz

Self-scoring quiz for participants to validate their understanding.
Feedback mechanism to ensure clarity before progressing.

1.2 Assumptions of Andragogy – Adult Learning

Exploration of four foundational beliefs crucial for facilitating adult learning.

1.2 Andragogy Submission Test

Analyzing current teaching practices in alignment with adult learning assumptions.
Building a dialogue with CFAL facilitators to meet Course Objective #1*

1.3 Principles of Andragogy – Foundations

Nine key aspects for successful adult participation in learning experiences.

1.3 Principles of Andragogy Self Quiz

Self-scoring quiz to reinforce understanding of successful adult learning principles.

1.4 Adult Learning Practices

Creating an enriching atmosphere and environment for adult learning.

1.4 Adult Learning Practice Submission Test

Analyzing current practices against adult learning assumptions.
Establishing a dialogue with CFAL instructors to meet Course Objective #2*

1.5 Transpersonal Education Environment for Peak Experiences

Utilizing Maslow’s hierarchy for facilitation and transformation.

1.5 Transpersonal Education Self Quiz

Self-scoring quiz to solidify the understanding of transformation in adult learning.

1.6 Learner Centered Objectives Overview

Overview of participant-centered objectives and learning domains.

1.6a, 1.6b, 1.6c Cognitive, Affective, and Psychomotor Domains

Detailed exploration and quizzes on different learning domains.
Developing skills in writing learner-focused behavioral objectives.
Provides a framework of understanding to meet Course Objective #3*

1.7 Writing Your Own Objectives

Steps in writing course title, purpose, and objectives.
Examples and outline for effective course organization.

1.7a Identifying Objectives Quiz

Reinforces understanding of different types of objectives.

1.7b Objectives Submission Test

Participants writing out their content and course objectives.
Active learning experience with feedback from CFAL instructors.
Continues to dialogue with CFAL facilitators to meet Course Objective #4*

Module 2 – Learning

2.1 to 2.9 Determining Personal Style, Personal Characteristics, and Teaching Strategies

Exploring teaching and learning styles based on Myers-Briggs personality types.
Insights into personal characteristics and strategies for effective teaching.
Provides a framework of understanding to meet Course Objective #5*

2.10 Methods of Instruction

Setting up and teaching a variety of active learning experiences.
Recipe book of teaching strategies for active and engaging learning.

2.10a Methods of Instruction Quiz

Self-scoring quiz to assess understanding and readiness for the next phase.

2.11 Designing Your Course – Integrating Objectives, Content

Examples and instructions for completing course designs.
Developing a complete understanding of the CFAL course structure.

2.11b Designing Your Course Submission Test

Writing out content and course objectives for active learning experience.
Continues to dialogue with CFAL facilitators to meet Course Objective #6

2.12 to 2.15 Experiential Learning Cycle and Facilitation Questions

Understanding and designing the experiential learning cycle.
Crafting effective facilitation questions for each stage.
Provides a framework of understanding to meet Course Objective #7*

2.15a Facilitation Questions Submission Test

Writing out facilitation questions for experiential learning.
Continues to dialogue with CFAL facilitators to meet Course Objective #8*

Module 3 – Evaluating

3.1 to 3.3a Feedback, Evaluation, and Course Submissions

Proper use of feedback and evaluation in facilitating learning.
Developing objective testing methods and participant course evaluations.
Provides a framework of understanding to meet Course Objective #9*

3.2a Pre-Post Test Submission Test

Writing out pre and post-test questions based on course objectives.
Continues to dialogue with CFAL facilitators to meet Course Objective #10*

3.3a Evaluation of Your Course Submission Test

Writing out participant evaluations for the course developed.
Continues to dialogue with CFAL facilitators to meet Course Objective #11*

Module 4 – Endings and Beginnings

4.0 Endings and Beginnings

Final review of learning using the experiential learning cycle.
Graceful conclusion to the course.

4.1 CFAL Course Evaluation

Completion of the CFAL course evaluation.
Reflection and recommendations for additional courses.

5 Steps in Dynamic Course Design

Sign up below for our newsletter and receive 5 sequential emails outlining the steps you can take right now to help your learners learn. They are the same steps you will use within CFAL to design your own course or workshop. Within CFAL are many more resources available to you, including one-on-one feedback from and collaboration with an adult learning expert.

CFAL Essentials