Facilitating Learning

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Facilitating Learning in Psychoeducational Groups David Barry, Psychoeducational Groups
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    19-Oct-2014
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How to facilitate learning in psychoeducational groups using a constructivists approach.

Transcript of Facilitating Learning

Page 1: Facilitating Learning

Facilitating Learning in Psychoeducational Groups

David Barry, Psychoeducational Groups

Page 2: Facilitating Learning

What the participants learn is far more important than what the facilitator says or does.

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Goal:

This presentation examines the learning process and how facilitators can promote learning in psychoeducational groups.

Self-check:

At the end of this presentation there is a short self-check review for participants.

Facilitating Learning in Psychoeducational Groups

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What is Information? What is Knowledge?

Lets start with a fundamental distinction

Promoting Learning in Psychoeducational Groups

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What is Information? What is Knowledge?

Facts System of thought

Data Wisdom

Theories Integration of concepts

Raw observations Ability to use data, facts

Lets start with a fundamental distinction

Promoting Learning in Psychoeducational Groups

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What is Information? What is Knowledge?

Facts System of thought

Data Wisdom

Theories Integration of concepts

Raw observations Ability to use data, facts

Lets start with a fundamental distinction

Promoting Learning in Psychoeducational Groups

So information consists or external, objective facts and knowledge is how that information is internally organized and applied by the learner.

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What is Information? What is Knowledge?

Facts System of thought

Data Wisdom

Theories Integration of concepts

Raw observations Ability to use data, facts

Lets start with a fundamental distinction

How do we go from here

to here

Promoting Learning in Psychoeducational Groups

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What is Information? What is Knowledge?

Lets start with a fundamental distinction

How do we acquire knowledge?

Knowledge begins when learners begin to conceptually re-organize their experiences and adapt new ways of understanding their experiences.

Promoting Learning in Psychoeducational Groups

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What is Information? What is Knowledge?

How do learners adapt new ways

of understanding their experiences?

Promoting Learning in Psychoeducational Groups

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What is Information? What is Knowledge?

Two phases to this adaptation process?

1] Assimilation of new information or skills

2] Accommodation of that information or skills with existing concepts or skill sets.

Promoting Learning in Psychoeducational Groups

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What is Information? What is Knowledge?

Two phases to this adaptation process?

WHAT?

Promoting Learning in Psychoeducational Groups

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What is Information? What is Knowledge?

Two phases to this adaptation process.

Promoting Learning in Psychoeducational Groups

Basically, learners first learn the new information or a skill and then reconstruct their “mental schemes” to accommodate the new information.

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What is Information? What is Knowledge?

This adaptation process is referred to as a Constructivist View of learning.

Basically, learners first learn the new information or askill and then reconstruct their “mental scheme” to accommodate the new information

Promoting Learning in Psychoeducational Groups

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What is Information? What is Knowledge?

CONSTRUCTIVISTS VIEW OF LEARNINGQuestion:"How do we come to know what we know?“

ResponseKnowledge is constructed in the mind of the learner.

Promoting Learning in Psychoeducational Groups

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What is Information? What is Knowledge?

Learners construct meaning and understanding.

This concept of learning then requires a shift in how we think of the facilitator as a teacher.

CONSTRUCTIVISTS VIEW OF LEARNING

Promoting Learning in Psychoeducational Groups

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What is Information? What is Knowledge?

In psychoeducational groups the facilitator focuses less being someone who "teaches" and actively becomes someone who facilitates learning.

CONSTRUCTIVISTS VIEW OF LEARNING

Promoting Learning in Psychoeducational Groups

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What is Information? What is Knowledge?

This constructivist approach then shifts from the time spent telling participants what to think, to the time spent asking them what they think.

CONSTRUCTIVISTS VIEW OF LEARNING

Promoting Learning in Psychoeducational Groups

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Remember the two phases of the adaptive learning process.

What is Information? What is Knowledge?

Two phases to this adaptation process?

1] Assimilation of new information or skills

2] Accommodation of that information or skills with existing concepts or skill sets.

Promoting Learning in Psychoeducational Groups

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How can the facilitator help learners adapt new ways of understanding within this Constructivist View of learning?

The real learning begins when the participants start doing most of the talking!

Promoting Learning in Psychoeducational Groups

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Facilitating Using a Constructivists Approach

In the Assimilation Phase the facilitator:

•Presents new information or demonstrates skill

•Leads a guided discussion

•Generates a list with participant input

•Presents a story or scenario and asks for participant observations

•Provides handouts, printed materials or video about topic

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Facilitating Using a Constructivists Approach

In the Accommodation Phase the facilitator:

•Asks participants for examples of how the new information or skills can be used

•Has participants demonstrate skill of discuss information

•Gives participants chance to review their understanding of new information

•Has participants develop a story or scenario involving new skill\information

•Provides a class assignment for the next session

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How can the facilitator help learners adapt new ways of understanding within this Constructivist View of learning?

The real learning begins when the participants start doing most of the talking!

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How about a five question self-check to see if you have been able to integrate this information into your concepts about facilitating psychoeducational groups.

Self-check

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Self-check

Promoting Learning in Psychoeducational Groups

1] What are the two phases of the “adaptive learning” process?

A] Listening and thinking

B] Inspection and reflection

C] Assimilation and accommodation

D] Passive and active

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Self-check

Promoting Learning in Psychoeducational Groups

1] What are the two phases of the “adaptive learning” process?

C] Assimilation and accommodation

Great! Lets go on to the next question.

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Self-check

Promoting Learning in Psychoeducational Groups

2] Which statement best defines the “Constructivist View” of the learning process?

A] Learning is an independent activity that is more dependent on the learner rather than the teacher,

B] Learners first learn the new information or a skill and then reconstruct their “mental scheme”.

C] Knowledge is built from the accumulation of “atomic facts”.

D] The teacher needs to “construe meaning” to the information presented.

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Self-check

Promoting Learning in Psychoeducational Groups

Great! Lets go on to the next question.

2] Which statement best defines the “Constructivist View” of the learning process?

B] Learners first learn the new information or a skill and then reconstruct their “mental scheme”.

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Self-check

Promoting Learning in Psychoeducational Groups

3] What are the implications of this “Constructivist View” for facilitating psychoeducational groups?

A] Facilitation is based more on helping people learn than on just providing information.

B] Facilitation is a two part process involving talking and listening.

C] Facilitation also involves evaluating learner progress in very objective terms.

D] Facilitation is more learner centered than fact centered.

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Self-check

Promoting Learning in Psychoeducational Groups

Great! Lets go on to the next question.

3] What are the implications of this “Constructivist View” for facilitating psychoeducational groups?

A] Facilitation is based more on helping people learn than on just providing information.

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Self-check

Promoting Learning in Psychoeducational Groups

4] Which statement best describes the facilitation skills in the assimilation versus accommodation phases of learning?

A] The facilitator is more passive in the accommodation phase.

B] In assimilation the facilitator helps provide information and in accommodation the facilitator helps participants integrate the information.

C] This is a trick question, they are the same skills.

D] In assimilation there is more responsibility on the facilitator and in accommodation more on the learner.

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Self-check

Promoting Learning in Psychoeducational Groups

Great! Lets go on to the next question.

4] Which statement best describes the facilitation skills in the assimilation versus accommodation phases of learning?

B] In assimilation the facilitator helps provide information and in accommodation the facilitator helps participants integrate the information.

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Self-check

Promoting Learning in Psychoeducational Groups

5] In what ways does this presentation resemble a constructivist approach to learning?

A] There is useful information that can be applied to psychoeducational groups.

B] Clear definitions were given that can be used to help design psychoeducational groups.

C] How we use this information is up for us to construe.

D] Information is first presented and then learners have a chance to integrate and apply the information.

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Self-check

Promoting Learning in Psychoeducational Groups

Great! You have successfully completed this presentation.

5] In what ways does this presentation resemble a constructivist approach to learning?

D] Information is first presented and then learners have a chance to integrate and apply the information.

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This was a presentation focusing on “Promoting Learning in Psychoeducational Groups.”

The takeaway messages for this presentation are:

1]What the participants learn is far more important than what the facilitator says or does.

2] The real learning begins when the participants are doing most of the talking.

Hope you enjoyed the presentation and visit more of our site.

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Just click here to return to our sitePsychoeducational Groups.com