Implementation Guidelines

for Facilitators of Learning

using the Inductive Method
1. Planning the Implementation

A. Preparation
1. Secure profile of participants
a. Age range
b. Sex distribution
c. Occupation/organizations
d. Degree of familiarity with each other
e. Educational background
g. Types of seminars attended
2. Determine learning objectives of participants along SKA( skills,
knowledge, Attitudes)
3. Select the SLE appropriate to learning objectives of
participants.
4. Clarify the SKA of the chosen:
a. Skill – the observable outcome; what the participants are
expected to do and say as in outcome of the SLE
b. Knowledge – the concept/theory/principle input to help in
learning the skill and;
c. Attitudes/Orientation – attitudes, philosophy needed to
learn the skill.
5. Formulate process questions
a. Questions referring to SKA of the SLE and that
will be used in data gathering.
b. A separate set of questions for the integration.
B. Considerations facilitators take into account:
1. Familiarity with the learning modules and the total
program
B. Considerations facilitators take into account

: 1. Familiarity with the learning modules and the total

program.
2. The number of facilitators needed to run the SLE,
based on group size.
3. Their professional competence/skills.
4.Their complementarity in style and personality with one
another.
5. The compatibility of their beliefs and values on how
people learn and of the methodologies used.
6. Their psychological/emotional readiness to be deeply
involved in the learning process.
C. Planning the structure
1. Take care of logistics – get ocular survey or
previous knowledge of place prior to running of SLE
(Atmosphere conducive to learning? Enough space
for participants? Are there tables, comfortable chairs,
movable chalk or white boards? Is there privacy and
freedom from interruptions?)
2. Be ready with feedback mechanisms, formulating
(a) process questions for data gathering (derived
from the SLE’s SKA) and
(b) insights and learning questions for the integration
3. Select a theory concept, essays (if needed) to
augment the synthesis.
4. Ready instructional materials (IMs) reading
supplements (RS), and supplies (chart papers, pentel
pens, chalk, white board pens, etc), visuals and other
training aids.
5. Plan for the orientation of participants based on
their profile.

6. Assign specific and general responsibilities to the

facilitating team.
II. Putting
the Group Through the
Experience/Activity
A. The facilitator must personally
1. Be relaxed, confident, warm, trusting, open,
“human.”
2. Be objective, i.e., do not allow personal biases to
color intervention.
3. Be aware of facial reactions and gestures that
convey such negative feeling as irritation,
impatience, anger, erc.
4. Accept and not question participants’ feelings;
5. Modulate tone of voice to encourage participants
to share feelings, insights, and learnings;
6. Respond quickly to verbal and nonverbal reactions
of participants and/or group’s needs;
7. Emphasize important points;
8. Adapt language to level of participants
9. Be a keen listener
10. Have a sense of humor
11. Have a sense of direction and be clear about
objectives of each SLE
B. Orientation
1. Come before the scheduled time and settle
yourselves.
2. Introduce yourselves to participants and settle
them down, e.g., handle overt negative or resistant
behavior non-defensively. Give reassurances and
encouraging words to allay anxieties.
3. Use icebreaker or energizer as needed at this
point; carefully select one appropriate to profile
participants.
B. Orientation

4. Introduce the SLE by putting it in the context of

participants’ learning objectives. Link the first SLE to
the conceptual framework of the total program, and
to the previous session.
C. Instructions
1. See to it that the instructions are clearly heard and
understood by participants. Rehearse prior to
session in order to ensure clarity of instructions.
2. At the start, call attention of participants by saying,
“May I have your attention, please.” Wait for silence.
(It is useless to shout over the heads of a noisy
group.)
3. Instructions should be well thought out, clearly
worded, simple, and complete.
4. Have a common frame of reference to avoid
misinterpretation of instructions.
5. Only one person should give instructions at any
one time.
6. Aside from giving instructions verbally, write them
on the board or chart paper.
7. Give general instructions before groupings. Give
follow-up instructions given in small groups if
necessary.
 8. While giving out instructions, be sensitive to
nonverbal reactions of participants.
9. Check clarity of instructions with participants.
10. Avoid giving, repeating or clarifying instructions
while in SLE is going on.
D. Activity Proper
1. Mill around to be available to participants, e.g., be
strategically positioned to observe group process
and/or facilitate small group process interaction, and
to see if instructions are being followed.
2. Take note of observations in behavior of groups.
3. Monitor time closely
4. Observe guidelines set but allow for flexibility of
time, especially of the group is large
4. Remind participants of the time five minutes before
the activity is set to end, asking them how much
more time they will need, if it appears they cannot
finish the activity in time.
 PROCESSING
E. Data Gathering
1. Ask the prepared process questions verbally or
write these on the board or chart paper.
2. Give participants enough time and freedom to
express themselves. e.g., don’t interrupt participants
while they are expressing themselves.
3. Check out for similar feelings among participants.
4. Record accurately participants’ responses.
Processing

5. Check out with process observations important

points not brought out by participants.
6. Avoid collecting data for the sake of data
gathering.
7. Share or publish data in dyads, triads, small
groups, or large groups, or write on chalkboard or
charts as appropriate to the activity.
Integration
1. Ask participants to list down outstanding insights
and learnings gained from the whole experience.
2. Ask them to formulate individual action plans on
how to apply learnings in institutions, at home, at
work, and society.
3. Share learnings to the small groups and or with
the big group.
Data Analysis, synthesis, generalization
1. Summarize written and verbal data
2. Categorize data
3. Look at commonalities and difference
4. Draw out principles or make generalizations from
the data.
5. Link principles and generalizations to a theory, if
there is one relevant, familiar and available.
6. Input theory related to the SLE’s learning
objectives.
Closing Remarks
Make some brief closing remarks (max of 3
minutes). For example, share one of your own
personal insights as a facilitator, or one outstanding
positive observation about the group, and give a
preview of the next activity. If this is the last session
of the day or the whole program, have the group
participate in a brief closing activity using all or a
combination of the above.
Clinic-ing Evaluating
At the end of the sessions, the facilitating team, as
a matter of regular pressure, critique their
effectiveness in the stage of implementation and in a
teamwork.
A. Stages of implementation
1. Observation
2. Instructions
3. Activity Proper
4. Data Gathering
5. Synthesis
6. Integration
7. Appropriateness of the choice of SLE to the SKAs
8. Relevance of process questions to SKAs
B. Teamwork
1. Clarity of the SLE’s objectives to all facilitators
2. Clear definitions of the roles and functions of each
facilitator
3. Consultations, when possible, with co-facilitators on any
change in the activity.
4. Trust and confidence in co-facilitators
5. Support for one another
6. Presentation of different perceptions and opinions about
the sessions.
B. Teamwork
7. Sensitivity to co-facilitators’ needs.
8. Acceptance of one another’s strengths and weaknesses
9. Intervention at the proper-time, as when issue is still on
focus.
10. Close monitoring of activities and sharpening of skills.

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Training Design Format
1. Title
2. Learning Objectives
3. Orientation
4. Instructions and Activity Proper
5. Processing
a. data gathering. The participants will answer the what,how questions.
b. analysis- synthesis: The facilitator analyzes the data gathered, then
makes conceptualizations and generalizations. A theory or model may also
be linked to the data.
c. integration. Insight questions that the facilitator may ask the
participants to answer.
6. Activity materials