Lesson series
Fundamental Facilitation Skills - Adult Learning and Effective Engagement Strategies
Estimated Completion Time: 1 hr 15 min
Katherine Matthews, Chief Program Officer of California CASA, introduces the first session of a three-part facilitated training series led by Program Operations Director Quinton Buckley. The webinar focuses on fundamental facilitation skills, beginning with adult learning theories such as Malcolm Knowles' andragogy, transformational learning, and the 70-20-10 model, all of which emphasize self-directed, experiential, and relevant education. The speaker discusses the importance of intentional group formation through introductions, icebreakers, and small group activities to build trust and connection. Strategies for increasing information retention are detailed using the "cone of learning," which highlights that active participation—such as discussion groups (50%), practice by doing (75%), and teaching others (90%)—is significantly more effective than passive lecture or reading. Finally, the session addresses navigating disruptions and emotionally charged conversations by setting clear norms early, being prepared to pivot agendas, and using facilitators to maintain a safe, professional learning environment.
Katherine Matthews, Chief Program Officer of California CASA, introduces the first session of a three-part facilitated training series led by Program Operations Director Quinton Buckley. The webinar focuses on fundamental facilitation skills, beginning with adult learning theories such as Malcolm Knowles' andragogy, transformational learning, and the 70-20-10 model, all of which emphasize self-directed, experiential, and relevant education. The speaker discusses the importance of intentional group formation through introductions, icebreakers, and small group activities to build trust and connection. Strategies for increasing information retention are detailed using the "cone of learning," which highlights that active participation—such as discussion groups (50%), practice by doing (75%), and teaching others (90%)—is significantly more effective than passive lecture or reading. Finally, the session addresses navigating disruptions and emotionally charged conversations by setting clear norms early, being prepared to pivot agendas, and using facilitators to maintain a safe, professional learning environment.