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Focus On Practice

Focus On Practice. Initiating Conversation With Facilitators. Michele Paetow 2011 Summer Institute MIT Media Lab – Cambridge, MA. Michele ( Cheli ) Paetow Facilitating 15+ years Certifications: K-12 Special Education, K-6 Regular Education Adjunct University Instructor 10+years

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Focus On Practice

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  1. Focus On Practice Initiating Conversation With Facilitators Michele Paetow 2011 Summer Institute MIT Media Lab – Cambridge, MA

  2. Michele (Cheli)Paetow Facilitating 15+ years Certifications: K-12 Special Education, K-6 Regular Education Adjunct University Instructor 10+years Supported typers in inclusive school programs at elementary, middle, high-school and college level Inclusion Facilitator Trained FC Trainer – FCI/ICI 2 years SUNY Cortland Project Coordinator – Teacher Preparation Grant

  3. Free Clinic ~ Open Hours at the ICI Working toward independence Developing skills with new facilitators Typing with an experienced facilitator Learning new ways to practice Trying out new technology

  4. Monthly Saturday Series Sensory-Integration Music and Art Yoga Rhythm PRACTICE Connect and facilitate with new people Experiences of friendship, membership and voice Became two groups – younger and over 21 The needs exceeded the available resources

  5. The education situation which most effectively promotes significant learning is one in which threat to the self of the learner is reduced to a minimum and differential perception of the (field) experience is facilitated. Carl Rogers (1951)

  6. Common Elements of a Facilitator Training Program Introductory information session – ICI hosts 2 day trainings which includes time working with fc users Continuum of beginner through advanced training Direct supervision from experienced facilitators On-going technical assistance Continuing education Resource and information exchange What factors might contribute to a facilitator’s ability to sustain a focus on learning after an introductory training?

  7. Learning a new skill requires a personal commitment to outcomes Having a enough understanding of the strategy to commit to a plan enthusiasm isn’t nearly enough Acknowledging the time trade-offs Family resources and supports Community resources and supports

  8. Focus on Practice “Using a meeting format of reflective discussion and topic-based dialogue, facilitators will share their experiences, observations and questions as a means of bringing new knowledge into the group. Our conversations will be centered on our ability to create better results for assisted typers. Through on-going and intentional cooperative learning we will build a community of skilled and connected facilitators.”

  9. “Practice is the best of all instructors” PibliusSyrus

  10. Hiking the Horizontal Supportive learning directed toward improving skills and understanding Peers in the process with whom you can work through challenges, conflicts, and fears. A place to test out thoughts and ideas Gives a sense of perspective to the solitary and long term nature of facilitation. This is key to the building of confidence in the facilitator. It’s a practice not a task. Practice-a set of procedures delivered by trained people in a context to deliver an outcome.

  11. My role as coach or trainer

  12. Focus on Practice Met 5 times, once a month 5:30-7:30 light dinner 6-8 regular attendees Format that included video-taping was not doable Apart from staff, participants were mostly mothers, one father or close family Discussion started with skill analysis and broadened to include a focus on the the unique contextual influences of parenting and family. Why won’t he type with ME? He won’t type at home. How is that my fault? (because I’m sure it must be)

  13. How does a facilitator’s identity and social construct of disability affect their practice and the communica-tion they prompt and inspire in a typer?

  14. How does a facilitator’s identity….

  15. Examining influence, finding belief

  16. Turn and Talk In the absence of independent expressive language some people think people with autism (your child or client) is _________ , ___________. What is your response (inner and outer) to these assumptions? How might it influence your facilitating?

  17. How are our training strategies informed by typical developmental milestones? Ambivalence - torn between childhood and moving on Distance from caretakers - emerging sense of self Occupation - What do I do with my life? Loneliness - emptiness of losing security of childhood Ego identity issues - need power, self-management Sexual, sensual exploration – need for intensity Conceptualization - increased anxiety resulting from improved abstract thinking about future demands Egocentric - imaginary audience leads to self-consciousness Narcissistic - gives courage to go forward, pull resources to self Communication - increased need to connect, fill emptiness Experimentation, Energy - need to release tension, try new things. (alcohol and drugs is the norm in dominant culture)

  18. Building capacity in a district, region or state requires the voices of parents who facilitate.

  19. Tell us…how can we help?

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