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Benefits of Public Recording
Public Recording, when using participant’s own words or asking permission to paraphrase:
• Helps the group focus on the task
• Supports visual learners
• Depersonalizes ideas
• Creates a third point—a depersonalized document. Also used with data. It
becomes safer to discuss the data when it is an object separate from the person.
• Enhances memory
• Frees participants from taking notes
• Develops shared ownership
• Prevents repetition
• Respects individuals’ ideas
• Enables each participant to check for accuracy
• Increases sense of accomplishment
--R. Garmston & B. Wellman (1999)
Characteristics of Adult Learners
Know your group. Begin by acknowledging their expertise, even if it is only years of
experience. Know their history with the topic. Surface their questions. They will engage
in learning activities if they know the purpose for them.
Adults . . .
1. need to know the goal and why it is important.
2. want to be self-directed and are reluctant to give up control.
3. will use their wide experience base for learning.
4. readily see application of new learning.
5. are practical. They are mostly interested in skills and knowledge. Be sure to provide
the underlying principles and theory, but provide plenty of knowledge and skills to
go with it.
--A. Sandvold & M. Baxter
Paraphrasing
Paraphrasing is a powerful tool—it helps folks know they have been heard and helps us
move forward. We no longer say ―I heard you say…‖ or ―I think I heard you say…‖ because
if the paraphrase is not accurate, our colleagues would need to tell us that we are wrong
(rather than the paraphrase being wrong). When paraphrasing:
Attend fully—Pay attention to body language, expressions, breathing.
Listen with the intention to understand.
Reflect the essence of the message rather than all of the details.
Pause to ensure that the speaker is finished talking before paraphrasing.
Use ―you‖ rather than ―I.‖
Paraphrase before asking a question.
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“Effective Facilitation” WSASCD Conference, October 15, 2010