The learning activity I picked up is to\u00a0consider how could I use the Liberating Structure to guide a group discussion that would help learners learn a Unit.<\/p>\n
The key takeways for me after reviewing the learning materials are:<\/p>\n
1.The Liberating Structure has to be simple;<\/p>\n
2.Everyone can use everyday;<\/p>\n
3.The liberating moments are the ones when everybody can participate and make contributions;<\/p>\n
4.Focus on the engagement of everybody (McCandless, 2020).<\/p>\n
Kimball (2012) uses the metaphor of Jazz and points out the importance of the underlying rules in Liberating Structure for participants to collaborate. To help learners learn a unit, we need to begin with the learning purposes and outcomes and, in turn, work with the designs that have liberating structures to channel the learners’ energy and keep the learning activities moving productively. As a facilitator, I would facilitate self-organized conversations and interactive dialogues throughout the learning process for every learner to engage in and contribute.<\/p>\n
We can apply some practical methods to building an inclusive learning environment for the group to feel safe and open to discussing and sharing opinions. Using stories and presentations together, guiding learners to listen when others are sharing, reminding learners to focus on the topic, and providing feedback constantly (Lipmanowicz & McCandless, 2010) are recommended as constructive methods to prompt interaction in the group discussion. I would like to use storytelling as the icebreaker to open the conversations, connect every learner, and build mutual understanding for them to understand other people’s experiences. Storytelling can make “the abstract more concrete, diverse facts more understandable, and arouse interest in learning as students become engrossed, not only in the story itself but in the cultural or social context in which it is told” (King, 1993, p. 2). Learners who do not feel comfortable sharing personal stories are welcome to share their feelings after hearing others’ experiences, or they can offer the kinds of topics for others to brainstorm.<\/p>\n
To help learners be able to communicate realness and respect, facilitators need to arrange the space and build an open physical setting (Lipmanowicz, Singhal, McCandless, & Wang, 2015) in which feelings can be expressed and accepted. Then, I would raise questions, such as what makes you feel different, why is that important, and what can we conclude from that (Liberating Structures, 2016), to guide the discussions and make sense of the learning facts. After dividing them into small groups, I will stay with each group for a while and offer guidance if necessary. Smith (2009) argues that the primary job of facilitators is done by their presence in the group, not their being the center of discussion or learning activity. And each group can be creative on how they want to display or articulate their findings. All kinds of forms are welcome, such as lectures, videos, songs, PPTs, etc. When closing up the discussion, I will help them identify what they need to commit to and achieve (Smith, 2009) and give assignments that could help them reflect and channel their feelings. In addition, tools, resources, materials should be pointed out to help them complete their assignments.<\/p>\n
<\/p>\n
References<\/p>\n
Kimball, L. (2012). Liberating structures: A new pattern language for engagement. Systems Thinker<\/i>, 23<\/i>(1), 2-6.<\/p>\n
King, N. (1993). Storymaking and drama: An approach to teaching language and literature at<\/em>\u00a0the secondary and postsecondary levels.<\/em> Portsmouth, NH: Heinemann.<\/p>\n Liberating Structures. (2016). What, So What, Now What? W\u00b3. <\/em>Liberating Structures Website. https:\/\/www.liberatingstructures.com\/9-what-so-what-now-what-w\/<\/p>\n Lipmanowicz, H., & McCandless, K. (2010). Liberating structures: Innovating by including and unleashing everyone. E&Y Performance<\/i>, 2<\/i>(4), 6-19.<\/p>\n Lipmanowicz, H., Singhal, A., McCandless, K., & Wang, H. (2015). Liberating structures: Engaging everyone to build a good life together. Communication and” the good life”(International Communication Association Theme Book Series, Vol. 2, pp. 233-246). New York: Peter Lang<\/i>.<\/p>\n McCandless, K. [Keith McCandless]. (2020).\u00a0Liberating structures: Simple, subtle, powerful. [Video]. Vimeo. https:\/\/vimeo.com\/364868276?embedded=true&source=video_title&owner=102664514<\/span><\/p>\n Smith, Mark K. (2009). Facilitating learning and change in groups and group sessions.<\/em>\u00a0Infed.org. https:\/\/infed.org\/mobi\/facilitating-learning-and-change-in-groups-and-group-sessions\/#cite<\/em><\/p>\n <\/p>\n","protected":false},"excerpt":{"rendered":" The learning activity I picked up is to\u00a0consider how could I use the Liberating Structure to guide a group discussion that would help learners learn a Unit. The key takeways for me after reviewing the learning materials are: 1.The Liberating Structure has to be simple; 2.Everyone can use everyday; 3.The liberating moments are the ones … <\/p>\n