SKILLS21 is on hold for the 2024/25 academic year. If you have questions about recognition of your participation, please email myinvolvement [at] mcgill.ca.
缅北强奸
About
Learn more about why we created the guide and how you can use it to enhance your workshops
Why a Facilitator Guide for SKILLS21 workshop facilitators?
Since SKILLS21 was launched in 2017, our partners have asked for resources for workshop facilitation. This Facilitator Guide provides concrete tools to help our partners plan, deliver,听and reflect on workshops.
Participant engagement and learning are at the heart of all SKILLS21 workshops. We promote the use of active, rather than passive, learning strategies so that participants can develop new skills and deepen their understanding of any topic. Building mutual respect among the workshop facilitators and participants is key, and our aim is to host workshops in which everyone benefits from being part of an active and vibrant learning community.
Who is the Facilitator Guide for?
This Guide has tools for everyone involved in the facilitation of SKILLS21 workshops, and that includes both staff members and students.
What is inside?
This Guide is divided into four sections, each one devoted to a specific aspect of workshop facilitation. They will help you initiate, plan, facilitate, and reflect on听your workshop. You do not need to read the Guide from beginning to end; instead, you can click through each section and pick resources that suit your workshop and phase of development.
How do I provide听feedback?
If you have questions, comments, or concerns about the Guide, feel free to contact us.
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While this web page is accessible worldwide, 缅北强奸 is on land which has served and continues to serve as a site of meeting and exchange amongst Indigenous peoples, including the Haudenosaunee and Anishinabeg nations. Teaching and Learning Services acknowledges and thanks the diverse Indigenous peoples whose footsteps mark this territory on which peoples of the world now gather. This land acknowledgement is shared as a starting point to provide context for further learning and action.
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