A FOUR-day masterclass for educators to Master the art & craft of facilitating and designing learning spaces and to strengthen knowledge, ability, competence, confidence and hone the skills to design, lead, facilitate and execute experiential learning journeys(arches) through practice & training, in an experimental learning-arch lab.

“BECOME A MASTER ARCHER, of the visceral, visual & verbal elements in setting, holding and landing learning journeys, arches and spaces.

* You must have completed Part 1, the 3 day ‘Art & Craft of Designing & Facilitating Learning Spaces’ to join part 2.


The programme is still built around a rigorous training platform that dynamically combines a deeper level of practice, reflection and theory


Throughout the full-time experiential 4 day program, up to 35 A&CDFLS (part1) alumni will co-create an amazing learning journey in order to maximize the potential for us all to grow as educational change agents towards the ultimate goal of creating authentic transformational learning journeys and experiences for our students, colleagues, clients and schools.


We will follow the ‘The KP pedagogical anchoring and development tool’ process of DESIGNING; CREATING, EVALUATING & IMPLEMENTING! This method provides and supports the process of pedagogical innovation and change inside faculties and schools. 


The course will primarily build on the core KP facilitation & intervention approach, methods & techniques providing participants with the opportunity to play between leading (setting) and facilitating (holding & landing) the learning and space. The space and the group will be held and hosted by a leading facilitator with support from 1 current KP student and 1 recent KP alumni. They will work primarily to hold the space and as participants & observers, guidance & support, intervention & inspiration.


We will create and work in groups for the most part. These groups’ members will continue to offer peer-support, sparring and guidance to keep learning and inspiring one-another throughout the workshop and after the workshop when they go home. Read more about the core KP pedagogical platform here


Explore and practice the facilitation of setting, holding and landing (the learning) in a safe learning environment, which allows us to stop, adapt and retry.

To support the ‘perfect participatory learning environment’ we will be experiencing and practicing:

  • designing and setting the learning arches for multiple Skills, Knowledge and attitudes (mindsets) through (co)creating the frames, culture, mood and opportunity for maximum learning and the conditions for optimal engagement.
  • build, experiment and learn many tools and exercises for creating and sustaining engaged learning environments and to grow your Learning Arch library of exercises – practiced and evaluated with a greater emphasis on landing strategically, assessment, personal growth & hotspots.
  • working through real scenarios of success, wise practice and resistance in applying this method of learning.
  • the alignment of learning objectives, teaching and assessment and how they address the same agenda and support each other.
  • continuous observation of students learning process using meta perspective points of view, interventions, reading the space, gathering input and adapting the learning real time and in the moment.
  • the difference between facilitating and leading a space; how to create good dynamics in the arches
  • the art of intervention and methods to gain a deeper understanding of holding learning spaces.
  • find your teaching edge, on & off stage and what are YOU in service of in order to engage others and build allies for pedagogical innovation
  • how to strengthen, support and grow your own teaching platform (skills, competences, confidence, views and beliefs) to continue to lead and support the creation of highly engaged learning and help you meet / read / adapt to your students; colleagues and system.


  • someone who has attended part 1 and has actively (to the best of their ability) tried to apply some of the methods learned from A&C1 and is ready to host autonomous KP like education.
  • an educator who wants to “BECOME A MASTER ARCHER!” and believes that it can support the big impact you wish to create that separates you from other teachers…
  • (most importantly) … a person who shares the need for a disruptive change in education and still thinks that this pedagogical approach combined with your own practice is right for you, your craft, society and future generations of learners and do’ers.
  • a practitioner who continues to grow as a designer and facilitator of learning journeys and of your potential to revolutionize education for educators.
  • an A&CDFLS alumni who knows that this full time, intense 4 day course requires trust, courage and leaning in!



  • deep practice into the LAs as the primary framework for setting and hosting learning. We will focus in depth on working with learning objectives (setting and landing) , teaching and facilitation methods (holding) and assessment, (evaluation and reflection).
  • how to facilitate learning experiences that are agile, adaptable and transparent – to be over prepared and under-structured.
  • designing LAs creating the right balance and format for practice, theory & reflection through teaching, embodiment, performance, learning, adaptability, evaluation & action – the dials, volumes and variables to inspire and support the design of learning journeys.
  • continue to apply project based learning and deepen the use of design thinking to support high action learning by doing!
  • play with the balance between individual, group and team-based work, learning, dynamics and Challenge.
  • find your balance between leadership, teaching and facilitation of big and small learning agendas and create your own style and role.
  • strengthen and develop your team leader, facilitation & alternative lecture competences & craft through analysis, mirroring, asking powerful questions, feedback and evaluations etc.
  • explore different leadership styles and develop your own.
  • explore and experience the KP’s holistic approach towards development of knowledge, skills, competencies, values, attitudes and behaviour that promotes creativity, change and opportunistic conduct.


  • strengthen and develop your team leader, facilitation & alternative lecture competences & craft
  • deepen learning around creating autonomous, risk taking, participatory and action based learning experiences to support your work of making the case for this way of education within your world.
  • learn & experience the top tools to set/hold & land learning arches.
  • working knowledge & personal understanding of the core (21st C.) skills and mindsets being sought my organizations and companies and how to teach, nurture and activate them
  • how to support a creative learning culture through co-creation, collaboration and shared ownership of learning and programs
  • learn how to give and take energy to support student’s break through and ownership of solution – and how intervention supports that.
  • explore the importance of context in term of students, team, culture and place. ‘THE CONTEXT CREATES THE MEANING’
  • a process and strategy for how to engage others in pedagogical innovation and implementation
  • professional development through personal development – Cultivating emotional intelligence


  • to inspire and direct, confirm and motivate you to stay the course and not revert to ‘the old ways’.
  • grow your senses and intuition to facilitate authentically and in service of the purpose and the students.
  • grow your intuition, working with resistance real time change, deep listening & intervention.
  • continue to practice emotional intelligence & leadership styles.
  • prepare yourself & understanding feelings, ego & being in service of the task and team, self control and emotions.
  • create your own ‘vision and values on learning’ that underlines the emphasis on students’ learning processes rather than teaching activities.
  • share perspectives and assumptions on what learning means and how it happens to create a clear and robust definition that can be returned to when making decisions about structures, culture and practice.

* A higher (non Ed2Ed) price will apply to those working outside of education e.g. corporate training, consultancy or train the trainer companies etc.


As a European teacher, you may be entitled to apply for Erasmus+, in particular E+ Grants for attending this program at the KAOSPILOT. Please go to your national agency to get more info about this.




  • the Learning arch methodology in deep and glorious detail.
  • the Action Quadrants, High & low action, – Analysis, Evaluation & Reflective
  • the new pedagogical development and anchoring tool – the action plan
  • trans-disciplinary design thinking ( KP ultimate XD method / Double diamond, / team performance. pre-jecting & personal growth)
  • action/project based learning: including research and innovation in practice. How to set up real world projects, clients, and contracts for maximum learning. PBL whereby the students solve concrete assignments commissioned by external clients, organisations or businesses, is the primary teaching method supplemented by exercises and theory-based teaching.
  • cybernetics, deep listening & mirroring methods.
  • team performance, pre-ject, guidance and feedback
  • powerful & explorative questions, Q styles and working with perspectives – Karl Tom
  • feedback & (mirroring) methodsLearning about different ways to structure feedback and how to establish a FB cultureGraham Gibbs
  • designing, setting up and facilitating reflective practices
  • Through on-going reflection over practical experience, the students develop their qualifications and competencies. Reflection is an integral part of the learning process of group-work, on the student’s own initiative, and as part of a guidance session. Assessment, evaluation, reflection on practice and guidance methods to deepen learning. The assessment should measure not only the learning outcomes but also the learning process, motivation and personal development.
  • guidance in order for the student to feel seen! Guidance is a central element in the relationship between the student and the staff at the KP. Establish the form and purpose of guidance sessions. The overall purpose of a session is to heighten the student’s competencies with regard to taking charge of their own study-related development and thereby optimise their learning process.
  • intervention techniques to catch, share, learn and adapt. ORJI cycle – Edgard schein
  • personal & professional reflection and evaluation supported by peers using the ON / OFF stage framework. Creates a picture of professional, personal and behaviour  and development strategy or Learning Gap analysis.


  • the cynefin (complexity) model
  • the kp learning community Overview and how to build and maintain a community of practice. Building a community of practice? its difficult to bring new approaches and schools have to cope with complexity and a lots of given rules / given systems: perceived frames?
  • the kp process facilitation & intervention tool book & principles
  • behavioral change & working with resistance – John Dewey & basic human behavior
  • co-active coaching & framework. At the heart of the model are three principles. 1)Fulfillment is about vision and values, and the exploration and implementation of what brings us alive and what makes us sing. 2) Balance is about exploring how we see each and every situation; about exploring other perspectives and then choosing a powerful perspective that will encourage and enable action. 3) The principle of process allows us to be with the full range of our emotions, both joyful and sad, peaceful and angry so that we have the capacity to be resilient and alive no matter what our circumstances. Https://www.youtube.com/watch?v=61obbmwjqdo&app=desktop
  • team performance model
  • the kp facilitator and intervention advices
  • the kp pedagogical compass & advices for creating authentic engagement (aka yoyo) revisited
  • visible learning – John Hattie

Just to say thank you all for the intense time spent together. A rich life experience. Life and profession in full sync. Still need to sediment it all. It will take time.

Angelo Marco Luccini: Serious Games Design & Project Management: Italy

one of the things I appreciated most was the risk of actual failure, the sense of unpredictability. ALL courses promise certain results, how refreshing is it when a situation is created where NO ONE knows where it will lead us? That’s not a journey, that’s an expedition. 

Patrick van Aalst: Educational designer: Netherlands

It was a great experience. In just 4 days we went through the whole process of designing and undergoing a learning journey. We really practiced all the KOAS ways of designing learning arches. It was challenging and fun. And most important I learned so much!!!  Changing between the roles of being a teacher-designer and being a student was an eye-opening experience. I could suddenly see a lot of problems my own students are going through due to an unbalanced program. I felt the confusion that arises when the learning arch is not well designed. And the relief when the arch was constructed well. It was mind blowing how little adjustments could make all the difference: taking just a little more time to set or land makes an exercise work or fail. How important setting and landing is! And it was really scary to see how content-driven we as teachers are. The course gave me so many new tools I can use right away with my students.  

Yvette Fijen: Academic leader: Amsterdam Theatre Academy: Netherlands

I have discovered something. In Barcelona people were worried too much about confusing and things they don’t know etc. Such anxiety was strange to me and I started to think. If we want to grow and develop, we need to be confused otherwise we will no longer search. There will be no need to ask questions. When everything is clear, that means end of the road? Anyway, I discovered that I have to raise my level of confusion and I invented a new motto for myself: I am still confused but at a higher level! 

Merike Rehepapp, Academic leader: Estonia

First of all we were very excited to take part in this follow up course of the art and craft of designing and facilitating new learning spaces. It was positioned as a co creative experiment to test the initial design of this second course in which becoming a master archer and skilled facilitator were the main concepts. Simon’s open and vulnerable approach was perceived by us as very powerfull in terms of process within the group. This way of working showed us the essential elements when trying to facilitate change, that a personal shift in mindset is needed in order to establish cultural change. Experiencing chaos (By design ?:) and trying to understand the impact on people, helped us discover the potential to use that chaos as a tool in a positive way. There truly lies beauty in chaos.

Where we expected to solely find concrete tools and methods for creating learning arches and facilitating learning spaces, we actually were immersed into a design experiment in which we achieved much more than that. The course provided us with the feeling of being part of a development that is bigger than ourselves, changing the future of education. In our opinion the core value which KAOS stands for.

The awesome team from Stenden, University of Applied Sciences, The Netherlands