|
Teaching |
vs |
Facilitating |
|
•
A process whereby a teacher leads a group of
students in acquiring new skills, knowledge, or understanding. •
Most subject area teaching involves telling
and teaching the students. Measurable outcome at the end. |
|
•
Helping/making it easy for students to learn together
in a group, or to achieve something together as a group. •
Involves helping the students to discover by themselves. |
|
Content expert |
Facilitator |
|
Presents information |
Guides process |
|
Provides the right answers |
Provides the right answers |
Teacher’s
Effective Ways to Facilitate (feedback)
•
Problem of getting wider understanding that
facilitating is
•
learning, despite apparent noise and mess
•
Motivation for teachers: eg. Need to make daily
life enjoyable + rewarding experience for kids and teacher through project based
approaches.
•
Catching up with students knowledge
•
Preventing tendency of thinking you are an
expert (do not be afraid to say I do not know)
•
If you want to learn something new, teach it.
•
Find interesting material.
•
Be a good listener.
•
Do not be afraid to delegate and empower.
•
Be aware of needs, understand need
•
Determine right questions.
•
Be creative – not stick to strict curriculum.
•
Reflect and evaluate your performance.
•
Be flexible.
•
Be creative and up to date.
•
Use different techniques.
•
Show students you love them.
•
Do not repeat the same things year after year
(for example, after 20 years of teaching you teach in the same way as your 1st
year of teaching).
•
Do not allow your students to drink from a
bottle, let them go to the
•
river.
•
Offer skills that lead to learning.
•
Surprise your students.
•
Do not focus on yourself.
•
Respect each one of your students. Each one is
different and
•
special.
•
Do not make fun of your students.
•
Listen actively and comprehensively to your
students.
•
During the transitional period from a teacher to
a facilitator, you need to be aware of your techniques so as not to go backward
into
Unforgettable Teachers facilitate...
•
Value of
Learning & Knowledge
Teachers should be enthusiastic about their subject. However, they give more than knowledge. They show how learning enhances creativity. Sparks interest, and uncover talents.
•
Value of
Respect
Teachers treat students with honor. They explain how kind words can prevent hurtful confrontations and turn enemies into friends.
•
Value of
Integrity
They demonstrate empathy. Their ethics inspires students to live with courage, honesty, dignity, and self-worth.
•
Value of
Responsibility
Teachers teach that individuals must be accountable for his/her actions.
•
Value of
Perseverance
Teachers teach that education continues until our last breath. They tell stories about hard times they had faced, and how God had often turned difficulties into blessings.
You will be divided into two groups.
Each group will choose a classroom scenario and will present ways of how
learning could be best facilitated.
Learning
LEARNING
is a mental ability by means of which knowledge, skills, habits, attitudes, and
ideals are acquired, retained, and utilized, resulting in the progressive
adaptation and modification of
conduct and behavior.
•
It is any change in the behavior of organism.
•
It is a continuous process.
Principles
•
L –
learning is an experience which occurs inside the learner; people learn what
they what to learn
•
E –
evolutionary and experiential process
•
A –
atmosphere where people are free to explore
•
R –
right to make mistakes ; respect
•
N –
needs based and relevant to the learner
•
E –
emotional and intellectual; people must come before purpose
• R – richest resource; learner himself/herself
|
Learning Outcomes (Ends) |
Learning Activities (Means) |
|
List the four primary colors. Recite the poem , “A Tree” Draw the parts of the nervous system. Construct Christmas lantern. |
Study the four primary colors. Practice the poem , “A Tree” Watch film about the nervous system. Observe how a Christmas lantern is made. |
Conditions
for Learning
•
Acceptance
•
Cooperation, care, concern, change, communication
•
Trust oneself/others
•
Ideas
•
Value for individual differences
•
Evaluation
Nature
of Learning
•
When parents ask their children, “What did you
learn in school today, “ the most common replies are “I don’t know” and
“Nothing.”
•
Does this indicate a general weakness of the educational
system?
•
No. it simply indicates that learning often
takes place without realizing it.
Essential
Aspects of the Learning Process
•
MOTIVATION
•
GOAL- Behavior is oriented towards a
goal.
•
READINESS depends on training,
experience, and heredity.
Physiological factors-
maturation of the sense organs
Psychological factors- motives,
emotional factors
Experiential factors- previously
learned skills and concepts.
•
OBSTACLE, or a hindrance challenges the
learner.
•
RESPONSES are actions or behavioral
tendencies according to one’s interpretation of a situation
•
ATTITUDES- are internal states that
influence what students are likely to do. This internal state can ne positive
or negative, or favorable or unfavorable reaction toward an object, situation,
person or the environment..
What
is your attitude toward...
•
Learning
•
School
•
Math, science, English, and other Subjects
•
Homework
•
Classroom rules
•
Teachers
•
Examination
•
Taking responsibility for one’s acts
•
Relationships
•
Boys/Girls
•
Family
•
Fashion
•
Love
•
Money
•
Sex
Types of Learning
Cognitive
Learning
•
It is concerned with the development of ideas.
Affective
Learning
•
Involves assimilation of values, emotional reactions
and acquisition of attitudes.
Psychomotor
Learning
• Understanding of the external world through the senses and muscles.
Goals
of the learning process
The successful learner, over time
and with support and instructional guidance, can create meaningful, coherent
representations of knowledge.
• To construct useful representations of knowledge and to acquire the thinking and learning strategies necessary for continued learning success across the life span, students must generate and pursue personally relevant goals.
Context
of Learning
Learning is influenced by environmental
factors, including culture, technology, and instructional practices.
•
Learning does not occur in a vacuum. Teachers
play a major interactive role with both the learner and the learning environment
•
Technologies and instructional practices must be
appropriate for the learner’s level of prior knowledge, cognitive abilities,
and their learning and thinking strategies.
• The classroom environment has also an impact on student learning.
Motivational
and Emotional Influences on Learning
What and how much is learned is influenced
by the learner’s motivation. Motivation to learn, in turn, is influenced by the
individual’s emotional states, beliefs, interests and goals, and habits of
thinking.
•
Positive emotions such as curiosity, generally enhance
motivation and facilitate learning and performance.
• Intense negative emotions such as anxiety, rage, insecurity, and related thoughts like fearing punishment, worrying about competence generally detract from motivation, interfere with learning, and contribute to low performance.
Intrinsic
Motivation to Learn
The learner’s creativity, higher
order thinking, and natural curiosity all contribute to motivation to learn. Intrinsic
motivation is stimulated by tasks of optimal novelty and difficulty, relevant
to personal interests, and providing for personal interests, and
providing for personal choice and
control.
• Curiosity, flexible and insightful thinking, and creativity are major indicators of the learner’s intrinsic motivation to learn.
Effects
of Motivation on Effort
Acquisition of complex knowledge and
skills requires extended learner effort and guided practice. Without learner’s
motivation to learn, the willingness to exert this effort is unlikely without
coercion.
• Effort is another major indicator of motivation to learn.
Developmental
Influences on Learning
As individuals develop, there are
different opportunities and constraints for learning. Learning is most
effective when differential development within and across physical,
intellectual, emotional, and social domains is taken into account.
• Individuals learn best when material is appropriate to their developmental level and is presented in an enjoyable and interesting way.
Social
Influences on Learning
Learning is influenced by social interactions,
interpersonal relations, and communication with others.
•
Learning can be enhanced when the learner has an
opportunity to interact and to collaborate with others on instructional tasks.
• Quality personal relationships that provide stability, trust, and caring can increase learner’s sense of belonging, self-respect and self acceptance, and provide a positive climate for learning.
Individual
Differences in Learning
Learners have different
strategies, approaches, and capabilities for learning that are a function of
prior experience and heredity.
• Individuals are born with and develop their own capabilities and talents
Learning and Diversity
Learning is most effective when differences
in learner’s linguistic, cultural, and social backgrounds are taken into
account.
•
When learners perceive that their individual
differences in abilities, backgrounds, cultures, and experiences are valued,
respected, and accommodated in learning tasks and contexts, levels of
motivation and achievement are enhanced.