from teller to facilitator of learning fort sill

7/31/2019 From Teller to Facilitator of Learning Fort Sill

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From a Teller to a Facilitator of Learning

The greatest sign of success for a teacher . . . is to be able to say,The students are now working as if I did not exist.

(Marie Montessori)


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Slides will be available atwww.learnercenteredteaching.com


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Why do we love to lecture?

1. We worked very hardto learn the subject(s).


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Why do We Love to Lecture?


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2. We know ourstudents dont knowmost of what we have

to tell them.AND

We went into teachingto help students learnour subject areas.


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3. We feel powerfulwhen sharing ourknowledge we like toshow off.


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4. Lecture is expedient.


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5. Lecture requireslimited planning.


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6. We remain in controlof the learning process.


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What are the drawbacks to lecture?


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Drawbacks to Lecturing

1. Lecture is oftenunisensory which

makes it a much lesseffective way to learnthan many otherlearning approaches.


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2. Requires extendedattention for the learnerwhich is difficult fortodays learners.


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3. It is natural forhumans to daydream we all do it all the time.

(Smallwood &Schooler, 2006)


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4. Students brains willbegin to habituate thesound of our voice

especially if it isunmodulated

Encyclopedia of Educational Psychology, Volume

1, Salkind.


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5. Lecture doesnt causethe learners to do muchwork.

Except multitask listening and takingnotes which diminishesthe processing timeneeded forcomprehension.


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6. No movement on thepart of the learners.


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What does it mean to facilitate?

In education, it mostoften means supportingstudents in learning

their course material by

1. Providing anenvironment forengagement.


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2. Providing students a setof resources such asquestions, articles,

research findings,problems, and/or casesto engage with.


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3. Using authenticassessment tools thatprovide our learners

with meaningfulfeedback that leads tofurther learning.


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Facilitation is a Learned Skill

The skill of facilitation issomething that has tobe learned.


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What do facilitators do?

The facilitator's job is tosupport everyone indoing his or her bestthinking and practice.


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What do Facilitators Do?

Initiate activities that getthe full participation of learners.

Cultivate sharedresponsibility for thelearning between theteacher and the students.

(Kaner et al., 2007).


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What do Facilitators Do?

Effective facilitation alsoinvolves thoroughcontent knowledge.

This role of teacher asexpert does not change.What changes is howthis expertise is used.


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Planning Starts with LearningOutcomes

Four steps

1. Who will be doing thelearning?

2. When will the learning becompleted?

3. What will the students be ableto do or know as a result of the learning?

4. How will you know theylearned it?


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The Planning Process

Question 1What is the best use of my time during class tohelp studentssuccessfully reach thelearning outcome(s)?


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Question 2

What will my studentsdo both in and out of class to reach thelearning outcome(s)?


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Question 3

What resources will Ineed to provide mystudents so they canaccomplish thislearning?


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Question 4

What resources will mystudents need toprovide themselves sothey can reach thelearning outcome(s)?


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Question 5How much time do I

need to allocate to thevarious parts of theinstruction, practice,and feedback of thislesson?


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Question 6

Will the students workalone, in pairs, or in

groups?


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Question 7

How will I assess mystudents learning?


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Really Important Question!!!

Do students need

feedback on what theydid in class beforetrying additionalactivities likehomework?


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Now What?


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Assessing the Effectiveness of thePlanning Process

Question 1.

What additional help do

students need to betterunderstand the newmaterial or becomemore proficient withthe new skill?


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Assessing the Effectiveness of thePlanning Proces s

Question 2What is the best way todeliver this help?

A. TeacherB. PeersC. TutoringD. MediaE. Practice materials


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Question 3

What resources do

students need tocontinue their learning?


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These questions canhelp us decide what

practice, assignments,tutorials etc. are mosteffective and keep out-of-class learning from

becoming busy work.


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Giving Feedback

Giving meaningfulfeedback that promotesimproved learning is

one of the greatestskills of an effectivefacilitator of learning.


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Giving Feedback

Feedback is the key to

improved learning.


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Giving Feedback

Quality feedback is thedifference between allof the hard work and

planning that went intoa great teaching activitypaying learningdividends and the

teaching activity being just a great show.


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Giving Feedback

The feedback process ismost effective whenboth students and

teachers are activelyinvolved in the process.Students often seefeedback as the sole

domain of the teacher

(Taras, 2003).


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Giving Feedback

Assessments should bedesigned so thatstudents can see the

direct benefits of attending to thefeedback.


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Examples of Effective Feedback

Divide assignments into stages and providefeedback that is essential to completing thenext stage.

Give students a provisional grade withopportunity to visit, discuss their work, andpotentially earn a higher grade using thefeedback.


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Giving Feedback

Give feedback thatfocuses more oninstruction rather than

correction.The message is how toimprove.

(Hattie & Timperley, 2007)


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Giving Feedback

Link feedback to the

specific assessmentcriteria. A rubric ishelpful for this step.

(Nicol & Draper, 2008)


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Giving Feedback

Give feedback as soon aspossible once studentshave made every effort tocomplete the task ontheir own

(Hattie &Timperley, 2007).


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Giving Feedback

Use language that thestudents can understandand that relates directly tothe task and itsimprovement .

Focus on the effort and thestrategy used .

Avoid references to theirintelligence.

(Duncan, 2003, Dweck, 2006)


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Feedback that Students CanUnderstand

Just as we want ourstudents to consider the

reader when they arewriting, we must thinkof the receiver of thefeedback when we are

delivering it.


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Research on Feedback

The feedback needs tobe very specific to thetask and how the taskcan be improved.

Research shows thatthis type of feedbackcan have a significanteffect on learningenhancement.(Hattie &Timperley, 2007).

----------


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Praise, reward, andpunishment have littleeffect on improvinglearning.

(Hattie & Timperley, 2007).


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Feedback should berelated to the learningoutcomes.

The feedback shouldreduce the gap betweencurrent levels of understanding and

performance, and theultimate learningoutcome. (Hattie & Timperley,2007)


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References/Bibliography

Barkley, Elizabeth F., K. Patricia Cross, & Clair Howell Major. Collaborative Learning Techniques: A Handbook for College Faculty . Jossey-Bass, 2005. Bonwell, Charles C. Active Learning: Creating Excitement in the Classroom. Ashe-Eric Higher Education Reports, 1991. Bowman, Sharon L. How to Give It So They Get It. Bowperson Publishing, 1998. Brookfield, Stephen. Understanding and Facilitating Adult Learning: A Comprehensive Analysis of Principles and Effective Practices. Jossey-Bass. 1991. Buehl, Doug. Classroom Strategies for Interactive Learning . International Reading Association, 2001. Capacchione, Lucia. The Creative Journal . Newcastle, 1989. Cross, K. Patricia. Adults As Learners: Increasing Participation and Facilitating Learning . Jossey-Bass, 1992.

Dantonio, Marylou & Paul C. Beisenherz. Learning to Question, Questioning to Learn: Developing Effective Teacher Questioning Practices. Allyn & Bacon, 2000. Delisle, Robert. How-to Use Problem-Based Learning in the Classroom . Assn for Supervision & Curriculm Development, 1997. Dewey, John. Experience & Education . Collier Books, 1938. Duch, Barbara J. The Power of Pr oblem-Based Learning: A Practical 'How To' for Teaching Undergraduate Courses in Any Discipline. Stylus Publishers, 2001. Eitington, Julius E. The Winning Trainer . Gulf Publishing Company, 1984. Epstein, Robert. The Big Book of Motivation Games. McGraw Hill. 2001. Foyle, Harvey C. (ed.). Interactive Learning in the Higher Education Classroom: Cooperative, Collaborative, and Active Learning Strategies. National Education Association, 1995. Furjanic, Sheila W. & Laurie A. Turning Training into Learning: How to Design and Deliver Programs that Get Results. AMACOM, 2000. Gagne, Robert M., Leslie J. Briggs & Walter W. Wager. Principles of Instructional Design. Harcourt, Brace & Jovanovich. 1995.


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Gagnon, George W. & Michelle Collay. Designing for Learning: Six Elements in Constructivist Classrooms. Corwin Press, 2000. Gass, Michael A. Book of Metaphors. Kendall/Hunt Publishing Company. 1995. Gibbs, Jeanne. Tribes: A New Way of Learning and Being Together. Center Source, 1995. Gesell, Izzy. Playing Along: 37 Group Learning Activities Borrowed from Improvisational Theater. Whole Person Associates, 1997. Glasgow, Neal A. New Curriculum for New Times: A Guide to Student-Centered, Problem-Based Learning. Corwin Press, 1997. Goodsell, Anne, et al, Collaborative Learning: A Source for Higher Education. National Center on Postsecondary Teaching Learning & Assessment, 1992.

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Herrmann, Ned. The Creative Brain. Brain Books, 1989. Huba, Mary E. & Jann E. Freed. Learner-Centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning. Allyn & Bacon. 1999. Jones, Alanna E. 104 Activities That Build: Self-esteem, Teamwork, Communication, Anger Management, Self-discovery, and Coping Skills . Rec Room Publishing, 1998. Klatt , Bruce. The Ultimate Training Workshop Handbook: A Comprehensive Guide to Leading Successful Workshops and Training Programs. McGraw Hill. 1999. Kolb, David A. Experiential Learning: Experience as the Source of Learning and Development. Prentice Hall. 1983. LaMeres, Clare. The Winners Circle: Yes, I Can . LaMeres Lifestyles Unlimited, 1990. Lawlor, Michael, Peter Handley & Michel Lawlor. The Creative Trainer. McGraw-Hill, 1997. Luckner, John L. & Reldan S. Nadler. Processing the Experience: Strategies to Enhance and Generalize Learning. (2nd ed) Kendall/Hunt Publishing Company. 1997. Lynn, Laurence E. Teaching and Learning With Cases: A Guidebook. Chatham House. 1999. McCarthy, Bernice. About Learning. About Learning Publishers. Wauconda, Il. 1996. McCarthy, Bernice. About Teaching. About Learning Publishers. Wauconda, Il. 2000. McCombs, Barbara L., et. al., The Learner-Centered Classroom and School: Strategies for Increasing Student Motivation and Achievement. Jossey-Bass, 1997. Meier, Dave. The Accelerated Learning Handbook: A Creative Guide to Designing and Delivering Faster, More Effective Training Programs. McGraw-Hill, 2000. Milano, Michael, et. al., Designing Powerful Training: The Sequential-Iterative Model. Jossey-Bass. 1998. Moon. Jenn A., Learnin Journals: A Handbook or Academics, Students and Pro essional Develo ment. Ko an Pa e Ltd. 2000.


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Piskurich , George M. Rapid Instructional Design: Learning ID Fast and Right . Jossey-Bass, 2000. Piskurich, George M. (Ed), et al. The ASTD Handbook of Training Design and Delivery. McGraw-Hill. 1999. Progroff, Ira. At a Journal Workshop . Dialogue House Library, 1975. Raffini, James P. 1 50 Ways to Increase Intrinsic Motivation in the Classroom . Allyn & Bacon. 1995. Rogers, Spence. Teaching Tips: 105 Ways to Increase Motivation & Learning. Peak Learning Systems. 1999. Rogers, Spence, Jim Ludington & Shari Graham. Motivation & Learning: A Teachers Guide to Building Excitement for Learning & Igniting the Drive for Quality. Peak Learning

Systems. 1998. Rose, Colin Penfield & Malcolm J. Nicholl. Accelerated Learning for the 21st Century: The Six-Step Plan to Unlock Your Master-Mind. Dell. 1999. Russell, Lou & Martin Morrow. The Accelerated Learning Fieldbook: Making the Instructional Process Fast, Flexible, and Fun. Jossey-Bass. 1999. Scannell, Edward E. and John W. Newstrom. Games Trainers Play . McGraw-Hill. 1980. Scannell, Edward E. and John W. Newstrom. More Games Trainers Play . McGraw-Hill. 1983. Scannell, Edward E. and John W. Newstrom. Still More Games Trainers Play . McGraw-Hill. 1991. Schilling, Dianne. 50 Activities for Teaching Emotional Intelligence: Level 3. Innerchoice Pub, 1999. Sharan, Shlomo. Handbook of Cooperative Learning Methods. Praeger Pub, 1999. Silberman, Mel. Active Learning: 101 Strategies to Teach Any Subject . Allyn & Bacon, 1996. Silberman, Mel & Karen Lawson. 101 Ways to Make Training Active. Pfeiffer & Co, 1995. Smith, Barbara Leigh & John McCann (eds.). Reinventing Ourselves: Interdisciplinary Education, Collaborative Learning, and Experimentation in Higher Education. Anker Pub, 2001. Sugar, Steve. Games That Teach: Experiential Activities for Reinforcing Training. Jossey-Bass, 1998. Thiagarajan, Sivasailam & Glenn M. Parker. Teamwork and Teamplay: Games and Activities for Building and Training Teams. Jossey-Bass, 1999.


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References/Bibliography Thousand, Jacqueline S., Richard A. Villa & Ann I. Nevin (Eds). Creativity and Collaborative Learning: A Practical

Guide to Empowering Students and Teachers. Paul H Brookes Pub. 2001. Ukens, Lorraine L. All Together Now!: A Seriously Fun Collection of Training Games and Activities. Jossey-Bass,

1999. Ukens , Lorraine L. Energize Your Audience: 75 Quick Activities That Get them Started, and Keep Them Going.

Jossey-Bass, 2000. Ukens, Lorraine L. What Smart Trainers Know: the Secrets of Success from the World's Foremost Experts. Jossey-

Bass, 2001. Van Kavelaar, Eileen K. Conducting Training Workshops: A Crash Course for Beginners. Jossey-Bass, 1997. Vella, Jane Kathryn. Taking Learning to Task: Creative Strategies for Teaching Adults. Jossey-Bass, 2000. Wilkerson, Luann, ed. Bringing Problem-Based Learning to Higher Education: Theory and Practice. Jossey-Bass, 19


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from teller to facilitator of learning fort sill

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