from teller to facilitator of learning

8/3/2019 From Teller to Facilitator of Learning

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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 didnot exist.

(Marie Montessori)


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Slides will be available at

www.learnercenteredteaching.com


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Why do we love to lecture?

1.We worked very hard

to learn the subject(s).


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Why do We Love to Lecture?


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2.We know our

students dont know

most of what we have

to tell them.

AND

We went into teaching

to help students learn

our subject areas.


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3.We feel powerful

when sharing our

knowledgewe like to

show off.


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4. Lecture is expedient.


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5. Lecture requires

limited planning.


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6.We remain in control

of the learning process.


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What are the drawbacks to lecture?


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Drawbacks to Lecturing

1. Lecture is often

unisensory which

makes it a much less

effective way to learn

than many other

learning approaches.


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2. Requires extended

attention for the learner

which is difficult for

todays learners.


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3. It is natural for

humans to daydream

we all do it all the time.

(Smallwood &Schooler, 2006)


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4. Students brains will

begin to habituate the

sound of our voice

especially if it isunmodulated

Encyclopedia of Educational Psychology, Volume

1, Salkind.


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5. Lecture doesnt cause

the learners to do much

work.

Except multitasklistening and taking

notes which diminishes

the processing time

needed for

comprehension.


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6. No movement on the

part of the learners.


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What does it mean to facilitate?

In education, it most

often means supporting

students in learning

their course material by

1. Providing an

environment for

engagement.


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2. Providing students a set

of resources such as

questions, articles,

research findings,problems, and/or cases

to engage with.


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3. Using authentic

assessment tools that

provide our learners

with meaningfulfeedback that leads to

further learning.


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Facilitation is a Learned Skill

The skill of facilitation is

something that has to

be learned.


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What do facilitators do?

The facilitator's job is to

support everyone in

doing his or her best

thinking and practice.


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What do Facilitators Do?

Initiate activities that getthe full participation oflearners.

Cultivate sharedresponsibility for thelearning between theteacher and the students.

(Kaner et al., 2007).


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What do Facilitators Do?

Effective facilitation also

involves thorough

content knowledge.

This role ofteacher as

expert does not change.

What changes is how

this expertise is used.


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Planning Starts with Learning

OutcomesFour 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 1

What is the best use of

my time during class to

help students

successfully reach the

learning outcome(s)?


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Question 2

What will my students

do both in and out of

class to reach the

learning outcome(s)?


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Question 3

What resources will I

need to provide my

students so they can

accomplish thislearning?


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Question 4

What resources will my

students need to

provide themselves so

they can reach thelearning outcome(s)?


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Question 5

How much time do I

need to allocate to the

various parts of the

instruction, practice,

and feedback of this

lesson?


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Question 6

Will the students work

alone, in pairs, or in

groups?


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Question 7

How will I assess my

students learning?


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Really Important Question!!!

Do students need

feedback on what they

did in class before

trying additional

activities like

homework?


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NowWhat?


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Assessing the Effectiveness of the

Planning Process

Question 1.

What additional help do

students need to better

understand the new

material or become

more proficient with

the new skill?


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Planning Process

Question 2

What is the best way todeliver this help?

A. Teacher

B. Peers

C. Tutoring

D. Media

E. Practice materials


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Planning Process

Question 3

What resources do

students need to

continue their learning?


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Planning Process

These questions can

help us decide what

practice, assignments,tutorials etc. are most

effective and keep out-

of-class learning from

becoming busy work.


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Giving Feedback

Giving meaningful

feedback that promotes

improved learning is

one of the greatest skillsof an effective facilitator

of learning.


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Giving Feedback

Feedback is the key to

improved learning.


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Giving Feedback

Quality feedback is the

difference between all

of the hard work and

planning that went intoa great teaching activity

paying learning

dividends and the

teaching activity beingjust a great show.


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Giving Feedback

The feedback process is

most effective when

both students and

teachers are activelyinvolved in the process.

Students often see

feedback as the sole

domain of the teacher

(Taras, 2003).


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Giving Feedback

Assessments should be

designed so that

students can see the

direct benefits ofattending to the

feedback.


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Examples of Effective Feedback

Divide assignments into stages and provide

feedback that is essential to completing the

next stage.

Give students a provisional grade with

opportunity to visit, discuss their work, and

potentially earn a higher grade using the

feedback.


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Giving Feedback

Give feedback that

focuses more on

instruction rather than

correction.The message is how to

improve.

(Hattie & Timperley, 2007)


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Giving Feedback

Link feedback to the

specific assessment

criteria. A rubric is

helpful for this step.

(Nicol & Draper, 2008)


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Giving Feedback

Give feedback as soon as

possible 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 Can

Understand

Just as we want our

students to consider the

reader when they arewriting, we must think

of the receiver of the

feedback 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, and

punishment have littleeffect on improvinglearning.

(Hattie & Timperley, 2007).


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Feedback should berelated to the learningoutcomes.

The feedback shouldreduce the gap betweencurrent levels ofunderstanding and

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


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The End

from teller to facilitator of learning

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