From Teller to Facilitator of Learning Ohio University
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Transcript of From Teller to Facilitator of Learning Ohio University
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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 at
www.learnercenteredteaching.wordpress.com
From Teller to Faciliator of Learning
Ohio University
http://www.learnercenteredteaching.wordpress.com/http://www.learnercenteredteaching.wordpress.com/ -
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Why do We Love to Lecture?
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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?
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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Why do we love to lecture?
3. We feel powerful
when sharing ourknowledgewe like to
show off.
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Why do we love to lecture?
4. Lecture is expedient.
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Why do we love to lecture?
5. Lecture requires
limited planning.
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Why do we love to lecture?
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 lesseffective way to learn
than many other
learning approaches.
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Drawbacks to Lecturing
2. Requires extended
attention for the learnerwhich is difficult for
todays learners.
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Drawbacks to Lecturing
3. It is natural for
humans to daydreamwe all do it all the time.
(Smallwood &Schooler, 2006)
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Drawbacks to Lecturing
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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Drawbacks to Lecturing
5. Lecture doesnt cause
the learners to do much
work.
Except multitasklistening and taking
notes which diminishes
the processing time
needed forcomprehension.
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Drawbacks to Lecturing
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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What does it mean to facilitate?
2. Providing students a set
of resources such as
questions, articles,
research findings,problems, and/or cases
to engage with.
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What does it mean to facilitate?
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 tobe learned.
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What do facilitators do?
The facilitator's job is to
support everyone indoing 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 tohelp students
successfully reach the
learning outcome(s)?
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The Planning Process
Question 2
What will my students
do both in and out of
class to reach the
learning outcome(s)?
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The Planning Process
Question 3
What resources will I
need to provide my
students so they can
accomplish this
learning?
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The Planning Process
Question 4
What resources will my
students need to
provide themselves so
they can reach the
learning outcome(s)?
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The Planning Process
Question 5
How much time do I
need to allocate to thevarious parts of the
instruction, practice,
and feedback of this
lesson?
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The Planning Process
Question 6
Will the students work
alone, in pairs, or in
groups?
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The Planning Process
Question 7
How will I assess my
students learning?
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Really Important Question!!!
Do students need
feedback on what theydid in class before
trying additional
activities like
homework?
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Now What?
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Assessing the Effectiveness of the
Planning Process
Question 1.
What additional help do
students need to betterunderstand the new
material or become
more proficient with
the new skill?
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Assessing the Effectiveness of the
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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Assessing the Effectiveness of the
Planning Process
Question 3
What resources do
students need tocontinue their learning?
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Assessing the Effectiveness of the
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 greatestskills of 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 thefeedback.
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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 assessmentcriteria. A rubric is
helpful for this step.
(Nicol & Draper, 2008)
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Giving Feedback
Give feedback as soon aspossible once students
have 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)
F db k h S d C
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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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Research on Feedback
Praise, reward, andpunishment have little
effect on improvinglearning.
(Hattie & Timperley, 2007).
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Research on Feedback
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