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    The document discusses facilitating learning. It states that facilitating learning involves empowering learners and creating conditions for effective group work. The facilitator's role is to draw out knowledge from group members and help them learn from each other. Key aspects of facilitated learning include learners taking more control over their learning process and learning with and from peers. Facilitators provide resources and support while addressing issues identified by the group.

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    The document discusses facilitating learning. It states that facilitating learning involves empowering learners and creating conditions for effective group work. The facilitator's role is to draw out knowledge from group members and help them learn from each other. Key aspects of facilitated learning include learners taking more control over their learning process and learning with and from peers. Facilitators provide resources and support while addressing issues identified by the group.

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    974 views9 pages

    Facilitating Learning

    Uploaded by

    Angelyn Montibola
    The document discusses facilitating learning. It states that facilitating learning involves empowering learners and creating conditions for effective group work. The facilitator's role is to draw out knowledge from group members and help them learn from each other. Key aspects of facilitated learning include learners taking more control over their learning process and learning with and from peers. Facilitators provide resources and support while addressing issues identified by the group.

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    of 9

    FACILITATING LEARNING

    Prepared by: Etidal Alcazaren Dela Paz

     Means 'to make easy'.


     The role is to work with a group of learners who are in
    much the same situation, to draw-out knowledge and
    ideas from different members of a group, and to help
    Facilitating them learn from each other and to think and act
    together.
     Empowering others.
     The role of a skilled facilitator is to create conditions in
    which a group can work together effectively.

     A complex process which produces a relatively


    A permanent change in the behavior of an individual
    brought about by his interaction with
    the environment.
    Learning
     Modification of a behavioural tendency by
    experience

    Facilitated Learning
     It is where the students are encouraged to take more control of their learning process.
     The trainer's role becomes that of a facilitator and organiser providing resources and
    support to learners.
     In turn the participants learn with and from each other as they identify and implement
    solutions to challenges, problems or other developmental issues.

    Advantages Disadvantages
     Learners use skills like  The pace of instruction is
    synthesis and analysis based on the group rather
     The learner is actively than the individual learner
     The teacher’s role is not
    involved
    clearly defined
     Learners interact with and
     There is a need for extra
    learn from each other facilities to allow for group
     There is no need for large work etc
    amounts of learning  The learning is relatively time
    materials consuming in proportion to
     Learners can work in an the amount of material
    environment similar to that covered
    of the real world  Facilitated learning is not
     A variety of learning appropriate in some cultural
    methods are used contexts
    FACILITATING TEACHING
    Facilitator starts by assessing the Teaching starts from teacher's own
    knowledge of the group knowledge
    Facilitators addresses issues identified by Teaching follows a pre-set curriculum
    the group or their community and adopt
    new ideas to the needs and culture of the
    group
    Facilitators uses practical, participatory Teachers delivers lectures to a group of
    methods, e.g. group discussions and students – usually from the front of the
    activities in which all members of the group room
    participate
    Information flows in many different Information flows in just one direction, from
    directions between the facilitator and teacher to student
    individual group members
    Facilitators encourage and value different Teachers are concerned with students
    views understanding the right answer
    Facilitators are considered as an equal, and Teachers have a formal relationship with
    develop relationships based on trust, students, based on the status of a teacher
    respect and a desire to serve

    Metacognition
    “Thinking about Thinking”

    Me ta a tte nti o n
    Task
    V a r i a bl es
    Metamemory
    Person
    Variables
    Strategy
    Variables
    LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLES

    Cognitive and Metacognitive factors


    1. Nature of learning
    2. Goals of the learning process
    3. Construction of knowledge
    4. Strategic thinking
    5. Thinking about thinking
    6. Context of learning
    Motivational and Affective factors
    7. Motivational and emotional influences
    on learning
    8. Intrinsic motivation to learn
    9. Effects of motivation on effort
    Developmental and Social factors
    10. Developmental influences on learning
    11. Social Influences of learning
    Individual Differences factors
    12. Individual differences in learning
    13 Learning and diversity
    14 Standards and assessments

    Freud’s Conscious

    Psychoanalytic
    Subconscious
    Theory
    Unconscious
    Freud’s Components of
    Personality

    Superego

    Ego

    Id

    Psychosexual
    Stages
    Of
    Development

    G
    Erikson’s Psychosocial Stages of Development
    Basic

    Stage Psychosocial Crisis Virtue Age

    1. Trust vs. Mistrust Hope 0 - 1½

    2. Autonomy vs. Shame Will 1½ - 3

    3. Initiative vs. Guilt Purpose 3-5

    4. Industry vs. Inferiority Competency 5 - 12

    5. Identity vs. Role Confusion Fidelity 12 - 18

    6. Intimacy vs. Isolation Love 18 - 40

    7. Generativity vs. Stagnation Care 40 - 65

    8. Ego Integrity vs. Despair Wisdom 65+

    Piaget's Cognitive Theory


    Three Basic Components
    1.

    2.

    3.
    Piaget’s Stage of
    Cognitive
    Development
     Sensorimotor
     Preoperational
     Concrete Operational
     Formal Operational

    Pre-Conventional
    Morality

    Kohlberg’s 3 Conventional
    Levels of Morality
    Motor
    Development

    Post-Conventional
    Morality
    Learning/Thinking
    Styles

    Sensory Global Analytic


    Preferences Continuum

    MULTIPLE INTELLIGENCES
    1. Visual/spatial intelligence

    2. Verbal /Linguistic

    3. Mathematical/Logical

    4. Bodily-Kinesthetic

    5. Musical

    6. Intrapersonal

    7. Interpersonal

    8. Naturalist

    9. Existential
    MASLOW’S HEIRARCHY OF NEEDS
    Old Version of the Theory Updated Version of the Theory

    Albert Bandura’s Social Learning Theory


    Focuses on the learning that occurs within a social context.
    This considers that people learn from one another including
    such as concepts as observational learning, imitation and
    modelling.

    Behaviorist Approach
    Behaviorism refers to a psychological approach which emphasizes
    scientific and objective methods of investigation. The approach is only
    concerned with observable stimulus-response behaviors, and states all
    behaviors are learned through interaction with the environment.
    MOTIVATION

    Extrinsic Intrinsic

    “Trust in the LORD with all your heart and lean not on your
    own understanding; in all your ways submit to him, and he
    will make your paths straight.”
    -Proverbs 3:5-6

    Thank you and God bless you! 

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