Facilitating Learning
Facilitating Learning
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
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
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
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
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