KAZAKH ABLAI KHAN UNIVERSITY OF INTERNATIONAL RELATIONS AND WORLD

LANGUAGES

FACILITATING IN TEACHING
ENGLISH AT THE SENIOR
STAGE OF SECONDARY
SCHOOL
Umbetkali A.D.
 To be a facilitator of the teaching, one must have a special
outlook on life.
Facilitators are not artists and not stars;
these are people who put the needs and interests of students
first.

Carl Rogers
 THE PURPOSE OF THE LECTURE:
To explore effective strategies and techniques for facilitating English
language learning at the senior stage of secondary school.

To understand the role of the facilitator in promoting student engagement,

critical thinking, and communication skills in the English language classroom.

To discuss best practices in creating a learner-centered environment that

fosters language acquisition and development.

To provide practical examples and case studies that illustrate the successful
implementation of facilitation techniques in English language teaching at the
senior secondary school level.
 LECTURE PLAN:
Introduction
1. What is facilitation and why is it needed?
2. How to use facilitation in learning?
3. Facilitation as a means of activating students' activities
4. Examples and case studies of facilitation methods in teaching
PROBLEM How to use facilitation in learning?
QUESTIONS:
How does facilitation help in the learning
What is facilitation and why
process and how to apply its methods and
is it needed?
techniques?

What competencies are What types of facilitation

important for the facilitator? can be used in lessons?
 WHAT DOES THE TERM MEAN?

In pedagogy, facilitation is a technique that encourages teachers to help

students show curiosity, allow them to move in new directions according to
their own interests and awaken research excitement. The teacher helps the
student to find answers to questions on their own and master any skills.
 THERE ARE SEVERAL DEFINITIONS
OF FACILITATION:
1. Facilitation is a professional organization of the group work process aimed at
1 clarifying and achieving the goals set by the group. The facilitation process leads
to an increase in the effectiveness of group work, the involvement and interest of
participants, and the disclosure of their potential.

2. Facilitation is the help of a neutral party whose task is to facilitate interaction

2 within the group

3. Facilitation (from the English facilitate — to help) is a form of group work to

3 develop solutions of increased complexity or increased importance.
WHAT TASKS DOES FACILITATION SET FOR
THE TEACHER?
4
2

3
1 5

Understanding that
Recognition that all the group itself is
students are initially capable of coping
Creating an smart, capable, Understanding with problems and
that a group Using the possible
atmosphere of willing, able to act obstacles if an
can make a resistance of the
trust, respect effectively and solve effective format is
better decision group as energy for
and openness problems. provided and an
than a loner. development and
. effective way is
gaining experience.
taught.
WHAT TASKS DOES FACILITATION SET FOR
THE TEACHER?
4
2
3

Acceptance that Mastering the methods of

everyone's opinion is Awareness that the constructive feedback aimed at
equally important form of work is no helping in the development and
regardless of their less important for improving the quality and
.Taking a position experience and age. the result than the efficiency of the education
not "over", but content and topic. process.
"together" with
the students.
 01 Facilitation tools are well combined with
active learning methods, such as
interactive games, debates, discussions.

What are the

advantages of 02 Facilitation allows you to provide a
favorable psychological climate in the
this approach? learning process.

Facilitation stimulates and motivates

03 the process of meaningful learning.
 Real-World Relevance

Facilitation methods often

incorporate real-world
applications, helping students
understand the practical relevance
of English language skills.
Fosters Promotes Critical
Independence: Thinking:

Senior students develop a sense It cultivates critical thinking and

of responsibility for their learning, problem-solving abilities, valuable
becoming more independent and skills for academic success and
self-directed learners. beyond.

dvantages
A
Enhanced Student Individualized
Engagement: Learning:

Facilitation encourages active Facilitation can be tailored to suit

participation and critical thinking, students' diverse needs, allowing
making learning more engaging and for a more personalized learning
interactive for senior students. experience.
 Time-Consuming:
Facilitation may require more time Resource Intensive:
for planning, guiding discussions, Implementing facilitation
and providing feedback, which can may demand additional
be challenging given the resources, such as training
curriculum demands. for educators and access to
technology or materials.

Assessment Challenges: Assessing

Inconsistent Outcomes:
WHAT ARE THE student progress and performance in a
DISADVANTAGES
The effectiveness of facilitation can
facilitative environment can be
vary depending on the educator's
expertise, student receptivity, and OF THIS complex, as traditional grading
systems may not always align with the
class dynamics, leading to APPROACH? approach's goals.
inconsistent outcomes.

facilitation carries a lot of changes, which

Resistant Students: Some means that you need not only to prepare for
students may resist the shift lessons, but also to actively engage in self-
from traditional teaching development, master new methods of working
methods and require time to with groups, develop a new philosophy of
adapt to a more facilitative relations and culture of communication,
approach. change personal attitudes.
 ”TEACHERS WHO PRACTICE THE
ART OF FACILITATION ARE
MOTIVATORS.
THEY GIVE STUDENTS THE FREEDOM AND
OPPORTUNITY TO LEARN AND, MOST
IMPORTANTLY, LEARN WITH THEM”
 The task of the teacher - facilitator in the
learning process is to contribute to the
FACILITATION IN satisfaction of the mental and creative
needs of the developing personality, which
THE EDUCATION manifests itself in the self-realization of
SYSTEM each child.

Facilitation training - taking into

This approach involves the flexible use of a
account differences in the ways of
variety of learning styles, the cooperation of
perception and styles of cognition. teacher and student, the formation of an
active life position of the student. It is
based on the ideas of American humanistic
psychology, but largely repeats the ideas of
L.S. Vygodsky, A.S. Makarenko, V.A.
Sukhomlinsky. The facilitation approach is
very close to the system of developmental
education of V.V.Davydov - B.D. Elkonina.
 facilitating interaction within the study the facilitation process leads to an increase in the
group (from the English "facilitate" — effectiveness of group work, the involvement and
facilitate, help); interest of students, and the disclosure of their
potential.

the process of helping the group to

complete a task, solve a problem or reach The facilitator helps the group by
an agreement to the mutual satisfaction of accompanying the search for a solution.
the participants;

THIS TECHNOLOGY
IS BASED ON
a process that allows you to SEVERAL
effectively organize a discussion of The purpose of the work of the facilitation
PRINCIPLES:
the situation without wasting time; group may be to solve a training task.

The facilitator, unlike an ordinary teacher, is not

the use of all channels of information
an expert and does not teach the participants, but
perception, including touch, smell
provides them with special group work
and taste sensations;
technologies to solve the task.
 Plan
Research

"Open Dynamic Study

Lecture Space" facilitation
technology
Conclusions System

Classic
Discuss Metaplan Discuss
brainstorming
Facilitation
technologies:
"World Café" Read
Method
technology Various
group
exercises Listen
and
techniques
Notes Method Discuss Summarize
 01 1. Combine different
visions of the situation
and possible solutions
4. Give students the 04
opportunity to feel like a
into a single picture
team involved in the
within a short period of
development of an
time. Set priorities.
important decision.

Facilitation lessons
allow you to solve
02 2. To hear and take
into account the the following
opinion of all students,
including the "silent
tasks:
ones".
5. To increase the
level of trust of
05
students among
themselves and to
the teacher

03 3. Give the
authoritarian leader
an opportunity to
hear alternative
opinions.
 Attributes of the concept of "facilitation":

1. ACTIVITY 5. GOAL 9. MEANS

3. FUNCTION 7. SUBJECT

2. SUBJECT 6. METHOD 10. RESULT

4. MOTIVE 8. METHOD
 The facilitator (teacher) is the role position of the leader in the organization of group activities.
(But the technology of facilitation can be applied not only in the classroom, but also in class
hours, and extracurricular activities, at a parent meeting, at meetings and pedagogical councils,
seminars and workshops.)

the ability to build open, trusting relationships CHARACTERISTICS OF A

with parents, TEACHER (AS A FACILITATOR): holds a meeting (event) in the time frame;
the ability to create a special atmosphere of help maintain a clear agenda,
cooperation, knows how to get people to listen to him,
1 4
remove barriers and interference in
interaction, constructively presents problems,
to disclose the resources of sums up and looks for arguments,
participants in educational
relations. 2 5
is able to maintain impartiality, provide
knows how to get people to opportunities for constructive dialogue
listen to him, between all participants.
creates a feeling of active
communication, 3 6
 THE FACILITATOR IS CHARACTERIZED BY
SEVERAL "NOT":

1 2 3 4
not interested in the does not offer its does not participate does not provide
outcome of the own schemes of in debates, but only answers to
discussion; action, its own organizes them, questions, does not
stereotype of ensures the offer solutions to
perception, its own implementation of problems, but
view of the the agenda; provides means by
problem; which the
participants of the
interaction
themselves find a
solution.
 Facilitation What should
at school
1. 3. teachers know?
So, facilitation at school involves: you need to follow the following
• individual approach of the rules:
teacher to each student; 1. Be sincere and truthful (a teacher-
• creating a positive school space facilitator in relations with
built on justice, trust and respect; schoolchildren should be what he is
outside of work).

Facilitation What should

at school
2. 4.
teachers know?
• tolerant attitude to otherness and 2. Trust the children and accept
calm resolution of conflicts; each of them (the teacher-
• creating a special microclimate facilitator should always believe in
that facilitates learning, self- the abilities and potential of each
discipline.
What should teachers know? student).
To understand children at the level of empathy (the
teacher-facilitator should try to find out the inner
world of the student, understand his behavior and
motivation).
WHAT CAN FACILITATION GIVE TO THE
TEACHER HIMSELF
Satisfaction of the need
The essence of for self-actualization in a
And yet, those teachers
facilitation is to actualize certain sense is a
who actively master
the creativity of the preventive measure to
facilitation will not only
teacher, to give him the prevent frustration.
be able to achieve high
opportunity to bring an
educational results and
attitude inherent only to Mastering facilitation,
help children develop,
him to what is the teacher changes
but also feel positive
happening, so that his himself. He becomes
changes in their own
every step becomes an self-actualized. He differs
lives!
act of creativity. from the average
teacher qualitatively.
THE PLACE OF FACILITATION IN COMPETENCE-BASED EDUCATION
01 02 03
The most intensive development of At the same time, facilitation does Facilitation tools are well
pedagogical facilitation occurs in not affect the substantive side of combined with active learning
specially organized activities, such as the issues discussed, which allows methods, such as interactive
extracurricular activities and additional it to be used in different fields of games, debates, discussions.
education. These can be competence- activity. Facilitation technology Depending on the set goals
based trainings, project schools, and involves the use of both familiar and objectives, classes can be
personal potential development classes. facilitation tools, such as held in the form of a
Facilitation technologies, which are brainstorming, moderation, and workshop, workshop, round
based on proactive, problematic elements of World Cafe ("World table, strategic session.
activities, are based on a dialogical, Cafe"), Open Space ("Open Space"),
personal-semantic and emotional- the paradigm of positive change
psychological basis, are well-suited in and others.
the course of work.
 01 04
Active Learning Effective Communication
Active Learning: Facilitation encourages Effective Communication: Students learn to express
students to actively engage with the themselves more effectively in English through
subject matter, fostering deeper discussions and interactions, improving their
understanding and retention of English communication skills.
language concepts.

02 05
Critical Thinking Lifelong Learning
Critical Thinking: It promotes critical Lifelong Learning: Facilitation instills a
thinking skills by challenging students to love for learning, encouraging students to
analyze, evaluate, and apply knowledge, continue their education beyond the
enhancing their problem-solving abilities. classroom and adapt to new challenges.

03
2. HOW TO USE 06
Independence Individualized Learning
Independence: Facilitation empowers
students to take responsibility for their
facilitation Individualized Learning: It allows for personalized learning

in learning?
experiences, catering to each student's needs and interests, which
learning, building self-confidence and self- can be particularly beneficial in a diverse classroom.
reliance. In summary, facilitation in teaching English shifts the focus from a
teacher-centered approach to a student-centered one, ultimately
leading to more engaged, empowered, and effective English
language learners.
 Developmental Changes
Developmental Changes: They undergo significant cognitive, emotional, and
social development, seeking greater autonomy and self-identity.

Diverse Learning Styles

SENIOR SECONDARY Diverse Learning Styles: Students have varying learning styles and preferences.
Some may thrive in collaborative environments, while others prefer individual
SCHOOL STUDENTS, study.
TYPICALLY IN THE
11TH AND 12TH Higher Cognitive Abilities
GRADES, EXHIBIT Higher Cognitive Abilities: Senior students are capable of complex thinking and

DISTINCT reasoning, making them more receptive to critical analysis and abstract concepts in
English.
CHARACTERISTICS
AND EDUCATIONAL Preparation for Future
NEEDS: Preparation for Future: They are at a critical juncture, preparing for higher
education or entering the workforce. English language skills are crucial for their
future endeavors.

Increased Autonomy
Increased Autonomy: Senior students often have more autonomy in their
learning, requiring educators to support and guide rather than dictate.
 Diverse English Proficiency Intellectual Engagement
Diverse English Proficiency: Students Intellectual Engagement: Senior
may have varying levels of English students are intellectually curious
proficiency, making differentiation a and can engage deeply with complex
challenge. texts and topics.

High Academic Expectations Critical Thinking

High Academic Expectations: The CHALLENGES Critical Thinking: They have the
capacity for critical thinking and
senior stage comes with high
academic expectations, including analysis, making it an opportune time
standardized tests and college to foster these skills through English
admissions, which can create stress OPPORTUNITIES education.
and pressure.

Balancing Curriculum Preparation for Future

Independence
Balancing Curriculum: Finding the Preparation for Future: English is
right balance between literature, Independence: Senior students can essential for success in college and
grammar, writing, and language skills take more responsibility for their careers, providing a strong
can be challenging. own learning, and this independence motivation for students to learn.
can be harnessed to develop strong
language skills.
 WHY DO WE NEED FACILITATION IN
LEARNING?
In the educational sphere, facilitation is designed to ensure that participants
are interested in independently achieving educational results and applying
the acquired skills in life and work. Facilitation techniques involve the active
participation of the group in the process of obtaining knowledge;.
 stu d e n ts '
a ctivating
me an s o f
tation as a
3. Facili v itie s
acti ilita tion .
ic a l f a c
e d a go g
a l a n d p o f a
r e s o c i ct iv it y
t h e r e a r p r o d u t h e r
c ie n c e, s p e e d o o f a n o
In s in t h e e im a g e
c r e a s e d o f t h tio n s.
a s a n in h e r m in f h e r a c
s to od t io n in r v er o
is u n d er c t u a li z a
l o r o b s e
e f ir s t o t h e a s a riv a n in g,
Th it y du e t
a c t i n g a
io n (t ra i
's ac t iv e o p le ) e d u c a t
perso n u p o f p iv it y o f al a nd
(o r g r o ro d u c t f e s s io n
person n in g o f t h e p
t s o f t h e pr o
io n a n d
e n g t h e s u b je c un ic a t
t h e s tr t o f t h e f c om m
d o n e is lo p m e n s ty le o
se c o n e d e ve s p e c ia l
The ) a n d t h t o th e c h e r
rin g in g ss d u e t h e t e a
up b l p r o c e lit y o f
a g o g ic a e r s o n a
p e d p
 In our opinion, both of these
types are united by the fact
that facilitation helps to
increase the productivity of
any activity, including
pedagogical. The difference
between them lies in the fact Norman Triplett
that in the social sphere this
happens by observing the
Albert Mayer
actions of the subject, and in
the pedagogical sphere – due
to the special style of
communication of the
teacher with students and
the influence of his
personality on them

Meiman Ernst F.A. Schmidt

 The main task of the Personal changes, rather And to organize the teaching
facilitator is to convey to the than static knowledge, are itself not as a transfer of
student the idea that the the only thing that makes information, but as a
main result of studying at the sense when choosing an facilitation (activation,
university is the ability to educational goal . In the provision and support) of
intensively and competently modern world, characterized significant learning
search for knowledge. by constant and increasingly processes.
rapid and large-scale
changes, it is absolutely
necessary to shift the focus
from teaching to teaching in
the learning process.
 1 2
The essence of facilitation is Satisfaction of the need for self-
3.Examples and case studies
to actualize the creativity of actualization in a certain sense is a
of facilitation methods in the teacher, to give him the preventive measure to prevent
teaching opportunity to bring an frustration.
attitude inherent only to him Mastering facilitation, the teacher
to what is happening, so that changes himself. He becomes
his every step becomes an self-actualized. He differs from the
act of creativity. average teacher qualitatively.

3 4
Such a teacher is able to work Such a teacher is tolerant of
in complex teams, with uncertainty, ready for risk,
people whose behavior may able to change without
be different, since it is based changing himself. Such a
on different principles. Such a teacher has the ability to act
teacher is ready for changes and navigate independently,
in a changing world, which see the results of his actions
means he is open to various and correct them.
opportunities and entering
into different types of
activities.
The place of facilitation 1 2
in competence-based
The most intensive These can be competence-
education development of pedagogical based trainings, project
facilitation occurs in specially schools, and personal
organized activities, such as potential development
extracurricular activities and classes.
additional education.

3 4
Facilitation technologies, Facilitation is a process
which are based on proactive, through which we can learn
problematic activities, are to love ourselves and
based on a dialogical, contribute to the
personal-semantic and development of the student.
emotional-psychological
basis, are well-suited in the
course of work.
 STAGES OF THE
FACILITATION METHOD
2 4

1 3 5
Focus on discussion Evaluation of ideas
Generating ideas Constructiveness, efficiency,
effectiveness of the idea
Formulation of the What do we have now? Clustering of ideas Action plan for the
key question Each participant develops the
implementation of the solution
idea of another participant Ideas are divided into groups.
What do we want? How to Each group is assigned a name Roadmap for the execution of
improve..? How to get..? the decision
 FACILITATION ALGORITHM:

Solve Problems Solve Problems

Solve Problems Solve Problems Solve Problems

VIDEO
QUESTION-ANSWER
 TOPICS FOR
SEMINARS
1. What is facilitation and why is it needed?
2. How to use facilitation in learning?
3. Facilitation as a means of activating students' activities
4. Advantages and disadvantages Facilitating
5. Facilitating in teaching English at the senior stage of
secondary school
 REFERENCES
1. Ross, B. Social facilitation and inhibition of emotional expression and communication / B.
Ross // J. of personality and social psychology. – 1992. – Vol. 63, № 4. – P. 962 – 968..
2.Thomas, S.L. Social facilitation and impression formation / S.L. Thomas, L.J. Skitka, S.
Christen, M. Jurgena // Basic and applied social psychology. – 2002. – Vol. 24, № 7. – P. 67 –
70
3.Henchy, T. Evaluation apprehension and the social facilitation of dominant and
subordinate responses / T. Henchy, D.C. Glass // J. of personality and social psychology. –
1968. – Vol. 10, № 31. – P. – 446 – 454.
4.Samarova O.V. Facilitation. Easy to learn, easy to speak // Foreign languages: an online
publication for teachers. 2014. No. 12
5.URL: http://www.iyazyki.ru >2013/01/facilitation-easy (June 10, 2014)
6.Skopkareva S.L. Facilitation in vocational education and the system of evaluation of the
quality of educational results.
URL: www.ipkpro.ru/library/method/tradnov/2012/2/Skopkareva.doc (June 10, 2014)
7. Thomas Kaiser, "Facilitation in Practice. How to mine gold by working with groups", 2020
THANK
YOU