Chapter 4:
From Lecturer to Facilitator
From Lecturer to Facilitator
What is a Facilitator?
To be a facilitator in education, one provides a supportive environment for students by creating a set of resources for them to use and by giving them meaningful feedback (Doyle, 2011). In addition to being a subject-matter expert, an effective facilitator helps students to demonstrate authentic participation, mutual respect, and shared responsibility (Doyle, 2011).
To be a facilitator in education, one provides a supportive environment for students by creating a set of resources for them to use and by giving them meaningful feedback (Doyle, 2011). In addition to being a subject-matter expert, an effective facilitator helps students to demonstrate authentic participation, mutual respect, and shared responsibility (Doyle, 2011).
Four-Step Plan for Facilitation
First, use daily learning outcomes to define the teacher's role as facilitator. Only by determining what students are meant to learn from the lesson, is the facilitator able to know that his or her efforts were well spent (Doyle, 2011).
Second, develop an action plan based on the learning objectives. The action plan should contain specific expectations of the students that include the time and resources needed (Doyle, 2011). One of the most important components of the action plan is the decision on how to assess the students' learning.
Third, design opportunities for students to practice what they are learning outside of class. In order to avoid creating busy work, the facilitator must determine what assistance, resources, and feedback the students will need on the homework assignment (Doyle, 2011).
Fourth, provide usable and meaningful feedback for the students that they can integrate into future assignments. When feedback is essential to completing the next step of a multi-step project, then students find the feedback more meaningful (Doyle, 2011). Useful feedback is given as soon as possible and is focused more on helping the student do better the next time, rather than highlighting their mistakes (Hattie & Timperley, 2007).
First, use daily learning outcomes to define the teacher's role as facilitator. Only by determining what students are meant to learn from the lesson, is the facilitator able to know that his or her efforts were well spent (Doyle, 2011).
Second, develop an action plan based on the learning objectives. The action plan should contain specific expectations of the students that include the time and resources needed (Doyle, 2011). One of the most important components of the action plan is the decision on how to assess the students' learning.
Third, design opportunities for students to practice what they are learning outside of class. In order to avoid creating busy work, the facilitator must determine what assistance, resources, and feedback the students will need on the homework assignment (Doyle, 2011).
Fourth, provide usable and meaningful feedback for the students that they can integrate into future assignments. When feedback is essential to completing the next step of a multi-step project, then students find the feedback more meaningful (Doyle, 2011). Useful feedback is given as soon as possible and is focused more on helping the student do better the next time, rather than highlighting their mistakes (Hattie & Timperley, 2007).
SUGGESTIONS FOR IMPLEMENTATION
Use a Rubric to Provide Feedback
By linking feedback to specific assessment criteria on a rubric, the student is better equipped to understand what is expected of them in the assignment (Doyle, 2011). By providing the rubric to the students before they start the assignment, it helps them to think about what they need to do in order to meet the teacher's expectations (Spiller, 2009). They are able to visualize the difference between different levels of performance and make adjustments to they can perform better.
By linking feedback to specific assessment criteria on a rubric, the student is better equipped to understand what is expected of them in the assignment (Doyle, 2011). By providing the rubric to the students before they start the assignment, it helps them to think about what they need to do in order to meet the teacher's expectations (Spiller, 2009). They are able to visualize the difference between different levels of performance and make adjustments to they can perform better.
PERSONAL AND/OR PROFESSIONAL CONNECTIONS
I have been using rubrics for the last couple of years, but I have to confess that I was initially reluctant because I didn't understand them. When I was a student, the only guide I had to an assignment was the instructions in the syllabus. If I was lucky, there may have been percentages assigned ahead of time. However, the most common form of assistance on an assignment was to call or email other students to compare notes on what we thought the teacher wanted. (In an economics class, I totally misunderstood an assignment and wrote a paper on the wrong topic. Fortunately, the teacher liked the paper anyway!)
Then I taught a section of a class that used rubrics to grade students. I loved it because it helped me to explain to students why I had deducted points from their papers. I now use rubrics to grade all assignments. I find that I get less questions from students as they work on the assignments and that their submissions look more like what I'm expecting.
Then I taught a section of a class that used rubrics to grade students. I loved it because it helped me to explain to students why I had deducted points from their papers. I now use rubrics to grade all assignments. I find that I get less questions from students as they work on the assignments and that their submissions look more like what I'm expecting.
RESOURCES
Doyle, T. (2011). Learner-centered teaching: Putting the research on learning into practice. Sterling, Virginia: Stylus.
Hattie, J. & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77, 81-112.
Spiller, D. (2009). Assessment: Feedback to promote student learning. Retrieved November 1, 2010, from http://www.docstoc.com/docs/24436889/AssessmentFeedback-to-promote-student-learning
Hattie, J. & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77, 81-112.
Spiller, D. (2009). Assessment: Feedback to promote student learning. Retrieved November 1, 2010, from http://www.docstoc.com/docs/24436889/AssessmentFeedback-to-promote-student-learning