M) Facilitation

FACILITATION

“We cannot teach people anything; we can only help them discover it within themselves.” - Galileo Galilei

Try this first!

Watch the video below and list the things you observe about the teacher's teaching style.

https://youtu.be/cplWN65G9P8

SYNOPSIS

Facilitation Theory, also called facilitative teaching, is a humanist approach to learning by Carl Rogers with other contributors. According to this theory, learning can only be facilitated because people cannot teach one another directly. Facilitating is defined as the quality of the personal relationship between teacher and student.

LEARNING OUTCOMES

After this lesson, the learners are expected to:

Understand the concept of facilitation theory. Recognize the role and significance of the facilitator in the learning environment. Determine the facilitative teaching and learning methods in the classroom.

FACILITATION

Does your teacher frequently ask you for your insights during class discussions? Actively listens to you and interacts pleasantly, making you comfortable in class? Perhaps your teacher uses facilitative teaching. Facilitative teaching is another term for Facilitation Theory. This theory believes that the teacher has a vital role in the learning process, not as a walking textbook transmitting its contents, but as the facilitator of learning. According to Rogers, there are three attitudes required for effective facilitation:

1.

2.

3. Realness -Teachers will be more effective in establishing a conducive learning environment when they are real, demonstrate a genuine attitude of warmth, respect, and understanding, and engage with the learner. Prizing, acceptance, and trust - This describes how the teacher values the student and accepts their feelings, recognizing them as a person having worth in her own right. It's also about trust; the teacher must see the students as capable and trustworthy. Empathic understanding - Empathy means walking in others' shoes. When the teacher can wear students' shoes, understand students' perspectives, and has a sensitive awareness of how the process of education and learning appears to the student, the students will feel appreciated, which could result in a more effective learning process.

What is the look of a facilitative classroom?

According to Rogers, learning is facilitated when: 1.The learner fully engages in the learning process and determines its nature and course. 2.It is mainly based on direct interaction with realworld, interpersonal, social, or academic issues, and 3.The primary method for measuring success or growth is self-evaluation.

FACILITATION

Facilitators Role

Establishing a good initial mood and a positive environment for learning. Defining the purpose of the learner(s) Organizing and making instructional resources accessible Achieving a balance between the mental and emotional aspects of education Sharing emotions and ideas with students without controlling them. Learners Role

Encouraged to give their fullest effort in Learning. Share their insights and experiences. Students are encouraged to do selfevaluation and consider this as the most practical evaluation.

Organize your thoughts

Write your thoughts about Facilitation Learning Theory. Is it important? Yes or No? Why?

FACILITATION

Let yourself explore

Pacman is excited about his first face-to-face class but has no idea how to get to school. Ghosts are also scattered throughout his path, but he should avoid them. To help him, encircle the letters below that show facilitation theory or facilitative teaching. Refer to your answers and use them as a guide to which way you should go. The correct letters will help you get to Pacman`s school.

A. Education is independent and self-directed. B. The teacher has a key role in the process of learning. C. It highlights the practicality D. It shows nine levels of learning E. The learner fully engages in the learning process F. The primary method for measuring success or growth is self-evaluation. G. It holds five assumptions about its characteristics. H. It claims that individuals cannot directly teach one another. I. The fundamental belief of this theory is that learning will occur by the educator acting as a facilitator.

FACILITATION

sQUIZ your Mind

Direction: Carefully analyze the situation, choose the correct answer and put them on the blank before each number.

___1. Teacher Gen entered the class with a smile and greeted the class, giving the students a light mood. What role of a facilitator does Teacher Gen exhibit? A. She's trying to establish a good mood as the class starts. B. It's just her habit. C. Sharing emotions and ideas. D. She defines the purpose of learners.

___2. This week's lesson is multiplication, and grade 5 student Junho finds it difficult even though they are practicing a lot. Instead of being angry, his teacher asked for his reason and tried to understand him from the student's perspective. What attitude does the teacher exhibit? A. Empathetic Understanding B. Realness C. Acceptance D. Trust

___3. Which of the following is NOT a characteristic of Facilitated learning according to Carl roger? A. The learner fully engages in the learning process B. Self-directed learning C. Mainly based on direct interaction with real-world, interpersonal, social, or academic issues D. The primary method for measuring success or growth is self-evaluation.

___4. Why is facilitative teaching essential? A. It promotes a conducive learning environment B. It encourages students to be active C. It balances the mental and emotional aspects of education. D. All of the answers are correct

___ 5. While doing the activity, teacher Hale notices that one of her students, Carmen, is good at spoken poetry. When one of their head teachers informed her that they needed a performer for the upcoming Buwan ng Wika, she asked Carmen if she wanted to join and confidently recommended her to the head teacher. A. Empathetic Understanding B. Realness C. Acceptance D. Trust

___6. Which of the following does not describe Facilitation theory? A. This theory asserts that learning can only be facilitated because people cannot teach one another directly. B. It sees the teacher as someone who has a vital role in the learning process. C. It talks about the methods and practices for adult learners D. Both a and b

___7. Which of the following situations shows facilitative teaching? A. The teacher tells and discusses the lesson for the whole class session. B. Teachers are concerned with students understanding the correct answer. C. The teacher uses practical, participatory methods that encourage active participation of all group members. D. The teacher has a formal relationship with learners.

FACILITATION

___8. Which of the following is NOT a learner's role? A. Sharing insights and experiences during class discussion B. Exerting effort to learn C. Do self-assessment D. Established the classroom mood

___9. Ms. Young Woo always starts her class by assessing the student's prior knowledge. She always asks the students if they are experiencing any issue in activities, and if there is, she always tries to solve them and adopt new ideas. This is her way of showing that she respects everyone's views and values. A. Realness B. Teaching C. Understanding D. Facilitation

___10. Which of the following pictures best shows a facilitated classroom?

REFERENCES

Carl Rogers, Core Conditions and education. infedorg. (2021, April 7). Retrieved from https://infed.org/mobi/carl-rogers-core-conditions-and-education/

Carl R. Rogers., Freedom to Learn (1969). (n.d.). Retrieved from http://www.panarchy.org/rogers/learning.html

Carl Rogers. UW. (n.d.). Retrieved from https://www.uwyo.edu/aded5050/5050unit9/rogers.asp

Facilitation theory. Discourses on Learning in Education. (n.d.). Retrieved from https://learningdiscourses.com/discourse/facilitation-theory/

Learning theories. instructional_design:facilitation_theory [Learning Theories]. (n.d.). Retrieved from https://www.learning-theories.org/doku.php? id=instructional_design%3Afacilitation_theory

LEARNING OUTCOMES STORY

Guide Question: How do you deal with challenges in your teaching, such as tests, evaluations, and students' activities?

CHAPTER 10: LEARNING OUTCOMES STORY Teacher Elizabeth’s POV

Today was another day. The bells rang, signaling lunch time. Finally, I can end the class now. “That’s all for today. Goodbye, class!" I told my students.

“Goodbye, teacher! Goodbye, classmates! See you tomorrow," the whole class replied in unison.

As the students left the classroom, a group of people approached me. “Good

afternoon, Ma’am Elizabeth. We are the researchers that emailed you last time. Can we start the interview now?”

“Good afternoon, everyone. You are Ms. Velasco, the head of the team, right?” I asked.

“Yes, Ma’am,” she said.

“Alright, please take your seats.” I said.

Before they started the interview, they introduced their team. “Good afternoon, once

again. We want to thank you for accepting our request. We are the researchers from the College of Education, and we are here to ask some interview questions about your experiences as a teacher and how you handled your students for almost a decade.”

After that, they started to ask their first question. “Ma’am Elizabeth, what is the status

of your class for this school year?”

LEARNING OUTCOMES STORY

“I believe that my students are doing very well. Actually, one of my habits as a teacher is to have an assessment for my students in the first term of the year. This is to know and assess what kind of teaching strategy I will use for them. And as we know, students do really have different abilities, talents, and skills, which is why I never forget to conduct an assessment to know what kind of strategy I will be

using until the end of the academic year,” I said.

“Since the students are diverse, I immediately thought of teaching strategies that

I would use to meet their learning needs and teach my students effectively,” I added.

I also shared with them the results of the assessment. “My basis for evaluating my

students is the types of learning outcomes so that I can see my students' strengths and weaknesses. Interestingly, intellect skills, cognitive strategy, verbal information, attitude, and motor skills are all exhibited by my students in my advisory class. After I gathered the results of the assessment, I ensured that my learning strategies would increase student engagement and class participation, considering their ability, talents, and skills. I prepared various types of learning materials which will be used to facilitate and instruct my beloved students.”

Their group also agreed with what I have said. “We also believe that students must

take part in every activity we conduct. We were always reminded by our professor that being actively engaged is what gives them the best chance to achieve

academic success,” Ms. Velasco said.

One of them asked, “Ma’am, can you tell us more about the learning outcomes

shown by your students based on the assessment?”

“Actually, I have lots of students that have good intellectual skills. Most of them

are the leaders in every group work that they have. These students are good at understanding how to do a task. Also, I have students that have good cognitive strategies that allow them to understand the concept to perform and finish their work. In addition, I have seen that some are good at verbal information. One time, I conducted a class debate, and I found out that most of them were campus journalists and broadcasters. For motor skills, their PE teacher told me that there were many students in my advisory class who were able to perform complex movements. And lastly, the attitude, which is demonstrated by the set of class officers. I see that they demonstrate the desired choices or actions for a given

situation,” I shared.

The interviewer asked me, “How do you deal with challenges in your teaching,

such as tests, evaluations, and students' activities?”

LEARNING OUTCOMES STORY

“As a teacher, it is really challenging to deal with every student’s learning

demands. That's why I made extra efforts to sustain the needs of my students in terms of learning. I conducted class activities such as group presentations, role plays, debates, and contests for the students so that they could show their creativity on their own. I also prepared worksheets for the students to answer to

learn how to analyze concepts and ideas," I answered.

“That was an excellent work, Ma’am Elizabeth. Your students need to be aware of their capacities and what will work best for them. They exhibit their capabilities and

proficiency in different aspects of their academic work and other fields," the interviewer responded.

“With the teaching strategies that you use, it really shows how good you are as a teacher. And from the things you shared a while ago, it is evident that your style

encouraged the students to show what they were really good at,” the other interviewer expressed.

After they shared their sentiments, they asked me the final question. “Okay, Ma’am

Elizabeth, since you answered most of the questions, may I know what aspect of teaching you like the most and what lessons you can share with the teachers of the future.”

“Being a teacher is not that easy. Sometimes, I come to ask myself why I wanted to be a teacher. There were also times that I was tired of trying to understand my students. What I do might be challenging, but I also count this as one of my sweetest achievements as a teacher. This is because I know that I did my best to help them shape their capabilities as future professionals in our country. I believe that being a good teacher can also help in discovering and developing the skills they have, which are being intellectual people, cognitive people, good at verbal information, and having the desired attitude, as well as motor skills. I am also grateful to my students for not being the only source of knowledge in our class because I also learn from them. I am forever grateful that I was able to share my

passion, inspire, and have a positive impact on my students,” I responded.

“You are really inspiring, Ma’am Elizabeth. I think this concludes our interview. Thank you for giving us a great conversation. We appreciate your time and contribution to our research. We will surely take note of what you have shared with us about your teaching styles, strategies, and inspiring ideas, especially in the

learning outcomes style," the interviewer said.

“No problem, sweetie! As long as I know that I can help every student, I will give my best. Thank you so much for asking me to be part of your interview. May the

research you are doing be successful,” I said.