Chapter 4 -From Lecturer to Facilitator
Learning Objectives
By the end of this workshop participants will be able to:
1) draw a Venn diagram comparing the role of educator as lecturer or facilitator,
2) formulate a list of resources facilitators can use for planning a learner-centered unit in their specific fields,
3) will be to analyze the difference between assessments in a Leaner-Centered classroom vs. a Lecture based classroom.
Chapter Four Summary
Lecturer? Facilitator? What's the Difference?
Those of us in the business of teaching students are all educators. Everyone wants their students to learn their subject matter well. Doyle writes a lecturer expects the learning to take place during classroom time and all information coming from the teacher. A facilitator gives the students the responsibility of doing the learning. Facilitators still set learning goals and assessments of the learning--but create environments where the students are active rather than passive learners
(Doyle, 2011).
Those of us in the business of teaching students are all educators. Everyone wants their students to learn their subject matter well. Doyle writes a lecturer expects the learning to take place during classroom time and all information coming from the teacher. A facilitator gives the students the responsibility of doing the learning. Facilitators still set learning goals and assessments of the learning--but create environments where the students are active rather than passive learners
(Doyle, 2011).
Planning
If students are in charge of their own learning, that gives the educators a free pass on all that lesson planning, right? Nope. Doyle states setting learning objectives are just as important to make sure goals and objectives are being met. Objectives should answer the questions:
Who is doing the learning?
When will it be completed?
What are the expected learning outcomes?
How will this all be assessed?
Once these objectives are understood the teacher needs to construct the use of classroom time for some oral instruction as well as questions and answers from the students. Resources need to be attained for the teacher and the students. If students are working in groups, how will that be coordinated? The active learning is on the part of the students, but creating a flourishing learning environment remains the role of the facilitator (Doyle, 2011).
If students are in charge of their own learning, that gives the educators a free pass on all that lesson planning, right? Nope. Doyle states setting learning objectives are just as important to make sure goals and objectives are being met. Objectives should answer the questions:
Who is doing the learning?
When will it be completed?
What are the expected learning outcomes?
How will this all be assessed?
Once these objectives are understood the teacher needs to construct the use of classroom time for some oral instruction as well as questions and answers from the students. Resources need to be attained for the teacher and the students. If students are working in groups, how will that be coordinated? The active learning is on the part of the students, but creating a flourishing learning environment remains the role of the facilitator (Doyle, 2011).
Demonstrating Knowledge
In a lecture based classroom we rely on quizzes and tests to determine what learning is taking place. Because exams are often given at the end of the term we lose the opportunity to check on student understanding throughout the term. In a learner-centered classroom the facilitator offers several check-in points to make sure everyone is on the same page. If a certain skill is needed for the subject matter it is important for the facilitator to review what the student is learning so misconceptions can be caught early and students are not practicing something incorrectly. Once corrected, students are given time to practice the skill correctly. By having students demonstrate their knowledge at intervals throughout the course, facilitators can see where students are excelling and provide resources that extend and challenge students to continue learning (Doyle, 2011).
In a lecture based classroom we rely on quizzes and tests to determine what learning is taking place. Because exams are often given at the end of the term we lose the opportunity to check on student understanding throughout the term. In a learner-centered classroom the facilitator offers several check-in points to make sure everyone is on the same page. If a certain skill is needed for the subject matter it is important for the facilitator to review what the student is learning so misconceptions can be caught early and students are not practicing something incorrectly. Once corrected, students are given time to practice the skill correctly. By having students demonstrate their knowledge at intervals throughout the course, facilitators can see where students are excelling and provide resources that extend and challenge students to continue learning (Doyle, 2011).
Feedback and Assessment
Frequent feedback and assessment is important in a Learner-Centered classroom. The ultimate goal is not for the student to receive an "A" for their effort, but to continually improve. How does that look different? The student is not trying to argue for an improvement in their final grade, but understands the purpose of the assessments is to encourage their learning. Feedback should be frequent, understandable, specific, and related to learning goals. Feedback and assessment become a conversation between the student and facilitator; they are working together as a team.
Frequent feedback and assessment is important in a Learner-Centered classroom. The ultimate goal is not for the student to receive an "A" for their effort, but to continually improve. How does that look different? The student is not trying to argue for an improvement in their final grade, but understands the purpose of the assessments is to encourage their learning. Feedback should be frequent, understandable, specific, and related to learning goals. Feedback and assessment become a conversation between the student and facilitator; they are working together as a team.
Connections
Due to the fact my work as Coordinator of Virtual Learning Courses is all online I do not face the problem of lecture based learning. However, in online learning it is easy to replace the lecture with lots of reading material, serving the same purpose as a lecture. Participants are passive recipients of the information. Being totally honest, as a participant myself it did not take me long to realize I could click ahead in the course, see the upcoming questions, and only read the information I needed to successfully answer the question. Currently, we have reduced the required reading materials by 1/3. As we monitor the dialogue taking place on the discussion boards, we offer reading materials that support or challenge where their learning is heading. Each group is different. By waiting to evaluate where their interest lies, or trying not to repeat what they already know, the materials we offer for discussion enhances rather than dictates the conversation.
Ideas for Implementation
Rubrics
A way to provide frequent feedback and assessments would be to create rubrics for different intervals of the unit or project. If certain portions of the rubric are not being met, the student and facilitator would meet to discuss how the student's performance can be improved. Individuals or groups of students could even create their own rubrics for the next stage of the unit. Facilitators and students would both understand the relevance of the goals and objectives to the project.
A way to provide frequent feedback and assessments would be to create rubrics for different intervals of the unit or project. If certain portions of the rubric are not being met, the student and facilitator would meet to discuss how the student's performance can be improved. Individuals or groups of students could even create their own rubrics for the next stage of the unit. Facilitators and students would both understand the relevance of the goals and objectives to the project.
Let's Review
Please take the following assessment as a review of the material we just covered. In the short answer sections, one paragraph will be sufficient. Please click submit when you have completed the assessment.
Resource: Doyle, T., (2011). Learner-centered teaching: Putting the research on learning into practice. Sterling, VA: Stylus Publishing.