instructional_design:facilitation_theory
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instructional_design:facilitation_theory [2011/08/18 10:33] jpetrovic [What is facilitation theory?] |
instructional_design:facilitation_theory [2023/06/19 18:03] (current) |
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| Facilitation theory, sometimes also called //facilitative teaching//, is a [[learning_paradigms:humanism|humanist approach to learning]], developed during 1980s by an influential American psychologist [[http://www.carlrogers.info/index.html|Carl Rogers]] and other contributors and is best described in his own words: | Facilitation theory, sometimes also called //facilitative teaching//, is a [[learning_paradigms:humanism|humanist approach to learning]], developed during 1980s by an influential American psychologist [[http://www.carlrogers.info/index.html|Carl Rogers]] and other contributors and is best described in his own words: | ||
| - | * "//**we cannot teach another person directly; we can only facilitate his learning.**//"((Rogers, C. On becoming a person. Boston: Houghton Mifflin. 1961.)) "//We know ... that the initiation of such learning rests not upon the teaching skills of the leader, not upon his scholarly knowledge of the field, not upon his curricular planning, not upon his use of audio-visual aids, not upon the programmed learning he utilizes, not upon his lectures and presentations, not upon an abundance of books, although each of these might at one time or another be utilized as an important resource. No, the facilitation of significant learning rests upon certain attitudinal qualities which exist in the personal relationship between the facilitator and the learner.//"((Rogers, C. Freedom to Learn. 1969.)) | + | * "//We know ... that the initiation of such learning rests not upon the teaching skills of the leader, not upon his scholarly knowledge of the field, not upon his curricular planning, not upon his use of audio-visual aids, not upon the programmed learning he utilizes, not upon his lectures and presentations, not upon an abundance of books, although each of these might at one time or another be utilized as an important resource. No, the facilitation of significant learning rests upon certain attitudinal qualities which exist in the personal relationship between the facilitator and the learner.//"((Rogers, C. Freedom to Learn. 1969.)) |
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| + | * "//**We cannot teach another person directly; we can only facilitate his learning.**//"((Rogers, C. On becoming a person. Boston: Houghton Mifflin. 1961.)) | ||
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| * **Realness**. "//It means that he [the teacher] is **being himself**, not denying himself.//"(([[http://www.mona.uwi.edu/idu/TrashLater/InterpersonalRelationships.rtf|Rogers, Carl R. The Interpersonal Relationship in the Facilitation of Learning. In Humanizing Education: The Person in the Process. Ed. T. Leeper. National Education Association, Association for Supervision and Curriculum Development, p1-18. 1967.]])) The teacher has to be a real person **aware of his feelings** and able to communicate them appropriately, no matter how exactly does he feel. He should not be just a role in the play of education, ""//a faceless embodiment af a curricular requirement or a sterile tube through which knowledge is passed from one generation to the next.//"(([[http://www.mona.uwi.edu/idu/TrashLater/InterpersonalRelationships.rtf|Rogers, Carl R. The Interpersonal Relationship in the Facilitation of Learning. In Humanizing Education: The Person in the Process. Ed. T. Leeper. National Education Association, Association for Supervision and Curriculum Development, p1-18. 1967.]])) | * **Realness**. "//It means that he [the teacher] is **being himself**, not denying himself.//"(([[http://www.mona.uwi.edu/idu/TrashLater/InterpersonalRelationships.rtf|Rogers, Carl R. The Interpersonal Relationship in the Facilitation of Learning. In Humanizing Education: The Person in the Process. Ed. T. Leeper. National Education Association, Association for Supervision and Curriculum Development, p1-18. 1967.]])) The teacher has to be a real person **aware of his feelings** and able to communicate them appropriately, no matter how exactly does he feel. He should not be just a role in the play of education, ""//a faceless embodiment af a curricular requirement or a sterile tube through which knowledge is passed from one generation to the next.//"(([[http://www.mona.uwi.edu/idu/TrashLater/InterpersonalRelationships.rtf|Rogers, Carl R. The Interpersonal Relationship in the Facilitation of Learning. In Humanizing Education: The Person in the Process. Ed. T. Leeper. National Education Association, Association for Supervision and Curriculum Development, p1-18. 1967.]])) | ||
| - | * **Prizing, Acceptance, Trust**. This refers to teacher's **caring about the student** and his acceptance of student's feelings (one that support learning as well as ones disturbing it). It is the trust and prizing of his capacity and abilities as a human being. | + | * **Prizing, acceptance, trust**. This refers to teacher's **caring about the student** and his acceptance of student's feelings (one that support learning as well as ones disturbing it). It is the trust and prizing of his capacity and abilities as a human being. |
| * **Empathy**. Empathy means being able to //walk in others shoes//. This means that a teacher can understand student's perspective on the process on learning and his reactions from the inside. The accent here is on //understand//, not //judge// or //evaluate//. | * **Empathy**. Empathy means being able to //walk in others shoes//. This means that a teacher can understand student's perspective on the process on learning and his reactions from the inside. The accent here is on //understand//, not //judge// or //evaluate//. | ||
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| ===== What is the practical meaning of facilitation theory? ===== | ===== What is the practical meaning of facilitation theory? ===== | ||
| - | Rogers' theory, as stated, has rather clear implementation goals, yet they are not always so easy to introduce to the classroom. Establishing a close contact with the students, getting to know them and offering them empathy and support requires a great amount of effort from teachers, who mostly ignore this side of educational process and orientate only on knowledge they are supposed to pass to the students. | + | Rogers' theory, as stated, has rather clear implementation goals, yet they are not always so easy to introduce to the classroom. Establishing a close contact with the students, getting to know them and offering them empathy and support requires a great amount of effort from teachers, who mostly ignore this side of educational process and orientate only on knowledge they are supposed to pass on to the students. |
| - | Advice for implementing the the //core conditions// are the following: | + | Some of Rogers' Advice for implementing the the //core conditions// are the following(([[http://www.mona.uwi.edu/idu/TrashLater/InterpersonalRelationships.rtf|Rogers, Carl R. The Interpersonal Relationship in the Facilitation of Learning. In Humanizing Education: The Person in the Process. Ed. T. Leeper. National Education Association, Association for Supervision and Curriculum Development, p1-18. 1967.]])): |
| * Realness. Being real does not mean to release all the frustrations and anger on the students. That kind of teacher should not be in the classroom at all. "**//The attitudes being expressed in being real must be attitudes of respect, warmth, caring, liking and understanding.//**" The teacher must not pretend to be all-knowing and perfect, since the students know that can't be the truth. | * Realness. Being real does not mean to release all the frustrations and anger on the students. That kind of teacher should not be in the classroom at all. "**//The attitudes being expressed in being real must be attitudes of respect, warmth, caring, liking and understanding.//**" The teacher must not pretend to be all-knowing and perfect, since the students know that can't be the truth. | ||
| * Acceptance. Teachers should **prize all students** not for their positive/negative characteristics, but because they are all valuable human beings. This prizing can manifest as listening to what students are saying, but not necessary as listening to evaluate, but **listening** to learn his **ideas**, **thoughts** and **feelings**. Students need to feel free to explain their thoughts. Prizing can also manifest through responding to what the students say. | * Acceptance. Teachers should **prize all students** not for their positive/negative characteristics, but because they are all valuable human beings. This prizing can manifest as listening to what students are saying, but not necessary as listening to evaluate, but **listening** to learn his **ideas**, **thoughts** and **feelings**. Students need to feel free to explain their thoughts. Prizing can also manifest through responding to what the students say. | ||
| - | * Emphaty. Emphaty enables teacher to understand the reasons that led the student to certain behavior or an answer, but also to understand his emotional situation that needs to be solved in order to enable significant learning. | + | * Empathy. Empathy enables teacher to understand the reasons that led the student to certain behavior or an answer, but also to understand his emotional situation that needs to be solved in order to enable significant learning. |
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| + | Reported positive results of Rogers' theory in practice include: fewer disciplinary problems in the classroom, better knowledge and IQ test scores, usage of higher levels of thinking, fewer acts of vandalism, positive self-regard, increase in creativity and other.(([[http://psycnet.apa.org/psycinfo/1989-27479-001|Aspy, D., Roebuck, F. Our research and our findings. In: Rogers, C. R. Freedom to learn: a view of what education might become, p. 199-217. Columbus, OH, Charles E. Merrill, 1969.]] Cited by [[http://www.ibe.unesco.org/publications/ThinkersPdf/rogerse.PDF|Zimring, Fred. Carl Rogers. Prospects: the quarterly review of comparative education 24, no. 3/4: 411-422, 1994.]])) | ||
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| + | ===== Criticisms ===== | ||
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| + | Rogers' theory is criticized for similar reasons as other humanist theories: doubtable claim about the inherent human goodness, and willingness to learn. | ||
| ===== Keywords and most important names ===== | ===== Keywords and most important names ===== | ||
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| ===== Bibliography ===== | ===== Bibliography ===== | ||
| - | [[http://www.mona.uwi.edu/idu/TrashLater/InterpersonalRelationships.rtf|Rogers, Carl R. The Interpersonal Relationship in the Facilitation of Learning. In Humanizing Education: The Person in the Process. Ed. T. Leeper. National Education Association, Association for Supervision and Curriculum Development, p1-18. 1967.]] | + | Rogers, Carl R. The Interpersonal Relationship in the Facilitation of Learning. In Humanizing Education: The Person in the Process. Ed. T. Leeper. National Education Association, Association for Supervision and Curriculum Development, p1-18. 1967. |
| [[http://www.sageofasheville.com/pub_downloads/CARL_ROGERS_AND_HUMANISTIC_EDUCATION.pdf|Patterson, C. H. Carl Rogers and Humanistic Education. In Foundations for a Theory of Instruction and Educational Psychology, Chapter 5. Harper & Row, 1977.]] | [[http://www.sageofasheville.com/pub_downloads/CARL_ROGERS_AND_HUMANISTIC_EDUCATION.pdf|Patterson, C. H. Carl Rogers and Humanistic Education. In Foundations for a Theory of Instruction and Educational Psychology, Chapter 5. Harper & Row, 1977.]] | ||
| - | [[http://www.brookes.ac.uk/services/ocsd/2_learntch/theories.html#holistic|Theories of learning: Holistic learning theory. Oxford Brookes University.]] Retrieved March 22, 2011. | + | [[http://www.brookes.ac.uk/services/ocsld/resources/theories.html#holistic|Theories of learning: Holistic learning theory. Oxford Brookes University.]] Retrieved March 22, 2011. |
| ===== Read more ===== | ===== Read more ===== | ||
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