Facilitation Theory

As a teacher or trainer, there are a variety of roles and responsibilities that are important to consider. The main role of a teacher is to create a relaxed, comfortable learning environment for students to meet their learning needs. In many cases, the teacher’s role also involves delivery of

Feedback is an essential part of evaluating your performance. Colleagues are able to identify strengths of your work and also improvements on weaknesses. Feedback helps you to identify areas for improvement (such as skills to develop, learning resources, behaviour management strategies etc.). In addition it can help you become more aware of your own practice and identify problems before they arise to encourage change within future experience. By encouraging feedback an honest appraisal helps you to develop professionally. By asking for specific examples provides clarity for future development. Feedback can be gathered from colleagues as said during TA School drop ins (see appendix) and management in individual meetings and group discussions,

Receiving feedback gives us an opportunity to change and modify our behaviour, in order to become more effective at skills.

Feedback is a vital part of the assessment process as it gives the assessor an idea of if the learner has met the criteria set and if they haven’t, what action is needed to achieve the criteria.

Facilitator - Shirrell: The facilitator is in charge of keeping communication lines open among the members of the group. This individual is also tasked with assigning roles, ensuring that everyone contributes to the project and will communicate with the professor if needed. Finally, the facilitator will ensure that the work is completed on time and will be in charge of final submissions.

It is always my aim to ensure that feedback is timely and given in a constructive and sensitive manner; and my approach can sometimes be influenced by what I have learned during initial assessment; and as I develop relationships with the learner. I have recently made efforts to encourage my learners to reflect and to self-assess their performance. I feel that this helps to pave the way for me to feedback to the individual and to reduce the risk of de-motivating them.

The Learning Theory influences everyone’s culture, ethnicity, gender, and social status, by being from different geographical location and religious background everyone has a unique characteristic, when it comes to learning or problem solving. One of the most important events in a human’s life is the “Learning Theory”.

From this we further investigate and try to understand the different theorist’s point of view and how their theories affect each individuals learning, in order to assist a teacher when preparing the lessons.

Use questions and feedbacks to help learners learning process. It is a process to help staffs performance level and concentrate on the tasks outcome which is very important to know the rating of the work

Learners should be given the opportunity to provide feedback throughout the course, this is necessary in order to evaluate teaching. Feedback from learners can be obtained informally as a group discussion or individually. Daines advises (2006:29) “People do expect feedback about what they are doing. Constructive feedback tells them that they are on the right lines, working to an appropriate standard and provides them with ideas on how to improve and develop. It is, motivating and confirms that what’s being

Is an essential part of the assessment cycle, feedback shows both learners and trainers how they are progressing. It is not a criticism and should be helpful to learners to understand their behaviour and actions.

Utilize instructional facilitator to monitor daily teaching strategies in Chemistry and History, as well as to assist testing across the board for teachers who teach in tested subjects.

Giving constructive feedback is crucial; without it learners cannot learn (Rogers, 2004). When used to emphasise progress rather than failure, it motivates learners, building confidence and enabling them to recognise mistakes as part of a process that brings them closer to their learning goals. It can help both teacher and student to identify further learning opportunities or action to be taken.

Grade seven outreach takes place at Western Technical Commercial School during various months of the first semester. Students from a profusion of different schools around Toronto, come to Western to participate in various dissimilar activities in the SHSM programs offered at Western. This is a great experience for the students who come to Western to participate in these collaborative, logical thinking and fun activities, because they meet new people and learn new useful skills that might inspire them to be in a SHSM when they enter high school. The leadership teachers designed an activity called chain of communication, which allowed the students to put there teamwork and time management skills to the text. My job as a leader was to ensure that everything was set up and clean when the new classes came to the classroom. I was also responsible for solving problems that arose, keeping track of time and encouraging students to get the task done.

In this student-centered philosophy, learning is loosely influenced by the facilitator. As such, independence, exploration and hands-on learning is successfully fostered. The distinction between teachers, trainers and facilitators must be duly noted in order to fully grasp their role in this philosophy. Teachers are typically content driven individuals who impart the knowledge of concepts and theories, whilst trainers are skill driven individuals who train people to develop practical skills and competencies in a particular area. In contrast, facilitators are process driven individuals aiding engagement