Schedule: M/F - 1:00-2:30

FACILITATION: Theory and Practice ( FTPrac.)

PRESENTED BY: MS. GRACE PINOTE

 Objective:
Exposes the students to the theories and the dynamics of group
facilitation. The course also provides opportunity to experience
group dynamics activities that would enhance their personal
sensitivity and competencies such as skills in facilitating,
observing, analysing, diagnosing and evaluating group
structures, elements and processes.
 REQUIREMENTS:

Exams
Prelim - 15 %
Mid Term - 20 %
Final - 25 %
Projects - 15 %
Quizzes - 10 %
 Facilitation Theory

General aspect
Facilitation theory, sometimes also called facilitative teaching, is
a  , developed during 1980s by an influential American
humanist approach to learning

psychologist   and other contributors and is best described in

Carl Rogers
 Facilitation Theory

• “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,
 Facilitation Theory

• … 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
 Facilitation Theory

•“We cannot teach another person

directly; we can only facilitate his
learning.”
What is facilitation theory?
 Facilitation Theory

•“We cannot teach another person

directly; we can only facilitate his
learning.”
What is facilitation theory?
In his works,
Rogers addresses
two kinds of
learning introduced
by earlier theorists:
1. Rote learning, referring to
meaningless memorization of facts.
In his works,
Rogers addresses
two kinds of
learning introduced
byExperiential
2. earlier theorists:
learning in everyday life, which has
meaning and personal relevance. It is the result of a
natural curiosity, and a recognized importance of the
learned material,
In his works,
Rogers addresses
two kinds of
learning introduced
by earlier theorists:
…. often acquired through doing, or at least facilitated
by student's active participation in the learning
process, and often self-initiated. Still, this kind of
knowledge is difficult to communicate to another.