FACILITATE THE TEACHING-LEARNING PROCESS

Module 6
This module teach us more about effective learning processes and strategies that every teacher must perform. This
Is composed of three lessons that will familiarize you with strategies and techniques that can enhance the
teaching- learning process , namely

a. Understanding the Facilitative Teaching – Learning Process

b. Toward Effective teaching-Learning
c. Enhancing Questioning and Active Learning Skills for Effective Learning

A.UNDERSTANDING THE FACILITATIVE TEACHING – LEARNING PROCESS

This will introduce to the characteristics of an effective facilitative teaching – learning process. This will capacitate
you on writing a teaching philosophy which serves as the foundation of the teacher’s instructional activities.

FACILITATIVE TEACHING is teaching that guides, instigate, and motivates students to learn. It uses learner-
centered teaching-learning practices, instead of teacher-centered ones. The teacher is the facilitator rather than the
source oof learning.
 ROLES OF FACILITATIVE TEACHERS
1. Provide a meaningful context for learning where lessons are framed by the context of the students’ life
situations.
2. Encourage “hands on” and interactive approaches to learning activities to allow learners to think about and
apply concepts learned.
3. Establish learning outcomes that are clear in their intent to achieve “work readiness” for learners.
4. Give learners the opportunity to collaborate and negotiate in determining their learning and assessment
processes.
5. Understand learners as “co-producers” of new knowledge and skills.
6. Recognize that the prior learning and life experiences of learners are valuable foundations for constructing
new knowledge and skill sets.
7. Use flexible teaching approaches that address the different learning styles of students.
8. Value the social interactions involved with learning in groups.
 CHARACTERISTICS and BEHAVIORS of FACILITATIVE TEACHERS
1. Attentive
* maintains eye contact
* listens actively
* demonstrates awareness of verbal and non- verbal behaviors
* monitors students activity
* monitors progress and provides feedback for all students
2. Genuine
* is honest in interpersonal relationships
*displays a real concern and caring for the student
3. Understanding
* demonstrates sensitivity and responsiveness to students’ personal ideas, needs, interests , feelings and
diverse cultural backgrounds
4. Respectful
* values each student as being unique
* shows a positive regard for each student
* accept student’s feeling
* shows politeness to students, even when handling misbehavior
5. Knowledgeable
content knowledge
* demonstrate current knowledge of subject matter
* identifies concept, facts and /or skills basic to the content area (s)
* utilizes outside resources pertaining to their field
* follows clear, concise objectives
* provides appropriate instructional opportunities adapted to diverse learners

pedagogy knowledge
* facilitates student learning through presentation of the content in clear and meaningful ways
* utilizes a variety of strategies, including technology , to communicate subject matter
* keeps students actively engaged
* ask high level questions to elicit critical thinking, problem solving, and performance skills
* accurately assesses and analyzes student learning
6. Communicative
* interacts positively with students including active listening
* speaks and writes articulately using the language of instruction
* integrates multiple technological approaches
* provides clear and precise directions that students can easily understand
* recognizes and builds upon teachable moments
 Roles of the Principal in Supporting Facilitative Teaching- Learning

1. Create a climate of openness to creativity, inquiry , and innovativeness.

2. Know and understand the theories of human learning so that they may serve as a resource in your understanding
of how to enhance instructional effectiveness.
3. Model effective facilitative teaching skills.
4. Inspire teachers to adopt innovative pedagogies in the classroom by supporting teachers’ instructional methods,
allocating resources and materials, visiting classrooms frequently, providing feedback on instructional methods
and techniques, and using data to focus attention on improving the curriculum and instruction.
5. Make suggestions and give feedback and praise for effective teaching.
6. Support collaboration and provide professional development opportunities and capacity- building activities at
school .
7. Build a trusting relationship by assuring teachers that you are an accessible on-site instructional resource.
8. Clarify to teachers that the school head’s role is not to evaluate , but to assist teachers in reflecting upon their
work , learning new practices , analyzing student work and assessments, and designing more effective lessons.
9. Allocate time for teachers to reflect on their successes to give them more perspective on their growth and
increase their motivation to further improve instructional practices.
10. Show compassion and cheer people on.
11. Accentuate the positive.
12. Engage the teachers in reflective questioning.
13. Validate the good things that are happening in their classrooms as part of best practices.
 Teaching Style

 Is the way in which teaching tasks are chosen and carried out

Teaching style categories

 Formal authority
 Demonstrator
 Facilitator
 Delegator

FORMAL AUTHORITY
• Teachers tend to focus on content. This style is generally teacher-centered , where the teacher feels responsible
for providing and controlling the flow of the content and the student is expected to receive the content.

DEMONSTRATOR or PERSONAL MODEL

• Teachers tend to run teacher-centered classes with an emphasis on demonstration and modelling. Teacher acts as
a role model by demonstrating skills and processes and then as a coach /guide in helping students develop and
apply these skills and knowledge .
FACILITATOR
• Teachers tend to focus on activities. This emphasizes student- centered learning and there is much more
responsibility placed on the students to take the initiative for meeting the demands of various learning tasks

• This type of teaching style works best for students who are comfortable with independent learning and who can
actively participate and collaborate with other students.

DELEGATOR
• Teachers tend to place much control and responsibility for learning on individuals or group of students. Teacher
will often give students a choice in designing and implementing their own complex learning projects and will act
in a consultative role.
• Students are often asked to work independently or in groups and must be able to maintain motivation and focus
for complex projects.

B.TOWARDS EFFECTIVE TEACHING-LEARNING

Learning Styles - describes individual differences in approaches to or ways of learning. A person’s learning styles is
a biologically and developmentally imposed set of personal characteristics that make the same
teaching method effective for some and ineffective for others.
There are many ways to classify learning styles. One of the most popular classifying them based on a learner’s
sensory preference. The most familiar concept of learning style involves sensory preferences and how these affect
learning. These preference lead to different learning styles , which are

 Visual
 Auditory
 Kinesthetic
 Tactile

VISUAL LEARNERS
• Best acquire new information by sight.

AUDITORY LEARNERS
• Needs to hear content explanations.

KINESTHETIC LEARNERS
• They prefer activities that involve their whole bodies.

TACTILE LEARNERS
• Learns best by manipulating materials.
Learning styles can also be classified based on recognizing biological differences among learners.
Some learners may be “ right brained” others “left brained”.

RIGHT BRAIN-DOMINANT LEARNERS - are more global and deductive.

They are able to learn faster by obtaining meaning from a broad concept
before focusing on details.
LEFT BRAIN-DOMINANT LEARNERS – are more analytic and inductive.
They learn in successive levels using steps leading to complete
understanding of the topic.

INTRINSIC AND EXTRINSIC MOTIVATION FOR LEARNING

Motivation is defined as the process that initiates. Directs , and sustains goal-oriented behaviors.

INTRINSIC MOTIVATION
 is associated with internal drives and needs.
 It is fueled by a student’s natural curiosity.
 It refers to one’s desire for mastery, success, and a sense of accomplishment.
 a natural love for learning.
EXTRINSIC MOTIVATION
 It arise from outside an individual.
 It can result in cooperativeness and class - orientedness of the learner who desires social acceptance or praise.

EFFECTIVE TEACHING STRATEGIES

Effective Learning is a function of effective teaching.

EXPERIENTIAL LEARNING
• Teachers provide opportunities for real- world experiences.
( field trips, role playing, simulations, drama, and laboratory experiments)

DIRECT INSTRUCTION
• This is a highly structured , teacher-centered information delivery method.
• This strategy provides the teacher with a framework for imparting information.

SOCIAL LEARNING
• This strategy is based on the belief that information will be learned and remembered if there are social
interactions about the information.
• This strategy strengthens students’ ability to retain information through social interaction involved with
cooperative learning within socially appropriate norms.
 PROBLEM-BASED LEARNING
• This strategy promotes critical thinking by presenting students with interesting and puzzling problems to solve.
The problem- solving process involves the following:
a. observing
b. developing
c. testing predictions
d. collecting and organizing data
e. formulating concepts
f. explanations

CONSTRUCTIVIST INSTRUCTION
• The teacher encourages students to construct hypotheses, make decisions and discover principles by
themselves.

MULTIPLE INTELLIGENCES
• The teacher helps students learn effectively by utilizing the learning strengths and intelligences of each student.
• The teacher assists the students in the development of less- developed skills, which enable them to function well
in the world of work and society.

Based on the theory of Howard Gardner , learners learn in different ways because they are also smart in different
ways. Learners can be :
 word smart
 number smart
 picture smart
 body smart
 music smart
 people smart
 self smart
 nature smart

C. ENHANCING QUESTIONING AND ACTIVE LEARNING SKILLS FOR EFFECTIVE LEARNING

Tips for asking questions

• Ask questions that are appropriate to the students’ level of mental development.
• Elicit thinking by asking different kinds of questions.
• Prepare questions in advance.
• Be alert for opportunities to ask questions during the class session.
• Call on students randomly to respond to questions.
• Repeat or rephrase a question to help student in answering it.
• Give students adequate time to respond to your questions.
ACTIVE LEARNING
 This refers to dynamic teaching and learning which engages learners as active participants in the teaching-
learning process.
 Teacher and students learn by doing, performing, and reflecting on insights gained from specific activities.

EXAMPLES OF ACTIVE LEARNING STRATEGIES

A. Think-Pair- Share
B. Collaborative Learning Groups
C. Games
D. Video Analysis
E. Student Debates
F. Student Dialogues
G. Student- Generated Exam Questions
H. Mini- Research Project
I. Use of Raw Data
J. Case Studies
K. Keeping Journal or Logs
L. Newsletter
M. Concept Map
 Teaching is a constantly evolving process. The process may not be easy, but thinking
about the way one teaches is a start to improve one’s teaching skills. Teachers should be thinkers
and decision makers as well. Teachers are expected to take full responsibility for their classrooms and students.

There is a saying that goes, “The better you are thinking and talking about teaching ,
the better you are in the classroom”
THANK YOU AND HAVE A NICE DAY !