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How can you become more of a facilitator of learning? PDF Print E-mail
Research taster
Students seem to show greater interest and willingness to engage with their science learning when they have greater choice over learning activities. Changing from a dispenser of knowledge to a more facilitative role means teachers relinquishing some control over the lesson and thereby taking a risk. Image
 
Your evidence
Offering students more control over the process of learning may, for a variety of reasons, seem too risky. You might like to try the following activity which is designed to help you bring to the surface the risks associated with implementing a change from a transmissive to a more facilitative teaching role.

Make three columns headed: CHANGE, BARRIER, SUPPORT
 
  • Identify three changes you could make to teaching and learning processes in your classroom in order to move towards greater facilitation. Briefly describe these in column 1.
  • In column 2 list the ‘risks’ you identify in relation to each change. Ask yourself ‘What has stopped you?’ 'What fears have been implicated?’
  • In column 3 try to list possible ways in which you might overcome these fears and implement the change.

Moving forward
Could you use the content of column 3 (support) as the basis for a personal development plan?   Would it help you to undertake further training with a more experienced colleague? Would it be possible for you to observe a colleague using a more facilitative style of teaching? Could you offer your students a ‘menu’ of alternative activities and ask them and/or a colleague to observe and to give you feedback on the different experiences?

Find out more
Further info Reports of the Towards Evidence-Based Practice in Science Education (2000-2003) project. They are accessible at: http://www.tlrp.org/proj/phase1/phase1bsept.html

Osborne, J., Ratcliffe, M., Bartholemew, H. (2003) Teaching pupils ‘ideas- about science’: case studies from the classroom.
Paper Presented at the Seventh International History, Philosophy & Science
Teaching Conference, July 30-Aug 3, 2003
 
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