Facilitate Student’s Learning

Dr Tarek Tawfik Amin

Objectives of the session.

o To define the meaning of learning.o To conceptualize the different

intelligences involved in the learning process.

o To portray the role of teacher in learning facilitation using different strategies.

What is learning?

Can be viewed as the process of acquiring new knowledge, skills, insights and attitudes (1).

Useful and pragmatic definition developed by Senge 1990; as increasing knowledge to increase the capacity for effective action (2).

1Argyris C. Teaching smart people how to learn; Harvard Business Review, 1991: 99-109. 2 Senge P. The fifth discipline, Doubleday Dell Publishing Group, NY, 1990.

Forms of learning and their contexts.

Formal Planned teaching

and learning activities

Situated Situation-acquired

knowledge

Incidental By product of other

activities

Informal Under the control

of the learner

Problem-basedFormal / informal

Experience and learning

Doing the real thing

Simulating the real experience

Doing a dramatic presentation

Giving a talk

Participation in

discussion

Seeing done on location

Watching a demonstration

Looking at an exhibit

Watching a

movie

Looking at pictures

Hearing words Reading

10% of what we read

20% of what we hear

30% of what we see

50% of what we hear & see

70% of what we say

90% of what we both say and do

Verbal receiving

Visual receiving

ReceivingParticipatingDoing

We tend to remember Our level of involvement

Cone of learning, developed and revised by Brucy Hyland

from materials by Edgar Dale.

Faculty and Curriculum

Adapted from AMEE Education Guide 14. Outcome Based Education

Educational Environment

Content

How to deliver

Assessment

Students How to learn

What to learn

Student Student performanceperformance

Active learning

What I hear, I forget.

What I see, I remember..

What I do, I understand..

Confucius

Ways we learn and retain learning.

9580

70

50

302018

0

10

20

30

40

50

60

70

80

90

100%

William Glasser

1997.

Multiple intelligences and types of learners.

Verbal/Linguistic “Word Smart”

Bodily-Kinesthetic“Body Smart”

Musical“Music Smart”

Interpersonal“People Smart”

Visual/Spatial“Picture Smart”

Logical/Mathematical

“Number/Reasoning Smart”

Intrapersonal“Self Smart”

Naturalist“Nature Smart”

Select and Apply instructional strategies along these intelligences.

Gardener H. Harvard, 1983.

Multiple intelligences learning centers.

Verbal/Linguistic “Word Smart”

Bodily-Kinesthetic“Body Smart”

Musical“Music Smart”

Interpersonal“People Smart”

Visual/Spatial“Picture Smart”

Logical/Mathematical

“Number/Reasoning Smart”

Intrapersonal“Self Smart”

Naturalist“Nature Smart”

Gardener H. Harvard, 1983.

Reading centerAnalyze and organize

information

Newly added

Observation, meditation

Art centerMedia, demos, chartsPictures, simulation

Building center

Models, dramatize

Math & Science centerProblem solving, deductive

Reasoning, experiments

Personal work center

Research, projects

Working together Center

Problem solving, questionsBrain storming, discussion

Music center

Learn in rhythmic ways

How to facilitate learning

• Be prepared “first day”• Effective teaching• Effective communications• Appropriate instructional

strategies

I- From The First Day.Instructor’s demeanor

oTeacher's behavior set the tone for the course.oAllow for self and student introduction.oAllow for student stories and individual attention.oSmile.

Empowering students

oFind your student goals and expectations for the course.oCorrelate expectations with learning outcomes and course content. oTry to explore the learning intelligences in the class.

1st day DOs

oPlan-rehearse first lesson.oAppear confident all the times.oHave syllabus and /or grading criteria written out for the student to have.oTreat all students the same.oModel the appropriate language and behaviors you want students to use in class or institution.oSmile.oTell your students about your credentials, experience and your personal desire to success.oBe enthusiastic.

1st day DON’Ts

oTry to be their friend “one of the guy”.oYelloTell ethnic, sexist jokes.oBe unprepared.oTalk too much and forget to focus on the learners.

I- From The First Day.Ice breakers and community builder.

Develop teamwork and small peer groups.

Have syllabus Ready

oA syllabus “plan of action of course over a certain period of time” both contents and expected behavior.oFocus on expectations and outcomes.oPhilosophy of teaching should be explicit.oRespond politely and honestly to students questions and concerns.

Syllabus development and essential information.

oFull name of the course and course ID #.oMeeting times (including dates and places ‘room #’”oName, Phone no., e-mail, office number and office hours. oStudent learning outcomes, competencies, skills, and knowledge to be gained.oFull name of the texts (date of publication), and materials needed for the course.oOutline of work to be covered either daily or weekly.oMajor assignments and activities (tests, projects, field visits, etc. )oGrading policy and criteria.oAttendance policy.oCalendar for activities, and due dates.

II- Effective teaching Instructor conduct:Responsive & helpful to studentsAvoid bluffing, sarcasm or ridiculeDemonstrates patienceAvoid profanityGestures, standing, sitting, circulating. Smiling, speaking louder, softerSeeks out students input & questionsConsistently assesses student learning.

Instructor traits: Demonstrates concern for learnersKnowledge of subject and skillsPositive approachable personalityProfessional attitudesRole model for studentsCommitment to student learningAvailable to coach and mentorUse feedback to improve.Active listening skills.

Principles:oVary ur instructional methods.oActively involve studentsoEmpower studentsoWork to achieve outcomesoAdequate resources & motivationoFocus on students rather contentoSelf and student –assessmentsoEvaluate based on learning OCsoMaintain flexibility

Effective teaching

III- Effective Communications for Learning.

Effective communication

oMessage, decoding, feedback.oListening: hearing and understanding.oPresent subject matter in logical matter.oUse examples and analogies to amplify and support key points.oStimulate thinking with comparisons and contrast.oActive involvement ‘questions, reviews, exercise labs, field visits’

Communicating with diverse learners

- Be sensitive to the cultural and intellectual diversities.

Active listening

About 70% of our working day is spent in some form of verbal communication.We listen at a rate of 300-500 words /minutes.Students listen based on interest, mood, respect for speaker, and if information is important and needed.

IV- Instructional Strategies Instructional strategies Strengths and limitations of each

Lectures (± Audiovisuals)Discussion DemonstrationSmall group work.Simulation Web-based Individual conferencing

Active-student-centered

strategies oBrain stormingoInteractive lecturesoRole playoProjects and demonstrationsoCase studiesoGroup workoField studyoWhole class-small group discussion.

Facilitation as teaching Laboratory environmentDifferent learning activities simultaneously Student focused group learningAssessment

IV- Instructional Strategies Demonstrations done by the instructors

Being a role modelModeling significant technical skillsShowing skills in step-by step sequence slowlyRepeating the demonstrations using studentsStreamline oral explanations Allow students to ask at every step

Lectures “giving and receiving feedback”

oAvoid “sage on stage syndrome”oAsk real questionsoGive students time to think oAssess students understanding “questions-body language”oDevise opportunities for students to apply the information.

Using textbooks Avoid relying too muchGet students actively involved after reading assignments.

Ideas to develop effective learning assignments and class

room activities. Audiovisuals Brainstorming Case studies Community study Computers Demonstrations Discussion Display Field research Films Flip charts Graphics Assignments Independent study Investigation/reporting Laboratory work

Large-small group instruction Library search Web-based search Listening PDA and other electronic based information Oral recitations Panels symposium Projects Reading out loud Resource persons Reviews Role playing Simulation Slides Team teaching Coaching and mentoring Team teaching Supervised study Verbal illustrations Visual illustrations Work study Writing

Conclusions

1. Learning intelligences should be explored and employed in multiplicity.

2. Learning strategies should be adjusted according to the importance of skills to be acquired and the learning centers operating through different intelligences

3. Effective teaching, communication, and instructional strategies all operating to facilitate learning if effectively applied.

Thank you