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1. Mercè Bernaus [email protected]
s
Teaching vs. FacilitatingTeaching vs. Facilitating

2. Mercè Bernaus [email protected]
s
An Onion Task
Adapted from Filomena Cassis

3. Mercè Bernaus [email protected]
s
An Onion Task
(4 minutes)
•Draw a layered onion.
•On one half of the onion list things that
were of great importance to you when you
started to teach.
•Work from the centre to the outer layers of
the onion in order of importance.

4. Mercè Bernaus [email protected]
s
An Onion Task cont.
(4 minutes)
•Do the same on the other half of the onion
but now from your present perspective.
•Work from the centre to the outer layers of
the onion in order of importance.

5. Mercè Bernaus [email protected]
s
Group work
(5 minutes)
•Discuss with the colleagues in your group
the purpose of the task and what you
learned from it.

6. Mercè Bernaus [email protected]
s
A task to think over
(6 minutes)
•Form groups of 4-5.Form groups of 4-5.
•Discuss if there are any differences Discuss if there are any differences
between TEACHING and FACILITATING. between TEACHING and FACILITATING.
Write the conclusions.Write the conclusions.
•REPORT YOUR CONCLUSIONS TO REPORT YOUR CONCLUSIONS TO
THE WHOLE GROUPTHE WHOLE GROUP

7. Mercè Bernaus [email protected]
s
What is facilitation?
•= bringing out and focusing the = bringing out and focusing the
wisdom of the groupwisdom of the group, often as the , often as the
group creates something group creates something newnew or or
solves a solves a problemproblem.
Hogan (2002)

8. Mercè Bernaus [email protected]
s
Teaching vs. Facilitating
•A process whereby a
teacher leads a
group of students in
acquiring new skills,
knowledge, or
understanding.
•Helping/making it easy
for students to learn
together in a group, or
to achieve something
together as a group.

9. Mercè Bernaus [email protected]
s
Teaching vs. Facilitating
•Most subject area
teaching involves
telling and teaching
the students.
Measurable outcome
at the end.
•Involves
helping the
students to
discover by
themselves.

10. Mercè Bernaus [email protected]
s
Facilitator
Guides process
Provides the right
questions
Content expert
Presents information
Provides the right
answers

11. Mercè Bernaus [email protected]
s
Moving from teaching to facilitating
From teaching to facilitating timeline
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Adapted from Hulda Danielsdóttir

12. Mercè Bernaus [email protected]
s
Moving from teaching to facilitating
Timeline
(6 minutes)
•Draw your own Teaching to Facilitating
Timeline.

13. Mercè Bernaus [email protected]
s
Pair work - Group work
(15 minutes)
•Share the work you did with a colleague,
and reflect upon your moving from
teaching to facilitating.
•Discuss with your group.
•Report to the whole group.

14. Mercè Bernaus [email protected]
s
Teacher’s Effective Ways to
Facilitate
(15 minutes)
•In groups of 4 give suggestions that can
help teachers to facilitate.
•Report to the whole group.

15. Mercè Bernaus [email protected]
s
Teacher’s Effective Ways to
Facilitate (feedback)
•Problem of getting wider understanding (read teachers, parents, etc.) that
facilitating is learning, despite apparent noise + mess
•Motivation for teachers: eg. Need to make daily life enjoyable + rewarding
experience for kids and teacher through project based approaches.
•Catching up with students knowledge
•Preventing tendency of thinking you are an expert (do not be afraid to say I
do not know)
•If you want to learn something new, teach it.
•Find interesting material.
•Be a good listener.
•Do not be afraid to delegate and empower.
•Be aware of needs, understand need
•Determine right questions.
•Be creative – not stick to strict curriculum.
•Ongoing professional training specially improving self + seminars.
•Reflect and evaluate your performance.

16. Mercè Bernaus [email protected]
s
Teacher’s Effective Ways to
Facilitate (feedback)
•Be flexible.
•Be creative and up to date.
•Use different techniques.
•Show students you love them.
•Do not repeat the same things year after year (for example, after 20 years of
teaching you teach in the same way as your 1st year of teaching).
•Do not allow your students to drink from a bottle, let them go to the river.
•Offer skills that lead to learning.
•Surprise your students.
•Do not focus on yourself.
•Respect each one of your students. Each one is different and special.
•Do not make fun of your students.
•Listen actively and comprehensively to your students.
•During the transitional period from a teacher to a facilitator, you need to be
aware of your techniques so as not to go backward into being a teacher.