Hallo大家好沃暗，今天我將專(zhuān)注于一種神秘的“教學(xué)法”魁兼，希望可以為您在未來(lái)的課堂或課外活動(dòng)中提供支持坐搔。這個(gè)“教學(xué)法”叫做Facilitation（引導(dǎo)教學(xué)）藏研。我在大概4年被”引導(dǎo)者“的概念給吸引住，不是因?yàn)樗且粋€(gè)新的理念概行，而是因?yàn)槲艺J(rèn)為它對(duì)教育的用處真的很符合我們?cè)谶@個(gè)信息時(shí)代里要學(xué)到的方式蠢挡。由于我們現(xiàn)在的信息以足夠給學(xué)生們自主學(xué)習(xí)，那我們教學(xué)家應(yīng)該教他們什么呢凳忙？有一位著名的印度教學(xué)研究家說(shuō)過(guò)业踏，“知道不是最重要的事情。能夠發(fā)現(xiàn)比知道更重要涧卵。" 這就意味著我們主要給孩子培養(yǎng)的技能和個(gè)性勤家，而我們應(yīng)該引導(dǎo)著他們來(lái)實(shí)現(xiàn)怎么去學(xué)和問(wèn)最重要的東西。

Hi readers, here’s another post that I hope will support educators in learning about this “teaching method” called FACILITATION that can support you in your future classwork or extracurriculars. Personally, I was exposed to facilitation about 4 years ago when we were involved in designing a program that required facilitators to support the assessment and delivery of a challenge for a competition. The idea was to have facilitators lead a 30 minute challenge to guide students in completing the task together and achieve a viable outcome. During the challenge, facilitators instructed students on the rules, guidelines and commands of what they needed to do and students had limited resources and time to complete it. They were then suppose to assess students holistic abilities (from critical thinking, creativity, collaboration & communication) and guide them in reflecting on their performance during the task. This program simulates what a typical class activity/project could look like, but more importantly emphasizing the role of a facilitator.

那么什么是引導(dǎo)教學(xué)艺演？簡(jiǎn)而言之却紧，引導(dǎo)教學(xué)能幫助學(xué)生/團(tuán)隊(duì)完成任務(wù)的過(guò)程（當(dāng)我們說(shuō)任務(wù)時(shí)桐臊，這可以是任何課程胎撤，任務(wù)，團(tuán)隊(duì)挑戰(zhàn)断凶，項(xiàng)目等）伤提。 通過(guò)促進(jìn)，引導(dǎo)師通過(guò)一系列預(yù)先定義的步驟引導(dǎo)學(xué)生達(dá)成所有學(xué)生創(chuàng)造认烁，理解（反思）和接受的結(jié)果肿男。每次引導(dǎo)活動(dòng)都有它特定的目的或結(jié)果。 例如却嗡，創(chuàng)意活動(dòng)的目的可能是開(kāi)發(fā)可用于項(xiàng)目/主題的想法舶沛，以不同方式分析某個(gè)問(wèn)題，寫(xiě)出關(guān)于該問(wèn)題的創(chuàng)意文章或找出一個(gè)適當(dāng)?shù)慕鉀Q方案窗价。

So what is facilitation then?

Simply put, facilitation is the process of helping a group accomplish its task (when we say task, this could be anything from a class, assignment, team challenge, project, etc etc). Through facilitation, the facilitator guides the students through a series of pre-defined steps to arrive at a result that is created, understood and accepted by all students.

Every facilitated session has a specific purpose or result to be achieved. For example, the purpose of a creativity facilitated session might be to develop ideas that could be used for a project/topic, analysis a certain issue in a different way, write out a creative piece on the issue or agree upon what a workable solution might be.

Types of facilitation?

Facilitation is often broken down into 2 major areas: Content vs Process facilitation. As you can see, typically content facilitation involves more of the “what” that is being discussed versus the process facilitation of the “how” things are being discussed and dealt with. Below are the certain features of content vs process facilitation that should be taken note of during facilitation:

引導(dǎo)教學(xué)的類(lèi)型如庭？

引導(dǎo)教學(xué)時(shí)常分為2個(gè)主要領(lǐng)域：內(nèi)容與流程引導(dǎo)。 正如您所看到的撼港，內(nèi)容引導(dǎo)通常涉及更多正在討論的“什么”坪它，而與正在討論和處理的“如何”的過(guò)程引導(dǎo)有關(guān)骤竹。 以下是在引導(dǎo)過(guò)程中應(yīng)注意的內(nèi)容與流程引導(dǎo)的某些特征：

Content facilitation:

Topics/themes etc. for discussion

The task at hand

The problems being solved

The opportunities being explored

The decisions to be made

Process facilitation:

The methods and processes being used

The tools and techniques used

Workshop/meeting design

Group dynamics

Rules, norms and guidelines that are set

你應(yīng)該何時(shí)應(yīng)用引導(dǎo)教學(xué)？

在課堂/活動(dòng)期間之前往毡，每個(gè)參與者都接觸到學(xué)習(xí)內(nèi)容之后蒙揣，引導(dǎo)教學(xué)在翻轉(zhuǎn)課堂模型中效果最佳。 這意味著一般來(lái)說(shuō)开瞭，引導(dǎo)教學(xué)要求學(xué)生在參加引導(dǎo)活動(dòng)之前先閱讀材料懒震，觀看視頻或了解某些主題知識(shí)。

When should you apply facilitation?

Facilitation works best in a flipped classroom model which is after each student is exposed to the learning content prior to the workshop/activity session. This means that as a rule, facilitation requires students to have previously read materials, watch videos or understand a certain topic knowledge prior to participating in a facilitated session. At this point you might ask, would this be possible during a classroom activity. Absolutely. Think about the time where you had already delivered your teaching content on a topic, let’s say for instance “the laws of supply and demand” in economics. As you progress forward to test the conceptual understanding of your students, you may want to consider using “facilitated” activities rather than just pure quizzing or asking the traditional “do you understand”??

The ORID questioning technique is a powerful inquiry tool to engage learners in understanding themselves & the project they’ve just completed. This tool is particularly suitable for post PBL project reflections.

ORID提問(wèn)技巧是一種強(qiáng)大的引導(dǎo)工具嗤详，可以讓學(xué)習(xí)者了解自己以及他們剛剛完成的項(xiàng)目挎狸。 該工具特別適用于在PBL項(xiàng)目的反思，分析及考慮點(diǎn)断楷。

Implementation – case studies of facilitation in a PBL classroom

In terms of implementation, we draw upon a typical STEAM class at a local high school. Mrs. Atkinson, an art teacher engaged learners in a STEAM project to transform 2D images into 3D art pieces. In addition to integrating art content, she had learners learning technology tools and skills such as using a laser cutter, which requires coding and program knowledge the learners had to learn. The project involved math content, which they needed to create their designs. And Mrs. Atkinson also focused on creativity and the design process.?

She allowed learners voice and choice in their piece by facilitating learners understanding of real-world situations that face artist’s lives. She had learners document their process in design journals that included reflections, images, and plans for the piece, and she used the journals to assess process and mastery of skills and content. This is an example of a STEAM project that is engaging and challenging, using facilitation techniques to achieve a deeper outcome.

----------

For any further information about facilitation or if you’d like to discuss how to conduct facilitation into your classroom or programs, please feel free to contact me directly.有關(guān)引導(dǎo)教學(xué)的任何疑問(wèn)锨匆，或者您想討論如何在您的課堂或課程中進(jìn)行協(xié)助，請(qǐng)隨時(shí)聯(lián)系我冬筒。