Teacher As Facilitator Theresa London Cooper Teachers, especially new teachers, so desperately want their students to learn that they often end up doing most of the work. The truth is we must see ourselves as facilitators of learning who possess knowledge, not as the keepers of knowledge. We must provide students with opportunities to be in charge of their learning, discover new ideas, gain insight, and make connections. Teacher as Facilitator
Restoring Meaning to Teaching: Examining Beliefs About How Children Learn Home | Resources | Restoring Meaning to Teaching Ten teachers4 from two schools are sitting in an elementary classroom. They have recently begun meeting every couple of weeks to talk about teaching and learning. The following perspectives are from their dialogue about learning, a dialogue that occurred in their third two-hour meeting.
In the Practice style, the role of the teacher is to make all subject matter and logistical decisions and to provide private feedback to the learners. The role of the learner is to individually and privately practice a task while deliberately making nine specific decisions. These decisions include location, order of tasks, starting time, pace and rhythm, stopping time, interval, initiating questions for clarification, attire and appearance, and posture. The developmental process of independence begins with the shifting of the nine decisions in Practice Style. Spectrum of Teaching Styles - Styles
Command of Subject Matter
Wiggins and McTighe
Heidi Hayes Jacobs