Facilitating

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○Learning Premises for Facilitating LearningReprinted with permission from A Learning Facilitator’s Workbook by Jim Pollard,Spokane Falls Community College• Empowerment• Ownership• Discovery• Transference• Relevancy• Clarity• Continuous Improvement• Intellectual Courage• Intellectual Humility• Intellectual Honesty• Durable self-image• Long Term Memory• Learning Centered• Learning Style• Critical Thinking• Purpose• Learning Objectives• Self-assessmentChecklist for Establishing a Good Learning EnvironmentReprinted by permission of the BCIT Learning Resources Unit, Burnaby, BC V5G 3H2In the first few classes of your course, use the following checklist to ensure you are onthe right track. To establish a good learning environment, I need to:REINFORCE RELATIONSHIPS1. Greet students personally whenever possible; use their names.2. Interview as many as possible and find out more about them.3. Encourage informal study groups (or buddy system).4. Be sure students set ground rules when working in groups.KEEP CLASSES INTERESTING AND ENGAGING1. Be energetic and enthusiastic. Vary the pace.2. Post the agenda and learning outcomes for each class and refer to them as I teach.3. Start each day with a question or scenario requiring student input.4. Give students useful handouts to guide their note-taking.5. Vary presentation techniques by using exercises, audio-visual displays, group work,discussions, and brief written tests.KEEP TRACK OF LEARNING1. Give pretests and post-tests on the day’s topics.2. Allow for sufficient time to deal with student questions.2.16CURRICULUM GUIDE: TEACHING & FACILITATING LEARNING - LEVEL 1I