instructional_design:facilitation_theory
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instructional_design:facilitation_theory [2011/08/18 10:37] jpetrovic [What is the practical meaning of facilitation theory?] |
instructional_design:facilitation_theory [2011/08/18 11:01] jpetrovic [What is the practical meaning of facilitation theory?] |
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| * Realness. Being real does not mean to release all the frustrations and anger on the students. That kind of teacher should not be in the classroom at all. "**//The attitudes being expressed in being real must be attitudes of respect, warmth, caring, liking and understanding.//**" The teacher must not pretend to be all-knowing and perfect, since the students know that can't be the truth. | * Realness. Being real does not mean to release all the frustrations and anger on the students. That kind of teacher should not be in the classroom at all. "**//The attitudes being expressed in being real must be attitudes of respect, warmth, caring, liking and understanding.//**" The teacher must not pretend to be all-knowing and perfect, since the students know that can't be the truth. | ||
| * Acceptance. Teachers should **prize all students** not for their positive/negative characteristics, but because they are all valuable human beings. This prizing can manifest as listening to what students are saying, but not necessary as listening to evaluate, but **listening** to learn his **ideas**, **thoughts** and **feelings**. Students need to feel free to explain their thoughts. Prizing can also manifest through responding to what the students say. | * Acceptance. Teachers should **prize all students** not for their positive/negative characteristics, but because they are all valuable human beings. This prizing can manifest as listening to what students are saying, but not necessary as listening to evaluate, but **listening** to learn his **ideas**, **thoughts** and **feelings**. Students need to feel free to explain their thoughts. Prizing can also manifest through responding to what the students say. | ||
| - | * Emphaty. Emphaty enables teacher to understand the reasons that led the student to certain behavior or an answer, but also to understand his emotional situation that needs to be solved in order to enable significant learning. | + | * Empathy. Empathy enables teacher to understand the reasons that led the student to certain behavior or an answer, but also to understand his emotional situation that needs to be solved in order to enable significant learning. |
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| + | Reported positive results of Rogers' theory in practice include: fewer disciplinary problems in the classroom, better knowledge and IQ test scores, usage of higher levels of thinking, fewer acts of vandalism, positive self-regard, increase in creativity and other.(([[http://psycnet.apa.org/psycinfo/1989-27479-001|Aspy, D., Roebuck, F. Our research and our findings. In: Rogers, C. R. Freedom to learn: a view of what education might become, p. 199-217. Columbus, OH, Charles E. Merrill, 1969.]] Cited by [[http://www.ibe.unesco.org/publications/ThinkersPdf/rogerse.PDF|Zimring, Fred. Carl Rogers. Prospects: the quarterly review of comparative education 24, no. 3/4: 411-422, 1994.]])) | ||
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| + | ===== Criticisms ===== | ||
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| + | Rogers' theory is criticized for similar reasons as other humanist theories: doubtable claim about the inherent human goodness, and willingness to learn. | ||
| ===== Keywords and most important names ===== | ===== Keywords and most important names ===== | ||
instructional_design/facilitation_theory.txt · Last modified: 2023/06/19 18:03 (external edit)
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