instructional_design:facilitation_theory
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instructional_design:facilitation_theory [2011/08/18 10:53] 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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| * 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. | * 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. | ||
| - | A study involving 600 teachers and 10000 students demonstrated positive effects of teaching in accordance with Rogers' suggestions: fewer disciplinary problems, better knowledge and IQ scores, usage of higher levels of thinking, fewer acts of vandalism, 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 [[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.]])) | + | 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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