Chapter 4: From Lecturer To Facilitator
"SMART" Learning Objectives:
By the end of this section, you will be able to:
- Evaluate the differences between a lecturer and a facilitator
- Create a plan for improved facilitation in your classroom
Chapter Summary:
How is a facilitator different from a lecturer?
Both facilitators and lecturers are experts in the content they are teaching; however they differ in how they use their expertise. Lecturers tend to do most of the work of learning before conveying this information to a class of students. We should aim to transform our teaching styles to become facilitators of student learning rather than simply conveyors of information. Facilitators encourage students to do the work of learning themselves to ensure long term knowledge retention (Doyle, 2011).
Both facilitators and lecturers are experts in the content they are teaching; however they differ in how they use their expertise. Lecturers tend to do most of the work of learning before conveying this information to a class of students. We should aim to transform our teaching styles to become facilitators of student learning rather than simply conveyors of information. Facilitators encourage students to do the work of learning themselves to ensure long term knowledge retention (Doyle, 2011).
What strategies can we employ to become better facilitators?
An effective facilitator supports learners to work together, think, and solve problems. The four major steps involved in creating an effective facilitation plan are writing daily learning objectives, creating an action plan, providing additional practice opportunities, and giving effective feedback (Doyle, 2011).
An effective facilitator supports learners to work together, think, and solve problems. The four major steps involved in creating an effective facilitation plan are writing daily learning objectives, creating an action plan, providing additional practice opportunities, and giving effective feedback (Doyle, 2011).
Writing daily learning objectives provides our learners with a guideline of where to concentrate their learning. The first step in writing better learning objectives is deciding what we want our learners to be able to do with the information when they are done with our class and then designing our courses and assessments around this outcome.
Creating a lesson plan based on our learning objectives involves analyzing how to best use class time to accomplish our learning objectives, deciding which resources to provide and which resources students need to bring on their own, setting the amount of time needed for practice and feedback, and determining effective assessment techniques (Doyle, 2011).
The next step in effective facilitation involves deciding what additional resources students need in order to practice and use the new information learned. This will allow us to provide adequate resources so students can learn both in and out of the classroom.
Finally, effective facilitators know how to give good feedback and expect the feedback to be implemented by students. Feedback is most effective when students are involved in the process and see the benefits of implementing it. Effective feedback is timely, specific, related to the learning objectives, and comprehensible to the student (Doyle, 2011).
What are the key take-home points from this chapter?
Effective facilitation is a skill that can be learned and supports students to learn independently and collaboratively. Some strategies for becoming a better facilitator involve planning daily learning goals and lesson plans, providing additional practice resources, and providing useful and timely feedback.
Effective facilitation is a skill that can be learned and supports students to learn independently and collaboratively. Some strategies for becoming a better facilitator involve planning daily learning goals and lesson plans, providing additional practice resources, and providing useful and timely feedback.
References:
Doyle, T. (2011). Learner centered teaching: Putting the research on learning into practice. Sterling, VA: Stylus Publishing.
Connections to Medical Education:
Over time I have learned that lectures promote more student disengagement since the goal from a learner's perspective is to absorb any new information passively without analyzing it. With the help of my mentors in the department of pathology, I am learning to become a better facilitator of active learning strategies like team based learning and peer instruction by observing other faculty members direct these sessions and by acting as a co-facilitator for some of these sessions. I am transitioning from giving lectures to facilitating active learning sessions for our med students and residents with a goal of ensuring long-term knowledge retention.
Suggestions for Implementation:
Here are some ways I have attempted to become a better facilitator when teaching pathology to our medical students and residents:
Decreasing the number of lectures and using class time for discussions and active learning sessions. For courses where I already have lectures prepared, I am trying to either produce online recordings for interested students, or eliminate the lectures all together and encourage students to read a standard textbook instead. For our residents, we provide unknown slide sessions where they complete reading assignments, preview slides, and are expected to come to class prepared to discuss cases as a group.
Decreasing the number of lectures and using class time for discussions and active learning sessions. For courses where I already have lectures prepared, I am trying to either produce online recordings for interested students, or eliminate the lectures all together and encourage students to read a standard textbook instead. For our residents, we provide unknown slide sessions where they complete reading assignments, preview slides, and are expected to come to class prepared to discuss cases as a group.
Taking courses on effective facilitation.
Along with observing and helping with team based learning sessions at our institution when I started 2 years ago, I try to attend any active learning faculty development presentations at our school to improve my teaching skills. I recently completed a facilitation workshop at the annual Team Based Learning Collaborative meeting.
Along with observing and helping with team based learning sessions at our institution when I started 2 years ago, I try to attend any active learning faculty development presentations at our school to improve my teaching skills. I recently completed a facilitation workshop at the annual Team Based Learning Collaborative meeting.