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Activity Sheet No. 1.5

The document discusses the facilitative teaching-learning process and compares the teaching approaches of two teachers, Mr. Kamulwat and Mrs. Prinsakorn. Mr. Kamulwat believes in reciprocal learning between teacher and student and encourages students to develop projects in groups. He sees students as individuals who can develop their own abilities. In contrast, Mrs. Prinsakorn believes the teacher's role is to provide students with knowledge and ensure they are passive recipients. She prefers assigning lengthy individual tasks and sees students as "empty shells" that need filling with her information.

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108 views3 pages

Activity Sheet No. 1.5

The document discusses the facilitative teaching-learning process and compares the teaching approaches of two teachers, Mr. Kamulwat and Mrs. Prinsakorn. Mr. Kamulwat believes in reciprocal learning between teacher and student and encourages students to develop projects in groups. He sees students as individuals who can develop their own abilities. In contrast, Mrs. Prinsakorn believes the teacher's role is to provide students with knowledge and ensure they are passive recipients. She prefers assigning lengthy individual tasks and sees students as "empty shells" that need filling with her information.

Uploaded by

jab vill
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Name: Sweet Lhevinne C.

Laure Course: BPED-3


Instructor: Edmund D. Mendoza, PhD.

Activity Sheet No. 1.5


UNDERSTANDING THE FACILITATIVE TEACHING-LEARNING PROCESS

Concept Notes:

Quality education is achieved primarily through the effective facilitation of the


teaching-learning process. The teaching-learning process is the heart and soul
of schools. It forms the core of the “business of education.” Therefore, this
important activity must be done well if schools are to be described as
successful in achieving their goals. Students go to school not simply to absorb
information. They also have to be trained on what to do with such information
and how to apply what they learn to real-life situations. However, before
teachers can be expected to facilitate the teaching-learning process well, you
first need to help them reflect on their beliefs and attitudes about teaching and
facilitation of learning. Why did they become teachers in the first place? What
kind of teachers are they striving to become? What beliefs about students and
learning do they hold as important pillars in providing instruction? Knowing
their basic attitudes, beliefs, and practices will give you a good opportunity to
examine why they encounter certain problems in the facilitation process.

Let’s Try This!

Scenario Number 1:
Scenario Number 2:

In whose class would you rather belong – Mr. Kamulwat’s or Mrs Prinsakorn’s?
Why? Who provides students with more opportunities to really think and process
rather than just absorb information? How are their teaching approaches different?

Let us compare the two teachers. Go back to the stories and fill out the
columns of the table below. Discuss by presenting your own ideas in the given
teaching beliefs components.

Teaching Beliefs Mr. Kamulwat Mrs. Prinsakorn


Components

Beliefs about good He considers teaching to She believes, that the


teaching be a profession that will teacher's role in teaching
enable students to learn is to provide students with
something in any situation knowledge. Moreover, she
in life. Furthermore, he ensures that her students
believes that good must learn by making
teaching necessitates them passive recipients of
reciprocal learning the information. Finally,
between teacher and she believes that good
learner. teaching entails taking
complete responsibility for
lecturing the students.

Preferred about class To encourage the students


activities In order to further explore to think more, she
their new skills, he preferred to assign a
preferred that his students lengthy task.
develop projects in groups.

Beliefs about students


He thinks that by giving She sees her students as
students the chance to empty shells that need to
learn and practice their be filled with information
skills, he can help them and her opinions of them.
develop their own special
abilities.

Learning goals for His objectives are to She wants to make sure
students develop and use the that her students
students' skills in understand everything she
situations, as he says and pay attention to
rediscovers himself, and to her in order to ensure that
assist the students in they retain the lessons she
discovering their potential taught.
abilities.

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