This document discusses facilitating student learning. It defines learning and outlines different types of learning including formal, informal, incidental, and situated. It also discusses multiple intelligences like verbal/linguistic, logical/mathematical, bodily/kinesthetic, visual/spatial, musical, interpersonal, and intrapersonal. The role of the teacher in facilitating learning through effective teaching, communication, and instructional strategies is also described. These include demonstrating, lecturing, small group work, and active learning strategies that engage students. The document emphasizes exploring multiple intelligences and adjusting learning strategies to acquire important skills.

1. F
acilitate Student’s L
earning
Dr Tarek Tawfik Amin

2. Objectives of the session.
o T define the meaning of learning.
o
o T conceptualize the different intelligences
o
involved in the learning process.
o T portray the role of teacher in learning
o
facilitation using different strategies.

3. W
hat is learning?
 Can be viewed as the process of acquiring
new knowledge, skills, insights and
attitudes (1).
 Useful and pragmatic definition developed
by Senge 1990; as increasing knowledge to
increase the capacity for effective action (2) .
1
A yris C. Te aching smart pe o ple ho w to le arn; Harvard B
rg
usine ss Re vie w, 1 9 9 1 : 9 9 -1 0 9 .
2
Se ng e P. The fifth discipline , Do uble day De ll Publishing Gro up, N 1 9 9 0 .
Y,

4. F
orms of learning and their contexts.
Formal
P
lanned teaching
and learning activities
Problem-based
F
ormal /informal
Informal
Under the control
of the learner
Incidental
B product of other
y
activities
Situated
Situation-acquired
knowledge

5. E
xperience and learning
Co ne o f le arning , de ve lo pe d and
re vise d by B
rucy Hyland fro m
mate rials by Edg ar Dale .
We tend to remember
10% of what we read
20% of what we hear
30% of what we see
50% of what we
hear & see
Our level of involvement
Reading
Verbal receiving
Hearing words
Looking at pictures
Watching a movie
Visual receiving
Looking at an exhibit
Watching a demonstration
Seeing done on location
70% of what we say
Participation in discussion
Giving a talk
Doing a dramatic presentation
90% of what we
both say and
do
Simulating the real experience
Doing the real thing
Receiving
Participating
Doing

6. Educational Environment
Content
How to deliver
Faculty and Curriculum
What to learn
Students
How to learn
Student
performance
Assessment
A
dapte d fro m A EE Educatio n Guide 1 4. Outco me B d Educatio n
M
ase

7. Active learning
W
hat I do, I understand..
W
hat I see, I remember..
W
hat I hear, I forget.
Co nfucius

8. W ays we lear n and r etain lear ning.
100
80
90
80
70
70
60
50
40
30
20
95
50
30
18
20
%
10
0
R ea
di n
H ea
S
r i n g eei n g
g
S ee
D is
P er
T ea
c us
son
c hin
& H
sw
al E
g
ear
ith
xpe
o th
r i en
er s
ce
William Glasse r 1 9 9 7 .

9. M
ultiple intelligences and types of
learners.
•Verbal/
•L
inguistic
“ Word Smart”
L
ogical/
M
athematical
“Number/
Reasoning Smart”
B
odilyK
inesthetic
“ Body Smart”
Visual/
Spatial
“ Picture Smart”
Select and Apply instructional strategies along these intelligences.
Naturalist
“ Nature Smart”
M
usical
“ Music Smart”
Interpersonal
“ People Smart”
Intrapersonal
“ Self Smart”
Garde ne r H. Harvard, 1 9 8 3.

10. M
ultiple intelligences learning
centers.
•Verbal/
•L
inguistic
“ Word Smart”
L
ogical/
M
athematical
“Number/
Reasoning Smart”
Reading center
M
ath & Science center
Analyze and organize Problem solving, deductive
Reasoning, experiments
information
Newly added
M
usic center
B
odilyK
inesthetic
Visual/
Spatial
“ Picture Smart”
“ Body Smart”
B
uilding center
Art center
M
edia, demos, charts
P
ictures, simulation
M
odels, dramatize
W
orking together
Center
P
ersonal work center
P
roblem solving, questions
earn in rhythmic ways Brain storming, discussion
Observation, meditation L
Naturalist
“ Nature Smart”
M
usical
“ Music Smart”
Interpersonal
“ People Smart”
Research, projects
Intrapersonal
“ Self Smart”
Garde ne r H. Harvard, 1 9 8 3.

11. H to facilitate learning
ow
•
•
•
•
B prepared “first day”
e
E
ffective teaching
E
ffective communications
Appropriate instructional strategies

12. I- F
rom T F Day.
he irst
Instructor’s
demeanor
oT
eacher's behavior set the tone for the course.
oAllow for self and student introduction.
oAllow for student stories and individual attention.
oSmile.
E
mpowering
students
oFind your student goals and expectations for the course.
oCorrelate expectations with learning outcomes and course content.
oT to explore the learning intelligences in the class.
ry
1st day DOs
oP
lan-rehearse first lesson.
oAppear confident all the times.
oH
ave syllabus and / grading criteria written out for the student to have.
or
oT
reat all students the same.
oM
odel the appropriate language and behaviors you want students to use in class or
institution.
oSmile.
oT your students about your credentials, experience and your personal desire to
ell
success.
oB enthusiastic.
e
oT to be their friend “one of the guy”.
ry
oYell
oT ethnic, sexist jokes.
ell
oB unprepared.
e
1st day
DON’T
s

13. I- F
rom T F Day.
he irst
Ice breakers Develop teamwork and small peer groups.
and
community
builder.
oA syllabus “plan of action of course over a certain period of time” both
contents and expected behavior.
oF
ocus on expectations and outcomes.
oP
hilosophy of teaching should be explicit.
oR
espond politely and honestly to students questions and concerns.
oF name of the course and course ID #.
Syllabus
ull
developme oM
eeting times (including dates and places ‘room #’”
nt and
oName, P
hone no., e-mail, office number and office hours.
essential
oStudent learning outcomes, competencies, skills, and knowledge to be gained.
information.
oF name of the texts (date of publication), and materials needed for the
ull
course.
oOutline of work to be covered either daily or weekly.
oM
ajor assignments and activities (tests, projects, field visits, etc. )
oGrading policy and criteria.
oAttendance policy.
oCalendar for activities, and due dates.
H
ave
syllabus
Ready

14. II- E
ffective teaching
Instructor conduct:
Responsive & helpful to students
Avoid bluffing, sarcasm or ridicule
Demonstrates patience
Avoid profanity
Gestures, standing, sitting,
circulating.
Smiling, speaking louder, softer
Seeks out students input &
questions
Consistently assesses student
learning.
Instructor traits:
E
ffective teaching
P
rinciples:
Demonstrates concern for learners
K
nowledge of subject and skills
P
ositive approachable personality
P
rofessional attitudes
Role model for students
Commitment to student learning
Available to coach and mentor
Use feedback to improve.
Active listening skills.
oVary ur instructional methods.
oActively involve students
oE
mpower students
oW
ork to achieve outcomes
oAdequate resources &
motivation
oF
ocus on students rather content
oSelf and student –assessments
oE
valuate based on learning OCs
oM
aintain flexibility

15. III- E
ffective Communications for L
earning.
Effective
communication
oMessage, decoding, feedback.
oListening: hearing and understanding.
oPresent subject matter in logical matter.
oUse examples and analogies to amplify and support key points.
oStimulate thinking with comparisons and contrast.
oActive involvement ‘ questions, reviews, exercise labs, field visits’
Communicating
with diverse
learners
- Be sensitive to the cultural and intellectual diversities.
Active listening
About 70% of our working day is spent in some form of verbal
communication.
We listen at a rate of 300-500 words /minutes.
Students listen based on interest, mood, respect for speaker, and if
information is important and needed.

16. IV- Instructional Strategies
L
ectures (± Audiovisuals)
Instructional strategies
Strengths and limitations of each Discussion
Active-student-centered
strategies
Facilitation as teaching
Demonstration
Small group work.
Simulation
W
eb-based
Individual conferencing
oB
rain storming
oInteractive lectures
oRole play
oP
rojects and demonstrations
oCase studies
oGroup work
oF
ield study
oW
hole class-small group discussion.
L
aboratory environment
Different learning activities simultaneously
Student focused group learning
Assessment

17. IV- Instructional Strategies
Demonstrations done by the
instructors
B
eing a role model
M
odeling significant technical skills
Showing skills in step-by step sequence slowly
Repeating the demonstrations using students
Streamline oral explanations
Allow students to ask at every step
Lectures “ giving and receiving
feedback”
oAvoid “sage on stage syndrome”
oAsk real questions
oGive students time to think
oAssess students understanding “questions-body
language”
oDevise opportunities for students to apply the
information.
Avoid relying too much
Get students actively involved after reading assignments.
Using textbooks

18. Ideas to develop effective learning
assignments and class room activities.
















Audiovisuals
B
rainstorming
Case studies
Community study
Computers
Demonstrations
Discussion
Display
F
ield research
F
ilms
F charts
lip
Graphics
Assignments
Independent study
Investigation/
reporting
L
aboratory work






















L
arge-small group instruction
L
ibrary search
W
eb-based search
L
istening
P and other electronic based information
DA
Oral recitations
P
anels symposium
P
rojects
Reading out loud
Resource persons
Reviews
Role playing
Simulation
Slides
T
eam teaching
Coaching and mentoring
T
eam teaching
Supervised study
Verbal illustrations
Visual illustrations
W
ork study
W
riting

19. Conclusions
1. L
earning intelligences should be explored
and employed in multiplicity.
2. L
earning strategies should be adjusted
according to the importance of skills to be
acquired and the learning centers operating
through different intelligences
3. E
ffective teaching, communication, and
instructional strategies all operating to
facilitate learning if effectively applied.

20. T
hank you