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Instructor-led training, [1] or ILT, is the practice of training and learning material between an instructor and learners, either individuals or groups. Instructors can also be referred to as a facilitator, who may be knowledgeable and experienced in the learning material, but can also be used more for their facilitation skills and ability to deliver material to learners.
The Facilitator designs the process (agenda) based on his or her discussions with the participants and the Facilitator's process expertise. Understanding group norms They will not make assumptions about the way people interact and will try to adapt to the ways of different cultures and organisations.
Facilitation may refer to: . Facilitation (organisational), the designing and running of successful meetings and workshops in organizational settings Ecological facilitation, the process by which an organism profits from the presence of another, such as nurse plants that provide shade for new seedlings or saplings (e.g. using an orange tree to provide shade for a newly planted coffee plant)
There are a variety of definitions for facilitator: "An individual who enables groups and organizations to work more effectively; to collaborate and achieve synergy.He or she is a 'content neutral' party who by not taking sides or expressing or advocating a point of view during the meeting, can advocate for fair, open, and inclusive procedures to accomplish the group's work" – Michael Doyle [2]
Instructional scaffolding is the support given to a student by an instructor throughout the learning process. This support is specifically tailored to each student; this instructional approach allows students to experience student-centered learning, which tends to facilitate more efficient learning than teacher-centered learning.
Words that carry meaning; usually nouns, verbs and sometimes adjectives and adverbs. Context clues Clues used when guessing word meanings; clues that provide students with meaning or comprehension based on the environment in which a word is found. Contrastive analysis Comparing two languages to predict where learning will be facilitated and ...
A multi-partial approach to facilitation differs from both a neutral or impartial approach, as well as a model in which the facilitator acts as an advocate, such as in many feminist models. Multi-partial facilitation posits the presence of "dominant narratives" within dialogue, or sets of assumptions and beliefs based on socialization and ...
Connections between past learning and new learning can provide a context or framework for the new information, helping students to determine sense and meaning, and encouraging retention of the new information. These connections can build up a framework of associative networks that students can call upon for future problem-solving. [7]