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These rules are usually reiterated in some form at the outset of a facilitated meeting or workshop to ensure participants understand the various roles being employed and the responsibilities accorded to each. Certain aspects feature highly such as: being open to suggestions; building on what is there, not knocking down ideas
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 benefit of team or shared learning is that staff learn more quickly [3] and the problem solving capacity of the organization is improved through better access to knowledge and expertise. [10] Learning organizations have structures that facilitate team learning with features such as boundary crossing and openness. [7]
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.
Collaborative learning is a situation in which two or more people learn or attempt to learn something together. [1] Unlike individual learning, people engaged in collaborative learning capitalize on one another's resources and skills (asking one another for information, evaluating one another's ideas, monitoring one another's work, etc.).
Active learning is the opposite of passive learning; it is learner-centered, not teacher-centered, and requires more than just listening; the active participation of each and every student is a necessary aspect in active learning. Students must be doing things and simultaneously think about the work done and the purpose behind it so that they ...
To facilitate efficient learning, it may be advantageous to incorporate a wide variety of learning modalities. [108] Learning styles have been criticized for ambiguous empirical evidence of student benefits and unreliability of student learning style assessment by teachers. [109] The learner's personality may also influence educational achievement.