Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/6482
Title: Best Practices for Facilitation in a Choice-based, Peer Learning Environment: Lessons From the Field
Authors: Ramey, Kay
Stevens, Reed
Keywords: Teaching and Teacher Learning
Issue Date: Jun-2020
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Ramey, K. & Stevens, R. (2020). Best Practices for Facilitation in a Choice-based, Peer Learning Environment: Lessons From the Field. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 4 (pp. 1982-1989). Nashville, Tennessee: International Society of the Learning Sciences.
Abstract: Teaching is one of the most extensively studied topics in education research. However, most studies of teaching assume a standard learning arrangement, in which the teacher is the content expert and directs student learning. What happens when this is not the case, when the resources for learning lie elsewhere (online, other students) and the expertise that the teacher brings is in how to facilitate learning rather than convey content? How do teachers navigate the role of ‘facilitator’, and what are the pedagogical best practices for doing so. Here, we address these questions by examining facilitation in one set of in- and after-school making and learning environments, called [program name]. Drawing on student and teacher interviews, classroom observations, and video, we analyze the needs experienced by facilitators and the tools and practices they implemented to address those needs.
URI: https://doi.dx.org/10.22318/icls2020.1982
https://repository.isls.org//handle/1/6482
Appears in Collections:ICLS 2020

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