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Write a 8 page essay on A Critical Evaluation of Research: The Facilitation Theory (the humanist approach).Download file to see previous pages... There are three models of teaching that have been deve
Write a 8 page essay on A Critical Evaluation of Research: The Facilitation Theory (the humanist approach).
Download file to see previous pages...There are three models of teaching that have been developed: Socratic, didactic and facilitative. The diversity of the teaching model offers some degree of flexibility, which enables one to change the task of teaching – whether it is student-cantered or teacher-cantered. Jarvis (2006) views the practice of teaching as a science as well as an art. In doing that, one can complement the authoritarian didacticism approach with the outlook of a democratic facilitator, and then approach the teaching process without limiting the level of combinations. This paper will explore the facilitation theory of education, as applicable in education, particularly adult education. Approaches to teaching The lecture mode of teaching is the one, which is most frequently employed, despite the fact that it has been criticized over the years. The lecture model of teaching is an economical means of communicating factual knowledge and information to a large group of people, although it does not guarantee the communicator, that effective transmission or learning will take place (Walkin, 2000). The didactic model of teaching, mainly involves the practice of lecturing, and is fundamentally teacher-centered. Walkin (2000), further, insists that the lecture has remained a primary method of teaching in continuing and adult education. However, it has remained recognized as a useful tool for teaching, because it offers an outline of theories and ideas. However, it is necessary to complement it using interaction and adult-guided strategies, which can overcome the lack of participation and the vulnerability of the learner’s attention. Didacticism comes along with a number of constraints, including rote learning, potential boredom, and learning by note taking, because the teaching model limits the participation of the learners and their ability to reflect on the subject of the lesson. Many traditional tutors are still using the lecture system as a model of teaching, especially when they are teaching subjects that are new to the larger number of the students. The lecture model is also used, many times, where the students are anxious, disorganized or dependent on the teacher for learning (Walkin, 2000). Radical pedagogies have disputed traditional classroom practices, where the teacher is the source of information and knowledge and the student is the recipient of the new knowledge. Teaching is not viewed as the practice of imparting information and subjecting the student to different experiences, but it is conventionally, more inclined towards the process of facilitating self-directed learning (Tight, 1996, p. 26). As a trial to change the position, the teacher can employ vicarious learning models and problem-solving skills to theorize and articulate what they may already be knowledgeable about, in relation to the meaning of their interpretation and experiences (Preece &. Griffin, 2002). The sharing of experiences enables students to undertake structured reflection and to think critically, on the way the events can influence their personal knowledge and circumstances. This facilitative outlook towards teaching provokes previous learning and aids the learners in making sense of past experiences, with reference to real world events (Gregory, 2002). Experiential learning depicts the information science of the student, and is able to impact the processing of knowledge and the proposition of knowledge.
