Essay Title: 

Instructional Philosophy Essay

April 3, 2016 | Author: | Posted in environmental issues, nature

My Philosophy on the Fundamental Principles and Philosophy of Facilitation of Learning Sessions for Adults in Informal or Corporate Environments


Theoretical Foundation

Facilitation of learning sessions for adults in both corporate environments and more informal contexts require facilitators to first have an understanding of a number of issues . In any situation that involves learning or the transfer of knowledge , I believe that the teacher or facilitator , depending on the context , must have a knowledge of how and why adults learn and the best techniques to be used in [banner_entry_middle]

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There have been numerous theorists that have attempted to specify the characteristics of learners . Among such theorists are Jean Piaget , Lev Vygotsky , Albert Bandura , Jerome Bruner and countless others . Having worked as a teacher for the past 21 years , the theorist that has been the most influential on my practice is Jerome Bruner . Bruner ‘s philosophy emphasizes the concept of discovery learning and simulation He posits that learning is most effective and meaningful when the learners actively explores issues as opposed to reading from textbooks or lectured to by the teacher (Good Brophy , 1995 . Simulation activities , Bruner suggests , are useful tools for promoting forms of discovery learning . I have found that the use of role-play and skits as simulation activities , have helped me deliver learning targets better than tradition lecture-type methods . In addition , since facilitation usually occurs in the context of a group setting , I have found that the use of simulation activities have helped me ensure that all learners are actively involved in the learning process

Boud (as cited in Hughes , 2002 ) describes four approaches to facilitation . In the first approach the learner ‘s role is very limited or even non-existent . In terms of instruction there is little interaction between the facilitators (trainers ) and the learners . This type of facilitation is deficient specifically because of the limited interaction it permits both between learner and facilitator and among learners

A second approach to facilitation gives more responsibility for learning to the learner . There is a considerable emphasis on negotiation and learning support where the facilitator attempts to focus on the individual needs and goals of the learners as adults and supports each learner through the learning process

The third approach Boud identifies is a lot more learner-centered and humanistic . This approach also emphasizes the role and involvement of the learner but to a larger extent than the previous . Additionally this approach is more group-oriented , situating the individuals within a group setting where interaction among members is facilitated . The final approach is very democratic . There is an emphasis on addressing the real-world needs and concerns of the learners

The third approach I have found to be the most suitable in my practice This approach most meets the needs of adult learners in both a corporate and informal context . Learning sessions for adults in these settings usually comprise individuals with varying needs and the group-oriented approach best addresses the needs of the entire group while catering to individual differences . Additionally , where… [banner_entry_footer]


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