Th r are untl w for n n tru t r t facilitate a course nd l rn ng among tud nt , v n n a v rtu l l r m environment. F l t t ng a classroom ur n t only about implementing a t f tools nd tr t g . It l deals with ways that n tru t r n bl nd n ur g students to l rn and b rb nf rm t n n a w th t is m n ngful nd r l v nt t them. L t l k at h w to facilitate a l r m course.
Pr r ng f r a l /d u n Pl n h w u w ll ndu t the discussion. Alth ugh the d l d u n nt n u and unpredictable, u w ll want t d m r ful l nn ng. Y u h uld h v a l r g l/ bj t v for the d u n, a plan f r how u will r r th tud nt , nd a g n r l d b ut h w u w ll gu d the d u n ( .g., w th t v t , videos, u t n , t ). Help tud nt r r for th discussion.
Y u n d tr but a l t of questions f r h d u n, ask tud nt t br ng in their wn u t n , ugg t key n t r th m for them t f u n, r k th m t collect v d n that l r f r refutes a particular concept r r bl m. D u n w ll b m r t f ng f r you nd your students f th are r r d. E t bl h gr und rules f r participation n a d u n. In order for a discussion to b effective, tud nt n d to und r t nd the v lu of t v l l t n ng t their r , t l r t ng ng v w nt , nd being open-minded.
Th also need t recognize th importance f staying f u d and expressing themselves clearly. U ng The Fundamental C nd t n Of L rn ng To F l t t Cl r m C ur Aw r n . I m sure t und self-evident to th t students, n order t l rn, n d m w r n f th subject matter t hand. Interest .
Aft r t bl h ng th t there is mu h t l rn, t h r mu t th n n w r th u t n f wh tud nt h uld care. Relevance . Students l rn m r efficiently nd ff t v l f th understand th r l v n f a t t n th ng l in their l v r the w rld t large. Engagement .
Students wh und r t nd th r l v n f wh t th r l rn ng are m r l k l t become engaged w th t. Eng g m nt t lf m th ng else th need n rd r t h v m t r . Reinforcement . That n lud th r t t n th t is n r f r l rn ng, v r ng concepts g n nd g n t m k sure tud nt understand.
Su rt . Su rt n take many other forms, t . It n mean making ur students have all th t l th n d to u d in th course. Th t n lud nt ll tu l t l (like r t l-th nk ng k ll ), t hn l n (mathematical f rmul , rg n z t n l tru tur , r taxonomies), nd physical r ur (l b u m nt, t xt , nd other ur m t r l ).
Anything to h l facilitate th l r m ur and make l rn ng r f r the tud nt . 10 Gu d l n To Facilitate A Cl r m C ur F l t t class, gr u , nd one-on-one discussions and debates. All w tud nt t call n n n th r for n w r , r th r th n th instructor. Ask questions th t don't have n ngl n w r.
L v t n- nd d. R l - l d ff r nt scenarios r l g m t llu tr t l n . Create mult m d presentations, ut l z ng t hn l g ur students u t home. R rd nd t l n nd resources nl n f r students t r f r n l t r.
Use guest t h r and k r to h w a d ff r nt r t v . Su l m nt l n with v rtu l f ld tr r projects th t nv lv field r r h. Collaborate w th other teachers t teach related l n n d ff r nt ubj t . Have tud nt x l n wh t they l rn d to someone wh doesn't know the material.
And th r n final tip, the most important f ll. Enjoy it! Embr th f t that u r sharing kn wl dg and d in a creative way with fellow humans. Facilitating l r m courses is f l t t ng learning, wh h n turn, f l t t r r success f r tud nt !
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