Hallo大家好，今天我将专注于一种神秘的“教学法”，希望可以为您在未来的课堂或课外活动中提供支持。这个“教学法”叫做Facilitation（引导教学）。我在大概4年被”引导者“的概念给吸引住，不是因为它是一个新的理念，而是因为我认为它对教育的用处真的很符合我们在这个信息时代里要学到的方式。由于我们现在的信息以足够给学生们自主学习，那我们教学家应该教他们什么呢？有一位著名的印度教学研究家说过，“知道不是最重要的事情。能够发现比知道更重要。" 这就意味着我们主要给孩子培养的技能和个性，而我们应该引导着他们来实现怎么去学和问最重要的东西。
Hi readers, here’s another post that I hope will support educators in learning about this “teaching method” called FACILITATION that can support you in your future classwork or extracurriculars. Personally, I was exposed to facilitation about 4 years ago when we were involved in designing a program that required facilitators to support the assessment and delivery of a challenge for a competition. The idea was to have facilitators lead a 30 minute challenge to guide students in completing the task together and achieve a viable outcome. During the challenge, facilitators instructed students on the rules, guidelines and commands of what they needed to do and students had limited resources and time to complete it. They were then suppose to assess students holistic abilities (from critical thinking, creativity, collaboration & communication) and guide them in reflecting on their performance during the task. This program simulates what a typical class activity/project could look like, but more importantly emphasizing the role of a facilitator.
那么什么是引导教学？简而言之，引导教学能帮助学生/团队完成任务的过程（当我们说任务时，这可以是任何课程，任务，团队挑战，项目等）。 通过促进，引导师通过一系列预先定义的步骤引导学生达成所有学生创造，理解（反思）和接受的结果。每次引导活动都有它特定的目的或结果。 例如，创意活动的目的可能是开发可用于项目/主题的想法，以不同方式分析某个问题，写出关于该问题的创意文章或找出一个适当的解决方案。
So what is facilitation then?
Simply put, facilitation is the process of helping a group accomplish its task (when we say task, this could be anything from a class, assignment, team challenge, project, etc etc). Through facilitation, the facilitator guides the students through a series of pre-defined steps to arrive at a result that is created, understood and accepted by all students.
Every facilitated session has a specific purpose or result to be achieved. For example, the purpose of a creativity facilitated session might be to develop ideas that could be used for a project/topic, analysis a certain issue in a different way, write out a creative piece on the issue or agree upon what a workable solution might be.
Types of facilitation?
Facilitation is often broken down into 2 major areas: Content vs Process facilitation. As you can see, typically content facilitation involves more of the “what” that is being discussed versus the process facilitation of the “how” things are being discussed and dealt with. Below are the certain features of content vs process facilitation that should be taken note of during facilitation:
引导教学的类型？
引导教学时常分为2个主要领域：内容与流程引导。 正如您所看到的，内容引导通常涉及更多正在讨论的“什么”，而与正在讨论和处理的“如何”的过程引导有关。 以下是在引导过程中应注意的内容与流程引导的某些特征：
Content facilitation:
Topics/themes etc. for discussion
The task at hand
The problems being solved
The opportunities being explored
The decisions to be made
Process facilitation:
The methods and processes being used
The tools and techniques used
Workshop/meeting design
Group dynamics
Rules, norms and guidelines that are set
你应该何时应用引导教学？
在课堂/活动期间之前，每个参与者都接触到学习内容之后，引导教学在翻转课堂模型中效果最佳。 这意味着一般来说，引导教学要求学生在参加引导活动之前先阅读材料，观看视频或了解某些主题知识。
When should you apply facilitation?
Facilitation works best in a flipped classroom model which is after each student is exposed to the learning content prior to the workshop/activity session. This means that as a rule, facilitation requires students to have previously read materials, watch videos or understand a certain topic knowledge prior to participating in a facilitated session. At this point you might ask, would this be possible during a classroom activity. Absolutely. Think about the time where you had already delivered your teaching content on a topic, let’s say for instance “the laws of supply and demand” in economics. As you progress forward to test the conceptual understanding of your students, you may want to consider using “facilitated” activities rather than just pure quizzing or asking the traditional “do you understand”?
The ORID questioning technique is a powerful inquiry tool to engage learners in understanding themselves & the project they’ve just completed. This tool is particularly suitable for post PBL project reflections.
ORID提问技巧是一种强大的引导工具，可以让学习者了解自己以及他们刚刚完成的项目。 该工具特别适用于在PBL项目的反思，分析及考虑点。
Implementation – case studies of facilitation in a PBL classroom
In terms of implementation, we draw upon a typical STEAM class at a local high school. Mrs. Atkinson, an art teacher engaged learners in a STEAM project to transform 2D images into 3D art pieces. In addition to integrating art content, she had learners learning technology tools and skills such as using a laser cutter, which requires coding and program knowledge the learners had to learn. The project involved math content, which they needed to create their designs. And Mrs. Atkinson also focused on creativity and the design process.
She allowed learners voice and choice in their piece by facilitating learners understanding of real-world situations that face artist’s lives. She had learners document their process in design journals that included reflections, images, and plans for the piece, and she used the journals to assess process and mastery of skills and content. This is an example of a STEAM project that is engaging and challenging, using facilitation techniques to achieve a deeper outcome.
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For any further information about facilitation or if you’d like to discuss how to conduct facilitation into your classroom or programs, please feel free to contact me directly.有关引导教学的任何疑问，或者您想讨论如何在您的课堂或课程中进行协助，请随时联系我。
