Reproductions Supplied by EDRS Are the Best That Can Be Made from the Original Document

DOCUMENT RESUME ED 447 079 SP 039 549 AUTHOR Elam, Kathleen G., Ed.; Duckenfield, Marty, Ed. TITLE Creating a Community of Learners: Using the Teacher as Facilitator Model. INSTITUTION National Dropout Prevention Center, Clemson, SC. PUB DATE 2000-00-00 NOTE 181p.; Supported by funds from a Corporation for National Service Training and Technical Assistance grant. AVAILABLE FROM National Dropout Prevention Center, College of Health, Education, and Human Development, 209 Martin Street, Clemson University, Clemson, SC 29631-1555; Tel: 864-656-2599; E-mail: [email protected]; Web site: http://www.dropoutprevention.org. PUB TYPE Collected Works - General (020) -- Guides - Non-Classroom (055) EDRS PRICE MF01/PC08 Plus Postage. DESCRIPTORS American Indians; Classroom Environment; Constructivism (Learning); Cooperative Learning; Education Work Relationship; *Educational Environment; Elementary Secondary Education; History Instruction; Law Related Education; Mathematics Education; Questioning Techniques; Relevance (Education); Student Empowerment; Student Motivation; *Teacher Effectiveness; *Teacher Role; Teacher Student Relationship; Thinking Skills; Writing Skills IDENTIFIERS Facilitative Environments; *Facilitators; *Learning Environment ABSTRACT This handbook presents the anecdotes of exemplary facilitative teachers representing a broad range of grade levels and disciplines. Teachers share how their philosophical paradigms evolved; how these emerge in daily teaching practice; what happens intrinsically and extrinsically in their classroom learning environment; and how students benefit from their facilitative models. There are 20 chapters in 5 parts. Part 1,"The Teacher's Philosophy," includes (1) "Facilitating a Natural Way: The Native American Approach to Education" (McClellan Hall); (2) "The Accidental Theorist: Constructivist Foundations and Applications in a Teacher's Odyssey" (Robert Johnson); (3) "Facilitating the 'Lost Student'" (Bill Nave); and (4)"Creating the Classroom Climate" (Kathleen G. Elam). Part 2,"The Learning Environment," includes (5)"Building Social Skills in a Learning Environment" (Greg Brigman); (6) "Empowering Students With the Cooperative Edge" (Kathleen G. Elam); (7) "Creating Community Through Class Meetings" (Evelyn Schneider); (8) "Answering a Question With a Question" (Anna L. Sumner); and (9)"The Teacher as an Intellectual and Moral Guide" (Lynda Tredway). Part 3, "Student Activities and Practices, "includes (10) "What a State We're In!" (Diane Sloan);(11) "Math for the Fun of It!" (Kathleen G. Elam);(12) "Music for Life" (Marilyn Kimbrell); (13) "Science Empowerment Through Creative Facilitation" (Michael Hughes);(14) "Writing for a Real Audience" (Janet T. Atkins);(15) "Stimulation Through Simulation: How to Interest Students in High School History" (Tony Pattiz); and (16) "From the Courtroom to the Classroom" (Teri Johnson Waldoff). Part 4, "Beyond the Classroom Connections," includes (17) "Middle Schoolers ACT-ing Out for the Betterment of Their Community" (Cynthia K. Stout); (18) "Digging Into Reproductions supplied by EDRS are the best that can be made from the original document. Their Studies" (Michael C. Papritz);(19) "Connecting Students and Communities Requires a New Role for Teachers" (Robert D. Shumer); (20) "Moving From Content Teacher to Content Coach" (Edward E. Grunden); and (21) "Relating the Education of Business to the Business of Education" (Glen R. Carson). Part 5,"Some Final Thoughts," includes: assessment of one's own facilitative teaching; topical index; meet the editors; about the authors; and acknowledgement. (Some chapters contain references.) (SM) Reproductions supplied by EDRS are the best that can be made from the original document. aCommunity ,Learners Using the Teacheras Facilitator PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS Model BEEN GRANTED BY M TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 1 edited by Kathleen G. Elam and Marty Duckenfield U.S. DEPARTMENT OF EDUCATION NATIONAL INSTITUTE OF EDUCATION EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official NIE position or policy. Creating aCommunity of Learners Using the Teacheras Facilitator Model edited by Kathleen G. Elam and Marty Duckenfield NATIONAL DROPOUT PREVENTION CENTER Copyright © 2000 National Dropout Prevention Center College of Health, Education, and Human Development 209 Martin Street Clemson University Clemson, SC 29631-1555 864-656-2599 www.dropoutprevention.org Publication of this book was supported by funds from a Corporation for National Service Training and Technical Assistance grant to the National Dropout Prevention Center. Table of Contents Introduction 3 Part I The Teacher's Philosophy 7 1Facilitating a Natural Way: The Native American Approach to Education 9 McClellan Hall 2 The Accidental Theorist: Constructivist Foundations and Applications in a Teacher's Odyssey 12 Robert Johnson 3 Facilitating the "Lost Student" 22 Bill Nave 4 Creating the Classroom Climate 29 Kathleen G.Elam Part II The Learning Environment 35 5 Building Social Skills in a Learning Environment 37 Greg Brigman 6 Empowering Students With the Cooperative Edge 52 Kathleen G.Elam 7 Creating Community Through Class Meetings 57 Evelyn Schneider 8 Answering a Question With a Question 70 Anna L. Sumner 9 The Teacher As an Intellectual and Moral Guide 74 Lynda Tredway Part III Student Activities and Practices 87 10 What a State We're In! 89 Diane Sloan 11 Math for the Fun of it! 93 Kathleen G. Elam 12 Music for Life 98 Marilyn Kimbrell 1 Li 5 13 Science Empowerment Through Creative Facilitation 103 Michael Hughes 14 Writing for a Real Audience 113 Janet T. Atkins 15 Stimulation Through Simulation: How to Interest Students in High School History 122 Tony Pattiz 16 From the Courtroom to the Classroom 130 Teri Johnson Waldoff Part IV Beyond the Classroom Connections 141 17 Middle Schoolers ACT-ing Out for the Betterment of Their Community 143 Cynthia K. Stout 18 Digging Into Their Studies 152 Michael C. Papritz 19 Connecting Students and Communities Requires a New Role for Teachers 158 Robert D. Shumer 20 Moving From Content Teacher to Content Coach 164 Edward E. Grunden 21 Relating the Education of Business to the Business of Education 170 Glen R. Carson Part V Some Final Thoughts 177 Assessment of Your Facilitative Teaching 179 Topical Index 181 Meet the Editors 182 About the Authors 183 Acknowledgements 185 Introduction There are many teachers who seem to understand the most effectiveway of teaching. They manage to excite their students in their learning, and their class- rooms are always alive with enthusiastic activity. Many of these teachers appear to know how to do this naturally. Some have learned from others. These teacher- facilitators maximize learning. It is our belief that teachers whopossess these cer- tain skills and attitudes have something valuable to pass on to others. Facilitative teachers possess the characteristics that provide their students with opportunities for learning and growth beyond the typical classroom experience. They initiate and travel a successful instructional journey, schoolyear after school year, with an approach that adjusts to the individual needs and diversity of the students. These teachers function as the students' guides, coaches, mentors, and advisors. Students under their nurturing care master their curriculum, apply instruction in productive ways that affect their future, and develop into intelligent leaders and teammates who make sensible choices. The Teacher as Facilitator Model transcends and benefitsevery grade level because it is a natural process that causes the teacher to develop the "art of teaching" while the students evolve as "processing learners" it teaches the students how to repeat success it gives teachers a nonthreatening leadership role it diminishes or eliminates discipline problems it develops intrinsic self-esteem for both the teachers and students it changes the instructional day to a balanced environment that is rewarding and satisfying The characteristics of the Teacher as Facilitator Modelare observable in the teacher's philosophy, the classroom learning environment, the students' activities and practices, and in "beyond the classroom" connections. 3 Teacher's Philosophy: Changes the role of the teacher to guide, coach, and advisor Encourages student ownership and empowerment Instills a natural discussion and decision-making process Uses challenges as opportunities Utilizes strategies and methods that maximize the learning process Transports the students successfully along learning levels from knowledge/ comprehension to application/evaluation through student-chosen activities, projects, and programs Demonstrates using academic content areas to create shareable students' products The Classroom Learning Environment: Builds resiliency in students ( i.e., social competency, problem-solving skills, and autonomy) Creates significant "teachable moments" Promotes a "spirit of family" in a healthy, proactive environment Develops individual and group dialogue, inquiry, and communication Promotes students' volunteerism Stimulates students' "love of learning" with a thinking-centered approach Develops the teacher's skills as a "practitioner of the art of teaching" Students' Activities and Practices: Schlechty

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