Techniques: Coach, Consultant, Critic, Counselor: The Multiple Roles of the Responsive Facilitator.

Autor/inn/en	Keenan, Thomas P.; Braxton-Brown, Greg
Titel	Techniques: Coach, Consultant, Critic, Counselor: The Multiple Roles of the Responsive Facilitator.
Quelle	In: Journal of Adult Education, 19 (1991) 2, (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Leitfaden; Unterricht; Lehrer; Adult Education; Computer Science Education; Consultants; Counselors; Criticism; Experiential Learning; Programing Languages; Student Experience; Student Projects; Teacher Effectiveness; Teacher Responsibility; Teacher Role; Teaching Methods; Tutors + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Computer science lessons; Informatikunterricht; Consultant; Berater; Counselor; Counsellor; Counsellors; Kritik; Experiental learning; Erfahrungsorientiertes Lernen; Studienerfahrung; Schulprojekt; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrverpflichtung; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode; Förderlehrer; Lehrender; Tutor
Abstract	Responsive facilitation is an interactive orientation to formal learning that requires an individual to assume a variety of roles and to be comfortable with diverse methodologies. The major roles assumed are coach, consultant, critic, and counselor. As illustrated by the redesign of an introductory computer science course, these practices can be carried on together in a consistent and mutually supportive fashion. The coach/professor meets with teams of students to give advice and encouragement, provides feedback and suggests additional resources, reads project proposals, and writes a response with suggestions. After the proposal has been evaluated and returned, the professor switches to the role of consultant. The consultant clarifies details, initiates discussion of problems of general interest in class, handles difficult problems after class, and supplements in-class consulting with scheduled office hours. As a critic, the professor provides feedback on the proposal and evaluates the finished project. The counseling function requires patience and compassion. The roles can co-exist, provided the roles are discussed with the students. Through the discussion of roles, learners come to understand the shared responsibility of learning and the organizational reality of differential evaluation (grades). (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01