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Facilitation in Childcare- Peer facilitation
Lesson Structure
Aim: To introduce the childcare students to the researching, planning and facilitation of an activity with their peers
Learning outcomes: be able...
- To observe their peer's facilitation style
- To facilitate a small group of peers
- To be able to design a small group activity that is in keeping with the curriculum; Aistear and others
- To learn about different activities
- To plan an activity
- To engage with their peers in a facilitative role
- To participate in the activity
- To offer peer evaluation to facilitator
- To authenticate learning; theoretical and experiential
- To be able to adapt and extend activities
- To research activity ideas
- To develop visual thinking and knowledge
The students must research, plan and carry out the facilitation of an activity in class. An activity plan is given to the tutor prior to undertaking the activity. The tutor observes the facilitation process and offers feedback on their plan of activity sheet. Students also request that their participants fill out an evaluation sheet. The activity sheet is then amended and added to, based on their actual experience and added to their portfolio. This process can challenge or authenticate their theoretical learning with their actual experience. The carrying out of the activity allows the student to investigate the relationship between assumptions and reality.
The students engagement in research consists of their investigations of resources across a number of sources. The students need to become expert adapters and extenders of creative activities. They need to be able adapt or vary activities by changing elements of it, by changing its size or materials. They also need to be able to see potential extensions for activities into other areas of the curriculum for example 'catching fish game' being used for maths or to teach literacy.
Visual thinking and knowledge is often undervalued in academia and as with most creative pursuits a 'well' from which to draw from is essential in order to make inferences, connections, and links. Students are asked to address this by engaging with sites such as pinterest and generally through researching visual sites on line. The visuals offer the opportunity for 'immersion' in the generation of ideas. Creative ideas, adaptions and extensions can develop more fluidly if the students visual knowledge has been developed.
