My Model of Facilitation in Learning and Teaching

My Models vary with Participants and Subject.

And what it is: Course, CPD, Presentation, Class session, Lab/Practical


1. Rights and Responsibilities (response-ability).
2. Reflective Practitioner PPP: Pre, Present, Post. Why, How, Who, When, Where: Rationale.
3. Meta-Cognition and Self-regulation
4. Constructionism, Papert: Learning by doing, ‘hands on, minds in’
5. Collaboration with, and learn from other teachers; co-teach whenever possible.
6. Use STEM Impact Toolkit
7. Creativity turns me on
8. Immersion in the subject is key to learning
9. Teach to Learn; Learn to teach.
10. Something old, something new something borrowed, something blue.
11. Something new, something old, something black, something gold.
12. Make my own versions: stand on shoulders of giants, accredit others.
13. Have my own sequence to a course. Change it to work in the light of evidence, research, and student and my experience of delivery.
14. Experiment with what works; engage in action research in the classroom/lab
15. Write software to help with aspects of learning and teaching e.g. action geometry.
16. Understanding of group dynamics: e.g. group/class behaviour, inclusion, exclusion…
17. Processing appropriate to the Group — what’s going on/down
18. Balance: Presentation, Interaction with me, and independent interaction in group, subgroup, pairs and individual.

The Course/in the Classroom/lab: Algorithms and Programming

(written in the imperative to challenge me and you)
19. Talk aspirational outcomes, inspirationally
20. Learning and Teaching isn’t all hard slog. It can be creative and fun.
21. Talk meta-cognition and self-regulated learning in easy language for students
22. Emphasise importance of homework and project work
23. Sometimes: An example of specific (practical and concrete) that illustrates and refers back to the general (theory and concept)
24. Other times: expound the general (theory and concept) and illustrate with a specific (practical and concrete) examples
25. Or again, (my favoured route) Opt for problem-solving and creative design in fertile, gender-neutral subject areas: 2-D geometry, aesthetics, Intellect-based games, social media(?) and introduce the background theory, required knowledge, know-how, skills as you go…
26. Develop my own version of Computational thinking applied to programming
27. Discovery and Guided Discovery for me and students.
28. Enquiry-based learning, oral and written, hints…
29. Build appropriate reference cards with students for Python, Turtle
30. Easier stuff first, breed knowhow, success and confidence
31. Acclimatise to the task, find human do-able solutions and introduce the pertinent algorithmic/coding tools.
32. Paradigm 1: human solutions  hybrid solutions  computer solutions
33. Paradigm 2: programming (instructions + user tools) = solution
34. Paradigm 3: programming (instructions + library tools) = solution
35. Paradigm 4: programming + data structures = solutions
36. Try several different approaches to tricky aspects e.g. geometry of stars
37. Make a thing to students about my making mistakes when programming at every stage
38. Work in pairs: “Ask yourself first, ask your partner, if you both can’t sort it, ask me”.
39. Failure, and learning to manage it, is learning too
40. Err on the underestimate rather than overestimate when gauging what participants know or understand
41. I am the lesson. What I do is more affective (and hopefully effective) than what I say.
42. I have good days and bad days. Remember 39.