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Teacher as facilitator

Teacher as facilitator

Author: Ashley Sweatt

In this lesson, you will learn how the role of the teacher shifts in the personalized classroom

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Notes on "Teacher as Facilitator"


(00:00 - 00:10) Introduction

(00:11 - 00:44) What will you learn today?

(00:45 - 01:39) What is the Brown University Teacher as Facilitator Model?

(01:40 - 02:18) What does it mean to be a facilitator?

(02:19 - 03:21) What research supports being a Teacher Facilitator?

(03:22 - 05:07) How can you become a Teacher Facilitator?

(05:08 - 06:32) What did you learn today?

(06:33 – 07:00) Reflection



Additional Resources

The Education Alliance at Brown University: Teacher as Facilitator

This is a site focused on teaching diverse learners. This particular posting provides a clear overview of the role of the teacher as a facilitator using the what, why how format. Each rationale is supported by research.

Strategy: Culturally Relevant Literature

This comprehensive source provides research based strategies and resources for teaching literacy and language acquisition skills using culturally relevant strategies. Each page of the document provides a clear explanation of the strategy along with the necessary resources to carry out the strategy.

More References

Brisk, M. E., & Harrington, M. M. (2000). Literacy and bilingualism: A handbook for all teachers. Mahwah, NJ: Lawrence Erlbaum Associates.
Daniels, H. (2002). Literature circles: Voice and choice in book clubs and reading groups. Portland, ME: Stenhouse.
Daniels, H. (2002). Literature circles: Voice and choice in book clubs and reading groups. Portland, ME: Stenhouse.
Ladson-Billings, G. (1995). But that's just good teaching! The case for culturally relevant pedagogy. Theory into Practice, 34(3), 159-165.
Padron, Y. N., Waxman, H. C., and Rivera, H. H. (2002). Educating Hispanic students: Effective instructional practices (Practitioner Brief #5).
Yedlin, J. (2004, January/February). Teacher talk: Enabling ELLs to "grab on" and climb high. Perspectives.