Table 2.
1: 21st Century Classroom Facilitation Skills Questionnaire
Aspects Observations
Facilitation Style Directive Facilitation is
what I observed: In this
style, I take a more active
role in directing the
conversation and
ensuring that the group
stays on topic. This style
is practical when the
group is new or when
there are significant time
constraints.
Accommodation of My student is audio-
Students’ Learning Styles visual learners that tend
to learn best through
seeing and hearing. These
students may prefer to
learn through lectures,
presentations, and
videos, and they may
struggle with purely text-
based material
Provision of Learning I have established a weak
Strengths
One of the benefits of
using a directive
facilitation style is that it
helps keep the discussion
focused and on track.
When group members
start to veer off topic, I
am able to redirect the
conversation and bring it
back to the main point of
discussion. This helps
prevent the group from
getting bogged down in
irrelevant details and
ensures that the meeting
stays productive.
The strengths of an
audio-visual learner
include strong visual
processing skills,
proficiency with
technology and
multimedia, effective
communication through
visual formats, and
enthusiasm for visual and
multimedia content.
I manage to let the
Areas for Action Points
Improvement
One weakness of
directive facilitation is
that it can limit student
creativity and
independence. When the
teacher is providing clear
instructions and
guidance, students may
be less likely to take risks
or explore new ideas on
their own. This can lead
to a lack of engagement
and motivation, as
students may feel like
they are just following
orders rather than
actively participating in
the learning process
One area for
improvement for audio-
visual learners is note-
taking. These students
struggle to take effective
notes during lectures or
presentations, as they
may be more focused on
listening and observing
than on taking written
notes.
1. Preparing Visual
To address this weakness,
I can incorporate more
student-led activities and
assignments, such as
project-based learning or
inquiry-based learning.
By giving students more
autonomy and freedom
to explore their own
interests and ideas, they
can become more
engaged and invested in
the learning process.
I can help them, by
providing outlines or
note-taking templates
that can help students
organize their thoughts
and take more effective
notes
Preparing visual aids and
Table 2.1: 21st Century Classroom Facilitation Skills Questionnaire

environment that is learning environment student engage through Aids using Papers other alternative learning
conductive for: Active due to the inappropriate questions that help the 2. Preparing materials helps my
learning Higher order projection of my visual student grasp the Alternative student connects with my
thinking Contextual aids, citing the difficulties concept. Learning discussion.
learning of electricity that able me Materials
from using the larger
Projections (Television).
Despite the difficulties, I
managed students to
interact with my Hots
Questions.
Questioning and reacting Not all of the students I mange to engage 1. Providing As a teacher, I should
skills able to answers with student in questions that another activity refrain from assuming
question that I have ask triggers them to grasp that helps the that the student already
them. Some of them have the concept of the lesson. student to knows the topic I discuss
a misconception about understand the and learn.
the topic. concept
gradually.
2. Providing
students, a
diagnosis about
the level of the
conceptual
development of
the topic
discussed.