Research Commons
      • Browse 
        • Communities & Collections
        • Titles
        • Authors
        • By Issue Date
        • Subjects
        • Types
        • Series
      • Help 
        • About
        • Collection Policy
        • OA Mandate Guidelines
        • Guidelines FAQ
        • Contact Us
      • My Account 
        • Sign In
        • Register
      View Item 
      •   Research Commons
      • University of Waikato Research
      • Education
      • Education Papers
      • View Item
      •   Research Commons
      • University of Waikato Research
      • Education
      • Education Papers
      • View Item
      JavaScript is disabled for your browser. Some features of this site may not work without it.

      “Let's go round the circle:” How verbal facilitation can function as a means of direct instruction

      Brown, Mike
      Thumbnail
      Files
      Let's go round the circle.pdf
      1.082Mb
      Link
       www.aee.org
      Find in your library  
      Citation
      Export citation
      Brown, M. (2008). “Let's go round the circle:” How verbal facilitation can function as a means of direct instruction. Theory and Practice of Experiential Education (4th ed.). Boulder, CO: Association for Experiential Education. Pp. 380-392.
      Permanent Research Commons link: https://hdl.handle.net/10289/4930
      Abstract
      In this chapter, the term facilitation refers to the act of conducting a verbal discussion prior to, or after an activity, with the aim of encouraging students to reflect on what will, or has been, learned from experiences. An overview of the role of the leader/facilitator, as advocated in some widely available adventure education texts, is discussed. This is followed by an outline of the methodological approach that guided the research project. The analysis section highlights how the leader was observed directing and orchestrating the direction of talk through the "common sense" and everyday ways of conducting verbal facilitation sessions. The primary focus of analysis is on the structure of the interaction in these sessions (i.e., a leader-initiated topic for discussion, a student reply, and leader evaluation of this response). Short excerpts of data are used to support and illustrate the claims that are made in regard to the nature of the interaction that is observed in these settings.
      Date
      2008
      Type
      Chapter in Book
      Publisher
      Association for Experiential Education
      Rights
      This chapter has been published in the book: Theory and Practice of Experiential Education (4th ed.). © 2008 the Association for Experiential Education. Used with permission.
      Collections
      • Education Papers [1411]
      Show full item record  

      Usage

      Downloads, last 12 months
      52
       
       

      Usage Statistics

      For this itemFor all of Research Commons

      The University of Waikato - Te Whare Wānanga o WaikatoFeedback and RequestsCopyright and Legal Statement