Facilitating Learning:

In facilitating the lesson for all levels, it is important to first assess learner ablilities, to ascertain if all are familiar enough with the use of the computer in general to enjoy this project. The teacher is a coach, and once the learning partnerships or working groups are established, the task is to move among the groups, encouraging and assisting with the students' plans, helping to keep things on track and all participants aware of the timelines established from the outset.

The Role of the Teacher

The role of the teacher involves the implementation of instructional strategies which are based on sound learning theories, such as contructivism. The instructional strategies for the lesson "Voyage of Discovery", reflect a variety of teaching approaches.

"Teachers need to address different student needs and bring enthusiasm to the classroom. Good teachers know that they must persevere and make every reasonable attempt to help all students develop their interests and abilities to the fullest extent,"(The Ontario Curriculum, Pg 4).

The following categories outline four major roles of the teacher which demonstrate constructivist principles.

Teacher as Facilitator

The teacher as facilitator supports an inquiry based approach to learning. The teacher becomes the "guide to the side" who continually monitors and observes students' progress during tasks. Questioning skills are developed for both teachers and students. Students build their knowledge onto previous skillsand develop a sense of ownership of their learning. For example, students will investigate the needs and interests of tourists through a variety of activities, as opposed to being told the information directly. The teacher can facilitate students' investigations by providing effective questioning skills and significant feedback.
 

Teacher as Model

During some skill development tasks, it would be valuable forthe teacher to model techniques through "think alouds". For example, in the "Voyage of Discovery" lesson, specific search engine skills can be modelled by the teacher. The teacher thinks aloud her/his processes in order for students to synthesis the procedures involved.

Teacher as Encourager

The teacher as encourager needs to take advantage of every teachable moment possible. The teacher establishes a learning environment which enables students to build knowledge in a meaningful way. Opportunities for interaction and communication amongst the students can further consolidate learning. For example, in the "Voyage of Discovery" lesson, students are asked to work in small groups in order to develop collaborative team skills. In their working groups, teachers should encourage on-task discussion and effective communication. Moreover, tasks need to be interesting and challenging enough for students so they can apply previous understandings and continually refinetheir knowledge.

Teacher as Program Modifier

All students do not learn and develop in the same way. Teachers should make every attempt to meet the needs of individual students through a variety of instructional strategies. Some learners may require more adult support whereas, others may exceed independently. In the "Voyage of Discovery" lesson plan, it is important to keep in mind that there is no linear direct way of instructing the learners.Program delivery often depends on who we are teaching. Consequently, teachers need to understand their extensive role and its significance within a constructivist approach to teaching.

Adapting to Learner Levels:

This Voyage of Discovery lesson has been planned to be used by the general public. In this section of the lesson, the facilitator/teacher will find ideas and suggestions of modifications for these different instructional levels.
                1. elementary
                2. secondary
                3. adult ESL

1. For learners in the elementary level:

• This activity could be presented to primary children with the following modifications. Together as a class, they could select one of the clients. They could use one search engine and look for different resources on the www.
•  The class could plan a trip and use approximate costs. They could prepare and present a simple budget including meals, transportation, accommodations and activities.
•  In the next part of the lesson, in smaller groups, they could select another client and prepare a similar plan based on the examples/steps from the first client.
•  Finally they could present their plan orally and, with the help of a table of pictures/sentences, highlight the major differences between the two trips.
•  Learners in the junior years could be asked to create both itineraries using at least 2 search engines and using exact costs for each component of their plan.
•  Instead of requiring the learners to write a 3 to 4-page comparison of two written itineraries, the task could be slightly simplified, which requires them only to make a table of comparison on a piece of cardboard paper. Short phrases and explanations are enough for each item of the comparison. Learners could also include drawings and other designs for their table of comparison.
• The final oral presentation could be brief with a main focus on explaining their choice of activities for both itineraries shown on the cardboard.

• The written report on the comparison of the two itineraries should be presented in form of a table followed by detailed text descriptions. Comparison language is expected where appropriate.
•  Learners could prepare visuals (e.g. OHT, depending on the availability of the overhead projector) for the final oral presentation. All members in the group should participate in the presentation and should show coordination and collaboration of work.

•  The task would be much similar to that for learners in the secondary level, except for an emphasis on the language element of the task. The language conventions for writing a report of comparison should be carefully observed. Learners are expected to show a logical and cohesive organisation of ideas in their comparison and to use proper comparison language in their discussion. The proper style for writing an expository essay of comparison is also expected.
• In the final oral presentation, learners are also expected to prepare visual aids and show collaboration of work in their group. The proper use of presentation language (e.g. opening the presentation, making transitions from one point to another, confirming audience's understanding, inviting questions from the audience, ending the presentation) is also expected.