This action research paper examined how facilitated curriculum affected the learners in a convenience grouped class of instructors for a large government agency. The learners were taught by the researcher over the course of an eight hour day in the United States. Three research questions, “Do the learners know how to implement facilitation?, How did the learners implement facilitation within a lesson plan?, and How do the learners feel about incorporating facilitation into future lesson plans?“ were sufficiently answered based on the facilitation conducted in the classroom.
This action research paper examined how facilitated curriculum affected the learners in a convenience grouped class of instructors for a large government agency. The learners were taught by the researcher over the course of an eight hour day in the United States. Three research questions, “Do the learners know how to implement facilitation?, How did the learners implement facilitation within a lesson plan?, and How do the learners feel about incorporating facilitation into future lesson plans?“ were sufficiently answered based on the facilitation conducted in the classroom. Qualitative data collection was gathered through interviews of the participants. Quantitative data was collected through the use of pre-test, posttests, and project demonstration. The content, process, and products utilized facilitation as the dominant teaching strategy. The unit of instruction prepared the learners for employment of facilitation in future lesson plans. Validity was established by triangulation. Expected results were observed when facilitation was used to conduct the unit of instruction. Facilitation created a positive impact of learning through higher scores and memory retention.