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Principles of Facilitation, Key: Green-Principles Blue-Mindsets Pink…
Principles of Facilitation
Only facilitate experiences worth doing
I have confidence that, as a facilitator, I have unique knowledge, experience, and expertise to share with other teachers in order to improve learning for all students.
Use data and evidence to drive decisions in planning professional development experiences that will improve learning for all students.
Make intentional choices about what to prioritize in the face of constraints (often time) based on the needs, priorities, & capacity of my participants
Module 8 Virtual Learning considerations
Module 4 and 5 Intentional Design: Creating the conditions for learning so everyone can contribute
Know all students should access high quality instruction and can achieve high quality math and science learning
I push teachers to reflect on their assumptions and observations about who does and does not access math and science learning in their communities. I invite teachers to critically reflect on the experiences of underserved and/or historically excluded learners in their classrooms.
Professional development experiences should be applicable and relevant to diverse classrooms.
Ground instructional decisions in math and science content knowledge for teaching (CKT) and knowledge of learners’ unique strengths & needs.
Model instructional strategies and provide participants opportunities to try these strategies out as learners. Invite participants to reflect on and plan for how these strategies might improve all students’ access to math and science learning
Remember that modeling how different strategies might work in different contexts is an important component to equitable teaching
Module 3 Identity
Value the knowledge & experience of teachers
I recognize that I am not the source of all knowledge, and I can learn from my participants to improve my own facilitation skills.
Learning requires vulnerability. I make myself vulnerable in order to stand shoulder-to-shoulder with participants.
I expect that participants have knowledge to contribute, and I will respond and adjust my facilitation based on the participants’ knowledge.
In professional development experiences that are led by teachers for teachers, facilitators should open up their own classroom practices and dilemmas in authentic ways with participants.
Create opportunities for teachers to learn from other teachers. Value conversation as a method of constructing knowledge.
Module 6 Facilitating Discourse: Planning for learning conversations
Support practitioner inquiry and foster critical friendships. Participants are supported and encouraged to consider classroom data in order to inform their instruction and reflect on their own practice.
Module 7 Collaborative Knowledge Generation: Making the insights you are getting from the group public about content and facilitation during professional development.
Module 4 and 5 Intentional Design: Creating the conditions for learning so everyone can contribute
Respect the complexity & specificity of each teacher’s context
Teachers are the experts on their own contexts. As a facilitator, I can support teachers as they adapt their learning to the needs of their particular students.
Give teachers space and time to apply the concepts from our experience to their classrooms.
Listen to and engage with participants who have concerns about how the ideas will work for their students.
Consistently act in good faith as a facilitator when participants challenge you or your ideas. Seek to identify the participants’ strengths and honor the ways in which they know their students and teaching context.
Module 11 Problems of Practice, when PD goes off the rails
Module 1 Adult learning :
Module 2 and 3 Building Relationships: Connecting a community of learners around a goal. Power and Identity
Invite a critical disposition
I acknowledge the strengths and limitations of previous work and analyze materials for equity, accessibility, and utility.
I welcome participants to approach existing materials and resources with productive skepticism.
Collect data from participants (feedback) and use this data to revise the professional development experience.
Module 9 and 13 Evaluation: Inquiry Network introduction and Implementation
Module 12 Reflecting on your participation in a course as a learner with your facilitator hat on.
Key: Green-Principles
Blue-Mindsets
Pink-Practices and Behaviors
Orange-Instructor Pathway Modules