Facilitation

Reflecting on your Own Learning Do NOW: Reflecting on your Own Learning Page 6 in your DC Handbook Recall the best and most frustrating learning experiences you’ve ever had. Consider classes, workshops, conferences, teachers, trips… Jot down a few words to describe why this experience or educator was so engaging, memorable, or frustrating. Turn and Talk to a neighbor about your experience. END

CORE PRINCIPLES OF STUDENT-CENTERED ENVIRONMENTS Pg. 7 in your DC Handbook Engagement Safety Immediacy Relevance Respect Inclusion

AGENDA Core Principles of Learner-Centered Environments Exploration of Strategies Exit Ticket: Reflect and Connect By the end of this workshop, DCs will have… Examined a list of best teaching practices. Applied teaching practices to the Core Principles of Learner-Centered Environments. Planned for practice and implementation in the classroom.

Objectives By the end of this workshop, you will have: Examined a list of best teaching practices. Applied teaching practices to the Core Principles of Learner- Centered Environments. Planned for practice and implementation in the classroom.

SIX CLASSROOM FACILITATION STRATEGIES

Enthusiasm Breeds Enthusiasm Strategy # 1 Pg.8 in your DC Handbook Enthusiasm Breeds Enthusiasm

Be the Host(ess) with the Most(est) Strategy # 2 Pg.8 in your DC Handbook Be the Host(ess) with the Most(est) This looks like: Greet students warmly. Start class with a welcome. Use students’ names. Prioritize relationships. Specifically acknowledge all students’ contributions (and wrong answers). Circulate and use proximity to your advantage. Get on students’ level. ACTION: NH and BM to act out # 4; others on list should be acted/modeled throughout Number 5: Use your presence by walking around the room, to deepen engagement and support good behavior. Stand in back of room sometimes.

Paint a Picture Strategy # 3 This looks like: Pg.9 in your DC Handbook Paint a Picture This looks like: FRAME what students will be doing: make the connection with what they’ve done before and will come next. Emphasize relevance of objective(s) and activities. Set an agenda, post it, and discuss it. Reference your posted objective(s) and agenda throughout the class period to help students’ track their progress. Video clip: https://youtu.be/-SBw6nVvJSo 3 and 4 should be done throughout training already as modeling

Mid-point break Group Work ACTION: confusing task

Show and Tell Strategy # 4 Pg.9 in your DC Handbook Show and Tell This looks like: BAD DIRECTIONS: Find a group, go to different parts of the room, and talk about what we’ve discussed so far today GOOD DIRECTIONS: Take 10 seconds to silently find and sit next to a partner. Spend 2 minutes reviewing the strategies on pages 8 and 9 in your handbook, and circle 2 strategies you are excited to try.

Show and Tell Strategy # 4 This looks like: Pg.9 in your DC Handbook Show and Tell This looks like: Give clear directions about how students should be working, moving, and speaking. Provide clear time limits and a visual clock/timer to set a productive pace. Model your directions. Use visual aids as much as possible, even for directions (and page numbers!). Use positive reinforcement. Always assume confusion, not disobedience (and offer materials or explanations of directions one-on-one, as needed). ACTION: confusing task

NO Proof is in the Pudding Strategy # 5 This looks like: Pg.10 in your DC Handbook Proof is in the Pudding This looks like: Check for students’ understanding. Making observations Teaching others Asking and answering questions Using repeat-backs Employing Exit Tickets Gauging fist-to-five NO ACTION: clip? GIF? Volunteers?

Lead from Behind Strategy # 6 This looks like: Pg.10 in your DC Handbook Lead from Behind This looks like: Ask probing questions and encourage students to respond to one another. Wait time: allow students time and opportunities to process – don’t be afraid of silence and encourage personal reflection. Don’t say anything a student could say instead. Build students’ leadership (as scribes, facilitators, hosts, helpers, etc.) Give choices to elevate student voice and accrue goodwill. Video clip: https://www.youtube.com/watch?v=qMHqxkRYt64

EXIT TICKET: Reflect and connect Page 6 in your DC Handbook THINK/PAIR/SHARE Identify one specific strategy you’re excited to use to bring each of these principles to life. Share an idea with the room. Engagement Safety Immediacy Relevance Respect Inclusion

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