1. Facilitation

2. 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

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

4. 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.

5. 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.

6. SIX CLASSROOM FACILITATION STRATEGIES

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

8. 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.

9. 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:
3 and 4 should be done throughout training already as modeling

10. Mid-point break
Group Work
ACTION: confusing task

11. 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.

12. 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

13. 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?

14. 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:

15. 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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#GetReadyGC