More Related Content
What's hot
What's hot (20)
Viewers also liked
Viewers also liked (15)
Similar to Facilitation Training For Subject Chairs
Similar to Facilitation Training For Subject Chairs (20)
Recently uploaded
Recently uploaded (20)
Facilitation Training For Subject Chairs
- 1. Facilitation
- 2. Minds On: The Facilitator’s Stance Create a recipe for a good facilitator (the facilitator role). Consider: important qualities facilitators possess practices facilitators use mix 1 cup of active listening with 1 cup of trust.
- 3. Successful Meetings Meetings should be interactive and engage balanced participation. All parties should understand and agree on meeting roles. Garmston, Robert, and Bruce M. Wellman. The Adaptive School: A Sourcebook for Developing Collaborative Groups.
- 4. Define the Sandbox Share a clear purpose/goal(s) Create and post guidelines for speaking, listening, and sharing Use strategies for ensuring the group sticks with the purpose and follows the guidelines
- 6. Structure Planning: What tech, resources, and supplies will be needed? Opening: Introductions, guidelines, role, agenda review. Maintaining: Completing work, balancing voices and perspectives, navigating challenges. Closing: Consolidating, reflecting, collecting information (exit card), thanking participants, sending out minutes.
- 7. Strategy Sort Sort the strategy cards into categories of your choosing. You cannot sort them by colour.
- 8. Oh-oh
- 9. Trouble Shooting Meeting personalities When agendas breakdown
- 10. Find a strategy for:
- 11. Find a strategy for: You’re short on agenda items the day before/the day of the meeting.
- 12. Find a strategy for: You’re short on agenda items the day before/the day of the meeting. Somebody goes over their allotted time.
- 13. Find a strategy for: You’re short on agenda items the day before/the day of the meeting. Somebody goes over their allotted time. Somebody won’t stop talking.
- 14. Find a strategy for: You’re short on agenda items the day before/the day of the meeting. Somebody goes over their allotted time. Somebody won’t stop talking. Personalizing - “I do this... One time I...”
- 15. Find a strategy for: You’re short on agenda items the day before/the day of the meeting. Somebody goes over their allotted time. Somebody won’t stop talking. Personalizing - “I do this... One time I...” School context is the only context.
- 16. Find a strategy for: You’re short on agenda items the day before/the day of the meeting. Somebody goes over their allotted time. Somebody won’t stop talking. Personalizing - “I do this... One time I...” School context is the only context. Issues or questions arise that are beyond the groups authority/influence to change or answer.
- 17. Find a strategy for: You’re short on agenda items the day before/the day of the meeting. Somebody goes over their allotted time. Somebody won’t stop talking. Personalizing - “I do this... One time I...” School context is the only context. Issues or questions arise that are beyond the groups authority/influence to change or answer. Complaining/using meeting to vent problems in their building/class
- 18. Find a strategy for: You’re short on agenda items the day before/the day of the meeting. Somebody goes over their allotted time. Somebody won’t stop talking. Personalizing - “I do this... One time I...” School context is the only context. Issues or questions arise that are beyond the groups authority/influence to change or answer. Complaining/using meeting to vent problems in their building/class The group can’t get past a problem or issue/bogged down
- 19. How is this story like an ineffective meeting?
- 20. Rewarding
Editor's Notes
- You are going to spend the next hour reflecting on and learning about facilitation in the context of the meeting you will chair for curriculum leaders. This hour will address 3 key questions...\n\nFacilitation has been called choreographed improvisation. You will be both the choreographer and the improvisor. \n\nplease form 3 groups of 4 or five.\nAt your table you have.\nChart Paper\nEdugains sheets\nMarkers\n
- \n
- \n
- Essentially we have to define the sandbox for our meeting. You’ve developed a learning goal and you will have an agenda that will help you define the sandbox, to some extent. Meetings need agreements for the ways people will work together. -\n
- The sandbox needs to be tended to throughout the meeting as well. The clearer the boundaries of the sandbox, the easier the meeting is to facilitate. As a participant it’s easy to forget why we are there, go on tangents, forget who has had a chance to talk and who hasn’t. consideration of purpose/goal, balanced speaking and listening needs to be built into the opening, throughout the meeting and the closing. Structures like protocols, agendas help. The use of a timer with someone other than the facilitator responsible for the timer, can help.\n\n\n
- \n
- \n
- If everything goes well, you will have a full agenda with lots of sharing and little need to facilitate group conversation.\n....but sometimes things don’t go as planned. \n
- \nAB Each Teach for meeting personas article.\n\n
- compete to see who shares out the solution from the deck/dice\n
- compete to see who shares out the solution from the deck/dice\n
- compete to see who shares out the solution from the deck/dice\n
- compete to see who shares out the solution from the deck/dice\n
- compete to see who shares out the solution from the deck/dice\n
- compete to see who shares out the solution from the deck/dice\n
- compete to see who shares out the solution from the deck/dice\n
- compete to see who shares out the solution from the deck/dice\n
- now you are going to watch a video and then have a conversation about how the story in the video is like an ineffective meeting. You’re not watching a video about a meeting. The key to analogy is that the things being compared are actually very different.\n
- 7-11 CONVERSATIONS\nwhat else could they use to close a meeting.\n