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Facilitation Training For Subject Chairs
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- 2. Minds On: TheFacilitator’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 Meetingsshould 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 Sharea 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 thestrategy cards into categories of your choosing. You cannot sort them by colour.
- 8.
- 9. Trouble Shooting Meeting personalities Whenagendas breakdown
- 10. Find a strategyfor:
- 11. Find a strategyfor: You’re short on agenda items the day before/the day of the meeting.
- 12. Find a strategyfor: You’re short on agenda items the day before/the day of the meeting. Somebody goes over their allotted time.
- 13. Find a strategyfor: 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 strategyfor: 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 strategyfor: 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 strategyfor: 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 strategyfor: 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 strategyfor: 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 thisstory like an ineffective meeting?
- 20.
Editor's Notes
- #2 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
- #3 \n
- #4 \n
- #5 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
- #6 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
- #7 \n
- #8 \n
- #9 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
- #10 \nAB Each Teach for meeting personas article.\n\n
- #11 compete to see who shares out the solution from the deck/dice\n
- #12 compete to see who shares out the solution from the deck/dice\n
- #13 compete to see who shares out the solution from the deck/dice\n
- #14 compete to see who shares out the solution from the deck/dice\n
- #15 compete to see who shares out the solution from the deck/dice\n
- #16 compete to see who shares out the solution from the deck/dice\n
- #17 compete to see who shares out the solution from the deck/dice\n
- #18 compete to see who shares out the solution from the deck/dice\n
- #19 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
- #20 7-11 CONVERSATIONS\nwhat else could they use to close a meeting.\n