Facilitating for Learning: Tools for Teacher Groups of All Kinds

Facilitating for Learning: Tools for Teacher Groups of All Kinds

by ALLEN

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Overview

One of the most important shifts in schools in the last two decades has been the growing emphasis on collaboration among teachers and other educators. Whether you are a teacher facilitating a group for the first time or an experienced facilitator seeking to further develop your skills, this book is for you. Organized to be used as both an exploration of the role of facilitating and as a handbook of strategies, this resource covers a range of contexts that include faculty meetings, department meetings, professional learning communities, grade-level teams, and inquiry groups. This book is a perfect companion to the authors' bestseller, The Facilitator's Book of Questions, which focuses on the skills needed to facilitate protocols or structured conversations. Facilitating for Learning extends the scope of that work by also examining the facilitator's responsibilities for supporting a group's learning during all parts of a meeting, between meetings, and within the larger school context and culture. It is an essential resource for teachers, administrators, coaches, and teacher educators.

Product Details

ISBN-13: 9780807757383
Publisher: Teachers College Press
Publication date: 07/24/2015
Edition description: New Edition
Pages: 144
Sales rank: 608,225
Product dimensions: 5.90(w) x 8.90(h) x 0.40(d)

Table of Contents

Foreword: The "Wants" of Professional Learning Ron Ritchhart vii

Acknowledgments xi

Part I Facilitating For Learning

1 Introduction 3

Why a New Book on Facilitation? 3

What Kind of Group Learning? 4

Who Will Facilitate? 6

How Do Teachers Become Facilitators? 7

How Is This Book Organized? 8

How Does This Book Relate to The Facilitator's Book of Questions? 9

A Note About Terminology 10

2 Facilitating for Learning 11

Developing a Different Story of Professional Learning 11

A Tale of Two Stances: Task Completion and Learning 13

Defining Facilitating for Learning 15

The Facilitator's Orientation 16

Facilitation and Other Roles 17

Part II Facilitating Teacher Learning Groups: The Basics

3 Preparing for the Meeting 21

Identify Goals 21

Shape the Agenda 25

Prepare Space and Materials 29

4 Opening the Meeting 32

Facilitate Transition and Connection 33

Review Goals and Agenda 35

Establish or Review Norms 37

Establish or Review Roles or Functions 41

5 Working Through the Meeting 44

Cultivate "Bi-Focal" Vision 48

Help the Group Manage Time 49

Help the Group Monitor Process and Progress Toward Its Goals 52

Help the Group Address More Complex Situations 55

6 Closing the Meeting 59

Invite the Group to Express Appreciation 60

Help the Group Reflect on the Content of the Meeting 61

Help the Group Reflect on the Process of the Meeting 63

Help the Group Identify Next Steps for Its Learning and Work 64

Gather Documentation Artifacts from the Meeting 66

Restore the Space (if Necessary) 67

7 Following Up on the Meeting 68

Continue to Gather Documentation Artifacts 69

Review Documentation Artifacts 69

Check in Informally with Participants 70

Communicate Formally with Participants and Other Stakeholders 72

Part III Opportunities and Challenges

8 Managing Productive Group Interactions 77

Differences in Individuals' Points of View 77

Differences in How Individuals Engage in Meetings 80

Differences in How Individuals Experience a Group's Autonomy 83

9 Repurposing Meetings for Learning 86

Analyzing Student Achievement Data 87

Aligning Curriculum and Instruction with Standards 88

Grading or Scoring Student Work 91

Discussing Individual Students and Their Learning 94

10 Managing Challenges of School Context and Culture 98

Challenges Related to Time 99

Challenges Related to School Culture 101

Challenges Related to School Leadership 106

11 Voices of Experience 110

Attention 110

Analogies and Metaphors 114

Satisfaction 116

Appendix: Resources 119

References 121

Index 123

About the Authors 131

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