Looking at Student Work
Looking at Student Work
spacerResources

spacerI is for Igloo

spacerBooks, Articles
spacer& Videos

spacerStudent
spacerWork Sites

spacerWeb Picks

spacerSupporting
spacerMaterials


Facilitation Tips
Developed for use by the National School Reform Faculty
1. Take some time to clarify terminology. For example, what is a clarifying questions? How is it different from a probing question (both in terms of structure and purpose)?

Clarifying questions are for the person asking them. they ask the presenter "who, what, where, when, and how." These are NOT "why" questions. They can be answered quickly and succinctly, often with a phrase or two.

Probing questions are for the person answering them. They ask the presenter "why" (among other things), and are open-ended. They take longer to answer, and often require deep thought on the part of the presenter before she speaks. The person asking the probing question doesn't know (or even assume) an answer to the question being asked, and doesn't have an investment in how the question is answered.

2. Alert people to the likely places/points in the protocol which will feel awkward like when the group gives warm and cool feedback and speaks as if the presenters aren't in the room. This protocol requires the group to talk about the presenters in the third person, almost as if they are not there. As awkward as this may feel at first, it often opens up a rich conversation. Remind the group that it is their job to give feedback, and to offer an analysis of the issue or questions presented. It is not necessary to solve a problem or to offer a definitive answer.

3. Suggest that the presenters physically sit back from the group so as not to have any eye contact when the group gives their warm and cool feedback. Remind the presenters to listen in a non-defensive manner. They might listen for: new ideas, perspectives, and approaches; the group's analysis of their question and related issues; and/or the assumptions implicit in the conversation. Remind the presenters that this is not supposed to be about the presenters themselves, but about a question they have raised.

4. Remind the group that the point of the last step is for the presenters to talk about what were, for them, the most significant feedback, comments, ideas and questions they heard. It is NOT for the presenters to give a "blow by blow" response to the group's conversation, nor is it to defend or further explain themselves. They can also share any new thoughts or questions they had while listening to the group.

5. Remind people that they can never know everything, but that they can know enough to be helpful. There will be much that the group says that won't be useful because they don't know enough about the context, but that there will be things they say and questions they raise that ONLY outsiders who don't know every nuance of the context can say or ask.

6. Be explicit about your role as a facilitator. Will you ever join in on the conversation? etc.

7. Remember to debrief each feedback session as a whole group. Debriefing the process is key. Don't short-change this step.
Top