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901b. Lea’s experimentation section

 


2 mins 21s

 

 

Asking for Expansion –  Facilitation Moves – Terry Saba

 

 

Facilitator asks teachers to elaborate upon their response or prove example.

 

 

Key language:

“I wonder if I could interrupt you just for a second because you said something that is interesting about the talk competency.  You said, ‘I learned about relaxing the goals...you said that you were a little too stringent with it and now you are being a little more flexible’...you mentioned the talk and I wondered if you could say a little more about that.”

3 mins 2s

 

Planting a Thorn – Facilitation Moves -  Terry Saba

Facilitator introduces a concept or practice that disrupts the participants’ assumptions or accepted practices. 

 

Key language:

 “And Jennifer you shared what you do.  And I am also wondering sometimes you might set it up by just saying, ‘I am going to be modelling something for you now, and you have got a job. Your job is to be the observers.  You can write something down on that sticky note, something that you observe that I do.  Or later, I will give you a chance to share, in a Think-Pair-Share, or we will talk about it altogether. Your job is really important because afterwards, you are going to be doing what I am doing as a writer.  And that is another way of setting it up.’  ” 

45s

Press for Practice Specificity- Facilitation Moves- Terry Saba

Facilitator requests explain of what an idea would look like in a classroom.

Key language:

“I am just wondering how you set that up?”

 

 

18s

Reinforcing Norms of Collaboration/Making Light- Facilitation Moves- Terry Saba
  • Facilitator reminds teachers about how they ought to interact with each other.
  •  Facilitator says something or makes a gesture with the intent of lightening the mood. 

 

Key language:

So you are going to give us some background, set us up, share the text, we will read the text before we hear  the audio tape.  I did ask you to kind of limit it to 5 minutes and hopefully you can do that. (Brief pause and then speaks with a Southern accent) And not  well we’ll just cut’ya awf!”  (teachers' laughter)

1 min 17s

Making Light (Using Video)- Facilitation Moves- Wendy King

Key language:

Teacher laughter

 

 

1 min 5s

Modelling Teacher Talk- Facilitation Moves- Terry Saba

Facilitator talks to teachers about the qualities of their talk with students.

Key language:

“I also like the fact that you said, right at the beginning, ‘nice title, I like it.’ So, you’re reassuring him. And I’m really listening for the teacher talk… ‘does this sound like a good phrase?’—you asked that… So you’re not just making a statement—‘hey, here’s a good phrase,’ you know, or ‘this phrase maybe could be better,’ but you’re drawing him in; ‘this is your piece, you know, and we need your input as the author’… is that what you were trying to say? Because I thought that was a really good question…”

35s

Consolidating- Facilitation Moves- Terry Saba

Facilitator focuses attention on an excerpt of teacher talk to keep goals central. 

Key language:

 

F: “Wow!  I think that the fact that they (students) are thinking for themselves as writers, I mean that is what we are aiming for, right?”

T: “Right, that’s the goal,”

F: “You’re readers, you’re writers.  And when kids start to internalize that feeling that’s the best reward.”

T: “Yeah.”

F: “ It’s then that we feel...”

T: “Accomplished.”

F: “Teaching and learning have been productive.”

 

1min 4s

Consolidating- Facilitation Moves- Wendy King

Facilitator focuses attention on an excerpt of teacher talk to keep goals central. 

Key language:

“So these are the kinds of things we want kids to do when they are talking. How do we get them to do that? That’s the question.” 

55s

Positioning Participants Competently- Facilitation Moves- Terry Saba

Facilitator frames a particular group of teachers, or teachers in general, as having important and specialized knowledge or skills.

Key language:

“What I have had from this experience...first of all I have to thank you for opening your doors to me as eagerly as you have because I have enjoyed being in your class, seeing your kids, seeing the interaction...between the two of you...and also meeting with me independently and sharing your reflections on what is happening in your class.  And the honesty that you all have and just, you know I have told you this before, I do consider you really master teachers and the fact that you share of those things that are happening in your class with the enthusiasm that you do...”

 

59s

Sharing Vulnerability- Facilitation Moves- Terry Saba

Facilitator shares concerns, or acknowledges imperfections or mistakes.

Key language:

“What I also have appreciated is that you have taught me a lot, and allowed me to practise what I have been learning...about coaching...and allowed me to learn what it is like to be in the coach’s seat, I think that it has given me a more intimate look at coaching...it has really enriched the whole learning for me and I am very grateful.”  

 

37s

Sharing Vulnerability- Facilitation Moves- Wendy King

Facilitator shares concerns, or acknowledges imperfections or mistakes.

Key language:

“She’s here filming me to give me feedback on my presentation of professional development…as a group of consultants we’ve been looking at ‘how do we do PD and how do we do it more effectively?’ I’m trying to improve my practice, to get better, as I think we all are, as teachers.”

 

 

17s

Press for Pedagogical Reasoning- Facilitation Moves- Wendy King

Facilitator asks participants to articulate why a particular pedagogical approach is important in
light of their views of students or content.

Key language:

“What does that do?”

1min 22s

Leading a whole group discussion (using open--ended questions) -  Activity Structure - Wendy King 

Key language:

“So, why are questions important?”

"How do we get students to ask questions, and to ask good questions?

45s

Pairs (Turn and Talk)- Activity Structure- Wendy King

Key language:

"Think about what kind of structures you have in your classroom that allow students to talk."

34 s

Pressing for Content Understanding- Facilitation Moves- Wendy King

Key language:

"Why is talk important? How does talk relate to response?"

"Anyone want to build on that?"

2 mins 26s

Giving a Counter Example (Using Video)- Facilitation Moves- Wendy King

Key language:

"Think about who's doing the talking."