Facilitation moves are what facilitators say to shape, sharpen, and focus teacher learning in the context of PD. Megan Webster
Not only do we need to make great choices about what to do with teachers in the context of PD, we also need to orchestrate the work in a way which allows teachers to learn from all of the activities we have planned. The following list outlines a series of facilitation moves that help expert PD leaders achieve their goals. Note that sometimes a single move can achieve a variety of purposes: for example, leaving wait time offers participants extra time to develop their thinking, it positions teachers competently by suggesting they can figure it out on their own, and it subtly encourage teachers to defend and expand their thinking.
|Leaving wait time||
Allow silence to linger during whole group discussion.
|Positioning participants competently||
Articulate content in a way that frames participants as experts.
e.g., “You all are my Secondary 2 experts. Tell me where you think students would struggle
when reading this text?”
|Pressing for pedagogical reasoning||
Facilitator asks participants to articulate why a particular pedagogical approach is important in
light of their views of students or content.
e.g., “You mention you think students should read a variety of text types. Why do you think that’s important?”
|Asking for expansion||
Facilitator asks participant to develop their ideas.
e.g., “Say more about that.”
For a more comprehensive list of facilitation strategies, look here.