Time Segment and Activity Sequence PPT Materials Required (mins.) Slide # 15 Act III.i: Action - Thinking & Learning, Part One 17-20 Reference concept of the provides a common focus for the learning “third point” – and the group (TLLP participants for this reading) might substitute “student work” This reading helps to reinforce the process/content in THIS session. Invite participants to find their ROBIN learning partner (bring reading “Chapter 1 Ingrid Bens’ “Chapter 1 reading and their working booklet) Understanding Understanding Facilitation” Facilitation” Refer to handout of excerpt from Facilitating with Ease: Ingrid Bens’ “Chapter 1 Understanding Facilitation“ Use Say Something with 4 stopping points to chunk the reading 4 Stretch Break Time Segment and Activity Sequence PPT Materials Required (mins.) Slide # 10 Act III.ii: Action - Thinking & Learning, Part Two 22-26 Conduct working assumptions check-in. Prompt: review the 5 working Working Assumptions (chart assumptions and self-assess how you are doing in terms of following them. As a paper) debrief, indicate that re-surfacing the working assumptions helps to keep them alive and explicit for the group. Lois Brown Easton’s “What Refer to handout version of excerpt from Protocols for Protocols Are and Why to Use Lois Brown Easton’s Professional Learning: Protocols Are and Why to Use “What Them” Them”
Time (mins.) Segment and Activity Sequence PPT Slide # Materials Required 15 Act III.i: Action - Thinking & Learning, Part One 17-20 Reference concept of the “third point” – provides a common focus for the learning and the group (TLLP participants might substitute “student work” for this reading) This reading helps to reinforce the process/content in THIS session. Invite participants to find their ROBIN learning partner (bring reading “Chapter 1 Understanding Facilitation” reading and their working booklet) Refer to handout of excerpt from Ingrid Bens’ Facilitating with Ease: “Chapter 1 Understanding Facilitation“ Use Say Something with 4 stopping points to chunk the reading Ingrid Bens’ “Chapter 1 Understanding Facilitation” 4 Stretch Break Time (mins.) Segment and Activity Sequence PPT Slide # Materials Required 10 Act III.ii: Action - Thinking & Learning, Part Two 22-26 Conduct working assumptions check-in. Prompt: review the 5 working assumptions and self-assess how you are doing in terms of following them. As a debrief, indicate that re-surfacing the working assumptions helps to keep them alive and explicit for the group. Refer to handout version of excerpt from Lois Brown Easton’s Protocols for Professional Learning: “What Protocols Are and Why to Use Them” Working Assumptions (chart paper) Lois Brown Easton’s “What Protocols Are and Why to Use Them”
Facilitating_Dynamic_TLLP_Workshop_Facilitators_Flow.docx