Facilitation Cycle PowerPoint Presentation

Report
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Understand how to plan and implement the
facilitation cycle within daily lessons aligned to
the TIIES rubric.
Understand how to implement the facilitation
cycle within an inquiry based lesson (math
and science)
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Have you ever:
Intended to do a 5 minute introduction that ended
up being the lesson?
 Taught a lesson that didn’t utilize the entire
instructional block? (ie: now what do we do?)
 Have you ever looked at the clock and realized it’s
time to leave, but haven’t given independent
practice (the assignment)?
 Been teaching and felt that there is no energy in the
room? (Lack of interest/ students are not with you)

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Reflect upon a lesson that you have taught that
didn’t go as well as you had envisioned. Write
down what the challenges were and why you
think it didn’t go so well.
Take a couple of minutes and share at your
tables.

The teacher effectively…
Presents, teaches, models, and/or guides the content
and/or processes.
 Transitions from guided to independent practice
using student performance as an indicator.
 Implements effective grouping patterns which
enable all students to successfully discuss, practice
and apply, process new learning and include
adequate teacher support.
 Move students through a complete facilitation cycle
as needed.
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Present
Facilitate/ Teach
Model
Guided Practice
Independent Practice
Evaluation

In each scenario what facilitation step is
missing?
1.
2.
3.
4.
5.
Teacher gives out independent work and has most
of the class ask “what do we do?” “I don’t get it.”
Teacher “Models” a lesson asking the students for
input.
Teacher is in the middle of a lesson and asks
themselves, “why aren’t they getting it?”
Teacher hands out an activity, reads the directions
together and says complete the rest on your own.
Teacher gives an assessment/ticket out the door
and most of the students fail.

In each scenario discuss what happened as it relates to the
facilitation cycle?
Teacher gives out independent work and has most of the class ask
“what do we do?” “I don’t get it.”
No GP or not enough GP. Does IP match modeling and GP?
2.
Teacher “Models” a lesson asking the students for input.
This is GP not modeling
3.
Teacher is in the middle of a lesson and asks themselves, “why
aren’t they getting it?”
Need for more teacher modeling. Does modeling match GP and IP?
4.
Teacher hands out an activity, reads the directions together and says
complete the rest on your own.
No facilitation cycle
5.
Teacher gives an assessment/ticket out the door and most of the
students fail.
Moves to IP prematurely or assessment doesn’t match what was taught
1.
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Planning is preventative!!
Facilitation Cycle doesn’t happen naturally, it
needs to be deliberate and planned.
How can you be more deliberate when
planning for the facilitation cycle?
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With your table discuss the following questions
and be prepared to share:
1.
2.
3.
How do you plan for your pacing?
How do you monitor your pacing?
How does pacing affect student learning?
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New learning and working toward the daily
objective should be the majority of your
instructional time.
Using on going assessments to move through a
complete facilitation cycle with planned
transitions.
Other Considerations:
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Warm up
Provide closure
Homework Check/ Review

Think back on the lesson you reflected on in
the beginning of the workshop. Using your
description of the “bombed” lesson, reflect on
everything presented in regards to the
facilitation cycle and describe any adjustments
you would make to turn that lesson into a
success.
Complete the Lesson Facilitation Graphic Organizer for a lesson
that you will teach. (1 incentive point)
It can be found under the school work tab in My Big Campus.
In the discussion thread share strategies that you used within
the context of a lesson describing how you:
 Activated prior knowledge and/or built background?
 Used an effective closure activity (besides a ticket out the
door)
 Used assessment to determine your pacing within the
facilitation cycle.
 Met the needs of all your students through
accommodations, modifications, and extensions.
(1 incentive point)

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