Class Facilitation

Group, 200 points

Each student group will be responsible for facilitating one class session. The purposes of the class facilitation are to:

· give you authentic practice in teaching your peers, and you will be required to know and use principles of good teaching in every facet of the facilitation.

· help you to become very familiar with the reading contents, related materials, and the ins and outs of team teaching.

· strengthen your understanding of how to make your classrooms learner-centered rather than teacher-centered

· practice what you know about exciting student interest, keeping students interested, and, most important, meeting the needs of all learners in your classrooms.

These combined opportunities will help you to develop skills and mindsets that will be crucial for you to carry into your teaching.

The group will have a maximum of 1.5 hours of class time to facilitate (teach) their activities. Each group is required to meet outside of class with the instructor no less than one week before the facilitation. More time is recommended so that the group and the instructor can discuss the group’s reading review before it is given to the class. Groups must come to the meeting demonstrating a grasp of the topic and readings and have an outline of what they want to do during their facilitation.

The facilitation includes:

1. Reading Review

Prepare a study guide, quiz, anticipation guide, or other reading exercise or activity to make sure that learners have appropriate understandings from the assigned readings in order to work effectively on activities during the facilitation. Present this review as homework to the students in the course the week before your actual facilitation.  This review will be evaluated by the facilitation team and turned in within three days of the facilitation.

2. Introduction

Present a clear agenda and objectives for your facilitation based on the topic and the readings. Your focus will be on student involvement during your introduction—in other words, make sure that your learners have a reason to listen to you and that they are active even when you are presenting your agenda. Think creatively!

3. Activities

Create and demonstrate at least two classroom activities for teachers that integrate, apply, reinforce, and/or demonstrate the important ideas from the readings. Your classmates should come away from your facilitation with a better understanding of the topic, ideas for involving their students in the topic, and resources that they might use in their own classrooms.

4. Technology Integration

Integrate technology into your facilitation as a tool for differentiation.

5. Assessment

Perform clear informal and formal assessment of your session. You will need to show that you are evaluating your peers’ progress toward your objectives along the way and adjusting in accord as necessary. Also measure your objectives at the end of the lesson to see how successful you were in meeting them.

6. Resources

Provide a resource list (include at least 5 resources of at least two different types) of some kind to support the activities and ideas from your facilitation. All items in the list must be in APA format. (Check on line for an APA guide if you need one).

7. Reflection

Individually complete a one-page reflection that briefly addresses each category on the facilitation rubric (you may use the rubric form is you wish, but do not assign points).

Additional information:

· Facilitators may not lecture unless there is sufficient justification presented for this delivery method. Lecture is considered the facilitators speaking for 3 minutes or more uninterrupted.

· Students are responsible for all materials, including copies, that will be used during the facilitation. Instructors may have materials that can be loaned.

· The rubric for this course assignment is attached to this page. Please read it and your assigned readings carefully before meeting with your instructor. If you have not done so, your appointment may be cancelled or postponed.