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Learning- Focused Conversations A Continuum of Interaction ________________________________________ Consult Collaborate Coach Activating and Engaging • Contextual information • Information about event or situation • Presenting issues and concerns • Perspectives and perceptions Exploring & Discovering Planning/Problem Solving • Goals and outcomes • Indicators and evidence of success • Approaches, strategies and resources • Potential choice points and concerns Fully Attend Toolkit Pausing Paraphrasing Inquiring Probing Extending Exploring & Discovering Reflecting • Weigh priorities • Search for patterns • Compare/contrast • Analyze cause-effect relationships Organizing & Integrating • Connections • Generalizations • Applications • Personal Learning Based on the model of Cognitive Coaching developed by Art Costa & Robert Garmston [Costa, A. & Garmston, R. (2002) Cognitive Coaching: A Foundation for Renaissance Schools, Norwood MA: Christopher-Gordon Publishing along with Laura Lipton and Bruce Wellman's Mentoring Matters: A Practical Guide to Learning-Focused Relationships, Sherman CT: MiraVia (2003). “Effective Facilitation” WSASCD Conference, October 15, 2010
Effective Facilitation Structures and Strategies for Promoting Growth Why Facilitate? Facilitation is becoming a core competency for anyone who’s on a team, heading up a committee or teaching. Effective meetings happen when proper attention has been paid to the process elements and the proceedings are skillfully facilitated. Leaders must know how to create buy-in, generate active participation and empower people to take charge. At the core of instructional coaching, collaborating, mentoring, and teaching is the skill of facilitation. With its focus on asking instead of telling, as well as listening and building consensus, facilitation is the essential skill for working with others. --Ingrid Bens (2005) How is Facilitation unique? Whether a teacher leader takes the stance of Presenter, Collaborator, or Facilitator when working with a group depends upon the function that is needed for the task. (Examples: a presenter might present the improvements of a new curriculum and give steps for implementation; a collaborator might brainstorm or co-plan with colleagues; and a facilitator might help a group analyze their math curriculum or make decisions on how to begin the process of curriculum mapping.) A group facilitator may need to transition to presenter or collaborator to meet the needs of the group; whereas a mentor/growth agent may need to transition from coach, to consultant to collaborator depending upon the needs of their colleague in a 1:1 conversation. To facilitate means to ―make easier.‖ Facilitators maintain focus on the goal while managing the energy and pacing for the group. The group generates the information. Facilitators remain neutral. On the other hand, collaborators work alongside the group, co-creating information, and presenters bring expertise of the topic to the group. --L. Lipton & B. Wellman (2003 & 2010) Content vs. Process Presenting is about the content; and facilitating is about the process. The content is what is being discussed. The process is the how things are run—the format, structures, procedures, strategies, and tools used to engage with the content and work toward the goal(s). Facilitators plan for both the content and the process when developing their agenda. --Ingrid Bens (2005) Page 5 “Effective Facilitation” WSASCD Conference, October 15, 2010
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