FACILITATION CYCLE AND PACING

Outcomes

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)

Just like me

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)

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.

Rubric for Lesson Facilitation

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.

Lesson Facilitation

Present Facilitate/ Teach Model Guided Practice Independent Practice Evaluation

What is missing?

In each scenario what facilitation step is missing?1. Teacher gives out independent work and has most

of the class ask “what do we do?” “I don’t get it.”2. Teacher “Models” a lesson asking the students for

input.3. Teacher is in the middle of a lesson and asks

themselves, “why aren’t they getting it?”4. Teacher hands out an activity, reads the

directions together and says complete the rest on your own.

5. Teacher gives an assessment/ticket out the door and most of the students fail.

What is missing? In each scenario discuss what happened as it relates to the

facilitation cycle?1. 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 cycle5. 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

Being Proactive

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?

What does this look like?

How does pacing impact the facilitation cycle?

With your table discuss the following questions and be prepared to share:

1. How do you plan for your pacing?2. How do you monitor your pacing?3. How does pacing affect student learning?

Pacing

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: Warm up Provide closure Homework Check/ Review

“TIIEing” it all together

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.

Practical Application

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)