Day 1
01 Intro 02 ML 1: U1L3 03 Break 04 CSD Overview 05 Lesson Process 06 Transition to Asynchronous 07 Lunch 08 ML 2: U1L7 09 Break 10 Tools and Strategies 11 The PLACE 12 Transition to Asynchronous 13 Fac. Debrief
Day 2
14 Intro 15 ML 3: U2L2 16 Break 17 ML 4: U2L3 18 Transition to Asynchronous 19 Lunch 20 Asynchronous Debrief 21 Break 22 TLO 1: U2L5 23 Transition to Asynchronous 24 Fac. Debrief
Day 3
25 Intro 26 Understanding Context 27 TLO 2: U2L6 28 Break 29 TLO 3: U2L9 30 Transition to Asynchronous 31 Lunch 32 Asynchronous Debrief 33 TLO 4: U2L11 34 Break 35 TLO 5: U2L16 36 Transition to Asynchronous 37 Fac. Debrief
Day 4
38 Intro 39 Bias and Responsibility 40 TLO 6: U3L2 41 Break 42 TLO 7: U3L3 43 Transition to Asynchronous 44 Lunch 45 Asynchronous Debrief 46 TLO 8: U3L4 47 Break 48 Barriers, Opportunities, and Commitments 49 Transition to Asynchronous 50 Fac. Debrief
Day 5
51 Intro 52 Community 53 Prep for the Year 54 Break 55 Assessment 56 Transition to Asynchronous 57 Lunch 58 Asynchronous Debrief 59 Planning 60 Closing Ceremonies 61 End Early & Friday Facilitator Debrief

Session 37: Wednesday Facilitator Debrief

60 minutes

facilitator debrief

Purpose

Facilitators take time to discuss the day, both good and bad. They process gots/needs and surveys. Then take time to make a plan for the next day using the inputs from teacher feedback.

Objectives

  • Reflect on the day
  • Make a plan of how to address needs of teachers at some point during the rest of the week.

Supplies & Prep

Facilitator Supplies:

Agenda

Reflection (40 minutes)

Make a Plan (20 minutes)

Facilitation Guide

Reflection (40 minutes)

(15 minutes) Reflection on the Day

Meet with your co-facilitator(s) to debrief the day’s events.

Use Section 9 in your Facilitator Handbook as your guide to check in on the rapport of your participants.

(15 minutes) Review Gots and Needs

  • Take the Gots Chart and group post-its into categories of concerns
  • Discuss: What are the key Gots you want to highlight tomorrow morning?
  • Take the Needs Chart and group post-its into categories of concerns
  • Discuss:
    • What needs will be addressed by sessions later in the week? How will you point that out to teachers in the morning?
    • What needs will not be addressed later in the week?
      • Will they be addressed during the year? Can you tell them when?
      • Do you need to address that need during this week? When?

(10 minutes) Review Survey Feedback

  • What are a couple positive things that teachers pointed out on the survey?
  • Are there any key learning objectives that scored low? What do you need to do to help teachers understand them?
  • Are there any concerns brought up on the survey?

Make a Plan (20 minutes)

(20 minutes) Make a Plan for The Next Sessions

(Note: Some of these will take place immediately prior to the next module.)

  • Divide up your office hour time to ensure coverage and assistance.
  • Review the schedule for the next module/day
    • What prep work do you have to do before the next session? (updating slides, reviewing lessons, highlighting specific discussion posts, adding resources to the shared slides, etc.)
    • Who is leading during the different parts of sessions? Who is taking notes?
    • Do you need to do anything to specifically address teacher needs from today in the next sessions?
  • Key tasks
    • Keep an eye out for any participants that need assistance or have questions.
    • Provide clarifications to the whole group based upon conversations with participants that indicate misconceptions or misunderstanding.
    • Make sure that participants are completing asynchronous work. Note any participants that don't so you can remind them during the next session.