Table 2 Effective facilitation moves for combined PD according to González et al. (2016)
From: Compiling video cases to support PD facilitators in noticing productive teacher learning
Category | Move | Description |
|---|---|---|
Orienting the group to the task analysis | Launching | Ask general questions to help begin the discussion. |
Contextualizing | Share background knowledge that could be useful. | |
Moving along a | Transition to a new activity in the professional development. | |
Sustaining an inquiry stance | Highlighting | Emphasize an idea the teachers missed in the representation. |
Lifting up | Emphasize an idea a teacher proposed in the discussion. | |
Pressing | Ask a teacher for more details about a comment. | |
Clarifying | Restate a participant idea to help make its meaning clear. | |
Offering an explanation | Make a substantive comment about the representation, including examples from own classroom. | |
Countering | Provide an alternative to a participant idea. | |
Maintaining a focus on the professional development and the mathematics | Redirecting | Refocus the group on goals of the professional development. |
Pointing to evidence | Comment on the representation and support with evidence. | |
Connecting ideas | Link ideas between participants or parts of the session. | |
Supporting group collaboration | Standing back | Allow the members of the professional development to talk. |
Distributing participation | Encourage different teachers to contribute. | |
Validating participant ideas | Give positive feedback to the teachers. | |
Other moves | None | Coordinate details of the session that are not relevant to the discussion. |